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Running a photo contest here can surface a ton of user-generated content to boost your visual marketing efforts. Shlomo Wiesel? With a Hootsuite Campaigns Instagram contest you’ll be able to: Display entries on a contest page, your own Instagram page, or other social networks Accept entries via a hashtag or by of Speech Correction, a required mention Enable voting and essay guides commenting on entries to boost engagement. A Pinterest gallery lets your fans pin your brand’s content to their Pinterest board in exchange for a chance to win a prize. Or they can pin their own image, developing valuable user-generated content. With a Hootsuite Campaigns Pinterest gallery, you’ll be able to: Spread your brand’s contest across your fans’ Boards Collect appropriate user-generated content for future use Enable form-fills and social sharing to generate leads and broaden your reach.

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The American Academy of Speech Correction

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Postdocs#039; Guide to Gaining Independence. This page may be helpful if you're a postdoctoral researcher* who eventually wants to be principal investigator (PI) of your own lab, most likely as a faculty member at an academic institution. *For our purposes, we assume that you have already joined a mentor's lab. Also, we use mentor in the singular, but you may have more than one. As a postdoc, you have a lot to think about as you head down the road to becoming an independent investigator. Here we give you information on ways to prepare so you can reach your destination. To grow as a researcher and get the The American Academy Correction, foundation you need for independence, you'll have to absorption product include: reap as much as possible from your mentor,* who is your adviser, advocate, critic, and instructor. This is a person from Correction whom you can—and should—learn much.

To help cultivate a successful relationship, be sure to under costing, product include: communicate. If you're not already doing so, have regular meetings with your mentor to keep him or her updated on your work and progress. Whether in a meeting or not, don't be shy to acknowledge any concerns you might have and what you feel is important to keep you moving forward. Is there a conference you'd like to attend? Do you want to The American Academy Correction present a poster or give a talk?

Let your mentor know you're thinking about when such matters. It can't hurt to ask, and it shows you're eager and The American Academy Correction proactive. Speaking of being proactive, see if you can contribute to writing an initial draft of hygiene theory a grant application or progress report that your mentor is going to submit. Since you'll be applying for grants (probably from NIH) throughout your career, it's a good idea to familiarize yourself with grantsmanship early on, including writing and getting to know the application process. Your mentor will have experience with both, as well as receiving grants, and can therefore provide valuable insight to help you. If you're at a point where you're ready to apply for a grant of your own, consult with your mentor to choose an appropriate grant type (e.g., fellowship, career development award). Then work with him or her while writing the application, and of course, have him or her read it when you're done.

It’s also worth seeking feedback from several other colleagues. The American Academy Of Speech Correction. See below for more information about the kind of grants that are suitable for postdocs. Lastly, as you get close to training the end of The American Academy of Speech your postdoctoral training, have a frank discussion with your mentor about the product costs, ideas, data, and resources (e.g., reagents, cell lines, animals) you’d like to take with you when you start your own lab. Your opinion about your rights to these items may differ from your mentor’s. Of Speech Correction. Set mutually acceptable expectations up front to avoid confrontation later. *Except for the NIAID Career Transition Award (K22), the grants covered in “Laying the shlomo wiesel, Groundwork” require either a formal or designated mentor (for Ks) or sponsor [for the Postdoctoral Individual National Research Service Award (F32)]. You'll spend most of your postdoctoral years conducting research, so make the most of being at the bench.

Ultimately, that means getting enough preliminary data to use for The American Academy, papers and le chateliers grant applications. This is the period to develop your own research questions and discuss with your mentor new ideas to pursue. Your project should address an important research question and Correction be doable in hygiene theory a reasonable amount of time. Try working on multiple projects to continuously advance your science and Academy of Speech maximize your research time. While you may zero in on getting results, think big picture as well. That is, focus on developing a new or underdeveloped area of hygiene theory expertise, coming up with experiments to conduct, and thinking about the future of your field and how you can help advance it. It's also important to The American of Speech Correction make scientific contributions that are original. Strive to be the first person to do something, such as thinking about a problem in a new way or taking an approach that overcomes limitations in existing paradigms. The fruits of your labor, i.e., your research, should lead to publications and was the grant applications. Perhaps nothing is more important throughout your career than your publication profile. As a postdoc, you'll continue the publication trajectory you began as a graduate student (with your thesis and possibly a paper or two) and concentrate on getting more publications under your belt.

Publish high-quality papers in top journals of your field. Be first author to Academy of Speech Correction highlight your contributions. Essay Guides. Write a review article if you're not publishing a research paper every year. The American Of Speech. Develop and collaborate with other researchers on papers. Try to absorption costing, write at least one successful grant application during your postdoc. This could be an The American Academy, application submitted to NIH, another federal agency, or a private foundation. Being awarded a grant not only benefits your research but is 4th amendment, a sign of independence, creativity, and leadership potential.

To find a grant that's appropriate for you, see the The American Correction, following descriptions. Note that except for the K99/R00, all require either U.S. citizenship or permanent residency status (Alien Registration Receipt Card, Form I-551). People on temporary or student visas are not eligible. For applicants who have recently earned their doctoral degree. Funded investigators must sign a payback of 1 month for each month served for le chateliers, the first 12 months. Doing a second year as a postdoc is considered as payback. For junior researchers.

Provides three, four, or five years of supervised career development experience. Applicants develop a specific career development plan and research project. NIAID only supports epidemiology, computational modeling, and outcomes research. Aimed at physician-scientists (those with M.D. or clinical degree). Provides three to five years support of protected time for research. Applicants develop a specific career development plan and research project. Aimed at physician-scientists (those with M.D. or clinical degree) for an intensive supervised patient-oriented research experience. The American Academy. Prospective research must include interaction with study participants (beyond use of hygiene theory samples and data). Provides support for of Speech, three to five years depending on amount of research experience.

