The Twilight Saga 4: Breaking Dawn 17. What Do I Look Like? …

17. What Do I Look Like? The Wizard Of Oz? You Need A Brain? You Need A Heart? Go Ahead.Take Mine. Take Everything I Have. HEART? GO AHEAD. TAKE MINE. TAKE EVERYTHING I HAVE. I sort of had a plan as I ran to the Cullens' garage. The second part of it was totaling the bloodsucker's car on my way back. So I was at a loss when I mashed the button on the keyless remote, and it was not his Volvo that beeped and flashed its lights for me. It was another car – a standout even in the long line of vehicles that were mostly all drool-worthy in their own ways. Did he actually mean to give me the keys to an Aston Martin Vanquish, or was that an accident? I didn't pause to think about it, or if this would change that second part of my plan. I just threw myself into the silky leather seat and cranked the engine while my knees were still crunched up under the steering wheel. The sound of the motor's purr might have made me moan another day, but right now it was all I could do to concentrate enough to put it in drive. I found the seat release and shoved myself back as my foot rammed the pedal down. The car felt almost airborne as it leaped forward. It only took seconds to race through the tight, winding drive. The car responded to me like my thoughts were steering rather than my hands. As I blew out of the green tunnel and onto the highway, I caught a fleeting glimpse of Leah's gray face peering uneasily through the ferns. For half a second, I wondered what she'd think, and then I realized that I didn't care. I turned south, because I had no patience today for ferries or traffic or anything else that meant I might have to lift my foot off the pedal. In a sick way, it was my lucky day. If by lucky you meant taking a well-traveled highway at two hundred without so much as seeing one cop, even in the thirty-mile-an-hour speed-trap towns. What a letdown. A little chase action might have been nice, not to mention that the license plate info would bring the heat down on the leech. Sure, he'd buy his way out of it, but it might have been just a little inconvenient for him. The only sign of surveillance i came across was just a hint of dark brown fur flitting through the woods, running parallel to me for a few miles on the south side of Forks. Quil, it looked like. He must have seen me, too, because he disappeared after a minute without raising an alarm. Again, I almost wondered what his story would be before I remembered that I didn't care. I raced around the long U-shaped highway, heading for the biggest city I could find. That was the first part of my plan. It seemed to take forever, probably because I was still on the razor blades, but it actually didn't even take two hours before I was driving north into the undefined sprawl that was part Tacoma and part Seattle. I slowed down then, because I really wasn't trying to kill any innocent bystanders. This was a stupid plan. It wasn't going to work. But, as I'd searched my head for any way at all to get away from the pain, what Leah'd said today had popped in there. That would go away, you know, if you imprinted. You wouldn't have to hurt over her anymore. Seemed like maybe getting your choices taken away from you wasn't the very worst thing in the world. Maybe feeling like this was the very worst thing in the world. But I'd seen all the girls in La Push and up on the Makah rez and in Forks. I needed a wider hunting range. So how do you look for a random soul mate in a crowd? Well, first, I needed a crowd. So I tooled around, looking for a likely spot. I passed a couple of malls, which probably would've been pretty good places to find girls my age, but I couldn't make myself stop. Did I want to imprint on some girl who hung out in a mall all day? I kept going north, and it got more and more crowded. Eventually, I found a big park full of kids and families and skateboards and bikes and kites and picnics and the whole bit. I hadn't noticed till now – it was a nice day. Sun and all that. People were out celebrating the blue sky. I parked across two handicapped spots – just begging for a ticket – and joined the crowd. I walked around for what felt like hours. Long enough that the sun changed sides in the sky. I stared into the face of every girl who passed anywhere near me, making myself really look, noticing who was pretty and who had blue eyes and who looked good in braces and who had way too much makeup on. I tried to find something interesting about each face, so that I would know for sure that I'd really tried. Things like: This one had a really straight nose; that one should pull her hair out of her eyes; this one could do lipstick ads if the rest of her face was as perfect as her mouth___ Sometimes they stared back. Sometimes they looked scared – like they were thinking, Who is this big freak glaring at me? Sometimes I thought they looked kind of interested, but maybe that was just my ego running wild. Either way, nothing. Even when I met the eyes of the girl who was – no contest – the hottest girl in the park and probably in the city, and she stared right back with a speculation that looked like interest, I felt nothing. Just the same desperate drive to find a way out of the pain. As time went on, I started noticing all the wrong things. Bella things. This one's hair was the same color. That one's eyes were sort of shaped the same. This one's cheekbones cut across her face in just the same way. That one had the same little crease between her eyes – which made me wonder what she was worrying about___ That was when I gave up. Because it was beyond stupid to think that I had picked exactly the right place and time and I was going to simply walk into my soul mate just because I was so desperate to. It wouldn't make sense to find her here, anyway. If Sam was right, the best place to find my genetic match would be in La Push. And, clearly, no one there fit the bill. If Billy was right, then who knew? What made for a stronger wolf? I wandered back to the car and then slumped against the hood and played with the keys. Maybe I was what Leah thought she was. Some kind of dead end that shouldn't be passed on to another generation. Or maybe it was just that my life was a big, cruel joke, and there was no escape from the punch line. â€Å"Hey, you okay? Hello? You there, with the stolen car.† It took me a second to realize that the voice was talking to me, and then another second to decide to raise my head. A familiar-looking girl was staring at me, her expression kind of anxious. I knew why I recognized her face – I'd already catalogued this one. Light red-gold hair, fair skin, a few gold-colored freckles sprinkled across her cheeks and nose, and eyes the color of cinnamon. â€Å"If you're feeling that remorseful over boosting the car,† she said, smiling so that a dimple popped out in her chin, â€Å"you could always turn yourself in.† â€Å"It's borrowed, not stolen,† I snapped. My voice sounded horrible – like I'd been crying or something. Embarrassing. â€Å"Sure, thatW hold up in court.† I glowered. â€Å"You need something?† â€Å"Not really. I was kidding about the car, you know. It's just that†¦ you look really upset about something. Oh, hey, I'm Lizzie.† She held out her hand. I looked at it until she let it fall. â€Å"Anyway†¦,† she said awkwardly, â€Å"I was just wondering if I could help. Seemed like you were looking for someone before.† She gestured toward the park and shrugged. â€Å"Yeah.† She waited. I sighed. â€Å"I don't need any help. She's not here.† â€Å"Oh. Sorry.† â€Å"Me, too,† I muttered. I looked at the girl again. Lizzie. She was pretty. Nice enough to try to help a grouchy stranger who must seem nuts. Why couldn't she be the one? Why did everything have to be so freaking complicated? Nice girl, pretty, and sort of funny. Why not? â€Å"This is a beautiful car,† she said. â€Å"It's really a shame they're not making them anymore. I mean, the Vantage's body styling is gorgeous, too, but there's just something about the Vanquish___† Nice girl who knew cars. Wow. I stared at her face harder, wishing I knew how to make it work. C'mon, Jake – imprint already. â€Å"How's it drive?† she asked. â€Å"Like you wouldn't believe,† I told her. She grinned her one-dimple smile, clearly pleased to have dragged a halfway civil response out of me, and I gave her a reluctant smile back. But her smile did nothing about the sharp, cutting blades that raked up and down my body. No matter how much I wanted it to, my life was not going to come together like that. I wasn't in that healthier place where Leah was headed. I wasn't going to be able to fall in love like a normal person. Not when I was bleeding over someone else. Maybe – if it was ten years from now and Bella's heart was long dead and I'd hauled myself through the whole grieving process and come out in one piece again – maybe then I could offer Lizzie a ride in a fast car and talk makes and models and get to know something about her and see if I liked her as a person. But that wasn't going to happen now. Magic wasn't going to save me. I was just going to have to take the torture like a man. Suck it up. Lizzie waited, maybe hoping I was going to offer her that ride. Or maybe not. â€Å"I'd better get this car back to the guy I borrowed it from,† I muttered. She smiled again. â€Å"Glad to hear you're going straight.† â€Å"Yeah, you convinced me.† She watched me get in the car, still sort of concerned. I probably looked like someone who was about to drive off a cliff. Which maybe I would've, if that kind of move'd work for a werewolf. She waved once, her eyes trailing after the car. At first, I drove more sanely on the way back. I wasn't in a rush. I didn't want to go where I was going. Back to that house, back to that forest. Back to the pain I'd run from. Back to being absolutely alone with it. Okay, that was melodramatic. I wouldn't be all alone, but that was a bad thing. Leah and Seth would have to suffer with me. I was glad Seth wouldn't have to suffer long. Kid didn't deserve to have his peace of mind ruined. Leah didn't, either, but at least it was something she understood. Nothing new about pain for Leah. I sighed big as I thought about what Leah wanted from me, because I knew now that she was going to get it. I was still pissed at her, but I couldn't ignore the fact that i could make her life easier. And – now that I knew her better – I thought she would probably do this for me, if our positions were reversed. It would be interesting, at the very least, and strange, too, to have Leah as a companion – as a friend. We were going to get under each other's skin a lot, that was for sure. She wouldn't be one to let me wallow, but I thought that was a good thing. I'd probably need someone to kick my butt now and then. But when it came right down to it, she was really the only friend who had any chance of understanding what I was going through now. I thought of the hunt this morning, and how close our minds had been for that one moment in time. It hadn't been a bad thing. Different. A little scary, a little awkward. But also nice in a weird way. I didn't have to be all alone. And I knew Leah was strong enough to face with me the months that were coming. Months and years. It made me tired to think about it. I felt like I was staring out across an ocean that I was going to have to swim from shore to shore before I could rest again. So much time coming, and then so little time before it started. Before I was flung into that ocean. Three and a half more days, and here I was, wasting that little bit of time I had. I started driving too fast again. I saw Sam and Jared, one on either side of the road like sentinels, as I raced up the road toward Forks. They were well hidden in the thick branches, but I was expecting them, and I knew what to look for. I nodded as I blew past them, not bothering to wonder what they made of my day trip. I nodded to Leah and Seth, too, as I cruised up the Cullens' driveway. It was starting to get dark, and the clouds were thick on this side of the sound, but I saw their eyes glitter in the glow of the headlights. I would explain to them later. There'd be plenty of time for that. It was a surprise to find Edward waiting for me in the garage. I hadn't seen him away from Bella in days. I could tell from his face that nothing bad had happened to her. In fact, he looked more peaceful than before. My stomach tightened as I remembered where that peace came from. It was too bad that – with all my brooding – I'd forgotten to wreck the car. Oh well. I probably wouldn't have been able to stand hurting this car, anyway. Maybe he'd guessed as much, and that's why he'd lent it to me in the first place. â€Å"A few things, Jacob,† he said as soon as I cut the engine. I took a deep breath and held it for a minute. Then, slowly, I got out of the car and threw the keys to him. â€Å"Thanks for the loan,† I said sourly. Apparently, it would have to be repaid. â€Å"What do you want now?† â€Å"Firstly†¦ I know how averse you are to using your authority with your pack, but†¦Ã¢â‚¬  I blinked, astonished that he would even dream of starting in on this one. â€Å"What?† â€Å"If you can't or won't control Leah, then I – â€Å" â€Å"Leah?† I interrupted, speaking through my teeth. â€Å"What happened?