Mystery in Charlotte Brontes Napoleon and the Spectre and Charles Dick

Mystery in Charlotte Bronte's "Napoleon and the Spectre" and Charles Dickens' "Signalman" The two stories that I have been studying are 'Napoleon and the Spectre' and the 'Signalman' written by Charlotte Bronte and Charles Dickens respectively. Both the stories are set in the nineteenth century, a period of time when the country was experiencing rapid change. Bronte's story 'Napoleon and the Spectre' is a story about the Emperor of France who at that time was a leading figure in society, a symbol and trademark of France's important position in the world. Napoleon was a gallant and valiant soldier and he supposedly murdered General Pichegru. In the story Napoleon comes in to contact with a strange supernatural creature who entices him and takes him on a deeply strange tour of the streets of Paris. Napoleon allows himself to be taken on this tour partly due to his courageousness and the fact that the ghost exerts a power over him, encouraging him on with enticing remarks such as, 'Follow me Napoleon and though shall seek more.' With Bronte's story being on one side of the spectrum Dickens is on the other as it tells a completely different type of story. It is once again set in roughly the same period of time when the civilized world was in the middle of a period of great change as the country was gripped in the Industrial Revolution. The Revolution saw the beginning of the steam railway, the introduction of telegraphs and the availability of electricity, all this was the catalyst for the class divide to become more exaggerated, with the poor getting poorer and the rich getting richer. It was also the period in which people were still generally strict Christians and Catholics, sceptical to anything n... ...r particularly interested in what the eventual outcome of the story will be. I feel it doesn't meet the necessary criteria to be a good short story, it is not entertaining nor exciting, but more a social/historical commentary of that time. Dickens saw it as his role to write about the plight of the poor and under privileged and wanted to encourage people to think about social inequalities. Where 'Signalman' has its short comings, Bronte's 'Napoleon and the Spectre' meets the criteria perfectly, it is short, has the necessary excitement and action to have an impact on the reader, which is what the aim of a short story should be. Bronte sensationalises a public figure and portrays him as a 'bad' man, consequently it could be said that this story also carries a moral in that we should be accountable for our actions no matter what our position in life may be.