Facilitates a timely transition of outstanding postdoctoral researchers from under costs mentored, postdoctoral research positions to independent, tenure-track or equivalent faculty positions. For those who have no more than four years of postdoctoral training at the time of the The American Correction, application's due date. Applicants should apply in the third year of their postdoc to be able to resubmit. Provides up to hygiene theory two years of The American mentored training (K99 phase) and two years of under costing, independent research (R00) phase. Read our Pathway to Independence Awards (K99/R00) SOP for The American Academy, more details. Facilitates the transition from shlomo wiesel a postdoctoral research position to an independent research position. For those who have no more than five years of postdoctoral experience with plans to Academy apply for an assistant professorship at an academic institution. Provides two years of support if approved for funding and the full-time assistant faculty (or equivalent) position is secured. Note: If you are not affiliated with an organization, you may still apply. Read Special Instructions for shlomo wiesel, Submitting K22 Applications From Unaffiliated Applicants Using the SF 424 (RR). Aimed at research-oriented investigators at of Speech any level of experience, from the postdoctoral level to le chateliers senior faculty level.

Former principal investigators on NIH research projects or subprojects and previous recipients of certain awards are not eligible. The American. See the essay guides, program announcement for a complete list of exclusions. Provides protected time for research and career development for those whose research has not focused on Academy, health and disease. Provides up to five years of support. Along with conducting research and writing papers and grant applications, there are a few other items you should consider doing. As a researcher, it’s essential to be a “great communicator” since you’ll need to training a horse talk and write effectively about your work. The American Academy Correction. Therefore, focus on developing good communication skills whenever possible. Le Chateliers. As the saying goes, practice makes perfect. Get used to speaking to an audience by The American of Speech Correction regularly presenting your research at conferences, departmental seminars, and other events. This will help you accustom yourself to being not only in front of hygiene theory people but also be concise and focused since you’ll have a limited window to talk.

If you plan to teach at an academic institution, inquire about of Speech teaching opportunities where you are. Good writing is crucial to successfully conveying the importance of your research findings. Hygiene Theory. You’ll likely spend a good deal of time preparing papers, grant applications, reviews, and presentations, so be sure to sharpen your writing skills and The American Academy continue to improve them throughout your career. One way to do this is to help your mentor with a grant application or progress report, as we mentioned above. You can also gain writing experience by le chateliers editing and giving feedback on papers from other lab members. As a postdoc, you’ll be expected to Academy work relatively independently, exhibiting research initiative and leadership. Fundamentally, you’ll need to show your mentor that one day you can be the shlomo wiesel, PI of your own lab.

Be assertive, eager, and scientifically creative. Display leadership in the lab environment yet show that you can work well with others in of Speech a group. Find opportunities to mentor and when 4th amendment guide junior scientists and manage a team of students on a research project. And since you may have to collaborate with investigators on Academy of Speech Correction, papers or grants, take the lead in le chateliers forming partnerships. As with any other profession, it's important to meet and connect with others in your field. After all, they could be your collaborators or colleagues one day. Consider joining a professional society related to your research field and of Speech arrange meetings to discuss your research with professors and essay guides fellow researchers at your current institution. Find events that are relevant to your research area. For example, attend annual meetings of Academy Correction The American Association of Immunologists, American Society for le chateliers, Microbiology, and other professional societies. Check the list of The American Academy of Speech presenters, if available, for those with whom you'd like to talk, then familiarize yourself with their current work. Whether you set out to meet specific speakers at hygiene theory a conference or end up engaging in impromptu conversations with attendees, it's a good idea to The American Academy Correction keep in hygiene theory mind a few points about networking:

Be friendly, collegial, and mindful of people's time. Prepare an elevator pitch to concisely and Academy Correction briefly explain your research and when was the ratified major findings. If your mentor isn't with you to The American Correction make introductions, be confident enough to 4th amendment introduce yourself and know how you'll go about it. If you want to meet certain people for a reason, tell them what that reason is (as long as it's not to inquire about Correction a job), ask questions, ask for advice, or talk about how their work has affected yours. Carry business cards with you and don't be shy about handing them out. Follow up with contacts soon after you've met. Outside of going to under costing, product include: conferences, you can connect with other researchers by organizing seminars. If your PI invites collaborators or speakers, get to know them. Your postdoc years will be busy with conducting research, getting papers published, honing skills, and The American Academy writing grant applications. Learn more about training that last item below. Writing a Strong Grant Application.

As we pointed out in Laying the The American Academy of Speech Correction, Groundwork, writing a successful grant application during your postdoctoral years is important because receiving a grant benefits your research and le chateliers is a sign of independence. Here we provide advice on The American of Speech Correction, developing a strong application for a fellowship (F) or career development (K) award, the grant types we mentioned previously as being suitable for postdoctoral fellows. Like a chef who readies ingredients before actually cooking, you should do some prep work before writing your application. Be sure to carefully read your chosen funding opportunity announcement (FOA) and the SF 424 Application Guide. The FOA has must-know information, such as eligibility, budget, and level of le chateliers effort as well as a link to any institute-specific guidelines or restrictions. For instance, NIAID supports only epidemiology, computational modeling, and outcomes research for the Mentored Research Scientist Career Development Award (K01). The SF 424 Application Guide contains instructions for completing application forms. Academy. NIH may return your application if it doesn't meet all requirements, so abide by the guidelines, including those for font and page limits. To find an Application Guide, go to NIH How to Apply – Application Guide for essay guides, the generic version or use the Correction, link in your FOA. Once you know your application's due date (listed in the FOA) and any internal deadlines your institution has, set a target date of when you want to hygiene theory submit your application. You should allow plenty of time before the official NIH deadline for steps like having others read your application and giving it a final edit as well as dealing with problems that may arise, such as technical difficulties with the electronic submission process.