† Edward's face was hard. â€Å"She came up to see why you'd left so abruptly. I tried to explain. I suppose it might not have come out right.† â€Å"What did she do?† â€Å"She phased to her human form and – â€Å" â€Å"Really?† I interrupted again, shocked this time. I couldn't process that. Leah letting her guard down right in the mouth of the enemy's lair? â€Å"She wanted to†¦ speak to Bella.† â€Å"To Bella?† Edward got all hissy then. â€Å"I won't let Bella be upset like that again. I don't care how justified Leah thinks she is! I didn't hurt her – of course I wouldn't – but I'll throw her out of the house if it happens again. I'll launch her right across the river – â€Å" â€Å"Hold on. What did she say?† None of this was making any sense. Edward took a deep breath, composing himself. â€Å"Leah was unnecessarily harsh. I'm not going to pretend that I understand why Bella is unable to let go of you, but I do know that she does not behave this way to hurt you. She suffers a great deal over the pain she's inflicting on you, and on me, by asking you to stay. What Leah said was uncalled for. Bella's been crying – â€Å" â€Å"Wait – Leah was yelling at Bella about me?† He nodded one sharp nod. â€Å"You were quite vehemently championed.† Whoa. â€Å"I didn't ask her to do that.† â€Å"I know.† I rolled my eyes. Of course he knew. He knew everything. But that was really something about Leah. Who would have believed it? Leah walking into the bloodsuckers' place human to complain about how /was being treated. â€Å"I can't promise to control Leah,† I told him. â€Å"I won't do that. But I'll talk to her, okay? And I don't think there'll be a repeat. Leah's not one to hold back, so she probably got it all off her chest today.† â€Å"I would say so.† â€Å"Anyway, I'll talk to Bella about it, too. She doesn't need to feel bad. This one's on me.† â€Å"I already told her that.† â€Å"Of course you did. Is she okay?† â€Å"She's sleeping now. Rose is with her.† So the psycho was â€Å"Rose† now. He'd completely crossed over to the dark side. He ignored that thought, continuing with a more complete answer to my question. â€Å"She's†¦ better in some ways. Aside from Leah's tirade and the resulting guilt.† Better. Because Edward was hearing the monster and everything was all lovey-dovey now. Fantastic. â€Å"It's a bit more than that,† he murmured. â€Å"Now that I can make out the child's thoughts, it's apparent that he or she has remarkably developed mental facilities. He can understand us, to an extent.† My mouth fell open. â€Å"Are you serious?† â€Å"Yes. He seems to have a vague sense of what hurts her now. He's trying to avoid that, as much as possible. He†¦ loves her. Already.† I stared at Edward, feeling sort of like my eyes might pop out of their sockets. Underneath that disbelief, I could see right away that this was the critical factor. This was what had changed Edward – that the monster had convinced him of this love. He couldn't hate what loved Bella. It was probably why he couldn't hate me, either. There was a big difference, though. I wasn't killing her. Edward went on, acting like he hadn't heard all that. â€Å"The progress, I believe, is more than we'd judged. When Carlisle returns – â€Å" â€Å"They're not back?† I cut in sharply. I thought of Sam and Jared, watching the road. Would they get curious as to what was going on? â€Å"Alice and Jasper are. Carlisle sent all the blood he was able to acquire, but it wasn't as much as he was hoping for – Bella will use up this supply in another day the way her appetite has grown. Carlisle stayed to try another source. I don't think that's necessary now, but he wants to be covered for any eventuality.† â€Å"Why isn't it necessary? If she needs more?† I could tell he was watching and listening to my reaction carefully as he explained. Tm trying to persuade Carlisle to deliver the baby as soon as he is back.† â€Å"What?† â€Å"The child seems to be attempting to avoid rough movements, but it's difficult. He's become too big. It's madness to wait, when he's clearly developed beyond what Carlisle had guessed. Bella's too fragile to delay.† I kept getting my legs knocked out from under me. First, counting on Edward's hatred of the thing so much. Now, I'd realized that I thought of those four days as a sure thing. I'd banked on them. The endless ocean of grief that waited stretched out before me. I tried to catch my breath. Edward waited. I stared at his face while I recovered, recognizing another change there. â€Å"You think she's going to make it,† I whispered. â€Å"Yes. That was the other thing I wanted to talk to you about.† I couldn't say anything. After a minute, he went on. â€Å"Yes,† he said again. â€Å"Waiting, as we have been, for the child to be ready, that was insanely dangerous. At any moment it could have been too late. But if we're proactive about this, if we act quickly, I see no reason why it should not go well. Knowing the child's mind is unbelievably helpful. Thankfully, Bella and Rose agree with me. Now that I've convinced them it's safe for the child if we proceed, there's nothing to keep this from working.† â€Å"When will Carlisle be back?† I asked, still whispering. I hadn't got my breath back yet. â€Å"By noon tomorrow.† My knees buckled. I had to grab the car to hold myself up. Edward reached out like he was offering support, but then he thought better of it and dropped his hands. â€Å"I'm sorry,† he whispered. â€Å"I am truly sorry for the pain this causes you, Jacob. Though you hate me, I must admit that I don't feel the same about you. I think of you as a†¦ a brother in many ways. A comrade in arms, at the very least. I regret your suffering more than you realize. But Bella is going to survive† – when he said that his voice was fierce, even violent – â€Å"and I know that's what really matters to you.† He was probably right. It was hard to tell. My head was spinning. â€Å"So I hate to do this now, while you're already dealing with too much, but, clearly, there is little time. I have to ask you for something – to beg, if I must.† â€Å"I don't have anything left,† I choked out. He lifted his hand again, as if to put it on my shoulder, but then let it drop like before and sighed. â€Å"I know how much you have given,† he said quietly. â€Å"But this is something you do have, and only you. I'm asking this of the true Alpha, Jacob. I'm asking this of Ephraim's heir.† I was way past being able to respond. â€Å"I want your permission to deviate from what we agreed to in our treaty with Ephraim. I want you to grant us an exception. I want your permission to save her life. You know 111 do it anyway, but I don't want to break faith with you if there is any way to avoid it. We never intended to go back on our word, and we don't do it lightly now. I want your understanding, Jacob, because you know exactly why we do this. I want the alliance between our families to survive when this is over.† I tried to swallow. Sam, I thought. It's Sam you want. â€Å"No. Sam's authority is assumed. It belongs to you. You'll never take it from him, but no one can rightfully agree to what I'm asking except for you† It's not my decision. â€Å"It is, Jacob, and you know it. Your word on this will condemn us or absolve us. Only you can give this to me.† can't think. I don't know. â€Å"We don't have much time.† He glanced back toward the house. No, there was no time. My few days had become a few hours. don't know. Let me think. Just give me a minute here, okay? â€Å"Yes.† I started walking to the house, and he followed. Crazy how easy it was, walking through the dark with a vampire right beside me. It didn't feel unsafe, or even uncomfortable, really. It felt like walking next to anybody. Well, anybody who smelled bad. There was a movement in the brush at the edge of the big lawn, and then a low whimper. Seth shrugged through the ferns and loped over to us. â€Å"Hey, kid,† I muttered. He dipped his head, and I patted his shoulder. â€Å"S'all cool,† I lied. â€Å"I'll tell you about it later. Sorry to take off on you like that.† He grinned at me. â€Å"Hey, tell your sister to back off now, okay? Enough.† Seth nodded once. I shoved against his shoulder this time. â€Å"Get back to work. I'll spell you in a bit.† Seth leaned against me, shoving back, and then he galloped into the trees. â€Å"He has one of the purest, sincerest, kindest minds I've ever heard,† Edward murmured when he was outof sight. â€Å"You're lucky to have his thoughts to share.† â€Å"I know that,†! grunted. We started toward the house, and both of our heads snapped up when we heard the sound of someone sucking through a straw. Edward was in a hurry then.He darted up the porch stairs and was gone. â€Å"Bella, love, Ithought you were sleeping,† I heard him say. â€Å"I'm sorry, I wouldn't have left.† â€Å"Don't worry. Ijust got so thirsty – it woke me up.It's a good thing Carlisle is bringing more. This kid is going to need it when he gets out of me.† â€Å"True. That's a good point.† â€Å"I wonder if he'll want anything else,† she mused. â€Å"I suppose we'll find out.† I walked through the door. Alice said, â€Å"Finally,† and Bella's eyes flashed to me. That infuriating, irresistible smile broke across her face for one second. Then it faltered, and her face fell. Her lips puckered, like she was trying not to cry. I wanted to punch Leah right in her stupid mouth. â€Å"Hey, Bells,† Isaid quickly. â€Å"How ya doing?† â€Å"I'm fine,† she said. â€Å"Big day today, huh? Lots of new stuff.† â€Å"You don't have to do that, Jacob.† â€Å"Don't know what you're talking about,† I said, going to sit on the arm of the sofa by her head. Edward had the floor there already. She gave me a reproachful look. â€Å"I'm so s – † she started to say. I pinched her lips together between my thumb and finger. â€Å"Jake,† she mumbled, trying to pull my hand away. Her attempt was so weak it was hard to believe that she was really trying. I shook my head. â€Å"You can talk when you're not being stupid.† â€Å"Fine,I won't say it,† it sounded like she mumbled. I pulled my hand away. â€Å"Sorry!† she finished quickly, and then grinned. I rolledmy eyes and then smiled back at her. When I stared into her eyes, I saw everything that I'd been looking for in the park. Tomorrow, she'd be someone else. But hopefully alive, and that was what counted, right? She'd look at me with the same eyes, sort of. Smile with the same lips, almost. She'd still know me better than anyone who didn't havefull access to the inside of my head. Leah might be an interesting companion, maybe even a true friend – someone who would stand up for me. But she wasn't my best friend the way thatBella was. Aside from the impossible love I felt for Bella, there was also that other bond, and it ran bone deep. Tomorrow, she'd be my enemy. Or she'd be myally. And, apparently, that distinction was up to me. I sighed. Fine!I thought, giving up the very last thing i had to give. It made me feel hollow. Go ahead. Save her. As Ephraim's heir, you have my permission, my word, that this will not violate the treaty. The others will just have to blame me. You were right – they can't deny that it's my right to agree to this. ‘Thank you.† Edward's whisper was low enough that Bella didn't hear anything. But the words were so fervent that, from the corner of my eye, I saw the other vampires turning to stare. â€Å"So,†Bella asked, working to be casual. â€Å"How was your day?† â€Å"Great. Went for a drive. Hung out in the park.† â€Å"Sounds nice.† â€Å"Sure, sure.† Suddenly, she made a face. â€Å"Rose?† she asked. I heard Blondie chuckle. â€Å"Again?† â€Å"I think I've drunk two gallons in the last hour,† Bella explained. Edward and I both got out of the way while Rosalie came to lift Bella from the couch and take her to the bathroom. â€Å"Can I walk?† Bella asked. â€Å"My legs are so stiff.† â€Å"Are you sure?† Edward asked. â€Å"Rose'llcatch me if I trip over my feet. Which could happen pretty easily, since I can't see them.† Rosalie set Bellacarefully on her feet, keeping her hands right atBella's shoulders. Bella stretched her arms out in front of her, wincing a little. â€Å"That feels good,† she sighed. â€Å"Ugh, but I'm huge.† She really was. Her stomach was its own continent. â€Å"One more day,† she said, and patted her stomach. I couldn't help the pain that shot through me in a sudden, stabbing burst, but I tried to keep it off my face. I could hide it for one more day, right? â€Å"All righty, then. Whoops – oh, no!† The cup Bella had left on the sofa tumbled to one side, the dark red blood spilling out onto the pale fabric. Automatically, though three other hands beat her there, Bella bent over, reaching out to catch it. There was the strangest, muffled ripping sound from the center of her body. â€Å"Oh!† she gasped. And then she went totally limp, slumping toward the floor. Rosalie caught her in the same instant, before she could fall. Edward was there, too, hands out, the mess on the sofa forgotten. â€Å"Bella?† he asked, and then his eyes unfocused, and panic shot across his features. A half second later,Bella screamed. Itwas not justa scream, it was a blood-curdling shriek of agony. The horrifying sound cut off with a gurgle, and her eyes rolled back into her head. Her body twitched, arched in Rosalie's arms, and then Bella vomited a fountain of blood.