Natural America

The institution of marriage has been recognized in Western society for thousands of years. It is most widely recognized as a covenant of religious faith with the first writings referring to marriage occurring in the Bible. Marriage at that time represented a patriarchal family structure (Haeberle, 1981) and it served a distinct purpose – to propagate the human species by joining one man and one woman who were then expected to produce children from the union.Over time, the definition of marriage has changed and as a Western society we no longer think of marriage as a means to procreate. Instead, marriage has become a choice and a willing union between two partners as an expression of their love and commitment. Is the marriage of two same sex partners any less â€Å"natural† than that of their heterosexual counterparts?Going to back to biblical origins, marriage was expected of every single person and there were even cases where one husband enjoyed multiple wives and conc ubines. Marriage was important to keep the human species alive. It was also important for women, in particular, as they had little perceived value in society other than producing children who would keep the man’s family name living long into posterity. Over time, the laws of Israel changed to sanction only monogamy and discourage divorce (Haeberle, 1981).As history progressed, women continued to receive the short end of the stick, so to speak, in that females were not allowed to own property or businesses or be involved in government. The only option for a woman to receive any kind of benefits from society was to marry. Men also enjoyed benefits from marriage, most particularly he was often joined with a woman whose family brought wealth directly to him. Marriage was largely a business proposition up until the 20th century and usually did not take into account personal feelings or emotions.This type of traditional union between a man and woman has survived to the present day even though there is no longer any need to propagate our species or to manage a woman’s possessions or wealth. Instead, Western people are now focused on marrying for love and obtaining a loving partner (at least when marriage is for the right reasons!). But is there really a need for traditional marriage in today’s society? According to Haeberle, marriage survives because â€Å"it is a method for the orderly transmission and conservation of wealth and status†. It is a way to preserve our family lineage, and serves an economic purpose in allowing for inheritance and properties to be passed down to future generations of the same family, thereby keeping wealth confined to blood lines.Certainly a heterosexual union can accomplish these goals as well as receiving official sanction from the majority of religions. Society, as well, accepts and enforces traditional marriages and encourages a set of parents to produce children and cohabitate in a family home. These trad itional families engender faith, trust, and unconditional love and thus embody the core values of Western society.When two partners of the same sex wish to signify their attachment to each other by exchanging vows, their need for these same core values is no less than that of a heterosexual couple. Homosexual partners also marry for love and companionship, based on religious beliefs, often to raise children together, and with the idea that their possessions, wealth and property will be passed down and death benefits given to their life partner. Reverend Ed Evans (from Robinson, 2007) describes a same sex marriage ceremony he performed: â€Å"Then hugs. And kisses. Love was being expressed. Love that finally had found a tiny crack from which to shine.†The biggest difference between same sex and heterosexual couples is that society recognizes the latter type of union. Traditional marriage couples are afforded a legally sanctioned combination of their goods with clear inheritanc e laws as well as life and health insurance and death benefits. Homosexual couples are currently not allowed these privileges in all states of the United States except one, Massachusetts.Not only does our legal system not recognize a same sex union, but the majority of religions do not, either. â€Å"God has a plan for marriage and this isn’t it† according to Mildred Jeter and Richard Loving (from Robinson, 2007). And, from John Stott, who authored a book Same Sex Partnerships, his basis for denigrating such unions is supported by the bible by referring to â€Å"positive teaching in Genesis 1 and 2 about human sexuality and heterosexual marriage† (from Robinson, 2007).However, there are no passages in the Bible which clearly state a prohibition against same sex marriages, although it does condemn prostitution and rituals which involve homosexuality. Thus, â€Å"a religious liberal might thus conclude that gays and lesbians are called by God to either remain cel ibate or to enter into committed, loving, supported relationships — exactly the same lifestyles as God expects of heterosexuals† (Robinson, 2007).For both opponents and proponents in these examples, same sex marriage is not seen as â€Å"unnatural† but merely to be different than the institution we have been traditionally taught to believe is acceptable. Many other societies around the world do not prohibit, and even endorse, homosexual unions (Haeberle, 1981). By defining marriage as a union between two individuals who vow to lend each other their support and love, to create a life together, to work towards the same goals, to raise children (if such a decision is reached), and to share possessions, wealth and property, we can then remove the label of â€Å"same-sex† or â€Å"heterosexual† for it simply does not matter.Some may argue that the divorce rate will be affected by allowing same sex couples to marry in a legal union. â€Å"If marriage mea ns everything, it means absolutely nothing. It will mean nothing to same-sex as well as opposite-sex couples. The current decline of the institution of marriage will be accelerated. Increasing numbers of couples will elect to simply ‘live together’ † (Dobson, from Stanton). Current statistics show divorce rates hovering around 41 – 43% for all marriages; homosexual unions would actually have a higher rate of success if these couples were allowed to legally marry (Stanton, 2007).The United States we live in is a country founded on principles of exploration, the right to defend ourselves and to speak freely, and providing a haven for those who would risk persecution elsewhere. Should not these same principles apply to loving partners of the same sex who wish to marry? It is the civil right of every American citizen to be allowed the freedom to marry the person they love (Robinson, 2007). And, as American citizens, it is our duty to celebrate our differences a nd rejoice in the fact that family values are still alive and well, no matter the type of family.ReferencesHaeberle, Erwin J., Ph.D., Ed.D. (1981). History of Marriage in Western Civilization, The Sex Atlas. Continuum Publishing: New York. Retrieved September 11, 2007, from the Magnus Hirschfield Archive for Sexology Web site: http://www2.hu-berlin.de/sexology/ATLAS_EN/html/history_of_marriage_in_western.html.Haeberle, Erwin J., Ph.D., Ed.D. (1981). Marriage and the Family, The Sex Atlas. Continuum Publishing: New York. Retrieved September 11, 2007, from the Magnus Hirschfield Archive for Sexology Web site: http://www2.hu-berlin.de/sexology/ATLAS_EN/html/marriage_and_the_family.html.Robinson, B. A. (2007). Ontario Consultants on Religious Tolerance, Same-sex Marriages (SSM), civil unions and domestic partnerships. Retrieved September 11, 2007, from the Religious Tolerance Web site: http://www.religioustolerance.org/hom_marr.htm.Robinson, B. A. (2007). Ontario Consultants on Religiou s Tolerance, Liberal Christian views favoring Same-sex Marriages (SSM), civil unions and domestic partnerships. Retrieved September 11, 2007, from the Religious Tolerance Web site: http://www.religioustolerance.org/hom_marj_l.htm.Stanton, Glenn T. (2007). Do Half of All American Marriages Really End in Divorce?, from Focus on the Family. Retrieved September 11, 2007 from the Family.org Web site: http://www.family.org/socialissues/A000000596.cfm.