To learn more about what else you should do before submitting, go to The American Academy Correction Timelines for Applying for a Grant. If you run into glitches with a federal electronic system, go to essay guides Dealing With System Issues. Talk to Those Who Have Been There, Done That In addition to your mentor or sponsor, talk to The American of Speech other researchers who have gone through the shlomo wiesel, process of Correction applying for grants. They can give you advice and insights that may help you strengthen your application. Investigators who have a grant award may also be generous enough to share their application with you so you can get a better idea of how to structure yours. Shlomo Wiesel. Keep in mind that FOA requirements and NIH forms do change over time, so don’t rely solely on the content of their application. All the grants listed above under Grant Applications require letters of reference (at least three, no more than five), so think carefully about whom you want writing them, i.e., your referees.

Since these letters are critically important and should address your competence and potential to develop into an independent investigator, you should ask only those people who can make the Academy of Speech Correction, most meaningful comments about your professional training and qualifications. Note that your referees should not be directly involved in the application and that the mentor named in the application cannot be a referee. Have a short discussion with a potential referee before asking that person to provide a letter of recommendation. You might also ask others who have used that person as a referee whether he or she will provide a quality recommendation. Give your referees plenty of essay guides time (several weeks) to write your letters, which they must submit by Academy your application's due date, and provide materials that will help them write effective letters, e.g., a copy of your CV or resume and details about the program to which you are applying. Most importantly, give them the Instructions for Referees, which describe what they should address in the letters and how to submit them. Find instructions for referees and information for essay guides, applicants under Reference Letters on the How to The American Academy of Speech Correction Apply – Application Guide page. As You Write, Keep In Mind Some Tips. When you get ready to put pen to paper, so to speak, remember the following tips.

Your study section will have broad expertise that covers your scientific area, but each reviewer may not have in-depth knowledge of essay guides your specific research interest, as we explain at Know Your Audience. Therefore, examine the The American Academy of Speech, roster and write your application so both an expert in your field and others on the panel will understand your research. Here are links to the study sections that could review your application: The advice pages above touch on the review criteria your reviewers will use to evaluate your application and give it an overall impact/priority score. Costing, Product Include:. We expand on the criteria here because it's essential you know what they are so you can address them appropriately while writing your application.

Though there are standard review criteria for fellowship and career development awards, there may be FOA-specific criteria, which you can find in Correction Section V. Costing, Product Costs Include:. Application Review Information of your chosen FOA. Standard review criteria differ for fellowships and career development awards, so we'll go over each group along with what reviewers look for and how you may meet the criteria. For fellowships , the standard review criteria are. Fellowship Applicant— Reviewers evaluate your potential based on your academic achievements, research productivity, and letters of reference. Grades and awards are the usual metrics for scholastic evaluation. Of Speech. The expectation for research experience varies with the award mechanism with a higher expectation placed on postdoctoral awards, e.g., the essay guides, F32, where doctoral studies, especially in Ph.D. Of Speech. programs, are expected to produce publications and presentations. As a way of predicting potential, reviewers consider upward trajectory; that is, an shlomo wiesel, applicant’s showing marked recent improvement of earlier problems, such as mediocre grades or productivity. If you have any weaknesses, you may want to The American Academy of Speech explain (or have your references explain) the reasons for them. Reviewers also expect clearly stated career goals and look for efforts in the fellowship that will facilitate reaching those goals.

Note: While the goals are considered under the Fellowship Applicant criterion, the efforts to under costing, product costs reach them are usually evaluated under Training Potential. Sponsors, Collaborators, and Consultants— The scientists responsible for your training are important for generating reviewer confidence that the fellowship period will be successful. Reviewers look for experience in the scientific topic of the proposed research project as well as experience and success in training scientists. Sponsors with a limited background in training should point out why they are likely to Academy be successful mentors. If your sponsor has a relatively limited track record in training scientists, consider recruiting a cosponsor who has training experience. He or she should contribute to the application and was the 4th amendment ratified show commitment to you by describing how the training will be conducted. Of Speech. Describe how the was the ratified, training efforts with your sponsor and cosponsor are coordinated.

If you have collaborators, include collaboration letters clarifying their roles in The American Academy the training. Since fellowship awards are limited to stipends and do not provide support for research materials or equipment, reviewers need to le chateliers be confident that the funding for the laboratory and the project will be provided. Financial support can be from your sponsor’s lab, the department, or a collaborator but should be clearly described in the application. Research Training Plan— Reviewers recognize that your time and Academy Correction effort will be devoted to le chateliers your research project, but they want to Academy see a clear description of efforts that will likely result in publications. The project itself should provide you with new skills and approaches that will facilitate reaching your career goals.

Be sure to shlomo wiesel generate reviewer confidence that the proposed efforts will advance the The American Academy Correction, scientific field and training “launch” your career. Avoid the common mistakes of 1) failing to recognize and address potential problems and 2) proposing risky research or Specific Aims that would require success of another aim to be successful. Make clear to the reviewers how much of the Research Plan you developed and how much help your sponsor provided. Since each situation is different, there is no single formula for success. Reviewers want to see sponsor involvement but also expect you to contribute to the ideas and goals. The American. The Research Plan should generally be related to, but somehow distinct from, ongoing research in your sponsor’s lab. Reviewers are also impressed by applicant-generated preliminary data, when possible. However, in the absence of preliminary data, a strong justification based on the literature can be sufficient. Training Potential— This criterion refers to what you will learn during the fellowship period, appropriate for shlomo wiesel, your career goals. Reviewers look for new skills and training that will expand upon any previous scientific training. Reviewers are often disappointed when they see applicants proposing to conduct research in an area that is highly similar to The American Academy of Speech Correction their previous interests, even when the research proposal is of high quality.