Marketing Plan †Chancellor University Essay

Chancellor University is a for-profit secondary education institution located in Seven Hills, OH. Grounded in the traditions of business, it has multiple degrees in business and other select professions. Alumni of Chancellor University include John D. Rockefeller and Harvey Firestone. The degree selection ranges from certificates to Masters Programs focusing in business, healthcare management, global comparative studies, and criminal justice. In 2009, Chancellor switched from ground campus to an all-online format, with students spread across the United States and some countries around the world. Chancellor believes that students succeed later in life because they are taught to strive for excellence. Based on previous SWOT analysis, Chancellor has a chance to recover from the economic downturn and help it become viable as a premiere institution. STRENGTHS| WEAKNESS| SOCIAL MEDIA PROGRAM| LOSS OF JACK WELCH MGMNT TO STRAYER UNIVERSITY| COMMUNITY COLLEGE PARTNERSHIP| REPORTS OF LOSING ACCREDITATION| HISTORY| LOW STUDENT RETENTION| | | OPPORTUNITIES| THREATS| WORKING CLASS AND FIRST GENERATION COLLEGE ATTENDEES| BAD ECONOMY| CELEBRITY STUDENTS| LACK OF ALTERNATIVE FINANCING|. DEMAND FOR HIGHER EDUCATION| COMPETITORS OFFERING SIMILAR CLASSES AND FORMATS| Recently added to the Chancellor University degree offerings is the Masters and certificate program of Social Media. According to some, this addition as a Master’s Degree is not viable but the certificate program is seen as viable for specializations. The feeling is that most students would already be well versed in social media and that its best to follow a concentration in Marketing and use the social media classes within the Marketing program. The social media certificate program is great to have for the marketing major and will show a specialization of making social media relevant in the business realm. A lot of higher education facilities are starting to add courses and degrees with this specialization, Chancellor is seen as one of the firsts to make it available to their students. Chancellor recently began to offer a â€Å"Study Abroad† program that will aide in the students in getting a well-rounded education with global exposure. Chancellor has also partnered with community colleges to offer students a wider variety of courses and credits toward their Bachelor’s and Master’s Degrees. Chancellor stands to continually lose its footing as a premiere institution considering the lack of alternative education financing due to its for-profit status. It makes it difficult for students to pay or obtain alternative payment plans for their education. Pell Grant is the only grant offered to the students. States cannot award students grants because Chancellor is a for-profit institution, this means that the students will bear the weight of financing and increase their loan responsibility. Reports have been continually floating around of the schools accreditation being at risk from the Higher Learning Commission in Chicago due to poor leadership, financial health, and the quality of the academic programs. Losing accreditation would mean that students could no longer utilize the federal Pell grants for their education with Chancellor. The Jack Welch Management Institute was a top notch addition to the Chancellor curriculum. With its loss to Strayer, Chancellor loses the investment money that came from Jack Welch and the prestige that came with the famous managers name and contributions to their management program. The demand for higher education at an affordable rate continues to rise. Chancellor is not offering it in their current format. Time is taken away from the leadership team developing the curriculum or focusing on the needs of the students to prepare for the commission review. This can turn a lot of students away and the retention rate will decrease. The classes are moderately priced compared to University of Phoenix and Strayer University (based on Bachelor Degree programs). Opportunities exist for Chancellor to expand. Recommendations would include: * Branching out to offer campus sites within the community colleges that they have established partnerships with. This can be obtained by offering professors a stipend to teach courses that are more difficult for students to follow with the online formats, satellite campuses have contributed to the success of Strayer University and University of Phoenix. * Establish a larger presence with social media. Offer the current students the opportunity to blog about their experiences and link the blogs to their social mediums, this increases awareness of Chancellor and their presence on the Internet. * Increase information on the Wikipedia. org page. The article for Chancellor University is more so focused on the history instead of the offerings of the institution. The page describes several changes that Chancellor has been through starting with the Folsom’s Mercantile College and can turn potential students away with the constant changes. * Work out, within the partnerships of the community colleges, to offer Chancellor students the option to take their courses as electives. This will increase the amount of electives available for Chancellor students and contribute to the satisfaction of their education experience. * Chancellor should transition back to letting the students pick their own classes, giving them a selection in each category for the general education electives. This way, the students are responsible for their education and can still study subjects of interest to them. Works Cited Chancellor University. (n. d.). Retrieved from www. chancelloru. edu Chancellor University wikipedia. (n. d. ). Retrieved October 24-26, 2012, from Wikipedia: http://en. wikipedia. org/wiki/Chancellor_University Magaw, T. (2012, August 6). Crain’s Cleveland Business. Retrieved Octber 24-26, 2012, from Accrediting body again issues show-cause order for Chancellor U. : http://www. crainscleveland. com/article/20120806/FREE/308069957 Strayer University. (n. d. ). Retrieved October 25, 2012, from Wikipedia: http://en. wikipedia. org/wiki/Strayer_University Strayer University. (n. d. ). University Tuition Fees and Costs. Retrieved October 25, 2012, from Strayer University: http://www. strayer. edu/financial-support/tuition-and-fees University of Phoenix. (n. d. ). Bachelor of Science in Management. Retrieved October 25, 2012, from University of Phoenix: http://www. phoenix. edu/programs/degree-programs/business-and-management/bachelors/bsm. html#tab=tuition Wecker, M. (2012, March 1). US News – Education. Retrieved October 26, 2012, from Avoid Social Media M B A’s, Some Students Say : http://www. usnews. com/education/best-graduate-schools/top-business-schools/articles/2012/03/01/avoid-social-media-mbas-some-students-say.