My First Morning At School

It was the 17th March 1997. My first day of school. I dragged myself out of bed at 7:30 am. I went to the toilet to wash my face, where I saw a big red spot on my forehead: that was the first sign of bad luck. I heard my mum coming out of her room:, â€Å"Are you ready for your big day?† â€Å"No†, I moaned anxiously, pretending to be sick. â€Å"You are going to school today, so don't even try it!†. My mum could see right through me, and knew I wasn't sick. I was really scared as I stepped through the front gates of what was about to be my new school, counting every step I took. My mum led me to the general office; we were 20 minutes late. I was really scared. I started to shake. My heart started beating twice as fast. I knew all of the children were already inside the classroom. They were going to watch every move I made. We were kept inside the office for about half an hour. Shortly after came a frightening old women with grey hair, who looked remarkably like Cinderella's step mother. She came in and said to my mother, â€Å"Are you Miss Omar?† â€Å"Yes†, my mum said, sounding like a robot boring and repetitive, a blank expression on her face. â€Å"Come follow me. Right this way,† the women said, very happily. My mum and I followed her as she led us to my new classroom. She opened the door really slowly, causing the old and rotten door to make a terrifying noise. This attracted all the students' attention. I was really embarrassed as I stood outside of the classroom. She went in and called the leading classroom teacher outside for a moment, to have a word with my mum. I was told to introduce my mother and myself, and teacher introduced herself; her name was Ms.Willis. I went inside the classroom with my teacher. Even though I was taller than most of them I felt as though I was surrounded by giants. Ms. Willis told everyone to sit on a nasty dirty carpet that had chewing gum all over it, which was at the back of the classroom, and told me to introduce myself to introduce myself to everyone. We were told to sit in alphabetical order: I was told to sit next to three girls. I was really nervous because they kept on looking at my forehead. I got really angry, and said, â€Å"Stop it!† in a really deep and angry voice. They were shocked and had puzzled expressions. My teacher came to me with a blank exercise book and a reading book, â€Å"Can you read?† I nodded my head knowing little of what she meant. â€Å"Read this book for me†, Ms. Willis said. I read the book with an awkward accent. She gave me the exercise book and told me to write my name, maths and 5W, because that was my class's name. It was 12:00 pm. My teacher shouted out, â€Å"Stop what you are doing and line up outside†. I followed everyone as they stopped and lined up outside, and stood at the back of the line. My teacher came out locked the door and led us to this big shiny stairwell. It was so clean and shiny you could see your reflection on the floor. I stepped inside the stairwell: it was reeking of expired food. Every step I took, the smell was getting worse and worse. We finally got inside the dinner hall. It was big: there were 14 long tables inside it. You would have to be quiet to get your lunch but my table was noisy so we didn't get to go first. We eventually got there I felt humiliated by the food the school was offering. It looked like food that was cooked yesterday. That was the final humiliation of the day.

