Jane Eyre and a Tale of Two Cities: Love Theme

â€Å"I'm not supposed to love you, I'm not supposed to care, I'm not supposed to live my life wishing you were there. I'm not supposed to wonder where you are or what you do†¦ I'm sorry I can't help myself, I'm in love with you. † (Quote from Lord Byron) What is love? Scientists would simply call it a magnificent chemical war inside the brain causing us to feel the way we do about another person. Famous poets Lord Byron and Shelley would argue that it is beauty that makes us feel love but isn’t it in fact love that opens our eyes to what’s truly beautiful about a person. Many would agree that love is blind but if this is so, how can it have the ability to allow us to see and feel things untouched by any other emotion. The only way to describe it that genuinely serves it any justice at all is to say love is magic. It has the power to make any given person do extraordinary things, the ability to transform or destroy anybody completely all in one emotion, one thing is for sure, it gives people a greater purpose for existence, a reason to live and die for, something beyond themselves to devote their life to. You can read also Analysis of Literary Devices of Jane Eyre These constructions of love are repeatedly promoted in two of the most well known novels of the Victorian period, Jane Eyre by Charlotte Bronte and A Tale of Two Cities by Charles Dickens. ‘She walks in beauty, like the night, Of cloudless climes and starry skies; And all that's best of dark and bright, Meet in her aspect and her eyes: Thus mellow'd to that tender light Which heaven to gaudy day denies. One shade the more, one ray the less, Had half impair'd the nameless grace Which waves in every raven tress, Or softly lightens o'er her face; Where thoughts serenely sweet express How pure, how dear their dwelling-place. And on that cheek, and o'er that brow, So soft, so calm, yet eloquent, The smiles that win, the tints that glow, But tell of days in goodness spent, A mind at peace with all below, A heart whose love is innocent! ’ (Lord Byron, She Walks in Beauty) Lord Byron, a famous poet from the 17-1800’s, frequently promoted love as being linked to appearance and beauty, judging from his poems where whenever he would talk about love he would either be describing a beautiful women or the beautiful features of a women of his desire. There’s no doubt that these poems were popular and appealing to the public, however, whether they are true or not is a different story all on its own. Both novels, Jane Eyre and A Tale of Two Cities correspond and contradict this idea of love. For example in Dickens’ work Lucie Manette is made to be an object of innocence and beauty, she’s very pretty yet she’s virtuous, she’s very generous and kind, willing to give her time to help anyone in need of her help, including her father whom she nurses out of insanity after he is freed from the Bastille. The fact that Dickens made the ‘leading lady’ of his novel this way, shows that he believes what’s on the ‘inside’ is just as important if not more, than the appearance of a person. These same ideas are portrayed in Bronte’s work, but in her version the roles are reversed, as she makes Rochester very handsome also giving him a particularly strong magnetism to his personality. People, more specifically women, are drawn to him, and to Jane his most prominently attractive feature is his eyes, which have been said to be, by many, ‘the window to the soul’, so what does this mean? Does the fact that he has smouldering eyes mean that he has a beautiful soul, or does it work the other way around, maybe it goes hand in hand but the author making this distinctive statement about eyes alone, shows that this is of particular significance. Jane, however, is described as rather plain, so if Bronte didn’t believe the same as Dickens why would Rochester be so drawn to her, fall in love with her so easily and refuse a superficially beautiful woman in order to have Jane instead. Both novels agree to the fact that beauty is sometimes an aspect of love but its most definitely not everything, personality is the main object of importance when it comes to true love. However the ideas of love that Lord Byron offered to the public were not uncommon in the time they were created. The fountains mingle with the river, And the rivers with the ocean, The winds of Heaven mix for ever, With a sweet emotion; Nothing in the world is single, All things by a law divine, In one spirit meet and mingle -Why not I with thine? See the mountains kiss high Heaven, And the waves clasp one another; No sister-flower would be forgiven, If it disdained its brother; And the sunlight clasps the earth, And the moonbeams kiss the sea – What are all these kissings worth, If thou kiss not me? (Percy Bysshe Shelley, Love’s Philosophy) Percy Bysshe Shelley (1792-1822) the second poet mentioned earlier, promoted the same ideas of love in his works, the only difference between him and Lord Byron is that he used personification a lot more, comparing and describing the beauty of women and love, to the beauty of nature and aspects of the world. However in this poem shown above he talks about his longing for love, a theme also featured in Jane Eyre which shows that when love is found it has the power to transform a person, their life and the world through their eyes as a whole. The transformative power of love is established in the course of both novels through characters including Jane Eyre’s love interest, the dark handsome Edward Rochester whose life changes in a dramatic way after meeting Jane. He goes from being a bitter playboy in Europe , to being humble yet still strong man, even turning down a beautiful socialite of high class, to be worthy of Jane’s love, showing also that beauty is not everything and it is what’s inside a person that really matters. Jane in the same manner also undergoes change, after longing for love and family her whole life, she finally finds it with Rochester and even after she leaves, she doesn’t encounter quite the same feeling until she returns to be with him. No woman was ever nearer to her mate than I am: ever more absolutely bone of his bone, and flesh of his flesh. I know no weariness of my Edward’s society: he knows none of mine, any more than we each do of the pulsation of the heart that beats in our separate bosoms; consequently, we are ever together. ’(Jane Eyre, Chapter 38) Another good example of how love can transform a person would be Sydney Carton from A Tale of Two Cities. His love for Lucie turns him from a drunk hat takes no credit in his work as a lawyer to a man completely devoted to making the one he loves happy. ‘It is a far, far better thing that I do, than I have ever done; it is a far, far better rest that I go to than I have ever known. ’ (Sydney Carton, A Tale of Two Cities, Page 225) Not only is his love one of strength, it is also pure and selfless because even though she marries another man, he sacrifices his life to save that man in order for her to be able to live her life with whom she truly loves. I would embrace any sacrifice for you and for those dear to you. ’ (A Tale of Two Cities, Chapter 19). This is the ultimate act of love and climax of the story, showing that love, even if one sided is capable of doing amazing things, that it is a thing worth dying for if necessary, that someone who‘s love is tru e and selfless towards another person will contentedly disregard their own happiness and well being just to ensure the happiness of the one who holds their heart. One other character from A Tale of Two Cities who also goes through a quite extraordinary change is Dr. Alexandre Manett, an accomplished physician who gets wrongly accused of a crime he didn’t commit and imprisoned in the Bastille for 18 years. In his trauma he loses his mind and spends his whole time in jail sitting in a dark corner making shoes. When he is finally freed his loving daughter Lucie Manett spends all of her time nursing him out of his insanity and eventually he falls out of madness and returns to normal again. This shows that love is capable of reaching so deep into one’s heart and mind that it can restore a man in a state of mind so distorted into a person he used to be such a long time before. It has the power to sedate and possibly even heal mental trauma which is really quite incredible. Unfortunetly Dr. Manett is a tragic figure in the book and relapses to his original state of mind but this also shows that not every story has a happy ending and that some must suffer for others to triumph. There is, however, a connection between Lucie and her father that can never be broken, after lovingly caring for him and bringing him out of madness there is a trust uncommon to this time and place that exists between the two that will almost certainly remain forever. â€Å"He found the Doctor reading in his arm-chair at a window. The energy which had at once supported him under his old sufferings and aggravated their sharpness had been gradually restored to him. He was now a very energetic man indeed, with great firmness of purpose, strength of resolution, and vigour of action. † (A Tale of Two Cities, Tyler, Chapter 10) It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair, we had everything before us, we had nothing before us, we were all going d irect to Heaven, we were all going direct the other way–in short, the period was so far like the present period, that some of its noisiest authorities insisted on its being received, for good or for evil, in the superlative degree of comparison only. (A Tale of Two Cities, Chapter 1) In the clash between the French aristocracy and the revolutionaries, both sides employed spies to find out their enemies secrets and deal out harsh punishments to anyone suspected of being a rival. In this sort of atmosphere you could imagine how distrustful people would naturally be of each other, anyone you met could’ve been the person who was going to have you imprisoned or even worse, murdered. It seemed like everyone was on their own, however, even in this callous time and place love offered solace to the troubled people in need of someone or something to help them get through, it was the only thing that could truly bridge the gap between two individuals. This also somewhat applied in Charlotte Bronte’s Jane Eyre as the troubled young Jane spent most of her early life unaccepted and unloved by her family and peers, the only one person who showed her any form of affection at all was Bessie, and even then it was only occasionally. When Jane and Helen become friends is the first time in the novel that she feels appreciated in any way as a person, she longs for love all this time because it is in fact the most cherished emotion that human beings feel. â€Å"to gain some real affection from you, or Miss Temple, or any other whom I truly love, I would willingly submit to have the bone of my arm broken, or to let a bull toss me, or to stand behind a kicking horse, and let it dash its hoof at my chest† (Jane Eyre, Chapter 8) Here you see how much Jane would really sacrifice just to feel that somebody loves her, this shows how valuable love really is because to live without it, is to live in longing for it. It is in truth, an emotion humans cannot live without and it’s literally everywhere we look, it’s what gives people hope, it’s the bigger picture on everyone’s conscious, from the love of beauty to the way a person behaves and their personality, love will always be important to human beings, and in honest belief the world would be a rather dead place without it.