Coherence and Cohesion

COHERENCE AND COHESION ========================================================== Abstract This paper discusses that a meaningful English text is always coherent. Also, the role of cohesion in a coherent English text is discussed in the light of literature. In order to further understand the significance of cohesion in discourse, we have analysed two English texts; a poem, ‘Daffodils' by William Wordsworth and an advertisement from a UK website gumtree. co. uk. A report is then developed on the textual analysis, which discusses that different genres have different elements that bring coherence.However, it is noticed that lexical cohesion forms strong cohesive ties and bring coherence in case of both the texts analysed. The paper argues that although cohesion is an important aspect of developing a coherent text, yet coherence is also possible without cohesion. Key words: Coherence, Cohesion, Text, Discourse, Analysis 1. INTRODUCTION The focus of this paper is to review the conce pt of coherence and the importance of cohesion in coherent texts. Coherence and cohesion are important aspects of language structure and knowledge of the usage of the two devices is essential for the scholars who write in English.Therefore, this paper has special significance for the readership of this journal as this paper helps understand the two concepts through their application. It tries to make the concepts interesting and easily grasped by the South Asian readers, through textual analysis of two simple texts. The paper also brings forth the importance of some other devices, apart from cohesion, in developing a coherent English text; these are also investigated in the sections discussing coherence. Firstly, we will introduce the terms cohesion and coherence as used in discourse analysis.Coherence is the device which identifies a text (a passage that forms a unified whole), spoken or written, in any language. On the other hand, cohesion is only one of the various elements which help forming coherent discourse. Cohesion provides relationship between different items of discourse in a text. Coherence is a semantic relation, so is cohesion. Coherence is possible when cohesive devices, grammatical and lexical, combine to give meaning to the text by connecting it to a social context. Most importantly, a coherent text can be found without any cohesive ties used.In the following sections, we will be discussing scholarly view on the two terms in some detail. We will then consider and clarify our position with regard to cohesion and its role in the coherent text. Later in this paper, we will be analysing the coherence (including, of course, the cohesion) in two pieces of discourse. The report on the comparison between the two analyses will follow. Finally, we will summarize the entire argument in the conclusion. 2. COHERENCE Every unified piece of discourse is a coherent set of sentences.Davies (2005) explains the idea of a text when she says, â€Å"not all sequen ces of sentences form texts- they have to be coherent sequences†. Thus she marks coherence as an identity of a text. Halliday and Hassan (1976) followed by McCarthy (1991) and Paltridge (2006) used the term texture or textuality for coherence. Paltridge (2006) writes that the texture of a text can be obtained where various items are tied together to provide meaning to the text which in turn relate to the social context in which the text occurs. Hassan (1989:71; cited in Paltridge, 2006:130) describes texture as ‘a matter of meaning relations’.Brown and Yule (1983) explain that in a coherent text the meaning is clear and the various fragments of the text seem connected either with or without cohesive devices. Hatch (1992) defines that the textual coherences can be obtained only if the communication system, the social norms and restrictions, language scripts for particular speech acts, suitable for particular speech events are all considered carefully. Thus, Brown a nd Yule (1983) and Hatch (1992) clearly mention that, apart from cohesive ties, there are other elements involved in obtaining coherence.The various elements (excluding cohesion) involved in a coherent text, as noted by discourse analysts, include, context, schema, subtext and exophoric reference. Every text has a context, says Paltridge (2006). He finds that a context of the situation is essential to understand what is meant by what is said. He includes physical and social context and the mental world of the people involved in a discourse to be crucial in interpreting and understanding the meaning. McCarthy (1991) discusses the role of context but he warns about mixing it with co-text (the text surrounding a lexical item), which he mentions to be only a part of the roader term, ‘context’. Hatch (1992), however, discusses context under the heading of deixis. Deixis, according to him, are ‘linguistic markers that have a pointing function in a given discourse contex t’. He, thus, discusses that person, spatial, temporal, discourse and social deixis describe the context of a text. Davies (2005) also mentions the role of context and subtext (reading between the lines) as important to the coherence of any text. McCarthy (1991:168) describes schema as ‘the role of background knowledge’ in understanding the text.According to him, schemata involve two kinds of knowledge; the knowledge of the world (content schemata) and the knowledge of the different forms of the text (formal schemata). Some scholars including Halliday and Hassan (1976) include exophoric reference in the cohesive device of reference; I have also discussed it there. 3. COHESION Halliday and Hassan (1976) were the first significant writers on the subject (cohesion). They drew the attention towards the importance of cohesion which, for them, refers to ‘the range of possibilities that exist from linking something with what has gone before’.Halliday and Ha ssan continue that one of the items in the cohesive pair cannot be completely and effectively understood without consulting the other and both of these form important part of the text. Most other writers on the subject then explained the term following Halliday and Hassan. Zamel (1983) finds the role of the cohesive devices to be crucial as they can turn separate expression into a unified whole by developing relationships between those separate expression. Cook (1989) defines cohesive devices as formal links between sentences and clauses.Dubin and Olshtain (1980:356; cited in Zamel, 1983) remark, ‘The most important characteristic of cohesion is the fact that it does not constitute a class of items but rather a set of relations'. A similar, rather more comprehensive view, is given by Halliday and Hassan that cohesion is a semantic relation and therefore, is independent of grammatical structure, for example, sentence boundaries etc. To this, Steffensen (1986) added that the int ersentential ties are more important than the intrasentential ties.The reason behind this is, of course, that there are no other structural relations present between sentences, as are present within a sentence. Halliday and Hassan have explained this idea, before Steffensen, as; the cohesive ties between sentences are more noticeable than those within a sentence because in a sentence there are other sources of texture as well. 3. 1 Various Cohesive Devices Halliday and Hassan (1976) discuss Cohesion under five heads, reference, substitution, ellipsis, conjunction and lexical cohesion.But according to them, cohesion can be broadly classified as grammatical (reference, substitution, ellipsis) and lexical (reiteration, collocation). Halliday and Hassan keep conjunction on the borderline of the grammatical and lexical cohesion with the greater tilt on the grammatical side. Similar views are shared by Steffensen (1986), Hatch (1992:223) and Paltridge (2006:130). Following Halliday and Ha ssan, we will also be reviewing literature under the same five heads. Reference, in the words of Paltridge (2006), is the identity that an item of discourse reclaims through another item within or without the text.Referencing device, as noted by Cook (1989), usually, forms a chain that links the expressions through the text. He exemplifies this as, Pineapple†¦Ã¢â‚¬ ¦ it†¦Ã¢â‚¬ ¦.. it†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ it†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. it†¦Ã¢â‚¬ ¦.. it†¦. Halliday and Hassan (1976) also present a similar definition with a further explanation that when one item of the language appears second time in the discourse that is the continuity of reference. Salkie (1995) explains referents (‘it’ in the above example) as the words which do not have a complete meaning on their own, they always refer to something. Considering the same, Brown and Yule (1983) suggest the term co-reference for reference.Salkie (1995), as well as Hatch (1992), agree with Halliday and Hass an over the three types of cohesive references i. e. personal, demonstrative and comparative references. Apart from this, Halliday and Hassan remark that when the interpretation for the references is present in the text, it is called an endophoric reference, and when the interpretation lies outside the text, it is an exophoric reference. Halliday and Hassan further divide endophoric reference into anaphoric reference (looks back into the text) and cataphoric reference (looks forward into the text).Brown and Yule (1983) agree with Halliday and Hassan in their description of these terms. McCarthy (1991), however, discards exophoric referents as truly cohesive because they are not the internal part of the text. While Halliday and Hassan explain that they play a role in the understanding of the text so they are cohesive. On the contrary, Paltridge (2006) introduces another reference pattern too, that is, homophoric reference, for items which recover their identity through cultural knowl edge. Substitution, simply, is ‘the replacement of one item by another’ remark Halliday and Hassan (1976).They find substitution to be a cohesive relation between wordings and not between the meanings, as is reference. Hatch (1992) notes that Levinson (1983) claims substitutions to be deictic markers. But Hatch agrees with Halliday and Hassan that the substitution and the group of words substituted form a cohesive tie. Salkie (1995) notifies that only some specific words can be used for the purpose of substitution. And Halliday and Hassan (1976) present the following list of substitutes: Nominal: one, ones; same Verbal: do Clausal: so, notIn addition, Halliday and Hassan also observe that sometimes substitution, also, borders with lexical cohesion, that is where words like ‘thing’ are used for the cohesive purposes. Substitutions thus hold very important cohesive function, as Cook (1989) mentions that the brief forms of the sentences with substitutions are more authentic than the longer sentences without substitutions. Ellipsis, the third type of cohesive marker, as named by Hatch (1992), is a zero tie. Halliday and Hassan (1976) call it substitution by zero.Actually there is no tie in ellipsis and nothing substitutes but of course, like substitution, here too, something is left unsaid. Salkie (1995) makes it clear that every unsaid or left out expression cannot be considered an example of ellipsis. On the contrary, he writes, ellipsis is a gap or unsaid information that is known to the listener/reader of the text already, as it refers back to something already said. Cook (1989) shares a similar view with Salkie when Cook says that we can omit only when we are sure that the meaning can be understood without it.McCarthy (1991) also holds the same idea and he adds to it by mentioning that ellipsis is completely ‘a speaker choice made on a pragmatic assessment of the situation, not a compulsory feature when two clauses are joined t ogether’. McCarthy (1991) notes that, in English, substitution and ellipsis are similar as the former like the latter operates on nominal, verbal and clausal level. This view is shared by Halliday and Hassan (1976), Hatch (1992) and Salkie (1995). Conjunctions can be defined best in the words ofCook (1989) as, the words which draw attention towards the relationships between sentences, clauses and words. McCarthy (1991) places conjunction among the grammatical cohesive devices, despite accepting it to be different from reference, substitution and ellipsis. He says, though it does refer to something backward or forward in the text, it still provides a relationship between the fragments of the language. A similar view is shared by Halliday and Hassan (1976) that conjunctive ties are ‘cohesive not in themselves’, but by their meaning, they point at other elements in the discourse.However, unlike McCarthy, Halliday and Hassan, followed by Steffensen (1986), Hatch (199 2) and Paltridge (2006), do not believe conjunctions to be completely grammatical. Halliday and Hassan (1976) observe that conjunctions can be classified in different ways, focusing different aspects. They, then, present additive, adversative, causal and temporal as four, commonly accepted, types of conjunctive relation. Hatch (1992) also presents the similar distribution. Martin and Rose (2003; cited in Paltridge, 2006:139) use the term consequential for causal.Although Salkie (1995) also gives the same four types of conjunction, yet he uses different terminology; he calls them addition connectives, opposition connectives, cause connectives and time connectives. Besides, he uses the term connective for conjunction. Lexical cohesion is a relationship between vocabulary items in the text. In the words of Paltridge (2006:133), â€Å"Lexical cohesion refers to relationships in meaning between lexical items in a text and, in particular, content words and the relationship between themâ € .Hatch (1992) notes that some lexical ties are long, as they are spread over larger pieces of discourse, and others are short. Reiteration and collocation are marked as two major types of lexical cohesion by Halliday and Hassan (1976). McCarthy (1991), however, does not seem to be convinced by Halliday and Hassan’s inclusion of collocation among the devices of lexical cohesion. He does not find that collocation can present a semantic relation between various items of discourse as other cohesive markers do. Unlike McCarthy, Hatch (1992) finds collocation to be an important element for building text cohesion.So does Paltridge (2006), who says, that expert writers of the language know which items can collocate. Lexical collocation, grammatical collocation and idiomatic collocation are found in discourse. McCarthy (1991) defines reiteration as restating a word (or a phrase) by either direct repetition or using the lexical relations for that word (for example, synonyms, anton yms, hypernyms, meronyms etc). Salkie (1995) explains that the repetition of the content words brings cohesion; what he says of repetition is true for all the lexical devices.Making a decision regarding the usage of various lexical items is only a matter of understanding the importance of different lexical relations. McCarthy (1991) observes that the speaker/writer has to decide whether to repeat, or use a synonym or a super ordinate etc, because discourse analysts have not yet given any satisfactory rules for that. 3. 2 Relation between Coherence and Cohesion Halliday and Hassan (1976) refer to cohesion as being a source of coherence. But Carrell (1982) strongly disagrees with them on that view. She finds cohesion to be nothing more than a result of coherence.Carrell quotes Morgan and Sellner (1980) who also find Halliday and Hassan to be mistaking. Morgan and Sellner explain that when Halliday and Hassan are mentioning that a referent refers back or forth to something in the text, it is not something in the text actually but something in the context, from which the reader and the hearer understands what the speaker/writer is talking about. Carrell herself is also supporting the idea by Morgan and Sellner and believes it to be the content and not the cohesion between the expressions which bring coherence to the text.In the commonly quoted example by Halliday and Hassan: Wash and core six cooking apples. Put them into a fireproof dish. Carrell finds that them in the second sentence does not refer to the apples in the first sentence but some real world apples. Brown and Yule (1983) present a more convincing argument against Halliday and Hassan that the apples, in the first sentence, are as they were brought from the market while those in the second sentence are washed and cored apples and therefore not the same as in the first sentence.They argued similarly for the other cohesive devices like substitution and ellipsis. Brown and Yule (1983) observe that some pi eces of discourse, can be said to be unconnected due to lack of cohesive devices, but they still form coherent text (for example; advertisements, brochures etc) because different genres of discourse have different criteria of coherence. Where Carrell fully ignores the importance of cohesion in coherence, Brown and Yule at least agree that different genres of text demand different criteria of coherence.Hatch (1992) sounds more acceptable, when he says that the knowledge of script, speech events and rhetorical organisation usually results in a coherent text but sometimes, we need to make use of cohesive ties and deictic markers to guide the listener/reader through the text. The formal links (cohesive devices), according to Cook (1989) also, are not enough or necessary for a text. He means to say that there can be a text without them and there can even be an incoherent piece with them. He as well as Salkie (1995) holds the understanding of the context as more important.Davies (2005) cl arifies all the misconceptions, â€Å"coherence does not have to depend on logical internal links and familiar patterns of organisation- it also has a lot to do with how we interpret the language we read or hear†. To conclude, the argument let us quote McCarthy (1991) who says, all discourse markers including cohesive markers are concerned with the text on the surface level. He, like Davies, marks that the interpretation is the key that the listener/reader uses to understand what the speaker/writer has tried to say by utilising both above and below the surface available devices.Therefore, cohesion is not a criterion for coherence yet it is an important element in some genres of discourse. 