Ethics Final Paper Essays

Ethics Final Paper Essays Ethics Final Paper Essay Ethics Final Paper Essay While ethics is an extremely valuable tool to individuals in the field, it can also be a source of conflict (Fisher, 2013). With being a psychologist comes an immense amount of responsibility and pressure to offer the most effective care to those in need. As a result, it is inevitable for psychologists to struggle with this responsibility during some point in his or her professional career. The following fictional case captures this struggle, as well as identifies the crucial role of ethics in maintaining healthy yet professional client relationships. Ethical Case: Dry. Teen is a female psychologist who received a part-time job at Lincoln Park High School. She recently graduated from Northwestern University sys. D. Program, where she had also attended undergraduate school. Dry. Teen was born and raised in the suburbs of Chicago, and feels strong ties to the city. Thus, after earning a license to practice, she decided to apply for a position as the school counselor of her formal high school. One perk that accompanies working at Lincoln Park High is that she is only required to work part time, allowing her to balance work with her secondary occupation. Additionally, she was excited to return to her high school in order to reestablish relationships with old teachers and administrators who were deeply supportive of her during her troubled past. Dry. Teen has been working at the school for nearly three months, and finds great satisfaction in her work. Lincoln Park High reports an all time high in the number of students currently signed up for counseling. Both male and female students are choosing to seek Dry. Tens counsel, in contrast to past years, in which faculty or parents were forcing students to meet with the school social worker. Dry. Teen is pleasantly surprised by the deep relationships she has established with many of her students. Additionally, she has found that she is even better able to relate to and form connections with her students, compared to her same-age co- workers. She enjoys bonding with her students so much that she is considering working full time at Lincoln High. Since Dry. Teen only works three days a week, her busy schedule often prevents her from meeting with students during the select days she comes into school. Though the school assures her that postponing her appointments is completely understandable, he feels too guilty turning away students. Unbeknown to the school, she occasionally meets with them outside of work on the weekends. Since she lives in the neighborhood directly behind school, she feels her home is the most convenient place for them to meet. Dry. Teen considers her work outside of school to be even more beneficial to students, as it is not in the formal setting, thus, she does not set a time limit on appointments. Plus, Dry. Teen benefits from meetings outside of school, as the students who come to her house often bring her coffee, food, gift certificates, and tokens of appreciation for the additional availability she offers on weekends. Recently, however, Dry. Teen has become very overwhelmed with her counseling duties. In order to foster the most effective therapy for students, she has decided to restrict the students she meets with to the students in which she feels she is able to connect with the most. Coincidentally, many of these select students are young females. Dry. Teen assures the male students that her choice is nothing personal; however, she would rather provide valuable counseling to a few students rather than mediocre counseling to many students. In attempt o alleviate the situation, she has given her personal cell phone number to the students whom she no longer meets with in person, and emphasizes her availability for them to call or text her at any time and for any reason. Dry. Teen has grown particularly close to her student, Anna, who she considers her mini-me. Dry. Teen and Anna share similar experiences, specifically, a car accident that resulted in symptoms of Postgraduates Stress Disorder for the both of them. Although the car accident took place recently for Anna, it occurred over ten years ago for Dry. Teen. Aside from the car accident, Dry. Teen has bonded with Anna on a deeper, friend-level. Occasionally, Dry. Teen shares personal stories about her experiences and relationships during high school in order to make Anna feel comfortable reciprocating her experiences. Dry. Teen feels the only way for students to feel safe confiding in her is for her to confide in students, in return. Depending on the situation, she has elaborated on stories about her partying, drinking, and dating habits of the past. Dry. Teen feels it is justified for her to discuss even these provocative stories, since she does not behave as such anymore, and it is trickily for the purpose Of building a therapeutic relationship with her clients. The details of Dry. Tens therapy are unknown to Lincoln Park High. However, based on the variety of gifts Dry. Teen has received from her students in appreciation of her services, the school is confident in her abilities and progress with the students. As far as the faculty is aware, Dry. Teen has been successful in maintaining student mental health. Students that have benefited from counseling possess an overall more positive attitude towards school. Ethics Code Violations: In therapy, there is a thin line between being an effective therapist, and being professional therapist. Dry. Tens behavior represents a lack of professionalism that violates various ethical codes set out to prevent this type of relationship. A core code Dry. Teen violates is 3. 04: Avoiding Harm. The code states, Psychologists take reasonable steps to avoid harming their clients/patients, students, supervises, research participants, organizational clients, and others with whom they work, and to minimize harm where it is foreseeable and unavoidable (Fisher, 2013). Dry. Teen defies this code in various aspects of her practice. For example, she shares personal and revocation stories about herself, invites clients to her home, and offers her cell phone number for additional therapy benefits. In doing so, Dry. Teen is transforming what is supposed to be a professional relationship into a more personal connection. For the students who are seeking mental health care, this can prove more harmful than helpful to their overall well-being. In line with code 3. 