1st and 2nd Timothy

INTRODUCTION The pastoral epistles are the letters that Paul wrote to Timothy and Titus in the New Testament. These books include 1 and 2 Timothy and Titus. The title â€Å"Pastoral† comes from the instructional nature of the letters themselves. Timothy was an assistant to Paul during his ministry. He was taught the scriptures as a child by his mother who was named Eunice. Both Timothy and his mother were probably converted during Paul’s first missionary Journey. There is also evidence supporting that Paul led Timothy to the Lord because he calls Timothy his â€Å"son in the faith. [1] Timothy was highly recommended by the Christians in Lystra and Iconium at a young age. Titus was also a minister who accompanied Paul on at least one of his missionary trips. During Paul’s ministry in Crete, he raised new churches that Titus would have direct influence over. These letters are primarily instructions for the general functions within the church. Collectively they pro vide guidelines for all forms of leadership within the local church body. Paul touches on the subjects of women, elders, deacons, and overseers in relationship to authority and function.Before discussing the restrictions and responsibilities of each of these, I’ll briefly provide the historical setting for the pastoral epistles as well as the different views of Paul’s Authorship. Historical Setting These three letters were written after Paul was first imprisoned in Rome at the conclusion of Acts. The order and dates of Paul’s ministry between the release of his first imprisonment and his second imprisonment are not known. It is commonly accepted that he wrote the bulk of the pastoral epistles between A. D 60 and his death around A. D 67 to 68.Most believe that he began writing his first letter to Timothy within a year of being released from prison in Rome around A. D. 63. Paul informs Timothy that he left him in Ephesus so that he could go into Macedonia. Thereà ¢â‚¬â„¢s no evidence that he went anywhere else so he probably began writing the pastoral epistles there. Pauline Authorship Paul’s authorship of the pastoral epistles has been challenged by critics on four grounds. The first is the Historical Argument. This argues that the letters do not fit into the history of the book of Acts. The Second is the Ecclesiastical Argument.This claims that the organization of the local church as taught in these letters is to advanced for Paul’s lifetime. The the third argument is the Doctrinal Argument. This claims that the false teaching attacked in the letters is Gnostic heresy that took place during the second century. This argument also contends that the authors theological outlook is different than the outlook expressed by Paul in his other writings. The last argument is the Linguistic/stylistic Argument. This argues that the authors style, linguistics, and vocabulary differs from the writing in Paul’s other letters. Each of these arguments have recognizable flaws.Apart from those, the external evidence for Paul’s authorship is significant. Early church fathers such as Inatius, Polycarp, and Irenaeus concerned them as written by Paul. The evidence both internally and externally appears to supports the Pauline authorship of the Pastoral Epistles. NATURE OF LEADERSHIP IN SCRIPTURE Servant Leadership Jesus completely turned the table when there was no servant to wash feet as was custom. Under normal circumstances, a servant was expected to wash the dirty road-worn feet of guests. In John 13:1-17 Jesus provides his disciples with an excellent example of leadership.Jesus humbled himself to a position of servitude and washed his disciples feet. He says in 14-15, â€Å"Now that I, your Lord and Teacher, have washed your feet, you also should wash one another’s feet. † The most effective leaders are those people who are servants to others. Servant leadership is a leadership style that has g ained a large amount of popularity in recent years. [2] Jesus modeled it perfectly in this example. Jesus got on his knees and washed the dirt of His disciples feet even though this act of kindness was customarily views as custom fit only for servants.Philippians 2:5-11 says, â€Å"Your attitude should be the same as that of Christ Jesus. Who, being in very nature God, did not consider equality with God something to be grasped, but made Himself nothing, taking the very nature of a servant, being made in human likeness. † Christ was the ultimate example of servanthood. In his book The Leadership Genius of Jesus, William Beausay says, Servant leadership was the core of Jesus’ style. We see it reflected in the actions of his followers. His disciples were not docile little robots. They often asked him for help.They needed guidance and clearly felt comfortable approaching him for personal support. † (Beausay 23)[3] Jesus He, being God, humbled himself to the point of death on a human-made cross and showed us a perfect example of want it means to be a servant leader. All the pain He endured was for our sake. Paul, the author of the pastor epistles, understood this importance in leadership and lived in a way that showed servant leadership qualities. Not only did Paul write to train and instruct the early church, but he preached the gospel boldly and was persecuted for his devotion.Ultimately, he was more than likely killed for his faithfulness to God. It is from this perspective that Paul instructs the early church leaders in the pastoral epistles. Responsibility To Teach Paul makes it clear in Ephesians 4:11-12 that God has directed some as evangelists, pastors, and teachers. He writes that the purpose of this is â€Å"for the building up of the body of Christ. † He also writes in 1 Timothy 4:13, â€Å"Until I come, devote yourself to the public reading of Scripture, to preaching and to teaching. To devote oneself is to give up everything for that one cause. It doesn’t take much research to see that our society does not like responsibility nor do we tend to enjoy accepting blame for our mistakes. In many cases to accept responsibility and and accountability is considered foolish. Paul thought it important that our church leaders devote themselves to such things. I, for one, believe that all of us are called to the ministry of proclaiming the Gospel. It is our responsibility as Christ followers to share the truth about who Jesus is with those around us.Certainly the presence of God can be experienced through nature and other visual stimuli, but something can be missing without a clear representation of the truth. 4 Knowing the truth is simply irreplaceable. 5 Just as God expects us to put forth this effort, Paul expected Timothy and Titus to abide by this principle and to teach it to their local congregations. We should take seriously the responsibility to present truth in our teaching and witnessing. CHURCH L EADERSHIP Deacons Deacons provide a ministry in the church that is associated with service of some kind. This service varies among theological and denominational customs.The word â€Å"deacon comes from the Greek word diakonos, meaning â€Å"servant. † Other uses of the word are diakonia, which means â€Å"service† and diakoneo, which means â€Å"to serve. †6 Broadened, it has come to mean any kind of service. Specifically we can find in scripture where these phrases were used applied to general service and spiritual service. Paul addresses the qualifications of deacons in 1 Timothy 3:8-13: Deacons likewise must be men of dignity, not double-tongued, or addicted to much wine or fond of sordid gain,  but holding to the mystery of the faith with a clear conscience.These men must also first be tested; then let them serve as deacons if they are beyond reproach. Women must likewise be dignified, not malicious gossips, but temperate, faithful in all things. Deacons must be husbands of only one wife, and good managers of their children and their own households. For those who have served well as deacons obtain for themselves a high standing and great confidence in the faith that is in Christ Jesus. He says first that deacons must be men of dignity. This stresses the importance of deacons to be men worthy of respect.This does not mean that they lead with a strong hand and enforce others to respect them. Instead, they are to live lives that bring honor to God. Thus, gaining them respect from others. Paul also says that deacons are not to be double-tongued. This means that they are to be self-controlled in speech. Any form of Gossip or slander should not be a part of his nature. Instead, he should speak out for righteous causes while being slow to anger. They also must not be deceitful. Deacons should not be addicted to much wine nor should the enter the position for what they can get out of it.Paul may have written this because of the pagan influ ence in first century world. He knew that every single deacon would be under the careful watch of non-Christians. It would be possible for a deacon to hurt his family and lose his witness if he was bondage to different excesses. Next, Paul writes that these men should hold to the mystery of the faith with a clear conscience. This means that they should hold a certain reverence for the soul purpose of service and honoring God. The Christian faith truly is mysterious. Sometimes people have to walk into situations where there are no clear certainties.Deacons must be confident and do with a genuine character. 7 Those wishing to be deacons must also be tested to see if they are beyond reproach. Just as Athletes wishing to be on Olympic teams have to prove themselves as disciplined competitors, so Paul believed that a person must have proven a spiritual maturity before serving as a deacon. 8 Attaining any spiritual maturity only comes from seeking to be more like Christ. Next, Paul writes that deacons are to be husbands of one wife, and good managers of the children and households.Though this verse is one of the most controversial of deacon qualifications, at least three things are clear. First, he must acknowledge and embrace the biblical emphasis on marriage and view of the home. Second, the deacon is to be devoted to only one wife. Third, there is a theme behind the passage that should remind the deacon of the absolute rejection of divorce. 9 Overall, Paul’s experience with young and growing churches taught him that deacons must be people with a strong spiritual character. Elders and Overseers Elders and Overseers share many of the same qualifications as deacons.Paul also lists their qualifications in 1 Timothy 3: It is a trustworthy statement: if any man aspires to the office of overseer, it is a fine work he desires to do. An overseer, then, must be above reproach, the husband of one wife, temperate, prudent, respectable,hospitable, able to teach, not ad dicted to wine or pugnacious, but gentle, peaceable, free from the love of money. He must be one who manages his own household well, keeping his children under control with all dignity. but if a man does not know how to manage his own household, how will he take care of the church of God?   and not a new convert, so that he will not become conceited and fall into the condemnation incurred by the devil. And he must have a good reputation with those outside the church, so that he will not fall into reproach and the snare of the devil. Though Elders and Overseers are two distinct words, they seem to be used for the same role throughout scripture (Acts 20:17,28). â€Å"Elder† may be reserved for someone who deserves the respect that someone of an older age would attain. â€Å"Overseer† may lean more towards the function of the person in that position.The qualifications that are mentioned here vary only slightly. Paul makes it a point to warn them to be free from the love of money. This may give evidence that elders were held responsible for financial matters within the church. In all matters they are to serve as unto the Lord. 10 Paul also says that elders and overseers are to be able to teach. This provides evidence that they were held responsible for teaching theology as well as doctrine in the church. Paul makes it a point to mention that elders and overseers are not to be new converts. New Christians can fall quickly to temptation and become prideful.They often hold on to their pride, while a more mature Christian has come to understand the importance of humility. Older leaders are more likely to have a servants mindset ingrained in their character. 11 These leaders have a unique role in that they oversee the affairs of the church body. One of these roles included protecting the church from false doctrine. Some of the false teaching during this time was sparked from gnosticism and Jewish speculation. There were a number of different variations to the gnostic doctrine, but the main emphasis claimed that gnostics acquired a knowledge normal believers did not have.Thus, Gnostics believed their faith was superior to others. It was the responsibility of all the church members to know the truth and speak out against it. That is why it is vitally important that elders spoke the truth against different forms of heresy. This type of leadership is a critical factor related to how well the church is doing in reaching the goal of spreading God’s word. 12 Women in leadership Paul makes it clear in the pastoral epistles that women play a key part in the church. They are vital in the raising and teaching of Children.He writes concerning them so that they will understand proper submission. He writes this in in the second chapter of 1 Timothy: Likewise, I want women to adorn themselves with proper clothing, modestly and discreetly, not with braided hair and gold or pearls or costly garments, but rather by means of good works, as is proper for women making a claim to godliness. A woman must quietly receive instruction with entire submissiveness. But I do not allow a woman to teach or exercise authority over a man, but to remain quiet. For it was Adam who was first created, and then Eve.And it was not Adam who was deceived, but the woman being deceived, fell into transgression. But women will be preserved through the bearing of children if they continue in faith and love and sanctity with self-restraint. First, Paul informs the women of the church to present themselves in a modest fashion. Paul, again new that non-christian eyes would be on believers. He did not want women to cause offense to anyone outside the Christian community. 13 Women He says that it is important they make a claim to Godliness. He then says that they should receive instruction submissively.This stresses the importance of male leadership in the church. Paul clearly points out that women are not to have any type of authority over other men. He reminds Timothy that Adam was created first, and then Eve. Paul stresses that women keep silent because it give a concrete and essential reason for the submission of women that is grounded in the creation story. 14 There are three major views when it comes to the role of women in the church. The first is total silence. There are surprisingly a large number of churches who practice this view. Second, is that they not teach Doctrine in the Assembly.Third, They may teach anything allowed by male overseers. The third view is what most churches use today. 15 WHAT DOES THIS MEAN FOR THE CHURCH TODAY? Church’s today should strictly follow the biblical qualifications for deacons, elders, overseers, and women in the church. In light of a church’s specific situation, each church must decide what leadership roles will be as they seek to live out the biblical conception of that role. 16 Church’s today should seek to find men who can serve well. Men should be chosen only if they are well qualified and have developed skills in witnessing and other types of ministry.The most important qualities are found in those men who â€Å"hold the mystery of the faith with a clear conscience,† and are committed to serving other people. 17 The ability to work well with others should also be a key quality desired by churches looking for deacons or elders to serve. In today’s world, much of the work by the deacon involves a great deal of patience and understanding. 18 Church’s want to be able to trust that their deacons, and elders will exercise sound judgement in all matters concerning the well being of the assembly. It is clear that women were highly important to Jesus as well as Paul.There is no argument to be made that women are inferior to men. Jesus severed social and religious customs to show his high regard for women. 19 Women should strive to be excellent examples of Godliness in our church’s today. This is a very important role within our church’s. While they are not to exercise authority of men, they play a key role in teaching our children what it means to live godly lives. CONCLUSION Paul has outlined specific qualifications for the office of deacon, elder, and overseer as well as restrictions for women in regards to leadership.It is our job to strive for obeying these qualifications and restrictions in our own churches. Paul writes this in the fourth chapter of Ephesians: Therefore I, the prisoner of the Lord, implore you to walk in a manner worthy of the calling with which you have been called, with all humility and gentleness, with patience, showing tolerance for one another in love,   being diligent to preserve the unity of the Spirit in the bond of peace. There is one body and one Spirit, just as also you were called in one hope of your calling; one Lord, one faith, one baptism, one God and Father of all who is over all and through all and in all.It is God’s desire that we be unifi ed. It his is intention for us to be moving as one unit towards one common goal. We need men who are faithful to serve in the role of deacon, elder and overseer to achieve this goal. BIBLIOGRAPHY Beausay, William II. The Leadership Genius of Jesus (Ancient Wisdom for Modern Business). Nashville, TN: Thomas Nelson, Inc. 1197 Brindle, Wayne A. The Pastoral Epistles (Notes and Outlines). Liberty University School of Religion, 1996 Chartier, Jan. Developing Leadership in the Teaching Church. Valley Forge, PA: Judson Press 1985 Dale, Robert D.Leadership for a Changing Church (Charting the Shape of the River). Nashville, TN: Abingdon Press 1998 Foshee, Howard B. The Ministry of the Deacon. Nashville, TN: Convention Press 1968 House, H. Wayne, The Role of Women in Ministry Today. Nashville, TN: Thomas Nelson Inc, 1990. Howe, E. Margaret. Women & Church Leadership. Grand Rapids, Michigan: Zondervan, 1982. Naylor, Robert E. The Baptist Deacon. Nashville, TN: Broadman Press, 1955. Samra, Jim. The Gift of Church. Grand Rapids, Michigan: Zondervan 2010. Stendahl, Krister. The Bible and the role of Women. Stockholm: Fortress Press, 1966. ———————– 1] Wayne A. Brindle, â€Å"The Pastoral Epistles Notes and Outlines,† (Liberty University school of religion, 1996) [2] William Beausay, â€Å"The Leadership Genius of Jesus,† (Nashville, TN: Thomas Nelson, Inc. 1197) [3] Ibid 4 Jim Samra, â€Å"The Gift of Church,† (Grand Rapids, Michigan: Zondervan 2010) 5 Ibid 6 Howard B Foshee, â€Å"The Ministry of the Deacon,† (Nashville, TN: Convention Press 1968) 7 Ibid 8 Ibid 9 Ibid 10 Robert D. Dale, â€Å"Leadership For a Changing Church,† (Nashville, TN: Abingdon Press 1998) 11 Ibid 12 Jan Charter, â€Å"Developing Leadership in the teaching church,† (Valley Forge, PA: Judson Press 1985) 13 E.Margaret Howe, â€Å"Women & Church Leadership,† (Grand Rapids, Michigan: Zondervan, 1982) 14 Krister Stendahl, â€Å"The Bible and the Role of Women,† (Stockholm: Fortress Press, 1966) 15 Wayne A. Brindle, â€Å"The Pastoral Epistles Notes and Outlines,† (Liberty University school of religion, 1996) 16 Robert E. Naylor, â€Å"The Baptist Deacon,† (Nashville, TN: Broadman Press, 1955) 17 Howard B Foshee, â€Å"The Ministry of the Deacon,† (Nashville, TN: Convention Press 1968) 18 Ibid 19 H. Wayne House, â€Å"The Role of Women in Ministry Today,† (Nashville, TN: Thomas Nelson Inc, 1990)