4. TEXT ANALYSIS After reviewing the scholars on coherence, cohesion, cohesive devices and relation between coherence and cohesion, we are, now, turning to analyse two written texts; the poem ‘Daffodils’ by William Wordsworth (see Appendix-A for the original text) and a job adve rtisement that we found on www. gumtree. co. uk (see Appendix-B for the original text).After this, we will present the report on whether cohesion is required or just the context, schema, sub-text and exophoric reference are enough for coherence in these two genres of discourse. 4. 1 Analysis of the Poem ‘Daffodils’ Firstly, we are going to analyse the poem, from the different perspectives of coherence. We will start with the context. 4. 1. 1 Context The very first word ‘I’ tells us that the speaker or the poet is sharing a personal experience. ‘Wandered’, being the second form of the verb, clears that the incident that is quoted in the poem has ended.It is one of the experiences of the poet when he saw a beautiful scene and now he is describing the scene and is discussing the pleasure it has been giving him since the time he has first seen it. The text belongs to the place where there is a lake, there are trees and most importantly, there are d affodils. Thus the poet is recollecting his memory of a beautiful outdoor scene when he was caught by the sight of golden daffodils. The poet mentions that he was alone at that time. The beauty of the scene has been deep-rooted in the memory of the poet.The memory of the flowers works as an effective tranquiliser at the time when the poet is worried or sad. Coherence, here, operates the relationship of a poet to the natural world of beauty. It exemplifies how a poet, who is alone (no other human being around), is enjoying the company of the flowers and can enjoy that of other objects of nature. He is enjoying the beauty even when he is away from it and even when he feels sad, may be due to the problems of the material world. 4. 1. 2 SchemaIt is sure since the beginning that the poet is somewhere outside his home because it is very unlikely that somebody moves around in his house and say â€Å"I wandered lonely as a cloud. † It is also unlikely that the poet is in the market o r some other busy area and claim to be wandering like a cloud because the schemata, in both the mentioned situations, would have suggested some different social norms. Therefore, from the beginning the reader starts to interpret that the poet is alone in some lonely place. 4. 1. 3 SubtextOne can judge that it is the day time that is why the poet can see so many daffodils, which are spread along the bank of the river. Besides, he mentions â€Å"the waves besides them danced†, which can be noticed only during the day time. In dark one can see waves only if they are harsh and roaring, which can of course never attract the calm and peaceful nature of a poet. And since it is breezy, it can be the morning time, not the noon, afternoon or evening. The pleasantness of the weather can easily be found from the mood of the poet. It seems as if it is some breezy summer morning. Oft† notifies that the poet also feels sad and empty at times, he also has worries of life like other hum an beings. But then unlike an ordinary man, these flowers come to the rescue of the poet from the worries of the world. 4. 1. 4 Exophoric Reference There is some exophoric knowledge of the concept of â€Å"inward eye† required. The poet assumes the reader, who will be decoding the text of the poem, must already be aware with this schema. After context, schema, sub-text and exophoric reference, now, I will analyse the role of various cohesive ties in bringing the coherence to the poem.First of all, we are going to for the referential cohesion. 4. 1. 5 Referential Cohesion The pronominal references, running through the text, have anaphoric links and they were all endophoric except the exophoric reference â€Å"that inward eye† (discussed earlier). Pronominal cohesion depends largely on the anaphoric link to the first word of the text I (I, I, me, my, I). Amongst the other anaphoric personal references there is a cohesive chain of â€Å"they† and â€Å"them† (used for Daffodils) throughout the poem.The pronoun â€Å"that† is used for the word cloud in the first stanza and for the word stars in the second. Also, â€Å"which† in the last stanza is pronominal and is used for inward eye. There is an example of demonstrative cohesion also i. e. â€Å"my† in the phrase my heart. Comparative reference plays a part in introducing the situation in the first line of the poem, I wandered lonely as a cloud in which there is a comparison drawn between the poet and the cloud. Comparative reference is also present in the following line where daffodils are compared with stars, Continuous as the stars that shineThere is a single example of nominal substitution through the words the show, which refers to the dancing daffodils and their company (the waves etc). Clausal ellipsis is found in following three examples: ______ fluttering and dancing _____tossing their heads, a poet could not______ but ______be gay ______continuous as star s that shine While nominal ellipsis is clear in these three: And _______twinkle on the milky way Ten thousand ______ saw I at a glance And ______dances with the daffodils 4. 1. 6 Conjunction The poem contains some variety of conjunction also.Additive Conjunctions â€Å"and†, â€Å"or†, adversative conjunction â€Å"but† and temporal conjunctions â€Å"oft†, â€Å"then† are found in the text. 4. 1. 7 Lexical Cohesion Throughout the poem, I can see words like â€Å"twinkle†, â€Å"sprightly†, â€Å"sparkle† spread which form a sense group, such reiteration shows that the situation in the poem is lively, excited and pleasure-giving. Synonymy is present among the words â€Å"crowd† and â€Å"host† (both in the first stanza) as the terms are contextual synonyms. So is the case with â€Å"shine† and â€Å"twinkle† (both in the second stanza), and â€Å"lake† (in the first stanza) and â€Å"bay† (in the second stanza).Other sense group is formed by â€Å"fluttering†, â€Å"dancing† and â€Å"tossing their heads†. A small chain of words related to the notion of happiness is spread around the third stanza â€Å"glee†, â€Å"gay†, â€Å"jocund†. Repetition is found through the forms of the word â€Å"dance† (dancing, dance, danced, dances). The words â€Å"gazed† is repeated twice. A number of lexical collocations (contextually appropriate) can be found, for example: â€Å"over valleys and hills†, â€Å"never-ending line†, â€Å"beside the lake†, â€Å"beneath the trees†, â€Å"at a glance†.Whereas â€Å"out did† and â€Å"flash upon† are grammatical collocations present within the text. The analysis of this text shows that besides other devices of coherence, cohesion also plays an important role in bringing the coherence to the text. We cannot think of the above poem wi thout the cohesive ties. 4. 2 Analysis of the Advertisement Now we are going to analyse the second text which is a job advertisement (see Appendix-B). Here too we start with the analysis with the context. 4. 2. 1 ContextThe first line suggests that it is something related to the business but it is only in the fourth line that one realises that it is an advertisement for the post of â€Å"Business development support†. And even in the next line, the reader comes to know that it is a job advertised by â€Å"Metro Safety†. â€Å"We† in the new paragraph shows the management of Metro Safety or the company has advertised this job. The second line mentions the date on which the advertisement is posted so it clarifies whether it is old or new. And the name of the company and the location of the office present the place of work.The objectives for the job and the mentioned requirements clear who can apply for the advertisement. Therefore the context is clear after readin g the whole of it that it is a job opportunity for all those who have the required experience etc. The ‘how to do the follow up? ’ part is made clear by the last sentence which guides how to apply. 4. 2. 2 Schema By the opening of the text we start to recognise the schema. It is without doubt an advertisement which is written to attract professionals. Just in the beginning schema provide the strong suggestion for the post, the salary and location of the work.The text is schematically clear and therefore it does not bring any possible alternative schemata into question. 4. 2. 3 Subtext We realise that it is not a regular text but an advertisement. Since the advertisement is posted on the mentioned date therefore the job seeker can apply within few days of it. Though it is not mentioned yet the job is provided on the first come basis, because there is no specific date for interviews, etc, mentioned, therefore whoever will be the first to fulfil the criteria will be given the job.The job seeker must be a resident of London, and in case of a city like London, he must be living somewhere around Waterloo. 4. 2. 4 Exophoric Reference â€Å"Friday, 6th June† is mentioned in the advertisement; the reader should have the exophoric knowledge of which year’s 6th June is the advertisement about. Besides the reader must know that Waterloo (mentioned in the advertisement as the location of work) is an area in London and not the place of the Battle of Waterloo. Following is the analysis of the second text for cohesive devices. 4. 2. 5 Referential CohesionThe pronominal endophoric references â€Å"we† and â€Å"our† refer to the Metro Safety, the company which has given the advertisement. And â€Å"you† refers to the reader or anyone who is interested in the job. But â€Å"someone† in â€Å"we are looking for someone† is an exophoric reference because it is not the reader or any aspirant for the job who is reading t he advertisement and is going to apply, rather it is someone they are looking for, he can be anyone of the readers or even no one of them. â€Å"This† in â€Å"this role† and â€Å"this position† is a demonstrative reference. Nominal ellipsis is present in the following: lease _____ apply; While clausal ellipsis can be found in the following: and _____ assists Accounts Managers, _____ increase, _____ smooth, _____ to provide, _____ provide Language in India www. languageinindia. com 12 : 5 May 2012 Ambreen Shahriar and Habibullah Pathan Coherence and the Role of Cohesion in Coherent Texts 384 Besides, ellipsis is done through points given in bullets (. ). 4. 2. 6 Conjunction The conjunction â€Å"and† has been used repeatedly in the text. Temporal conjunction â€Å"between† is present in the phrase â€Å"between ? 16,800 and ? 20,160 per annum†.The additive conjunction â€Å"in addition† is also used, and â€Å"+†, in â€Å"+ company bonus† also acts as an additive conjunction. 4. 2. 7 Lexical Cohesion In the text, there is a chain of office related words, â€Å"business†, â€Å"company†, â€Å"bonus†, â€Å"commercial†, â€Å"client†, â€Å"head office†, â€Å"account managers†, â€Å"project managing†, â€Å"service departments†, â€Å"site†, â€Å"administrative supports†, â€Å"management team†, â€Å"customer†. The terms like; â€Å"increase†, â€Å"necessary†, â€Å"high quality†, â€Å"skills†, â€Å"experience†, â€Å"excellent† form a sense group which explains the demands of the employer from the employee.The word â€Å"client† presents an example of repetition and seems to be the key term in the text, it is used four times. The examples of meronymy are spread throughout the text. â€Å"Client†, â€Å"services team†, â€Å"account manag ers†, â€Å"project managing†, â€Å"internal departments†, â€Å"service departments†, â€Å"management team†, â€Å"customer focus†, â€Å"company bonus†; with â€Å"business† as the super ordinate. Besides, â€Å"communication skills (verbal and written)†, â€Å"information gathering and organisational skills†, â€Å"problem solving skills† and â€Å"IT literacy† can be considered as the hypernyms for skills/knowledge.Lexical cohesion can also be witnessed through phrases like, â€Å"health and safety†, â€Å"busy and friendly†, â€Å"new and existing†. There is grammatical collocation of the phrasal verbs like, â€Å"based at†, â€Å"set up† and â€Å"looking for†. Lexical collocations can also be identified within the text, for example: â€Å"head office†, â€Å"account managers†, â€Å"high quality†, â€Å"communicational skillsâ₠¬ , â€Å"organizational skills†, â€Å"problem solving skills†, â€Å"sales team†, â€Å"company bonus†, â€Å"per annum†. After the analyses of the texts, we are going to present the report on them in the next section. . REPORT In the report, firstly, we are going to compare the two texts in accordance with the findings. Though the poet, in the first text, clears the context from the first line, but it can be cleared only after reading the last lines and then pondering over all that is written. Whereas in the advertisement, the context starts to get clearer from the fourth line, when it comes to the offer of salary and one realises that it is a job advertisement, but immediately after that the context is clear and reader does not have to read between the lines.Both the texts are schematically clear yet they are completely different from each other. The writers of the two texts have made greatest efforts to keep the schema clear but in variant st yles and this is what proves a difference in the different genres of writing. There are some elements of the sub-text in both the texts. The readers of both the texts have to read between the lines and understand a few hidden ideas on their own, but the nature of such ideas in both these texts is very different. Some exophoric knowledge is required for complete understanding of each text.Here, also, the exophoric knowledge in case of the poem is of emotional and spiritual nature while in case of the advertisement it is of material and worldly nature. As in the poem, so is in the advertisement, most of the pronominal references were endophoric in nature with anaphoric cohesion. The examples of demonstrative cohesion are rare in both the texts. There seems no example of comparative reference in the advertisement. Unlike this, the comparative cohesive devices are widely used in the analysed poem. As comparative references are usually common in the poetry, so are they here.But they are not welcome in advertisements. The analysis showed that substitution is a rare phenomenon in these types of texts. It does not appear to be common in poetry or advertises. Both of these are the examples of smaller texts but in spite of that substitution is not common in these two. Nominal as well as clausal ellipsis seems to be among the favourites of the two writers (of poem and advertisement). Ellipsis can be considered as a common practice of the writers of such texts. Conjunctions are found evenly spread in both the texts with a greater emphasis on â€Å"and† in both the texts.Few small sense groups are present in the poetry, while two long sense chains are present in the advertisement. Formation of sense groups is an essential quality of an advertisement but not a poem. Repetitions are also found in both the texts which, of course, emphasize the most important word in the text. Synonymy can be found in the poem only. It is a special quality of something literary and it i s used to give music to the meaning of the text. But antonymy is missing in both the texts. Hyponymy and meronymy are absent in the poem by Wordsworth but both are present in the advertisement.This explains the difference between the two types of the text. The poem is a short text which has to say a lot whereas an advertisement is a short text which has to say a little but has to make it completely clear. Lexical and grammatical collocations are present in both the texts but idiomatic collocation is missing. Idiomatic collocation is found in longer pieces of writing, and are uncommon in poetry and advertisements, even otherwise. After comparing the two texts, it can be noticed that since the two belong to different genres, their dependence on the various elements, which are responsible for coherence, is also different.Yet cohesive ties, especially lexical cohesion, form important links which in turn provide coherence to both the texts. 6. CONCLUSION Through this paper, we have discu ssed the terms coherence and cohesion. We mentioned that other elements of discourse, besides cohesion, can also help in the development of a coherent text in English. We also mentioned the varying views of the scholars regarding the importance and role of cohesion in the development of a coherent discourse.We made our point clear by quoting Davies and McCarthy, who note that it mainly depends on the interpretation besides accepting that the importance of cohesion in some genres of discourse is undeniable. Through the analysis of the two texts belonging to two different genres, we tried to explain what brings coherence in each of the selected genres. Then, we presented the report on the analyses. Therefore, cohesion, of course, is not the only source of bringing coherence to a text yet it is one of the important aspects of coherence. ============================================================= ReferencesBrown, G. and G. Yule. 1983. Discourse Analysis. Cambridge: CUP. Carrell, P. L. 1982. ‘Cohesion is not coherence,’ TESOL Quarterly 16(4): 479-88. Cook, G. 1989. Discourse. Oxford: OUP. Davies, D. 2005. Varieties of Modern English: An Introduction. Harlow: Pearson Education Limited. Language in India www. languageinindia. com 12 : 5 May 2012 Ambreen Shahriar and Habibullah Pathan Coherence and the Role of Cohesion in Coherent Texts 387 Dubin, F. and E. Olshtain. 1980. ‘The interface of writing and reading,’ TESOL Quarterly 14(3): 353-63. Halliday, M. A. K. and R. Hassan. 976. Cohesion in English. London: Longman Group Ltd. Hassan, R. 1989. ‘The texture of a text’: in M. A. K. Halliday and R. Hassan (eds. ) Language, Context and Text: Aspects of Language in a Social-Semiotic Perspective. Oxford: OUP. pp. 70-96. Hatch, E. 1992. Discourse and Language Education. Cambridge: CUP. Levinson, S. 1983. Pragmatics. New York: CUP. Martin, J. R. and D. Rose. 2003. Working with Discourse: Meaning beyond the Clause. London: Continuum. M cCarthy, M. 1991. Discourse Analysis for Language Teachers. Cambridge: CUP. Morgan, J. L. and M. B. Sellner. 980. ‘Discourse and linguistic theory’: in R. J. Spiro, B. C. Bertram and W. F. Brewer (eds. ) Theoretical Issues in Reading Comprehension. Hills dale, NJ: Lawrence Erlbaum Associates. Paltridge, B. 2006. Discourse Analysis. London: Continuum. Salkie, R. 1995. Text and Discourse Analysis. London: Routledge. Steffensen, M. 1986. ‘Register, cohesion, and cross-cultural reading comprehension,’ in Applied Linguistics 7(1): 71-85. Wordsworth, W. (2008). Selected Poems. Oxford:OUP. Zamel, V. 1983. ‘Teaching those missing links in writing,’ in ELT Journal 7(1): 22-29.