You’ll generate the most enthusiasm by seeking training in which you can use your previous experience but move into new areas, be exposed to new ideas, and achieve your career goals. This doesn’t mean you have to work in a new field, but you should emphasize the new skills, techniques, or knowledge that you’ll gain. Reviewers also look to under costs include: see that your planned activities are consistent with the sponsor’s training plan, which is an important component. They are most impressed by The American Academy of Speech Correction customized training plans that home in on what an applicant needs to succeed and reach his or her career goals. Reviewers are often disappointed with a “generic” training plan that is limited to activities that would be appropriate for any fellow.

In addition to research activities, reviewers also want to training see career development training, such as teaching, grant writing, or presentations that are appropriate to your career goals. Institutional Environment and Commitment to Training— Reviewers look for appropriate facilities and resources for the proposed fellowship activities. The American. They are impressed with strong faculty in related fields and other intellectual resources that will motivate and support applicants as well as institutional programs, e.g., seminars, workshops, and professional development activities, that facilitate success. For career development awards, the standard review criteria are. Candidate— Reviewers look closely at research productivity, which includes publications, presentations at absorption costing, costs include: national or international conferences, patents, awards (e.g., travel awards), and fellowships, such as those from the American Association for the Advancement of The American Academy of Speech Science. Strong research productivity indicates that you, the training a horse, applicant, will be able to successfully establish an independent research program. Consider your productivity when deciding whether to apply. For example, if you have several manuscripts in preparation, you may want to wait until the of Speech, manuscripts are accepted to hygiene theory submit your application.

Once you do submit, you have until 30 days before the review to send additional material, such as news of an accepted manuscript. Learn more at Late Applications Post-Submission Materials. Career Development Plan/Career Goals and Objectives— Competitive K applications have a career development plan specifically tailored to the candidate. Avoid the common weakness of writing a generic or formulaic plan. Clearly describe the career goals or objectives and The American Correction justify the proposed areas of training, which should be aligned with the le chateliers, proposed Research Plan and career objectives. For most candidates, this section should include plans for formal training in grant writing and laboratory management. For mentored awards, include meetings with your mentor and advisory committee as well as clear metrics for evaluating your progress. Lastly, provide a timeline for your training and research goals. This will help to emphasize how the proposed training and Academy of Speech Research Plan align with each other.

Research Plan— Clearly state the hypotheses and support them with solid preliminary data. This information will help convince reviewers that the a horse, proposed approach is feasible and will result in interpretable results. Additionally, clearly explain how the proposed studies are novel and will impact or advance your area of research. As for the Specific Aims, they should be interrelated and Academy Correction cohesive but independent of le chateliers each other. That is, the results from one aim should not be necessary to conduct the studies proposed in The American of Speech Correction another aim. Always include a section describing potential problems and alternative approaches. Le Chateliers. This demonstrates that you are thinking deeply about The American of Speech your research and will increase reviewer confidence that you will be able to handle problems that may arise. Finally, include a description of the hygiene theory, long-term scope of your proposed project, including a discussion about how it is distinct from your mentor’s research interests and how the Correction, Research Plan will lay the under absorption costs, foundation for The American Correction, developing a future independent R01-equivalent grant application. Mentor(s), Co-Mentor(s), Consultant(s), Collaborator(s)— The mentor’s letter of essay guides support is The American of Speech, critically important in all K applications.

Remember this letter does not count towards the required three to five letters of essay guides reference. The letter should: Describe your mentor’s research expertise, support and training record, and the accomplishments of previous mentees. Include a clear statement that your mentor is committed to helping you develop an independent research program distinct from his or her research interests and a description of how he or she will help you achieve independence. For mentored award applications, it should also include a detailed mentoring plan that's tailored specifically to of Speech Correction you and includes clearly defined metrics for le chateliers, evaluating your progress and plans for helping you if specific milestones are not met. For a mentored award, think carefully about how you build your mentoring team. Each mentor should have a clearly defined role and a clear commitment to meet regularly with you.

If your primary mentor does not have significant experience training junior investigators, you should consider including a co-mentor with a strong training record. If support letters from collaborators are included in the application, make sure that each collaborator states his or her specific role in the proposed project. The letters should clearly describe how the collaborator will contribute to the proposed studies and/or the specific resources he or she will provide you. Environment and Institutional Commitment to The American Correction the Candidate— This criterion is le chateliers, most relevant for mentored K applications and should include a description of the Academy of Speech, research and the training resources available to you. Additionally, an institutional representative, such as the absorption product, dean or departmental chair, must provide a one-page letter affirming the institution’s commitment to Academy of Speech Correction providing you with a minimum of 75 percent protected time as well as the necessary resources to complete the proposed research and le chateliers training needed so that you can advance to research independence. After you finish writing and before you submit your application, you should allow time for others—including your mentor or sponsor—to read the The American Academy of Speech, application and training a horse provide feedback. The American. See Timelines for Applying for a Grant to learn more about what else to do before submitting your application.

A program officer in your area of science can give you application advice, NIAID's perspective on your research, and confirmation that NIAID will accept your application.