04, Avoiding Harm, is Principle A: Beneficence and Malefaction of the General Principles of Psychology. This principle reflects a psychologists dual obligation to strive to do good and avoid doing arm Y promoting the welfare of others, treating people and animals humanely, increasing scientific and professional knowledge of behavior an peoples understanding of themselves, and improving the condition of individuals (Fisher, 2013). By forming an unprofessional relationship with her students, Dry. Teen is neither striving to do good nor avoiding harm. Her closeness with these young and impressionable teens is not promoting their welfare. Instead, Dry. Teen appears to be too focused on bonding with students and forming a rec iprocal relationship, when her true responsibility would be solely dedicated to the client. Dry. Tens relationship with Anna proves particularly harmful. By sharing intimate stories about her past, she is setting a poor example for Anna. It is clear Anna considers Dry. Teen a role model. Although Dry. Teen may have pure intentions by sharing provocative stories about her past, in turn, she is harming Anna by suggesting this behavior is acceptable, and even encouraged. While Dry. Tens ability to offer Anna a safe place to seek comfort and support is commended, the example she sets is not. Moreover, a multiple relationship is defined by when a psychologist is in a professional relationship with a person and at the same time is in another role with the same person (Fisher, 2013). The behaviors mentioned above, including providing students with her cell phone number and sharing personal stories about herself, signifies a friendship, not the role of a psychologist. Dry. Tens actions violate Code 3. 04, Multiple Relationships. Perhaps one of the most difficult aspects in the role of a psychologist is maintaining the ability and restraint to separate ones personal life from ones professional endeavors. The fact that Dry. Teen and Anna share many of the same experiences, in particular the traumatic car accident, can serve as both a positive and a negative influence on both partys mental health. On one hand, Dry. Teen possesses the proper empathy and understanding of Annas situation, and can foster the most effective coping strategies. In turn, Anna can take solace in knowing that Dry. Teen has endured a similar experience to her, and has been successful in overcoming such an obstacle. Yet, if Dry. Teen does not approach this sensitive issue properly, the outcome may prove detrimental to both hers and Annas health. Code 2. 06: Personal Problems and Conflicts highlights the suggested course for a psychologist to take when dealing with this type of situation. The code states, (a) Psychologists refrain from initiating an activity when they know or should know that there is a substantial likelihood that their personal problems will prevent them from performing their work-related activities in a competent manner (Fisher, 2013). According to professional ethics, research indicates that certain stressful life events can hinder a psychologists ability to use their skills competently and effectively. In addition to the violations of the various codes listed above, Dry. Tens relationship with Anna further violates standard 2. 06, as she is required to refrain from activities in which her personal problems may impair her ability to perform. As a psychologist, it is Dry. Tens responsibility to respect the dignity and worth of all individuals appropriately. This includes offering equal services and availability to all students that seek her treatment. Code 3. 01: Unfair Discrimination elucidates on this topic, stating, In their work-related activities, psychologists do not engage in unfair scarification based on age, gender, gender identity, race, ethnicity, culture, national origin, religion, sexual orientation, disability, socioeconomic Status, or any basis proscribed by law (Fisher, 2013). Although standard 3. 01 does not require psychologists to offer therapeutic assistance to all individuals requesting mental health services, Dry. Tens role as Lincoln Highs social worker does not offer her this luxury. As the schools sole therapist, she is responsible for counseling each and every student that seeks her help, and providing all students with equal and just care. Selecting certain students and turning away others is a violation of standard 3. 01 , and exemplifies unfair discrimination. Furthermore, Dry. Teen is also in violation of Principle D, Justice, of the General Principles of Psychology. This principle encourages psychologists to strive to provide to all people fair, equitable, and appropriate access to treatment and to the benefits of scientific knowledge and warns psychologists to be aware of and guard against their own biases and the prejudices Of others that may condone or lead to unjust practices (Fisher, 2013). Dry. Tens actions are in clear violation of this principle. Additionally, she is setting a poor example for her students by implying that discriminatory behaviors are indeed acceptable. By selecting certain students to counsel over other students seeking the same treatment, Dry. Teen defies Principle D. An exploitative relationship is defined as taking unfair advantage of or manipulating for their own personal use or satisfaction (Fisher, 2013). Meeting with students in her home on the basis that they bring her gifts as a show of gratitude represents an exploitative relationship. Standard 3. 08 prohibits psychologists from taking unfair advantage of or manipulating for their own personal use or satisfaction of students (Fisher, 2013). Dry. Teen is taking advantage of her students by offering additional services as an incentive to receive gifts. While gift giving and receiving IS not considered a violation, exploiting clients as a means of receiving gifts is. Finally, because of Dry. Teen is a practicing psychologist within a school setting she must be particularly careful with her responsibility to protect the privacy and confidentiality of her students. The Family Educational Rights and Privacy Act FREER) of 1974 outlines several laws In order to promise students privacy within school settings (Fisher, 2013). Specifically, FREER provides certain rights to parents of students that are ultimately transferred to students when they reach 18 years. Such rights include the inability to disclose a students educational record without written permission from the parent or the eligible student (Fisher, 2013). In addition to the diverse guidelines Dry. Teen must adhere to under the ethics code, it is crucial that Dry. Teen is additionally aware of implications such as FREER that impact her job and professional susceptibilities. Celia Fishers, Decoding the Ethics Code, offers a quote by Nicholas Hobbs that captures the tough balance between being an effective psychologist, and adhering to the ethics that surround this task. Hobbs refers to psychology as, a complex field where individual and social values are yet but ill defined (Fisher, 2013). He compares the field to a game, in which must be played fairly and must be given direction and consistency by the rules of the game. Though an individuals values may be ill defined, it is a psychologists responsibility to use these ethical standards as a tool to vegetative through the game of psychology.