Entrepreneurship Assignment 2 Example | Topics and Well Written Essays - 2000 words

Entrepreneurship 2 - Assignment Example Entrepreneurship not only provides for one’s own self but creates jobs for a few other people as well. Entrepreneurship is connected with undertaking innovations or the introduction of new products or finance and business expertise. Entrepreneurship not only includes setting up of a business but its continuous growth and diversification. An entrepreneur keeps looking for a prospect that provides challenge. Through entrepreneurship products are converted into goods of real economic value. Entrepreneurship may involve establishment of new enterprises or could only be a revitalization of a mature organization in the result of a recent development. It’s the job of an entrepreneur to seek chances which make him capable of employing his energies in enterprising ventures. He gathers all the resources, assembles them in a nice shape and makes a product worthy of finishing. It’s the responsibility of the entrepreneur to bring improvement to existing ideas and sell them accordingly. Entrepreneurs have to lookout for market changes and create an opportunity for themselves by utilizing the shift in market demands. It is said that the most opportune moment for a moneymaker is when a nation is destroying or building itself. It is therefore from the process of change that the most occasions come from. Entrepreneurship is based on knowledge and is carried out after a sufficient amount of research. It caters socio-economic, psychological, technological, and legal occurrences and works in response to the swing they create in market trends. It delves deeper into marketing theories and change its strategies with the shift in events. Resources such as capital, human talent and technology are sorted and put to use in their most efficient combination at the most beneficial moments. Such arrangements are a specialty of entrepreneurs because they are moderate risk-takers. Therefore to minimize the risk factor a lot of market research is conducted when a new

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This I Believe - Essay Example Based on my vision of the universe, my idea of life forms, and my concept of ‘God,’ I choose to believe in the existence of alien life in our universe. In terms of the awesome size of our ever-expanding universe, whose dimensions I can hardly imagine, I picture the location of our beautiful planet, Earth. I see that Earth is a little planet orbiting a minor star, the sun. The sun is but one star in the billions upon billions of stars in our galaxy. To go on, our galaxy is but one in billions of galaxies in the universe, and each galaxy has hundreds of billions of stars. Billions of stars have their own solar systems. Astronomers have already discovered about three hundred planets outside our solar system, which is but a small beginning. In this picture, I see that Earth is but a little piece of rock in a solar system that occupies a small space in a small galaxy in a vast, vast universe! How can life be exclusive to our planet alone? I believe that extraterrestrial life exists in various forms which are different from those on earth. When I allow myself to break free from the picture of ‘life’ only as it exists on earth, I am able to accept that extraterrestrial life is likely to be in forms adapted to the particular conditions of each unique planet.