Consumer Psychology and Buying Behaviour Essay Example | Topics and Well Written Essays - 2250 words

Consumer Psychology and Buying Behaviour - Essay Example On the other hand, the marketers need to incorporate their understanding in the involvement principle into the marketing campaigns in order to assist the consumer in their buying decision behavior. The marketing model that is most used by marketers has two distinctive parts. The first part entails a description of a population of ‘consumers’ who individual choose to buy various competing brands over and over again. The second one entails brand management especially when changing the attributes of a brand like the price, or quality in response to events in the marketplace. Several factors have been said to influence marketing. Once a company has carried out efficient marketing research, it is important to ensure that it introduces the approved product and/or service for the market. Location or place is an imperative aspect of marketing where products and or services are distributed. Marketing also entails promotion of products by given companies. It is used to inform cust omers about the new product that the company intends to bring into the market. The market must be dominated by the element of value for products and services. Most potential consumers tend to buy products or services sold at low prices. Loyalty denotes the likeliness of some consumers to stick to the same products. This serves as the key effect and determinism in the market. Psychology entails how and in what ways aspects of the actual products and /or services in the market influences people to make their choices, by possibly buying a product that is different from the previous one. Sociology entails the manner in which one person‘s buying is influenced by that of others. In essence, there is the tendency of people willing to buy the same brands as others leading to a lock in one product that dominates the market without even considering the fact that the competitors have more or less identical ‘qualities’ that may include price. Introduction Marketing is the sel ling of products and services to potential clients in a given environment at a given time. It basically entails the potential clients that are available and how to handle them. Hence, customer psychology and buying behaviour is necessary in any marketing plan because, clients are the most important elements in growth of businesses. Without marketing, potential customers are not able to learn about the existence of products and services they miss, and this leads to lack of success in business (Kinley et al 2010). Essentially, the large part of the marketing focuses on consumer behavior. Thus, application of psychology acts as a paradigmatic influence in explaining human behavior in terms of consumer perceptions and preferences of certain products and services. On the other hand, the marketers need to incorporate their understanding in the involvement principle into the marketing campaigns in order to assist the consumer in their buying decision behavior. In marketing, most consumer p roducts are designed in the manner that appeals to the customers, encouraging them to buy. Thus, industrial and manufacturer tend to focus more on understanding and manipulating products attributes (Kinley et al 2010). Nether the less, buying behavior is not a function product but also a function of the consumer, the social environment of other customers, the competing products in the marketplace, and the brand marketing strategy. Hence, it is important to first understand the psychology of the consumers, and the sociology of consumer groups or networks. The marketing model that is most used by marketers has two distinctive parts.