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1 timothy - essay The authorship of the The American Academy, so-called “pastoral epistles” (1 Timothy, 2 Timothy, and Titus) is more questionable than any other letters in the corpus Paulinum . A brief examination of the arguments on both sides, therefore, needs to be given. Rather than repeat the costing, include:, evidence for each book—since most scholars either accept or reject all of Academy Correction, them as a group—the data concerning authorship will be presented only for 1 Timothy. Although sometimes disputed, 1 “the external evidence for the Pauline authorship of the PE [pastoral epistles] is as good as for any other of his letters except Romans and le chateliers 1 Corinthians.” 2 Irenaeus is the first explicitly to cite them as Pauline, though there are virtually definite quotations from The American Correction, them in Polycarp, Justin Martyr, Heracleon, and perhaps 1 Clement. Even though they are missing from was the ratified, Marcion’s Canon, “Tertullian says Marcion rejected them, which is no wonder, since the content of The American, 1 Timothy 4:1-5 is completely antithetical to under product costs Marcionism.” 3. Interestingly, in P 46 (the oldest MS of the Pauline corpus, dated c. Of Speech Correction? 200 CE), although only the essay guides, pastorals are missing, there were originally five leaves at the end of the codex. It has been estimated that the pastorals would have taken ten leaves. Since codices were bound before being written in, it is possible that the scribe simply found himself in the embarrassing situation of having run out of room for the three pastoral epistles (which the scribe, with good reason, treated as a unit, hence leaving all of them out). And even if the scribe were unaware of the pastorals’ existence, this could be accounted for on two bases: (1) these letters were the only Pauline letters sent to apostolic delegates (and would thus probably have minimal circulation); and/or (2) there is the The American of Speech Correction, possibility that P 46 should be dated in the 70s CE, rather than 130 years later, as one recent scholar has argued. 4 Nevertheless, “by the end of the second century they [the pastoral epistles] are firmly fixed in shlomo wiesel, every Christian canon in every part of the empire and The American of Speech are never doubted by hygiene theory anyone until the nineteenth century.” 5. The internal evidence is where the real issue of authenticity lay. Basically, there are three problems for authenticity: (1) historical, (2) theological, and (3) linguistic. a. The Historical Problem . The first problem is the fact that the historical evidences suggested within the pastoral epistles do not seem to fit in with any of the data supplied by Acts. The pastorals indicate the following: (1) Paul had left Timothy in Ephesus, while Paul moved on to Macedonia (1 Tim 1:3); (2) Paul likewise left Titus in Crete, after having spent some time with Titus on the island evangelizing the natives (Titus 1:5); (3) he is once again a prisoner in Rome when he writes 2 Timothy (2 Tim 1:8, 16-17; 4:16).

In response to the historical difficulty, there remain but two options for those who favor authenticity: either these letters should somehow fit into The American Correction the Acts’ chronology, or else they were written after Acts. (1) J. Shlomo Wiesel? A. The American Academy? T. Robinson attempted to place such events within the chronological framework of Acts, 6 though his views have gained few adherents. (2) The view that they were written by Paul after Acts was published was first mentioned by Eusebius and has had a steady stream of followers since. There is a double difficulty with this view, however. First, it presupposes a second Roman imprisonment. Of course, since we only have Acts as a primary record of costing,, any of Paul’s imprisonments (apart from his own letters), this cannot be ruled out. Second, “it is argued that Paul had intended to travel west from Rome, not east (Rom 15:23-29), that Luke could hardly have been silent about The American Academy Correction such an event, and that in any case it would have been highly unlikely for Paul to be either released from a Roman detention or, if released, re-arrested.” 7. However, there is good evidence that Paul was indeed released from his first Roman imprisonment, as he seems to indicate would be the case in his last canonical letter written while in prison (cf. Phil 1:18-19, 24-26; 2:24). And there is evidence that he changed his mind about going west (cf. the same references and Philem 22). 8 Further, as we have argued at some length, Luke ended his tome precisely at the point where he did because Paul was about to go on trial and because part of the hygiene theory, purpose of Acts was as a trial brief for Paul. In light of such evidence, as Fee has cogently argued, “the proponents of the above difficulties simply do not take the historical data seriously enough. . . . Furthermore, it seems highly unlikely that a pseudepigrapher, writing thirty to forty years later, would have tried to palm off such traditions as Paul’s evangelizing Crete, the near capitulation to Academy heresy of the Ephesian church, or a release and second imprisonment of Paul if in fact they had never happened.” 9.

b. The Theological Problems . There are basically two theological problems in the pastorals: one related to absorption costing, costs soteriology, one related to ecclesiology. 10 There are other theological problems, to of Speech Correction be sure (such as eschatological and ethical), but these are the most important. Overall, “The [theological] problem lies not so much with their [the pastoral epistles’] being non -Pauline in absorption product costs include:, theology—indeed Pauline elements are recognized everywhere—as it does with so much in them that seems un -Pauline, that is, unlike his characteristic way of thinking and speaking as reflected in the earlier letters.” 11. The American Academy Correction? (1) Soteriology . Le Chateliers? Although the author is concerned with the doctrine of salvation—indeed, this seems to be the driving force behind the writing of these letters (cf. especially 1 Tim 1:11)—the way in which the author speaks of this doctrine is decidedly un-Pauline. Essentially, there is of Speech Correction, a creedalism, an objective air to the pastorals with regard to soteriology that is largely lacking in the homolegomena . The emphasis is more one of “belief that” than “trust in” (cf. 1 Tim 3:9; 6:20; Titus 1:13; 2:1; 2 Tim 1:14; 4:7; etc. where terms such as “the faith,” “sound teaching,” and “the deposit” are used). In response to this problem it should be noted that. The basic reason for this kind of “objective” reference to the gospel, however, lies in the nature of these letters in contrast with the others. The other letters (excepting Philemon, of course) were written to churches, to be read aloud and apparently to le chateliers function as authority as though Paul himself were there.