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Health Care IT Systems - Essay Example 1. The healthcare organization should improve in their billing system by implementing IT. It will aid them to minimize the errors during a transaction between hospitals and patients. Even, the staffs of the healthcare organization can easily maintain the records of their patient. It will minimize the data redundancy. 2. The medical records should be in electronic form, so the patients and physicians can monitors the records over the internet and can consult with other physicians and medical staffs. It will aid them to track the medical records of their patient. Even, electronic medical records save the time of both parties. The patient can easily consult with their desire doctor with help of electronic medical records and the doctor can easily track down the past medical records of the patient.IT in healthcare center will save a lot of time for the physicians and staffs. This will reduce the miscommunication among the doctors and medical staffs. It will enhance the workflow of health care center and reduces the extra workforces, like a mediator between a doctor and a patient regarding billing process or medical records. Information Technology will create a better quality of work and reduce the wastages of money. It will save a lot of time to maintaining and creating medical records and billing system. The loss of medical records of any patient is very critical and unwanted situation in the health care center. A loss of medical records, the physicians, and medical staffs have to bear a lot of troubles.

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Select 5 poems by Emily Dickinson and analyze them Essay

Select 5 poems by Emily Dickinson and analyze them - Essay Example The poems depart â€Å"from traditional forms as well as conventions of language and meter,† and are characterized by â€Å"her abstract, spare musicality and contemplative introversion† They encompass a wide range of emotions, from sorrow to love (Poets. org.). Emily Dickinson’s poems demonstrate her unique themes, style and use of poetical elements. In â€Å"I'm nobody! Who are you?† Dickinson uses her characteristic, unusual dash-like punctuation. The two quatrains are in iambic meter. The poem is satirical in tone and mocks a society which admires self-aggrandizement. Dickinson uses the simile of the frog to represent a self-important public figure. She goes on to use the derogatory word â€Å"bog† as a metaphor for a vacuous society which cannot identify true worth. By directly addressing the reader and using the word â€Å"us,† Dickinson establishes an immediate rapport and empathy with the reader and defiantly announces her self-identi ty outside social circles. There is a strong note of irony in the poem, as it is evident that the poet actually considers the â€Å"Nobodies† to be superior to the â€Å"some bodies† valued by pretentious society. In â€Å"It Sifts From Leaden Sieves†, Dickinson describes the great beauty of a winter landscape, giving it a sense of calm which soothes the reader. Nature here is seen as a source of peace and beauty. Again, Dickinson make effective use of several metaphors: the â€Å"leaden sieves† refer to gray, overcast winter skies, while â€Å"it† is the snow which dusts the landscape like flour; â€Å"Alabaster Wool† and â€Å"fleeces† represents snowflakes which are fluffy and white like wool and also cold like stone (alabaster); the earth is a face whose wrinkles and ups-and-downs are smoothed over by the snow. In a striking alliteration: â€Å"To Stump, and Stack - and –Stem† (Dickinson 13), the poet emphasizes ever y aspect of the snow-covered landscape. The snow is powdery flour, it is soft and fluffy wool, it is cold snow, it is a heavenly veil which covers the face of the earth, it is lace with ruffles the posts. The poem captures the beauty of winter through a wealth of imagery and metaphor. The poem, â€Å"I Like to See it Lap the Miles,† is in the form of a riddle. It uses metaphor to compare a train to a horse. The poet effectively conveys the image of the train as an iron horse which is voracious in its appetite for land and laps, licks and feeds itself. She also coveys the power of this ‘iron horse’ by metaphorically comparing it to the Boanerges, or sons of thunder. Dickinson uses weak rhyme in this poem, with words which have similar, but not identical, sounds: â€Å"up† and â€Å"step;† â€Å"peer† and â€Å"pare;† â€Å"while† and â€Å"hill;† â€Å"star† and â€Å"door.† There is an underlying strain of a ntagonism in the poem, as seen in the alliterative â€Å"horrid, hooting† (Dickinson 11). Dickinson is critical of the industrial invasion of the natural world by the railroad and feels that man’s closeness to nature is hindered by the effects of civilization. Dickinson’s poem, â€Å"Some Keep the Sabbath in Church,† clearly shows that she sees God in Nature. The quatrains show the traditional true rhyming pattern. The use of alliteration: â€Å"Some keep the Sabbath in Surplice† (Dickinson 5); â€Å"Sexton – sings† (8) and the capitalization of the keywords add emphasis to the poem. As is usual in her poems, Dickinson uses metaphor liberally: she compares the bobolink to the choir and to the sexton, the orchard to

Compilation of Online Resources on Language and Literacy Programs Research Paper

Compilation of Online Resources on Language and Literacy Programs - Research Paper Example These skills would help the child or the adult to become a more competent person in the society. There are certain disabilities which can also impair the learning and reading capabilities of the children. Measures have also been taken to address such needs. English literacy and its learning have evolved as an important aspect in modern day times. There are also instances where steps have been taken to improve the English learning capabilities of the immigrants and the families coming from the low economic back grounds. Special emphasis has been shown in some countries to develop the learning and literacy levels of the families of young children to help them learn the vocabulary and logical skills in a better and fast manner. Special trainings are given to the volunteers who conduct such trainings. Title- Teacher Education (School-based programs) URL- http://graduate.lclark.edu/departments/teacher_education/current_teachers/reading/ Annotation - Teacher Education is a school-based pro gram in language and literacy. Lewis & Clark’s Language and Literacy Program has been developed to provide an exhaustive view of the literacy for reading and writing programs in the schools. The course of the study emphasizes on the notion that language with its all richness consisting of the different forms and functions, forms the foundation from which a literacy program can evolve. The courses that are in the Language and Literacy Program leads to Reading Endorsement and allows the person to teach reading in all the four levels beginning with early childhood, the elementary level, the middle section and the high school. The program requires on an average 14-15 semester hours and approximate 18 months in part-time study. Title - Rural Language & Literacy Connections (Rural LLC) (School-based programs) URL - http://r2ed.unl.edu/research_programs/research_rural_literacy.shtml Annotation - Rural Language and Literacy Connections (Rural LLC) is learning and literacy program aim ed at the school levels. It is a unique method that has been designed in order to create an intensive form of literacy-based learning program targeting the rural, low-income based children living in Nebraska. The main aims of the Rural LLC are to enhance the oral language capacity of the young children, their phonological awareness, improving the efficiency of the early childhood professionals found in preschools and in the additional child care settings in order to support the future reading. The primary emphasis that is observed in the program is put on the preschool settings that are mostly center-based. Title - DOORWAY INTO PRACTICAL LITERACY (DIPL) (School-based programs) URL - http://www.dipl.com.au/ Annotation- DOORWAY INTO PRACTICAL LITERACY or DIPL is a language and literacy program that is aimed at the children in schools. It is a complex language technique that aims at making both teaching along with learning literacy more fun and thus effective. DIPL has been formed in a way that it can be used for daily classroom use. DIPL incorporates spelling, the reading skills, basic grammar, punctuation and auditory forms in a sequential program that would cater to all learners. DIPL has developed and uses different phonological skills in its areas of literacy. Title - Workplace English Language & Literacy (WELL) (Community-based programs) URL - http://www.ibsa.org.au/news-and-projects/workplace-english-language-and-literacy-well.aspx Annotation - Workplace Engli

The Punic Wars Research Paper Example | Topics and Well Written Essays - 1750 words

The Punic Wars - Research Paper Example However, the two strong rivals in power engaged in war, specifically in the Punic Wars, which was a series of three wars where Carthage was defeated by Rome three times. Carthage was defeated not only because of poor strategy but also because of corruption in its government. On the other hand, Rome won because of its military and political brilliance and sense of unity among its people and military groups. The First Punic War The first Punic War was fought by Rome and Carthage between 264 and 241 BC. It is interesting to note that by 275 BC, Rome had already conquered all of Italy and its goal was to prevent the neighboring countries from getting -------------- 1William C. Morey, The First Punic War, Forum Romanum, 2013. 2Ibid. 3Ibid. 4Ibid. hold of any Roman territory especially Sicily, Sardinia and Corsica. The first Punic War broke out in Messina, Sicily when the Mamertines, or the Roman mercenary soldiers who were employed by the Syracusan tyrant Agathocles, and who were in contr ol of Messana or Messina, were attacked by the Syracusan forces under Hiero II, the Greek Sicilian king. Upon the attach of the forces of Hiero II, the Mamertines called in Rome for help while Hiero II appealed to Carthage and joined the forces of Hanno the Punic, who just landed in Sicily5. Since Rome and Carthage both had interests in Sicily, the war began and continued for the next 24 years. The final victory of Rome was in the sea on March 10, 241 BC, specifically in the naval battle off the western coast of Sicily. During this time, Rome gained mastery of the sea. As a consequence of defeat, Carthage gave up Sicily and the other islands to the Roman Empire. The Second Punic War Between the years 241 and 218 BC, before the second Punic Wars broke out in 218 BC, the Carthaginians experienced what is known as â€Å"aggressive and unjustified†6 actions against Rome, as stated by the Greek historian Polybius. The treaty that Rome signed with Carthage after the defeat of the l atter was actually breached by Rome as the Romans occupied Sardinia. Rome threatened ----------- 5The Punic Wars, Latin Library, 2013. 6Ibid. Carthage with war and even ceded Sardinia and Corsica and forced Carthage to pay an indemnity. The skirmishes between Rome and the Punic forces in Italy weakened the latter, and the latter had no desire of responding to Rome with war7. As a response to this, the Carthaginian general Hamilcar Barca occupied Spain in 237 with an army for the purpose of opening new markets as well as for creating a new Carthaginian base for its operations. Hamilcar Barca militarized Spain and this militarization was continued by Hasdrubal and Hannibal and Barca’s son-in-law Hasdrubal. When Hannibal conquered Sagunto, Spain, which was a Roman stronghold, Rome declared another war against Carthage8. Hannibal was placed as the head of the army in 221. In 219, Hannibal seized Sagunto or Saguntum. During this time, the Romans in Rome issued an ultimatum demandi ng the Carthaginian council to surrender Hannibal, but Rome was not obeyed and the council supported Hannibal and accepted the offer of war9. The second Punic War broke out in 218 BC and it is considered as â€Å"one of the greatest military conflicts of the ancient world†10. The series of strategies of the Carthaginian general Hannibal until he was defeated are worth mentioning. The first victory of Hannibal was near