Chemical Engineering Dissertaion. Designing a venturi scrubber Essay

Chemical Engineering Dissertaion. Designing a venturi scrubber - Essay Example This happens in the bottleneck of the venturi. Behind this bottleneck, the pressure drops, reducing flow velocity back to normal. At this point, contaminant particles are collected and removed. A venture scrubber is the simplest but most compact but efficient wet dust collector. It collection efficiency is rated from 0.2 Â µ particles when high linear gas velocities ranging 50 to 150m/s reach the throat as the gas is contacted with water. Therefore, collection efficiency of a venture scrubber depends on the pressure drop experienced during the operation. The scrubber is made of a long tube with consecutive converging and diverging sections with steep rising velocity in the convergent section. This enables the scrubbing liquor to get in contact with the throat and convert the kinetic energy into pressure in the downstream divergent diffuser. When gas flow is a variable, it is necessary to adapt the cross-section of the throat to maintain constant velocity as well as collection efficiency. In a simple tubular design, the throat is made of rubber and pinched pneumatically. Other types consider mechanical control to adapt the cross-sectional area. Amount of water injected is also varied. As water moves in the closed circuit, a settling basin is incorporated that separates the collected dust as slurry. The high velocity of the gas makes it important to consider erosion and abrasion factors as well as corrosion due to the absorption of acid gas compounds. Water treatment of the collected water pose considerable costs to venture dust collectors. The water droplets coalesce to a size of 0.1mm and are separated by centrifugal forces (conventional cyclones), lamellae separator, sick-sack flow, inertial forces and wetted collecting surfaces, or wire or fibre gauge packages. The droplets from venturi scrubbers require entrainment. Therefore droplet separators are required. A two step arrangement is preferred with a first contact using recycled water while the

Application letter Essay Example | Topics and Well Written Essays - 500 words

Application letter - Essay Example At the same time, being of a practical bent of mind, I have diligently searched for solutions to such problems. This has launched me upon a serious study of psychology. It is my fervent desire to acquire proficiency in psychology, and as discerned by me, the best institution to acquire such expertise is none other than the University of Dallas. This explains my ambition to study at this hallowed institution. The primary purpose of a temple of learning, such as the University of Dallas is to promote the acquisition of knowledge, and the superb faculty of this university leave no stone unturned in their endeavor to facilitate their students to achieve this goal. Such features of a university hold intense attraction for a student who is keen to acquire knowledge and embark upon a successful career. It is my humble submission that I am such a student. Moreover, psychology, upon being studied diligently, furnishes the student with a specific manner of awareness and basic knowledge that tends to be common to all psychologists. This branch of knowledge is characterized by a vast range of knowledge and innumerable skills. The graduate student of psychology acquires a varied and deep knowledge. This tends to be limited to a few fields of knowledge. My gargantuan appetite for several types of information and skill will thus find a suitable outlet in psychology. Any problem can have a number of origins, and this is rapidly assimilated by the students of psychology. The latter become habituated to searching for the various possible causes for any issue. This enables psychologists to have an open mind when dealing with issues. As a cognitive skill, this trait tends to be rare. In addition, psychology serves the purpose of integrating the arts and sciences. This has the consequence of providing students with liberal education. Moreover, psychology bestows a number of practical and professional skills upon its students.

The pros and cons Essay Example | Topics and Well Written Essays - 500 words

The pros and cons - Essay Example This implies that it is up to the students to cultivate a positive attitude that will enable them make use of the available resources including the tutoring programs available and professors’ abilities. Amongst the most important duties for students is to ensure that they fully and actively participate in each and every class. For this to be effective, students have to prepare for their class session by carrying extensive personal studies. A lecturer might work hard to create a new Communications 100 class to help students prepare for the SPEECH 100/102 but if the students are not willing to study and prepare for the class, it would be of no use and as the old saying goes, one can lead a horse to water but cannot force it to drink the water. The notion that only students who have completed or exempted from ENG088 and ENG 094 can register for SPE 100/102 can therefore do not apply because their passing or exemption is not a guarantee that they will pass the SPEECH 100/102. Simply, if all students in SPEECH 100/102 try to do their best and follow their professor’s direction well, failing and dropping-out will not take place. SPE102 is taught with sufficient and efficient directions from the professors thus making it easier to catch up in class without the need for a remedial or a developmental class. Before students prepare for any speech, the professor involved gives specific directions and sets of examples to aid them in their speech. The professor also encourages the students and helps them to gain confidence and deal with nervousness. Personally, my professor Ritchery Lee, clearly explains to us what we are suppose to do and elaborates using specific examples. For instance, at the begging of this semester, he explained how we are supposed to prepare our speeches using visual aids and mind-control skills. I also realized that every time we moved to a different speech, he became more specific and gave us specific instructions. At one time before we made

PA Mod 5 disc Assignment Example | Topics and Well Written Essays - 250 words

PA Mod 5 disc - Assignment Example y include improving its coordination with other emergency response agencies as well as its unity of command, modernizing its information systems to boost counterterrorism. Lastly, the reports recommendations also suggest that FBI should improve its strategic analysis of terrorist networks and groups as well as their communication methods. A number of the Commission’s recommendations have to some extent been implemented both by the subsequent laws and the executive order. For example, unity of command has significantly improved through the establishment of a joint action where information sharing (Decker, 188) On the other hand, the agency has learnt how to communicate and work in harmony with each other. The allocation of a portion of the radio spectrum called the â€Å"D-block† directly to public safety for a nationwide network, which would in-turn ensure a network of communication between the agencies has also been adopted. In conclusion, the recommendations of the 9/11 Commission’s report recommendations have largely been good for the agency because they have not only enhanced the power of the agency to collect data and intercept communication but also to collect information during the investigation of terrorism. Although it is hard to tell whether the proposed reforms will help in terrorism prevention, I believe these new provisions will work toward ensuring that FBI as an agency is able to fight terrorism

Reforming the U.S. tax code to eliminate tax credits Essay

Reforming the U.S. tax code to eliminate tax credits - Essay Example The goals of the reforms on the taxes is to realize the objectives of the National Commission on Fiscal Responsibility and Reforms, whose major goal is to give the people responsibilities related to the growth of the economy in accordance with the level of affluence (Becerra 45). My Position on Flat Tax Rate Flat tax rates imply that the people pay the same amount of tax regardless of their level of income. When the tax rate is constant, all the taxpayers are to be subjected to the same amount of tax without deductions or exemptions. According to the Americans Bill on the reforms of the tax code, flat tax would broaden the tax base while enforcing that every individual pays the tax without any deductions. The flat tax rate payment would benefit the people in various dynamic ways such as it would spread the burden of paying the tax on every citizen in the country. In essence, the flat tax rate if adopted would increase the burden on the middle class incomers while relieving the riches t. As a result of that it would not be considered as a fair way of building the economy as the rich who use most of the economic resources are not taxed according to their level of affluence (Diamond & George 140). ... One of the advantages for lowering the tax rate is that it increases the revenue to the state: the disposable income of citizens increases thereby presenting more money into the government’s account to be used in enhancing economic growth. The provisions contained in the act of lowering the tax on the low incomers is that, the government posed into a situation where it cannot waste its expenditures as the procedures of the government strictly looked into (Jones, John & Teresa 13). On the other hand, the service delivery to the people may be poor; for example, the prison and other welfare activities in the social systems. The government may fail to offer some of the fundamental services to the people as they may not collect the required minimal revenues that can efficiently meet the social needs of all in the country. As the tax rolls decrease, the ability to accomplish such projects lessens. Consequently, the rich may seek for ways to evade the tax as the state may seem biased towards them. The notion is that, it is only the middle class earners who are the favored in the context of tax collection, and the amount of tax levied upon them. Basically it may seem unfair but, in a rational point of view the rich should pay as much as they consume in the economy (Lymer & Lynne 75). The impacts of lowering tax on the low incomers and increasing the same on the rich Economic development based on the level of affluence of the people should be rationally distributed with regards to the people’s levels of affluence. The rich should heavily pay taxes in that they utilize most of the economic resources while the poor hardly get the platform to do the same. Fairness in the tax distribution and levies in a rational point of view imply that, those who leave a huge economic

Death of a Salesman and Fences Essay Example | Topics and Well Written Essays - 750 words

Death of a Salesman and Fences - Essay Example There indeed is a highly valid reason for stating so. In both the plays, these characters, Willy in â€Å"Death of a Salesman† and Troy of â€Å"Fences† have negative shades, for they not just are obsessed with the past at the cost of neglecting the present, but they (father characters) also share a highly hostile relationship with their respective sons. It is not just that; both Willy and Troy denote as being impediments in terms of the goals of their sons. (1) In fact, in â€Å"Death of a Salesman† Willy’s obsession with the past is so high that he reaches the stage where, he is unable to draw a line between reality and fantasy. Perhaps, the most prominent common feature of the characters (of fathers) is that, both do not have a respectable position in the society. (1) After that, it indeed would be worthwhile in having a look at the characters of sons: Biff in â€Å"Death of a Salesman† and Cory in â€Å"Fences†. As mentioned earlier, both Biff and Cory are the victims of the day-dreaming of their respective fathers. It also has to be noted that, solely because of the false approach adopted by Willy and Troy, even Biff and Cory have been subjected to severe mental conflict. As a matter of fact, Biff is redeemed of this mental turmoil only after he musters the needed courage to rebel against Willy’s dominant approach. However, it is observed that, notwithstanding all the unpleasant experiences, Biff still has a soft corner for his father. This is evident from the words that he speaks at the funeral of his father â€Å"there were a lot of nice days†. Also, Biff adds that the intentions of Willy were good, and it is just that the dreams were erroneous. (1) When the play â€Å"Fences† is taken, the unpleasant relationship shared by Cory with his father is clear by the words spoken by the former â€Å"You ain't never gave me nothing! You ain't never done nothing but hold me back. Afraid I was gonna b e better than you. All you ever did was try and make me scared of you.† Cory is aware that, apart from creating fear in his mind, Troy has done nothing else for him! Despite the fact that Cory has lot of talent for playing baseball, Troy never permits him to make a mark for himself in this game. And similar to â€Å"Death of a Salesman† even in â€Å"Fences† the son gets his total freedom only after his father’s death. (1) When the characters of the sons are considered in both the plays, one surely notes a key difference. In the play â€Å"Death of a Salesman† Biff thinks about his father in a positive manner, after the latter’s death. But when â€Å"Fences† is considered, Cory expresses no such sentiments. On the contrary, it is seen that he is highly reluctant to even attend the funeral. Owing to these points, it can conveniently be inferred that, when both Willy and Troy are compared, it is only the former who is having at least a f ew positives. That is why his son was able to pay respects at the funeral. On the other hand, Cory has nothing but utter dislike for his father. (1) Now, the focus needs to shift on to examining the characters of Linda, wife of Willy, and Rose, the spouse of Troy. To begin with, it has to be stated that Willy and Troy do not have a sound relationship not only with the sons, but also with their respective spouses. Also, both of them (Willy and Troy) indulge in adultery. In â€Å"Death of a Salesman† though Linda is unaware about the extra-marital affair of her husband, yet; his adulterous acts tell upon their relationship. This can be understood by an example. When Willy