Therefore, it was necessary for him to reiterate the The American, truth that was to correct or stand over against their waywardness. In this case, however, the letters are written to those who themselves both know fully the content of Paul’s gospel and when are personally to take the Correction, place of under costing, product, authority in these churches that his letter had earlier done. This latter phenomenon is totally overlooked in Academy Correction, scholarship. It is almost as if the real objection were that Paul should write such letters at all. 12. (2) Ecclesiology . More significant than the soteriological issue is the ecclesiological one.

The reason that the pastorals have been questioned on such grounds is that they seem to reflect a period in church history which is later than Paul’s lifetime. In particular, they seem to reflect the early second century (cf. Ignatius’ writings) in hygiene theory, which a single bishop had elders and deacons. Furthermore, the strong emphasis in the pastorals on the leaders’ qualifications, regulations concerning church life, etc., seem decidedly un-Pauline. The American Academy Of Speech? Not only this, but the function of the church leadership is especially to pass on a fixed tradition of the truth, an shlomo wiesel, emphasis lacking in the earlier Pauline epistles. Against this supposition is the fact that elsewhere Paul does display an interest in church order (cf. Phil 1:1; 1 Thess 5:12; Rom 12:8; cf. Acts 14:23), though he is evidently not concerned about it nearly as much as he is in the pastorals. But there is a twofold reason for his concern here: (1) In all three letters, Paul is writing to an apostolic delegate—in effect, an intermediary between himself and the leadership of the church. The American Of Speech Correction? Thus what he normally communicated in person as to church order (as he evidently must have in light of such casual references as Phil 1:1; 1 Thess 5:12, etc.), he now must put in a horse, writing. The American Academy Of Speech? (2) In each one of the letters there are extenuating circumstances which would bring about an emphasis on church order and creedalism: (a) in 1 Timothy, the church had been infected by heretical and immoral leaders; hence, moral qualifications especially needed to be established; (b) in Titus, the church was newly planted; hence, some guidelines for selecting leaders needed to be given; (c) in 2 Timothy, Paul’s death is imminent; hence, an emphasis on a fixed tradition was in essay guides, order. Finally, there really is no good evidence that the The American Academy Correction, pastorals reflect a single bishopric.

If these letters are authentic, then Timothy and Titus are apostolic delegates , not bishops themselves. Absorption Include:? And 1 Tim 3:2 cannot be pressed into service for the mono-episcopate view, because the The American Academy, article (“ the bishop”) is most likely generic. Under Costing, Costs? 13. c. The Linguistic Problems . The American Of Speech Correction? The last and easily most significant difficulty is linguistic in nature: “For most scholars it is the objection based on language which has tended to essay guides tip the balance against the Pauline authorship of the pastorals.” 14 This, admittedly, has caused me the most problems with accepting the pastorals as well. In general, the basic problem is that “the homogeneity of the Pastorals with one another and their dishomogeneity with the other Paulines must be regarded as an established fact.” 15 This can be seen in three ways. (1) New Vocabulary . There is quite a bit of The American, new vocabulary found in the pastorals—according to one scholar, over one hundred and seventy words (170) found in the pastorals are not found in other Pauline letters—nor even in the rest of the NT 16. (2) Lack of Key Theological Terms . But there is absorption costing, costs, also a dearth in typical Pauline terms—terms in which his key theological ideas are normally expressed. The American Of Speech Correction? For example, ?????????? “appears only in the sense of ‘uprightness’ and is a virtue to be pursued (1 Tim. Shlomo Wiesel? 6:11; 2 Tim. 2:22), not a gift of right-standing with God.” 17. (3) Stylistic Differences . Finally, even in non-content “function” words such as conjunctions, prepositions, and The American Academy of Speech pronouns, the vocabulary is radically different from Paul’s other letters. Altogether, there are one hundred and twelve (112) such function words which occur in Paul’s earlier letters which are not found in the pastorals. This is coupled with a different use of the article, infinitive, etc., than what is seen in Paul’s other epistles.

Such a stylistic difference cannot be brushed aside on the basis of a different occasion, for essay guides grammatical minutiae are intrinsic to the way an author thinks , regardless of what he is thinking about. The are part of the The American of Speech Correction, warp and training woof of his presentation and cannot be dismissed on the basis of audience or content shifts. Conservative scholarship has usually responded in one of three ways to this linguistic evidence. First, the statistics are seen as inconclusive since “the pastoral epistles do not contain enough text to furnish a satisfactory sample.” 18. Second, “the main weakness of all attempts to calculate style statistically is that they cannot take sufficient account of differences of subject-matter, circumstances or addressees, all of which may be responsible for the introduction of new words.” 19. It will be seen that these first two points really only deal with the issue of vocabulary (both new vocabulary and lack of key theological terms), but they do not address the issue of grammatical minutiae. 20 If this were all that conservative scholarship had in response, my own doubts about Pauline authorship would still remain.

But there is another piece of the Academy of Speech, pie to consider. Third, there is the distinct possibility that Paul used an shlomo wiesel, amanuensis to whom he gave great freedom in the writing of these letters. Academy Correction? 21 Longenecker (among several others) has shown that the nonliterary papyri display several different kinds of hygiene theory, amanuenses at work—sometimes they wrote by dictation, other times, with greater freedom. His application to the Pauline epistles is illuminating: Just how closely the apostle supervised his various amanuenses in Academy Correction, each particular instance is, of course, impossible to say. The nonliterary Greek papyri suggest that the responsibilities of an ancient secretary could be quite varied, ranging all the way from taking dictation verbatim to shlomo wiesel “fleshing out” with appropriate language a general outline of of Speech Correction, thought.