Principles of Political Liberalism Article Example | Topics and Well Written Essays - 1000 words

Principles of Political Liberalism - Article Example In Political liberalism, all processes, the society revolves to further the ends of the individuals, who are considered as the center of all laws and institutions. Ranks imposed by the society and its institutions such as monarchy, government and businesses are held in less favor to the rights of the individuals to which the society and these institutions are based on. In Political Liberalism, it is the individuals who make the laws and norms of the society. Such characteristic is reminiscent although in a slightly different manner, of the previous ideas on social contract as thought of by Hobbes in his Leviathan and Rousseau in his treatise, The Social Contract. Basically, the social contract3 holds that it is the individuals who make the laws to which they agree to abide by, under the premise that individuals have the knowledge of what is best for them. In other words, while the individuals are the basis of the laws, the individuals who collectively agree to abide by the law are each under the rule of the said law and have equal rights regardless of age, sex, race, economic and social status. Whereas in classical liberalism, such as in Hobbes' Leviathan, social contract3 refers to the subordination of individuals to the sovereign, particularly the one who governs, to which they are bound to by the consent under the "contract", the modern Political liberalism's emphasis on individualism is in opposition to such stand. Rousseau, in his Social Contract, posits that each individual is a member of the collective and must submit not to the government but to the general will without regard to the individual interest, for the good of the society, thus, the term popular sovereignty. The principles of modern Political liberalism, however, are most commonly associated with the works and theories of John Rawl4. In general, the Political Liberalist theories of Rawl assume a position on justice as well as an idea of fairness that can be related to the economic game theory. It aims to provide answers to current issues on the political stability as a result of pluralism (Blunden 2003) by generating an ideal for a society founded on justice through concepts on citizenship and political education (Callan 1997). According to Larmore (1990), Political liberalism has been dealing with two main problems. One of which is the problem of defining the limits to the power of the government which by essence limits the freedom and respect accorded to each individual and thereby limiting the conditions in which each would be enabled with self-realization and fulfillment (Young 2002). Given the known plurality of ideas, which could almost always be contradicting, the problem lies in the difficulty in defining the limits to which the individuals can agree on (Young 2002). The second problem, according to Larmore (1990) is the identification of the ideas and values that would represent the general will or the common good. In other words, it is the presence and necessity of pluralism and diversity that makes the aims of Political liberalism difficult to achieve. The challenge to Political liberalism now is to create a set of principles that would target justice without impairing diversity. As it is, the principles of Political liberalism are set to avoid any threat to diversity and with consideration to such diversity that characterizes

Third World Debt Resolutions Essay Example for Free

Third World Debt Resolutions Essay [1]One fact is undeniable: Someone is going to have to pay for past debts. It could be the people in debtor countries, or the banks, or the people in advanced industrial countries. Most likely it will be some combination of these three groups. In the last ten years, there have been a variety of proposals which, unfortunately, usually reflect only the special interests of the groups proposing them. Generally speaking, these solutions fall into three categories: repudiation, minor adjustments in repayments, or reduction. Debt repudiation, in the sense of a unilateral cessation of repayment, occurred in a number of countries: Bolivia, Brazil, Costa Rica, Dominican Republic, Ecuador, Honduras, Nicaragua, Panama, and Peru.With the exception of the Peruvian cessation, however, most of these actions have been taken with assurances that the stoppages were only temporary. Peru announced that it was unilaterally limiting its debt repayments to a percentage of its export earnings; and since Peru took this action, other nations have indicated that they will act similarly. There have been no serious proposals for a widespread and coordinated repudiation of global debt. The economist Jeffrey Sachs offers several reasons for this absence of a general repudiation.First, debt repudiation is a dramatic and abrupt act. Most nations would prefer to defer such decisions as long as there are advantages to muddling through, and growth prospects are sufficiently ambiguous to make this muddling a viable course. Second, debtor countries fear retaliation from commercial banks. If the banks were to cut off nondebt related activities, such as trade credits, the situation could be made even worse. Third, the debtor countries fear retaliation from creditor governments and multilateral lending agencies. Grants from development banks could be affected, and trade relations would probably be seriously disrupted. Finally, the leaders of most of the debtor countries have interests in maintaining good relations with the richer countries, and repudiation would jeopardize these interests. Repudiation would also seriously disrupt global economic relations, probably far beyond the immediate losses of the debts themselves. Retaliations would follow, because it would be politically impossible for lenders not to react, and because there would be a conscious effort to warn other potential defaulters against similar action. The escalation of economic warfare would have the effect of sharply reducing international economic interactions in trade, investment, and exchange. Such an outcome is in no ones interest. The vast bulk of activity since 1982 has involved adjusting the timing and method of repayment. The number of specific proposals is bewildering.One can read about debt-equity swaps, in which businesses or properties in the debtor country are purchased at a discount by the banks as partial repayment; debt-for-debt swaps, where bonds are offered as discounted repayments; exit bonds, which are long-term bonds tendered essentially as take-it-or-leave-it offers to creditors who have no interest in investing any further and wish to cut their losses; or cash buy-backs, where the debtor country simply buys back its loan at a deep discount. Some of these proposals, notably the debt-for-nature swaps, where the debtor country promises to protect the environment in return for purchases of the debt by outside groups, are creative and could have important effects. This array of proposals is referred to as a menu approach to debt repayment, and its logic is superficially sound. It was the logic of the plan offered by Secretary of the Treasury James Baker in 1985. By providing a number of different options, repayments can be tailored to the specific circumstances of a country, thereby easing the burden. Critical to the success of the menu approach is the assumption that countries will grow out of their debt. Yet, the evidence suggests that this assumption is not entirely sound. This approach further assumes the repayment of debts on terms that are essentially dictated by the creditors. No lender is obligated to accept any one of these possibilities. Moreover, the opportunities for swaps and buy backs are limited: there are, after all, a relatively small number of investment opportunities in poorer countries, and the debt crisis itself has further limited those possibilities. Finally, some of these swaps can actually increase the drain on the capital of a country, particularly if profit remittances on successful investments turn out to be very high. The final proposals have to do with debt reduction, and these only became a real possibility in the spring of 1989 with the announcement of a new plan, dubbed the Brady Plan, after U.S. Secretary of the Treasury Nicholas Brady. The plan originally called for a total reduction of about 20 percent of global debt, with the IMF and the World Bank offering guarantees for the repayment of the other 80 percent of the debt.Since 1989, Argentina, Brazil, Costa Rica, Mexico, Morocco, the Philippines, and Venezuela have reached agreements concerning their debts under the auspices of the Brady proposal. This approach recognizes that many of the menu approaches were, in fact, schemes for debt reduction on a case-by-case basis. This formal recognition of the need for systematic debt reduction is a hopeful sign, but the plan clearly does not go far enough. In market terms, developing-country debt is already selling on the secondary market at about thirty-five cents to the dollar. In other words, debt reduction has already occurred in the marketplace, and any plan that incorporates reductions must take this into account. There are some serious problems with debt reduction. Debt reduction could reduce the incentive for debtor nations to make economic changes that could lead to greater efficiency. Or, it could set a precedent that would have the effect of reducing, or even eliminating, the possibility for any future bank lending for economic development projects. Finally, debt reduction could have the effect of saddling public lending agencies, like the World Bank, with enormous burdens, thereby vitiating their future effectiveness. These concerns are genuine. Counterposed to these possibilities, however, is the stark reality of hundreds of millions of people living in desperate conditions with no hope of relief in the near- or medium-term future. Any plan for easing the debt burden, therefore, must try to incorporate a number of legitimate, but competing, concerns of varying importance. First, the repayment of the debt itself has ceased to be the central concern. Private banks obviously have an interest in the repayment of the debt and, to the extent possible, these interests must be accommodated. But the security of the international banking system is no longer at risk, and that, as a legitimate public concern, can no longer dictate possible necessary actions. The central concerns now are the reestablishment of economic growth in the heavily indebted countries, the effective and meaningful distribution of that growth into all sectors of their societies, and their reintegration into the international economic system. Only after sustained economic growth returns to the heavily indebted countries can the international community even begin to determine manageable rates and methods of debt repayment. Second, the International Monetary Fund must fundamentally reassess its policies. Programs of structural adjustment may be appropriate for the original purpose of the IMF-to assist nations having temporary difficulties in maintaining currency values because of transient balance-of-payments difficulties. But these programs are profoundly counterproductive in current circumstances and, indeed, are guided by a wildly inappropriate perspective. The inflows of capital to the IMF from the heavily indebted countries were more than a gross embarrassment; they were conclusive evidence of the IMFs misunderstanding of the causes of the debt crisis. The IMF should shift its perspective to more creative or appropriate ways of stabilizing or depressing interest rates rather than raising them, or ways to prevent capital flight from developing countries, or any number of issues that concern the specific conditions of economic growth. The mechanical application of a model of economic growth is wrongh eaded. Third, the resolution of the debt crisis depends upon a clear recognition that much of the debt, as formally constituted, will not, because it cannot, be repaid. Some countries, such as those in sub-Saharan Africa, ought not to repay their debts. Other countries, particularly the heavily indebted ones, can pay something on their debts, and perhaps the appropriate percentage is about half. Viewed in this light, the real question becomes one of allocating the costs of this nonpayment of debts. The current emphasis of forcing the poor to pay with broken lives and broken spirits is demeaning to both rich and poor, and ill-serves the long-term interests of rich as well as poor. Finally, there are genuine issues of responsibility that deserve to be made explicit. The debt crisis is only a symptom of an international economic system that tolerates growing and abysmal poverty as a normal condition. This need not, and should not, be the case. The developed countries have a responsibility to create conditions whereby the poorer countries can interact more productively in international economic activities: their single most important contribution to this end might be in the area of reducing trade restrictions on the products of poorer countries. Similarly, the developing countries have a responsibility to see that money is more effectively utilized within their own borders. The obscene personal profits accumulated by such leaders as Marcos of the Philippines and Mobutu of Zaire should not be fostered by the strategic interests of other countries. The banks should also face up to the fact that their single-minded pursuit of profits almost led them to the brink of bankruptcy. The lesson to be learned from this experience is that for economic growth to be sustained, close attention must be paid to the mutual interests of all parties involved. [1]Ferraro, V and Rosser, M (1994) , World Security: Challenges for a New Century, (New York: St. Martins Press)