American Psychological Association Ethical Code Essay Example for Free

American Psychological Association Ethical Code Essay A Code of Ethics can be an overly complicated document that seeks to embrace every detail of behaviors that will not be acceptable to senior company management if found out. Meanwhile employees are pressured to deliver results which will often be enhanced if they do not strictly adhere to the Code of Ethics. The contention is that ethical codes are important to the organization; there is an ethical code, so the organization must be ethical. To the employee, it defines boundaries so they know when they are crossing them. Not all ethical codes are equal. If they protect employees from breaching some unwritten code, then they are good and fair. They must also be applied rigorously to senior management. It is normal for people who make rules to think that they should apply to others more than themselves, and that’s not a healthy way to look at it. As we have all learned, rules should apply to everyone for them to be just. If rules are made for only a certain group of people within an organization, the balance of power tips to one side unfairly and it leaves the organization and its consumers open to ethical breaches. My source showing why codes of ethics are important.  Ingram, David. Importance of Creating a Code of Ethics for a Business. Small Business. Houston Chronicle, 2014 Codes of ethics are very important because it guides decision making. It creates a cohesive understanding boundaries within an organization and it sets standards for interacting with external people. A well written, formal code of ethics can reduce ambiguity of certain rules and can serve as a guideline for making tough, and often controversial decisions. A code of ethics also plays an important role of protecting a companies and its employee’s reputation and where it stands legally when there is a breach of ethics by an individual person. A good code of ethics helps avoid not knowing what to do when one is confronted with a big dilemma. When a code of ethics is written for businesses that operate overseas and/or in other countries, it can be vital that an organization abide by the code of ethics to avoid a very unfortunate  misunderstanding in another country that may have drastically different views than your own. As I have shown, it is critically important for an organization to have a formal, well written code of ethics to set ethical standards for individuals within the organization. That way, when an individual breaches that ethical code, the organization can fall back on that code of ethics and say that what that individual did goes against the organizations standards. So generally codes of ethics are good, and needed. They serve a critical purpose in most organizations and serve as a guideline of how to conduct business. It safeguards the company against breaches of ethics because they have their own code of ethics that are written and can show it to prove where they stand whenever their standards are calle d into question. My source showing what’s wrong with codes of ethics.  Lunday, Jason. Codes of Conduct: Typical Weakness and How to Overcome Them This article highlights what can be wrong with codes of ethics. One of the main problems with codes of ethics is that they may not be well constructed and not specifically address the companies specific needs and characteristics. Sometimes the standards in the code of ethics don’t clearly specify what an employee should do with certain challenges, and can sometimes put an employee in a dilemma abiding by the standards and suffering the consequences, or going against the code to get the job done. Many employees have indicated that codes of ethics are written with good intentions and convey good intentions, but most of the time they do not acknowledge the realities and practicalities of the business environment. Some codes of ethics can set the wrong tone and seem too vague or even too legalistic. Employees have stated that some codes of ethics seem to be protective of top management rather than the whole company, especially those at the lower levels. What I have noticed with some codes of ethics is that they do sound too legalistic and they leave a lot of the common sense topics out. Most codes of ethics do not include advertising, but most companies advertise in some way. Some codes of ethics are created with benchmarks of other companies codes of ethics. When this happens, an organizations code of ethics might sound and look great, but it doesn’t fit their specific purpose and doesn’t address some of the most important aspects of the organization. One Strength of the Code of Ethics. Psychologists are involved in the difficult area of human behavior. On a daily basis they are dealing with people whose view of the world has often been distorted by their history. They may begin to lose their own guideposts. The Code of Ethics is a reference that can be consulted to make sure the psychologist does not stray from a moderate behavior path. If it creates conflicts for the practitioner the relevant Ethics Code can be taken up with a supervisor allowing for discussion and interpretation. One Weakness of the Code of Ethics The Council of Representatives of the APA developed the code. Anytime you have a committee design something you are likely to complicate it. Each representative has their own world view and in a committee setting feel they have to contribute more. The weakness is that adding more detail rather than making issues clearer can make them ambiguous. There are Ten Commandments in the bible and 89 ethical standards set by the APA. One thing I saw and did not expect I did not expect that the Code would exclude application to practitioners outside of work activities. While legally the Code probably cannot be enforced outside of work, if the Code is silent on that point it would imply that this should be a personal code anyway. By stating that it does not apply outside of work it implies that practitioners have to be on their best behavior at work and not the way they might behave outside of work. This weakens the practice of the code. An example of when the code might be used. Standard 3 is a key Code in this line of work. As the patient has life issues their gratitude for help and verbal intimacy with the practitioner may lead to a relationship. The Code of Ethics is a reminder to not let this happen. While the Code of Ethics is restricted to work activities this area should apply if practitioner is in a work situation or not. Explanation of why the code would be used As in all occupations. ‘Do no harm’ must be the key ethical position. As the brain is a largely unknown organ, psychologists have to be very careful about their treatment of mental issues. Their patients are at various stages of walking towards a personal precipice, the practitioner cannot afford to give an accidental push. Code 3.08 covers exploitative relationships between practitioner and patient and is the most likely violation of code which must be reported. As patients are having trouble with their own reality a suggestion from the practitioner may be seen as ‘normal’ by the patient but not by the ethical code. Works Cited American Psychological Association Code of Ethics http://www.apa.org/ethics/code/index.aspx# Ingram, David. Importance of Creating a Code of Ethics for a Business. Small Business. Houston Chronicle, 2014. Web. 28 Oct. 2014. . Lunday, Jason. Codes of Conduct: Typical Weakness and How to Overcome by Jason Lunday. Corporate Compliance Insights. 17 June 2010. Web. 28 Oct. 2014. .

How does Great Expectations Reflect the Victorian Era?

How does Great Expectations Reflect the Victorian Era? Then, Pip becomes a gentleman, he assumes that great expectations mean that he may no longer be content with the good things he already has. When Mr. Joe visits Pip in London, Pip looks down on Mr. Joe and thinks that he does not fit to his new environment anymore. Pip thinks to himself, Not with pleasure, though I was bound to him by so many ties; no; with considerable disturbance†¦ If I could have kept him away by paying money, I certainly would have paid money (pg.186). Although Joe protected and assisted Pip throughout his childhood and adolescence, Pip was still embarrassed by him. However, in the end he regrets for treating him so rude. After so many disappointments (He was planning to marry Biddy, but she married Mr. Joe. He expected that being a gentleman would provide him a chance to marry Estella, but she married Bentley etc.), he is finally forced to develop some simple and realistic expectations and learns how to be content with the modest living he makes in the mercantile firm. Pip learns that social class is not essential for happiness; that strict designations of good and evil, and even of guilt and innocence, are nearly impossible to maintain in a world that is constantly changing; and that his treatment of his loved ones must be the guiding principle in his life. Great Expectations and Victorian Age Dickens Great Expectations is one of several reflective books of Victorian age. It is a very successful representative of its own time. Written in 1860 and following the story of Pip from childhood to adulthood, the book represents the common Victorian elements like social class difference, industrialization, Victorian houses, Victorian values and women. At the very beginning of the book, we encounter with a typical low-class family. They live in a village among marshes. Mr. Joe is a blacksmith and his wife (the sister of Pip) is a typical Victorian low-class housewife. She sinks under the household duties and always complains about not being able to take off her apron (chapter 1-2). Because of her harsh duties, she is always frustrated and often beats Pip. Then, we encounter with high-class, well-dressed, well-dancing women like Miss Havisham and Estella through the onwards of the book. These two different families are also the first signals of the existence of social classes in the society. On the one hand, Gargery family is a poor, uneducated, living in a village. On the other hand, Miss Havisham lives in a mansion called Satis House. The Pockets house is full of servants. Estella is a young lady who dances well and educated abroad. Also the other women in Pips snobbish life in London represent the typical high-class Victorian women. Having seen the two different lives in early years of his life, Pip wants to shift to the upper class. He expects to become a gentleman who has all the values appreciated by the society in order to have Estella and an upper class lifestyle. Pips early impressions about London remind us the effects of Industrial Revolution and immigration. When he comes to London, he is amazed and displeased with the unbelievable crowd (resulting from immigration for job) and awful smell (coming from sewage due to the factories): I was scared by the intensity of London. I think I might have had some faint doubts whether it was not rather ugly, crooked, narrow, and dirty.'(pg. 138) The gloomy streets of Smithfield disturb him. It is easy to see Victorian architecture and Victorian houses in the book. Satis House, Wemmicks house (like a castle), and other ornamented houses tell us the taste of architecture of those days. It is very sad not to see some of important themes of Victorian era like child labor, prostitution, colonialism etc. in Great Expectations. But, Dickens uses colonialism in Great Expectations as a narrative device. A transported convict exactly meets the need for a benefactor who can make a substantial fortune yet who has to remain anonymous, and of whom Pip will eventually be ashamed. The capital law against returning from transportation sharpens the impact of the later chapters, when Pip sheds his pretensions as well as his wealth. Thus Dickens, like so many Victorian authors who used the colonies as places to transfer burned-out characters or from which to retrieve characters, uses this aspect of colonialism as the dramatic cornerstone for his novel. (Jonah Raskin in The Mythology of Imperialism (New York:Random House,1971)) In other words, colonialism is used not as a theme but a narrative device in Great Expectations. Also, Dickens used the other themes mentioned above in his other works. For example, Oliver Twist child labor, destitution etc.