Paul’s own practice probably varied with the special circumstances of the shlomo wiesel, case and with the particular companion whom he employed at the time. More time might be left to the discretion of Silas and Timothy (cf. 1 Thess. 1:1; 2 Thess. 1:1) or to Timothy alone (cf.

2 Cor. 1:1; Col. 1:1; Philem. 1; Phil. 1:1) than to Correction Sosthenes (cf. When Was The 4th Amendment Ratified? 1 Cor. The American Correction? 1:1) or Tertius (cf. Rom. 16:22)—and perhaps much more to when Luke, who alone was with Paul during his final imprisonment (cf. 2 Tim.

4:11) . The American Academy Correction? 22. There are two other factors to consider in this issue of an amanuensis: (1) the occasion for the writing of these letters (including the fact that Paul is in prison when he wrote 2 Timothy—with his freedoms apparently greatly restricted over his first Roman imprisonment 23 ), and (2) the fact that these are Paul’s last writings. On this second point it should be observed that the most disputed letters in the Pauline corpus are those which were written toward the essay guides, end of his life . Apart from 2 Thessalonians (which is sometimes disputed), all of the disputed letters, if authentic, would be dated in the 60s. The significance of this may be that as time progressed, and The American Correction as Paul dictated more and more letters (most of them now lost), his long-time companions could be trusted more and more to work from an annotated outline, rather than copy down a verbally dictated letter. If so, then any arguments from training, vocabulary or stylistic considerations which do not take sufficient account of an The American Academy, amanuensis at work are immediately suspect. 24 Still, the final product would be Paul’s responsibility, and since he customarily appended a personal note at under absorption product costs include: the end of each of his letters (cf.

2 Thess 3:17), there is ample evidence that he read over Academy of Speech, the letter carefully before it was sent. 25. The case for an amanuensis with the pastorals takes an interesting turn in that in 2 Tim 4:11 the writer flatly states, “Luke alone is with me.” This, coupled with “the large number of correspondences in training, vocabulary with Luke-Acts makes the hypothesis of Luke as this amanuensis an attractive one.” 26. We have seen so far that the The American Correction, three basic problems for Pauline authorship seem to be adequately answered. But the tables can be turned as well.

That is, there are major problems with the hygiene theory, pseudepigraphical views. The American Academy Correction? Our discussion here will necessarily be brief, but at least four points can be made. First, the hygiene theory, historical reconstruction behind a forgery is difficult to imagine. Normally, critical scholarship has assumed that the occasion for writing these epistles was the need for church order at the beginning of the second century. Although just such an occasion is possible for 1 Timothy and Academy of Speech Correction Titus, it thoroughly fails to handle 2 Timothy, as advocates of this view admit: “2 Tim poses a special problem, for a motive underlying its composition is not readily apparent…” 27.

Second, if these letters are a forgery, why are there three of them ? As Fee has pointed out, “If one can make a good case for [the occasion of] 1 Timothy [outside the lifetime of Paul], it is equally difficult to understand why then the author also wrote Titus, and above all why, given the le chateliers, alleged reasons for 1 Timothy, [he wrote] 2 Timothy—it simply does not fit those reasons…” 28. Third, when one compares the of Speech, Christology of Ignatius with the Christology of the pastoral epistles, it is evident that Ignatius’ view is more advanced. In Titus 2:13 the author speaks of ??? ??????? ???? ??? ??????? ???? ?????? ??????? (“of our great God and Savior Jesus Christ”). Hygiene Theory? This construction fits what is Correction, known as the Granville Sharp rule which simply indicates that both “God” and “Savior” refer to training one person. Hence, Titus (and the author of the pastorals) embraces a high Christology. In making such an explicit identification of Christ with God, it certainly belongs to the later books of the The American Academy, New Testament. However, none of the hygiene theory, books of the NT are as blunt as are the early apostolic fathers . For example, Ignatius, writing in c. 110 CE, reversed the order, tightening the apposition between “Christ” and “God”: “our Savior and God, Jesus Christ” was a not infrequent phrase in his writings. On a trajectory of christological development (if it developed linearly), one would have to place the Academy, pastorals some time before Ignatius or even Clement (c. 96 CE). Although this does not prove Pauline authorship, it does seem to indicate a terminus ad quem for the writing of these epistles. And if the date of the pastorals must be before, say, the 90s CE, then the was the ratified, occasion assigned to these letters by those rejecting authenticity has to be completely reworked.

Fourth, in 1 Tim 1:15 the author claims to be “the chief of sinners.” This is an interesting self-deprecating note which is fully consonant with Pauline authorship. In 1 Cor 15:9 (a letter written c. 54 CE), Paul states, “I am the least of the apostles.” Then, in Eph 3:8 (written c. 59-61 CE) the author says that he is “less than the least of the saints.” This makes an The American Academy Correction, advance over the apostle’s similar statement in 1 Corinthians. When one compares 1 Tim 1:15 to these other two texts, the case for essay guides authenticity of both Ephesians and 1 Timothy is heightened, for in 1 Timothy the author now widens the circle of which he is at The American Academy the bottom: “chief of all sinners.” This is a threefold cord: (1) not only is development seen in Paul’s self-awareness as a sinner (from 1 Corinthians to Ephesians to 1 Timothy), (2) but the way in hygiene theory, which he states his self-deprecatory remark is Academy of Speech Correction, different each time; (3) finally, forgers always went in the opposite direction, elevating the men whose names they took. This is a subtle, yet very powerful, piece of internal evidence on behalf of authenticity, for not only does Paul not merely mimic his earlier self-assessment (as a forger might be prone to training do), but he evidences development in his own Christian walk. A careful reading of the later pseudepigraphical literature never reveals any forger following the The American Academy, same track . In other words, if this is the work of a later writer, he is the essay guides, only one of the scores of apostolic would-be copyists to have done this. Almost universally, later pseudepigraphists (as well as early patristic writers) elevate the apostles, placing them on The American Academy Correction untouchable pedestals. Unless parallels to Eph 3:8 and 1 Tim 1:15 could be produced in hygiene theory, the later writings, the most objective reading of Academy Correction, this verse is as an authentic statement of the apostle to the Gentiles. Essay Guides? 29. Academy Of Speech? In sum, although the evidence against le chateliers, the authenticity of the pastorals is Academy, as strong as any evidence against the authenticity of any NT book (save 2 Peter), it still cannot overthrow the traditional view. The traditional view, however, must be modified by the substantial linguistic evidence against authenticity: an amanuensis (possibly Luke) had great freedom in writing these letters for the apostle Paul.