Secrets Men Dont Need To Know Essays - Secrets, Secrecy, Health

Secrets Men Don't Need To Know Essays - Secrets, Secrecy, Health Secrets Men Don't Need To Know Secrets men don't need to know Contrary to popular belief intimacy and honesty doesn't mean you should tell all to your partner or potential partner. Sharing too much information can be destructive to a relationship. You might feel better if you spill your guts, but your partner most times ends up feeling much worse. Let's take a look at sexual secrets. Tell only on a need to know basis. You needn't tell your lover how many other partners you have had before he came along, and certainly don't give any details of past experiences. It won't help your relationship and if something happened that has profoundly affected you and/or will continue to have an impact on your life, you should tell your partner. He doesn't have to know that you have dated someone once or twice, but he should be told of a long term or otherwise serious relationship, especially if you were married or engaged before. Withholding information can hurt a relationship if there are serious or ongoing issues between you and your partner. Money is always a touchy subject for couples. Couples should talk with one another about money issues; there should be no secrets when it comes to finances within a serious relationship. When it comes to family secrets, you may want to tell all in a new relationship, but, don't tell how uncle Lou dresses up like Cinderella at the family New Years party after 2 drinks, and sings there's no place like home. The relationship between you and your partner might not last, and how would you like everyone in your Sociology class to know that about dear old Uncle Lou? Keep it to yourself until they are officially in the family. I know you want no secrets between you two from the start, but think first before you turn out your family. Only tell secrets that are pertinent to the situation at hand. Let's move on to personal secrets. If there are any secrets, he should hear them from you. You must use your own best judgement as to how much and how far back you should go when spilling those little secrets. Don't tell him secrets just to get them off your chest, which is not fair to him or yourself. If the secret is a life or death piece of information, he or she certainly has a right to know. If the secret is going to come out eventually, your partner should hear it from you. Revealing secrets can make the two of you closer, but do so slowly and with caution. Trust is something a couple builds over time. Source Woman's own magazine