The X Files: Summary :: essays research papers

Scully and Mulder are two FBI agents that were sent to investigate murders that took place in a New Mexico town, just out side of an Indian reservation. The murders were first discovered when a lady, Annie Hatch, found two tourist’s bodies while she was ridding her horse. The bodies were laying next to a van. When Annie went closer to the bodies, she could see that there was hundreds of flies on them. When she looked closer she could see that they had been skinned. The following day a teenager, Paulie was out side behind his families trailer with his little sister, Patty. It was dark, so dark that they could not see in front of them. Suddenly they both heard footsteps from somewhere , then they heard whispering, the whispering became hissing. His flesh was thrown everywhere. At this point the FBI was called in to investigate. Before Mulder and Scully got to New Mexico, they both went over the case and studied the autopsy reports that were sent to them. The autopsy report said that the bodies were flayed. The pictures they were sent along with the report made both Scully and Mulder sick to their stomachs. When they arrived in New Mexico Agent Garson was waiting to show them around and warn them to take it easy because of the heat. Scully and Mulder interviewed Patty, but did not get any more information on the case then what they already had from the report. She saw nothing because she had got hit in the face with a branch that knocked her out. After the interview, they went to get some dinner, where they met the doctor who wrote the autopsy report. She told them that the report she wrote was wrong. She was told to write the wrong details because the sheriff did not want the press to get a hold of it, because New Mexico has been trying to upgrade its image for years. The real Truth was that the people have been scoured, like being held up against a high-speed spinning drum covered with coarse sandpaper. As they left the restaurant a man stared at them across the road, as mulder drove past him, he still stared. Mulder than made a U-turn and then another, so that the car was pulled up next to the man. He introduced him self and told them he was Ciola.

Victor is the True Villain of Frankenstein Essay -- Mary Shelley

At first glance, the monster in Frankenstein is a symbol of evil, whose only desire is to ruin lives. He has been called "A creature that wreaks havoc by destroying innocent lives often without remorse. He can be viewed as the antagonist, the element Victor must overcome to restore balance and tranquility to the world." But after the novel is looked at on different levels, one becomes aware that the creature wasn't responsible for his actions, and was just a victim of circumstance. The real villain of Frankenstein isn't the creature, but rather his creator, Victor. As a romantic novel Victor is responsible, because he abandoned his creation. As an archetype novel, Victor is the villain, because he was trying to play god. Finally, Victor as a Gothic novel, Victor is at fault, because, he and the creature are two different parts of the same person. If Frankenstein is looked at as a romantic novel, Victor, not the creature, is truly the villain. When Victor created the creature, he didn't take responsibility for it. He abandoned it, and left it to fend for itself. It is unfair to bring something into the world, and then not teach it how to survive. The creature was miserable, and just wanted a friend or someone to talk to. On page 115, the creature said, "Hateful day when I received life! Accursed the creator. Why did you form a monster so hideous that even you turned from me in disgust." This line shows the agony the monster was in, because of how he looked when he was created which led to even Victor running away from him. If Victor didn't run, he could have taught the monster and made his life happy. After the creature scared the cottagers away he said, "I continued for the remainder of the day in my hovel in a state of utter ... ...three different symbolic levels, as a Romantic novel, Archetype novel, or a Gothic novel. On the romantic level, Victor is the villain because he abandons the creature and leaves it to fend for itself. The creature is miserable and just wants a friend, but was abandoned by Victor making it almost impossible. On the Archetype level, Victor is the villain because he tries to play god. He wants to be worshipped like a god, by creating his own species, and creating life from plain matter. But in doing so, Victor disturbed the natural order of things. Finally, Victor is the villain on the Gothic level. There he is the villain, because he and the creature are part of a greater being, and Victor's subconscious wants William and Elizabeth dead, which is why the monster kills them. Despite the fact that Victor didn't physically murder anyone, he was the villain of the novel.

Largest Pressure Groups Essay

To what extent are the largest pressure groups the most successful ones? Some pressure groups are more powerful than others as some succeed while others fail. Success in pressure groups is defined by how they affect government policy, their agenda-setting power and how well they can change people’s ideologies. Large groups mean that they have more members. This in turn leads to more donations. Chequebook groups tend to get most of their finance from their members, for example Greenpeace get 90% of their income from their members. This means that large groups tend to be wealthy. Being a wealthy group means that they have financial and economic power. For example, major corporations such as are the main source of employment and investment in the economy so the government will seek their cooperation. For wealthy groups that aren’t business groups will possess financial strength to employ professional lobbyists and public relations consultants. However, it is the wealth not the size of the pressure group that makes them economically powerful and the biggest pressure groups are not always the most economically powerful. The CBI is more economically powerful than TUC despite the TUC having seven million members. This is because although some groups may be small, they can exert influence through their policy expertise and specialist knowledge. Another good part of being a large group is that they can claim to represent public opinion. NSPCC is an example of this as they ensure that their membership levels stay above one million. This means that governments are most likely to listen to them because their members can have an electoral impact. However having good leadership can be a more direct form of influence than having many members. Having a high profile leader, such as Peter Tatchell of OutRage!, can help as they have some political skills, political contacts and have developed media and presentational skills. Lastly, the government’s views are a very important part. A group may very well be large and wealthy, however if the government doesn’t sympathise with their aims, then it will be very difficult for them to influence policy. For example, Greenpeace are very large and wealthy but the government rarely listen to them. In conclusion, there are different factors that determine how successful a pressure group is. However, large groups tend to have a significant amount of wealth, so whether it is the size of the group or other factors that should be accredited to its success can be argued.

Math for Elementary Teachers Essay

Math for Elementary Teachers II is the second part in a two part series. The mathematical concepts that were focused on throughout the second part of Math for Elementary Teachers were on measurement, geometry, probability, and data analysis. Just like part one of Math for Elementary Teachers, part two also address the relationship of the course concepts to the National Council of Teachers of Mathematics Standards for K-8 instruction. The first two weeks of this course, the main concepts that were explored was data analysis and probability. When learning about data analysis, A Problem Solving Approach to Mathematics for Elementary School Teachers taught students that data analysis is the measures of Central Tendency, Statistics, and Variation. During data analysis students also reviewed that different ways data can be presented; bar graphs, circle graphs, line graphs, or scatter plots. Probability taught theorem and tree diagrams/geometry probabilities. Both of these mathematical concepts were cover throughout chapters 9 and 10 of A Problem Solving Approach to Mathematics for Elementary School Teachers. The mathematical concepts covered during week three and four was Introduction to Geometry. During these two weeks, the concepts of geometry that were covered were; angles, basic notation, geometry in three dimensions, and polygons. These mathematical concepts of geometry were covered throughout chapter 11. Mathematical concepts covered during week five and six was Applications of Geometry. During these two weeks, the main concepts of application of geometry that were taught were rotational symmetry, lines of symmetry, similar triangles, similar igures, lines and linear equations, tessellation patterns, translations, rotations, reflections, and glide reflections. These mathematical concepts of Applications of Geometry were covered throughout chapters 12 and 14. Mathematical concepts covered during week seven and eight was Applications of Measurement. During these two weeks, the main concepts of application of measurement that were covered were; areas of polygons and circles, distance formula, equation of a circle, linear measure, mass, Pythagorean theorem, surface areas, temperature, and volume. These mathematical concepts of Applications of Measurement were covered throughout chapter 13. The concepts learned throughout this course are relevant to the characteristics of a professional mathematics teacher based off of the National Council of Teachers of Mathematics (NCTM) Standards. Based off the lessons for Data Analysis and Probability, Introduction to Geometry, Applications of Geometry, and Applications of Measurement in this course and under the NCTM standards the curriculum meets the expectations that the National Council required professional mathematic teachers to have. The curriculum of Data Analysis and Probability in this course meets NCTM standards and expectations by represent data using concrete objects, pictures, and graphs, collect data using observations, surveys, and experiments, represent data using tables and graphs such as a line plots, bar graphs, and line graphs, describe parts of the data and the set of data as a whole to determine what the data show, and describe the shape and important features of a set of data and compare related data sets (The National Council of Teachers of Mathematics, 2012). The curriculum for Introduction to Geometry and Applications of Geometry in this course meets NCTM standards and expectation by recognize, name, build, draw, compare, and sort two-and-three dimensional shapes, find the distance between points along horizontal and vertical lines of a coordinate system, and predict and describe the results of sliding, flipping, and turning two-dimensional shapes (The National Council of Teachers of Mathematics, 2012). The curriculum for Applications of Measurement in this course meets NCTM standards and expectation by recognize the attributes of length, volume, weight, area and time, understand the need for measuring with standard units, develop strategies for estimating the perimeters, areas, and volumes of irregular shapes, and develop strategies to determine the surface areas and volumes of rectangular solids (The National Council of Teachers of Mathematics, 2012). When starting the first part of Math for Elementary Teachers, the idea that I had in mind was that these two courses were going to be about learning the basic mathematical concepts, counting, adding, subtracting, and learning shapes. However, now that I have completed the first part of Math for Elementary Teachers and am getting ready to the last week of the second part, my ideas and philosophy about teaching elementary students mathematical concepts changed. Teaching elementary children about Data Analysis and Probability, Geometry, and Applications of Measurement can become overwhelming for young children because these are concepts that they gave never learned about. Elementary children are used to understanding the basic mathematical concepts. I believe that when it is time to start learning about other mathematical concepts it is important to make learning fun for the younger children. I will stand my philosophy of adjusting the lesson plans to create fun hands on activities that will help my students learn and remember all the different mathematical concepts. I also believe that it is important to go that extra mile to provide students with the best mathematical education there is and by getting the parents involved to help students at home by suggesting different websites or by sending home activity books. I can honestly say, that the recommended changes to the practice of mathematics that have been instruction based off my experiences in both Mat for Elementary Teachers I and Math for Elementary Teachers II is that these two courses should be longer than nine weeks long. There is so much information that needs to be learned, and for a lot of students that are taking these courses it has been many years since they have learned these concepts. Another issue that I was not pleased with was at the start of this course having to take MyMathLab Orientation again. With these being a two part class and having to use MyMathLab during the first part of this course, it seemed pointless having to do another orientation for MyMathLab, but then again m most students should know how to use MyMathLab seeing as thy have other courses that require them to use MyMathLab. In total with the entire math course that are required for an Associate degree in Elementary Education 36 weeks is spent using MyMathLab.

Belbin s Team Role Model Applications Essay

University of the Basque Country; University of Hull; Highfield House Consultancy abstract This paper brings together research into and using the team role model developed by Belbin (1981, 1993a) in an attempt to provide an exhaustive assessment of construct validity in light of the conflicting evidence so far produced. Role theory is used to contextualize the origins of the model. The psychometric properties of the Team Role Self-Perception Inventory used to assess a person’s likely behaviour in a team are examined along with 43 empirical studies that have tested theoretical associations between team roles and other cognitive or behavioural traits. While the evidence is mixed, we conclude that, on balance, the model and its accompanying Inventory have adequate convergent validity. However, strong associations between some team roles are observed, indicating weak discriminant validity among some scales in the Inventory. Through its coverage of important areas of teamworking, the paper contributes to the practitioner and research communities by providing fresh insights into aspects of teamworking and by suggesting new research agendas. INTRODUCTION Effective teamworking has become a basic concern for most organizations. While many factors influence a team’s performance, considerable attention has been given to the influence of team member diversity in terms of roles played in a team. The team role model made popular by Meredith Belbin in relation to management teams (Belbin, 1981, 1993a) and available commercially through Belbin Associates (1988) is widely used in practice and has featured extensively in research on teams at work. The model is used by many organizations including FTSE-100 companies, multinational agencies, government bodies and consultants and has been translated into 16 languages. This paper therefore reviews the published research and assesses to what extent the model is supported by the available evidence. Through its coverage of important areas of teamworking (conflict management, personality traits, team performance, control and power) the paper contributes to the practitioner and research communities by providing fresh insights into aspects of teamworking and by suggesting new research agendas. We first consider the theoretical context for the team role model. Second, all substantive studies that provide psychometric evidence, relationships to personality factors and evidence for predictive validity are summarized, evaluated and contrasted. Finally, we discuss the validity of the model and consider the wider implications of our findings. ROLE THEORIES Prior to the development of Belbin’s team role model (1981, 1993a) other role  theories had been put forward (Benne and Sheats, 1948; Graen, 1976; Graen and Scandura, 1987; Holland, 1985) although the model’s links to these and other role classifications (e.g. Davis et al., 1992; Margerison and McCann, 1990; Parker, 1990; Spencer and Pruss, 1992; Woodcock, 1989) are unclear. While a comprehensive theoretical examination of the many alternative role theories and models is beyond the scope of this paper, it is important to establish a theoretical context for the team role model. The role concept can be viewed from two different perspectives. From an anthropological-sociological perspective it can be defined as a combination of values, attitudes and behaviour assigned to an individual who occupies a social position (a location in a social network) associated with a specific social status (the functions assigned to that person). From this perspective, a role can be defined as the behaviour that a person displays in relation to his/her social position and social status (Linton, 1945). Secondly, from a psychosocial perspective, a role can be defined as the behaviour expected from an individual occupying a specific position (Biddle, 1979) such that the cognition and expected behaviour associated with the position are fundamentally important to success in the role (Katz and Kahn, 1978). This psychosocial perspective is adopted for the purposes of this review. Since Lewin created the Research Centre for Group Dynamics in 1944, two types of groups have been studied: groups created to solve problems and groups preoccupied with individual development. This duality has brought about a distinction between so-called ‘task roles’ and ‘socio-emotional roles’. In this light, Bales and Slater (1955) studied laboratory groups and concluded that there were significant differences between individuals concerned with solving tasks and individuals concerned with the social and emotional needs of group members. People concerned with solving tasks were called ‘task leaders’ whereas those concerned with emotional needs were called ‘maintenance or socio-emotional leaders’. Similarly, Benne and Sheats (1948) proposed a role behaviour classification describing 12 task roles and seven maintenance roles. Task-centred roles were concerned with the coordination of group problem solving activities, whereas   maintenance roles were concerned with promoting group-centred behaviour. Both role types were thought necessary for a team to perform well. These theoretical antecedents formed the pillars of the development of the team role model (Belbin, 1981) as its general framework and the names of some team roles connect to these and other theories (Fisher et al., 2001a). Among theoretical models explaining how roles are acquired, a two-part classification can be made (Ilgen and Hollenbeck, 1991). First, there are ‘role taking’ models that consider individuals as passive acceptors of the roles assigned to them by others (Graen, 1976). An example is the ‘role episode model’ (Katz and Kahn, 1978) where the role is defined by an interaction process between two people; the person performing the role (the focal person) and another who holds a set of beliefs that constitute the role (the role sender). The role sender communicates a set of beliefs and the focal person assumes them. The second classification of role models sees subjects actively participating in the definition and development of their role. These models assume that individuals are much more active and motivated to possess roles that they can perform successfully. They are called ‘role making’ models because the focal person actively attempts to influence the role sender as they try to build a role that will be acceptable to both of them. Graen and Scandura (1987) proposed the ‘theory of dyadic organizing’ which integrated and extended Graen’s first proposal (1976). This theory describes how members of a team coordinate their activities to accomplish tasks that are not prescribed in their positions but fundamental for the effective functioning of the team. When a job role involves very predictable tasks, assigning individuals to roles is relatively easy. However, as work becomes more complex then so do the abilities required by individuals. The question is no longer about the abilities and knowledge a person should have for a specific job but is about predicting how a person will behave in the work unit where the work will be  performed. In this sense, Holland (1985) proposed one of the first models that accounted for this individual context adjustment, suggesting that individuals and job environments can be classified into six different types: ‘realistic’, ‘conventional’, ‘entrepreneur’, ‘social’, ‘artistic’ and ‘intellectual’. Each type is associated with specific activities and abilities possessed by individuals. A set of adjectives characterizes each type. For example, the intellectual type is described as analytical, cautious, critical, inquisitive, independent, pessimistic and reserved. For individuals to be successful and satisfied in a job, their personal abilities, interests and personality traits should adjust with the requirements, rewards and interpersonal relations offered by the job consistent with individual job adjustment theory. Holland (1985) proposed that an individual may display attributes of more than one type and also that there are compatible and incompatible types; for example, ‘intellectual’ and ‘artistic’ types are more compatible than ‘artistic’ and ‘conventional’ types. Belbin’s team role model can be linked to these role theories and role classifications. We now turn to review the literature on the team role model, drawing upon studies using the Team Role Self Perception Inventory (TRSPI) through which it is operationalized. We also review team role assessment using personality questionnaires and empirical studies that have explored the theoretical network of team role constructs in an attempt to better understand how individual team role preference is related to the behavioural definition of team roles as well as to other areas of teamwork behaviour. As with most role theories, Belbin’s model is not preoccupied with the roles (behavioural patterns) per se but with the ways in which the roles develop, change and interact with other patterns of behaviour over time. The model  was proposed after a nine-year study of team building and team effectiveness with management teams taking part in an executive management exercise (Lawrence, 1974). Prior to participating in the exercise, individuals completed Cattell’s 16PF personality questionnaire and Watson Glaser’s Critical Thinking Appraisal. For each management team an observer recorded group processes based upon Bales’ (1950) interactive process analysis and reported their observations. Successful and less successful teams were analysed in terms of their members’ personalities and in terms of their critical thinking abilities. Analyses were then crossreferenced with observers’ reports and, as a result, eight team roles were proposed. The initial categorization of team roles was therefore based on assessments of team members’ personalities, critical thinking abilities and a behavioural checklist. The only empirical evidence of the early analysis showed a positive correlation between performance predictions based on team role composition and actual performance across 22 teams (Belbin et al., 1976, p. 26). The eight role model was introduced (Belbin, 1981) and a team role was defined as a pattern of behaviour characteristic of the way in which one team member interacts with another in order to facilitate the progress of the team as a whole. Names and descriptive adjectives for each of the eight team roles were also included. In 1993 some team roles were renamed and a ninth role added. Descriptions of each role are given in Appendix 1. In this model a role is defined by six factors: personality, mental ability, current values and motivation, field constraints, experience, and role learning. However, Belbin did not show how much of the variance in a team role is explained by each factor. In keeping with others (Benne and Sheats, 1948; Torrington et al., 1985), Belbin defends the idea that high performing teams need to have a balanced representation of all team roles. The team role balance hypothesis assumes that if all team roles are present in a team then it will perform better than other teams without the balance. Belbin also considers that the team role concept (a preference to behave in a particular way with other team members while performing tasks) should be distinguished from the concept of functional role which refers to the technical skills and operational knowledge relevant to the job. Consequently, several people may  have the same functional role but vary greatly in their natural team role(s). Belbin also stresses the link between the stages of a team’s development and the need for different team roles to dominate at different stages. Six different stages of development are proposed: (1) identifying needs; (2) finding ideas; (3) formulating plans; (4) making ideas; (5) establishing team organization; and (6) following through. In the early stages team roles like Shaper and Co-ordinator will be most needed, whereas in the later stages Completer-Finishers and Implementers make higher contributions. Operationalizing the Model The team role model is ideally operationalized through a self-perception inventory and through observers’ assessments to give a rounded assessment of a person’s team role. The   original Team Role Self Perception Inventory (TRSPI-8R) was hand-scored such that respondents computed their own profile. This version was later modified to embody the nine role model (TRSPI-9R) and for this version respondents’ profiles are generated by the Interplace computer package. Since it was never intended that the TRSPI should be the only input to exploring a person’s team role, an Observer Assessment Sheet (OAS) was also designed to be used by work colleagues who could make an informed judgement based on their knowledge of the person. The OAS should be used alongside the TRSPI although in many situations only the inventory is used. Details of the scoring procedures for these instruments are given in Appendix 2. The second way of assessing team roles is derived from personality questionnaires; equations to derive team roles have been developed in conjunction with personality questionnaire publishers. In particular, Cattell’s Sixteen Personality Factor Questionnaire (16PF; Cattell et al., 1970) and the Occupational Personality Questionnaire (OPQ; Saville et al.,  1992) have been used (see Dulewicz, 1995). Reviewing the Evidence This review draws upon 43 substantive studies of the team role model using the TRSPI, OAS and personality inventories. A table showing the purpose of each study, its aims, instruments and sample used along with the key findings is available from the first author. Psychometric evidence. Eight studies have analysed the psychometric properties of the TRSPI and two have reported results from the OAS. Initial evaluations were critical (Furnham et al., 1993a, 1993b; Broucek and Randell, 1996) and one study arrived at mixed conclusions (Beck et al., 1999). Recent studies have been more supportive of the TRSPI’s reliability and structure (Swailes and McIntyre-Bhatty, 2002, 2003). Since the first criticism of the TRSPI (Furnham et al., 1993a), other researchers have raised concerns about the statistical properties of the original inventories as well as their theoretical basis (Broucek and Randell, 1996). An important issue affecting psychometric evaluation of the TRSPI stems from its i psative nature which is outlined in Appendix 2. Evidence for the TRSPI. Furnham et al. (1993a) reported low reliability values for three different versions of the TRSPI. Correlations between team roles were different for a normatively scored (Likert scale) version (M = 0.36) and the original ipsative version (M = -0.29). Factor structures were also different for normative values (two well-defined task and socioemotional factors) and for ipsative scoring (four bipolar factors). Both Senior (1998) and Beck et al. (1999), in their respective exploratory factor analyses, also reported an underlying four factor structure for the ipsative version of the TRSPI. However, the ipsative design of the TRSPI was deliberate and any comparison of forms should recognize that transforming the ipsative structure of the instrument may alter its nature. (See Belbin (1993b) for a rebuke of the normative version.) In the ipsative form the average interscale correlation will be negative (Meade, 2004) whereas in a normative form scales are allowed to correlate freely. In this context, Furnham et al. (1993a) raised concerns about the theoretical basis of the inventory and a lack of evidence for its psychometric properties, noting that the test was ‘neither theoretically nor empirically derived as Belbin developed his team role typology based on observatory and inductive,   rather than theoretically deductive means’ (p. 247) with a limited sample of 78 managers. Similarly, Broucek and Randell (1996) raised concerns about the internal consistency and discriminant validity of the TRSPI and the OAS. They also noted that both tests could not be considered as parallel forms of the same construct. The average correlation between team roles was 0.27 for ipsative scoring and 0.42 for normative scoring; higher correlations were expected from the self-reported data collected by both tests. Similarly, Senior and Swailes (1998) also reported that both TRSPI and OAS did not show high convergent validity as only five team roles showed significant correlations with an average of 0.27. Broucek and Randell (1996) also reported that different correlations were found between the normative and ipsative versions of the TRSPI and the NEO-PI-(R) personality scale although 8 out of 19 predictions for the ipsative version and 14 out of 19 for the normative version were correctly hypothesized. Different correlation values were taken as ‘dramatic evidence of the type of distortion which use of an ipsative instrument produces’ (p. 401). Similarly, Fisher et al. (1996) looked at the correspondence between the TRSPI and 16PF and found low correlation values on the validity diagonal. Broucek and Randell also tested the discriminant validity of the OAS against the NEO-PI (R) Big Five personality factors, although Fisher et al. (2001a, pp. 125–6) noted that such analysis was dependent on the orthogonality of the personality factors and, as far as the factors have been found to be oblique (Costa and McCrae, 1992), any conclusion regarding the discriminant validity of the OAS should be taken cautiously.