Textuality - Definition and Discussion

Textuality - Definition and Discussion In linguistics  and literary studies, the property by which successive sentences form a coherent text in contrast to a random sequence. Textuality is a key concept in post-structuralist theory. In their study Translation as Text (1992), A.  Neubert and G.M. Shreve define textuality as the complex set of features that texts must have to be considered texts. Textuality is a property that a complex linguistic object assumes when it reflects certain social and communicative constraints. Observations The Domains of Texture, Structure, and ContextThe three basic domains of textuality . . . are texture, structure, and context. The term texture covers the various devices used in establishing continuity of sense and thus making a sequence of sentences operational (i.e. both cohesive and coherent). . . .Another source from which texts derive their cohesion and acquire the necessary coherence is structure. This assists us in our attempt to perceive specific compositional plans in what otherwise would only be a disconnected sequence of sentences. Structure and texture thus work together, with the former providing the outline, and the latter fleshing out the details. . . .In dealing with structure and texture, we rely on higher-order contextual factors which determine the way a given sequence of sentences serves a specific rhetorical purpose such as arguing or narrating (i.e. becomes what we have called text).(Basil Hatim and Ian Mason, The Translator as Communicator. Routledge, 1997) What Is a Text?There are various senses in which a piece of writing may be said to be a text. The word text itself is the past participle stem of the Latin verb texere, to weave, intertwine, plait, or (of writing) compose. The English words textile and texture also derive from the same Latin word. This etymology of the word text is apparent in expressions that refer to the weaving of a story, the thread of an argument, or the texture of a piece of writing. A text may thus be taken to be a weaving or a network of analytic, conceptual, logical, and theoretical relations that is woven with the threads of language. This implies that language is not a transparent medium through which arguments are expressed, . . . but is interwoven with or provides the very filaments of the substantive arguments themselves.(Vivienne Brown, Textuality and the History of Economics. A Companion to the History of Economic Thought, ed. by W. J. Samuels et al. Blackwell, 2003)Texts, Textuality, and TextureThe p roper business of literary criticism is the description of readings. Readings consist of the interaction of texts and humans. Humans are comprised of minds, bodies and shared experiences. Texts are the objects produced by people drawing on these resources. Textuality is the outcome of the workings of shared cognitive mechanics, evident in texts and readings. Texture is the experienced quality of textuality.(Peter Stockwell,  Texture: A Cognitive Aesthetics of Reading. Edinburgh University Press,  2009) Textuality and TeachingAs I see it, textuality has two aspects. One is the broadening of the objects we study and teach to include all the media and modes of expression. . . . Expanding the range of texts is one aspect of studies in textuality. The other . . . has to do with changing the way we look at texts to combine the perspectives of creator and consumer, writer and reader. Both of these aspects of textuality have to do with helping students open their minds and expand their vision of how texts work and what they do. The larger goal of textuality is the opening of a wider world of culture for students . . ..The study of textuality involves looking at works that function powerfully in our world, and considering both what they mean and how they mean.(Robert Scholes,  English After the Fall: From Literature to Textuality. University of Iowa Press, 2011)  Ã‚   Also Known As: texture

Business Research Methodologies Coursework Example | Topics and Well Written Essays - 1250 words

Business Research Methodologies - Coursework Example Research Methodology Various tools will be used to collect the extensive sets of relevant data that are required to proceed with the study. The two forms of research are primary and secondary research, where primary is based on questionnaire; interviews and secondary research is based on reports which are already made available through books, articles and internet (Goddard & Melville, 2004, p. 3-4). Research design A research design encompasses procedures and methodologies that are employed to conduct research. The research design defines the type of study: such as descriptive, experimental, semi experimental, correlation and others. Research design is also considered as a systematic and scientific search for precise information on a particular topic. One of the primary reasons for research is to find out the truth which was not revealed in due course of time. Each research has its own objectives and purposes, but in general the key objective of conducting research is to gain new ins ight and is also referred to as exploratory research. In addition, other forms of research are descriptive research, diagnostic research and to test the casual relationship which are conducted in the process of hypothesis testing (Kothari, 2008, p.2).Research design with regards to the study of management style of the supervisors to evaluate the performance of employees at Curry’s PC world is as follows: Research Philosophy: The research philosophy adopted is realism. The realism theory of philosophy was adopted because of its independent nature and is quite similar to positivism and tends to assume a scientific approach. It is mainly used because it underpins the collection of data and thereby understanding the gathered information (Collins, 2010, p.38). Research Approach: The research approach chosen for the study is inductive research approach. Here initial few observations are made and then it moves to broader theories and generalizations. It is also sometimes called the â€Å"bottom up approach.† Conclusions are usually based on premises and also tend to involve certain degree of uncertainty. Reasons for using such approach is that the researcher will be able to draw many approaches on his own as per the convenience of the study and meet with the challenges of the world (Anderson, 2004, p.103). Research strategy: Research strategy is referred to as decision about the tactics of data collection for a given study (Walsh & Wigens, 2003, p.70). The research strategy chosen for the study is through survey approach and case study analysis. Data collection methods: Data will be collected mainly through primary and secondary sources. Primary research will take into consideration the qualitative and quantitative approach. In case of primary research, data will be collected through questionnaires and interviews. For secondary approach, case study analysis will be taken into consideration to analyze the impact of supervisors on the performance of the e mployees at Curry’s PC World. Sampling method is of two types: probability sampling and non probability sampling methods. The study will take into consideration the probability sampling method also known as random sampling (Kothari, 2009, p.60). The study will adopt the simple random sampling technique, in order to gather data for the questionnaire and thereby analyze the result. For the survey, the target group will be the employees of Curry’