Guide to Designing Qualitative Research

Guide to Designing Qualitative Research When you are asked to design a qualitative research and write your dissertation or research study using this method, you might be confused where to start. Many students simply assume that qualitative research is based on interviews or observation, and does not need to include literature research, or theses. This is the first misconception of qualitative research methods, and there are many more to come. If you would like to be confident that your qualitative research study will be suitable for submission, and you will get great grades, you will need to understand all the requirements of research, studies, structure, and design. Read the below guide to help you understand what qualitative methods entail and how to make the most out of your research. The Role of Qualitative Research Qualitative research is usually carried out to understand the different perspectives of issues and phenomena. It is concerned about human behaviour and experiences. In many cases, it measures attitudes, therefore, the information gained cannot be quantified. Qualitative methods are usually applied in the following fields of study: Health and social care Social studies Humanities Marketing Psychology Teaching Qualitative research, in short, is a research method that focuses on findings that reflect on the complexity of a problem or issue and do not provide statistical or quantifiable information, but – instead – answer the initial research questions of the study. Qualitative research attempts to answer the questions: â€Å"what?† and â€Å"why?†, while quantitative methods focus on â€Å"how many?†. Methods of Qualitative Research There are different methods that researchers can apply to conduct qualitative studies and answer the research questions. Some of them are listed below. Direct observation This method takes into consideration the environment and setting, however, the researcher’s bias might affect the reliability of the information gained. Participant observation This approach requires the researcher to take part in the activities of the group researched and participate in their routines. This method allows a deeper understanding of the issues faced by the group, but can be costly and lengthy. Qualitative interviews There are three main types of interviews used by researchers: Informal Semi-structured Open-ended This approach allows the researcher to take into consideration the individual differences of participants and tailor the questions to their profile. The main disadvantage of qualitative interviews is that the results are hard to analyse. Focus groups This data collection method is often used to predict attitudes of groups towards an issue or product Action research This collaborative method allows the author of the study to manipulate the situation and measure the outcomes, while designing interventions for improvement. Case studies This method is usually applied when a researcher is focusing on one organisation, group, or institution and provides an in-depth analysis of phenomena based on the research question. When to Apply Qualitative Research Qualitiative research can be used when the author would like to test a hypothesis, understand the attitude of individuals or groups towards a service or product, try to develop interventions, meet the needs of a certain consumer or peer group, or capture the language used by the participants. Presenting the Results of Qualitative Research The main goal of presenting the results of the qualitative study is to answer the research questions. Therefore, the interview questions observation strategies need to be built around the research aims and objectives. When presenting the qualitative research results, the author needs to focus on answering the questions and identifying trends. As an example, when researching people’s attitudes towards a new health care service interviewed, the most important emerging themes that were mentioned by participants need to be listed and discussed in the context of the literature. To successfully present the results of the study in qualitative research, you need to: Read the answers or transcripts closely Use sequential text interpretation Take into consideration individual differences and the impact of the setting To identify trends, you might need to use coding that captures the essence of the content Structure of a Qualitative Study The best way of designing a qualitative research method is to use a research protocol. This will help create a methodology that is fit for the purpose of the study. The main parts of the research protocol are: Aims and objectives Background of the study Methods Ethical issues Resources needed to conduct the research Timescale for the research Dissemination plan / output Once the qualitative research protocol is drawn up, you need to get it approved by the supervisor before the study can take place. When structuring the final research paper, you need to have the following sections: Title Using the keywords that represent the purpose of the study, you need to create a title that sums up the content. Abstract Write the abstract after the paper is finished, to summarise the content Background and Context List the information on the topic available through theories and recent research studies, and signify the importance of carrying out the research Design and Methodology Provide the research questions, setting, research methods, epistemological commitments, and the data analysis methods Findings Present the results of the study in a structured, logical format, focusing on the research questions Discussion and Conclusion Reflect back to the research questions and literature research, to present how the results can be interpreted and used to make improvements in your field. Do You Need Help Conducting Qualitative Research? If you already have an idea of what you would like to research, and need help with developing your research questions, protocol, timeline, or choose the right research methodology for your study, you can get in touch with our friendly team at our site who will assist you with your research or dissertation. Alternatively, you can submit your question online and our professional writers will discuss your options and provide personalised answers based on your research topic and field of study.Related Articles:Different Research Methods Used in the Aviation Industry A Critical Discussion of research methods and approaches Dissertation – Different Research Strategies you can use in your dissertation Summary Reviewer Dissertation Ideas – Qualitative Review Date 2017-08-26 Reviewed Item our site – Admin Author Rating 5