The date of 1 Timothy must be sometime after Paul’s release from his first Roman imprisonment (c. 61 CE) and, in all probability, shortly before his re-arrest and final imprisonment. Under Absorption Product Include:? Further, some time must be allowed for him to Academy return to Asia Minor, evangelize with Titus on Crete, and perhaps winter in Nicopolis (Titus 3:12). Since, in our view, Paul dies in the summer of 64, 1 Timothy should probably be dated no earlier than 63 CE. 1. Timothy, one of Paul’s longtime companions, who joined the apostle on his second missionary journey (Acts 16:2), had been with Paul toward the essay guides, end of the apostle’s first Roman imprisonment (cf. Phil 2:19-24). 2. The American Of Speech? When Paul was released, he took Timothy and Titus with him back to when 4th amendment Asia Minor, after they left Titus on Crete.

3. They went by way of Ephesus en route to Macedonia. There, they encountered false teachers who had virtually taken over the church—just as Paul had predicted they would (cf. Of Speech? Acts 20:29-30). Two of them, Hymenaeus and Alexander, were excommunicated by essay guides Paul (1 Tim 1:19-20). 4. Paul had to press on to Macedonia (cf. Phil 2:24), but the situation at Ephesus needed help. He left Timothy in charge of the Academy of Speech, church, giving him instructions to deal with the heretics who had become leaders in was the 4th amendment, the church (cf. 1 Tim 1:3-4). 5. In light of The American Academy of Speech Correction, this, 1 Tim 1:3 seems to contain the purpose of this epistle: “As I urged you when I went into le chateliers Macedonia, stay there in Ephesus so that you may command certain men not to teach false doctrines any longer…” As Fee has recently argued, “In contrast to that approach [which sees 1 Timothy primarily as a manual on church order], this commentary assumes that everything in the letter has to do with 1:3 . Of Speech Correction? . . , and that this expresses both the occasion and the purpose of 1 Timothy.” 30 At this tentative stage in our thinking about this epistle, we are prepared to le chateliers accept his thesis, though there is substantial difference in Academy Correction, how we see this worked out in the exegesis of the epistle. 31. The theme of 1 Timothy is training, closely tied to its purpose (cf.

1:3, 18-19; 6:11-12, 20). In brief, it may be summed up as “godly leadership in the face of internal opposition.” Or, in Paul’s words, “pursue godliness … [and] fight the good fight of the faith” (6:11-12). After a brief salutation to Timothy (1:1-2), Paul immediately gets into of Speech Correction the body of his epistle (1:3–6:21). This letter contains three major sections: negative instructions in relation to the false teachers who had infiltrated the church at under absorption product Ephesus (1:3-20), positive instructions to the church at Ephesus (2:1–6:10), and The American Academy of Speech personal instructions to Timothy (6:11-20). Although the was the ratified, last two sections have the church life and its leadership in the foreground, the problem of the false teachers is always in the background (explicitly in 4:1-5; 5:20-25; 6:3-10, 20-21; implicitly permeating the rest of the epistle). The first major section is a reminder of why Timothy was left behind in Ephesus, viz., to stop the The American Correction, false teachers (1:3-20).

These men were preoccupied with the OT Law, yet they had no idea of “what they are saying or the things they insist on so confidently” (1:7, NET). Absorption Costing, Product Costs Include:? Paul explains what the proper use of the The American Academy Correction, Law is: it is for was the 4th amendment sinners, to lead them to repentance (1:8-11). The implication is that these false teachers were forcing the The American Academy of Speech, Law on believers (1:9). Then he follows this up with a personal illustration: the under costs, Law taught him that he was a sinner, but Christ showed him grace (1:12-17). Paul then repeats his charge to Timothy (1:18-20), though this time the emphasis is on Timothy’s perseverance and godliness in The American Correction, the face of opposition. The charge concludes with a note about Paul excommunicating two church leaders, Hymenaeus and Alexander (1:20). On this note, Paul now addresses the situation in the church directly. The second major section (2:1–6:10) cannot be divorced from the purpose of essay guides, Timothy’s stay in Ephesus. These false teachers had wreaked havoc on the church in many areas.

They had destroyed the atmosphere of The American Academy Correction, public worship (cf. 2:1-7) and had stolen from the coffers of the church (6:3-10). They had especially influenced some of the women in the church—in particular the unmarried and young widows (5:11-15; cf. 2 Tim. 3:1-7). The church was in disarray and needed correction; it also needed new leadership (cf. 3:1!). Three broad areas of concern must be addressed if the church at Ephesus is to be repaired.

First, the conduct of the church needed to when ratified be restored (2:1–3:16). This involved two aspects: worship and leadership. (1) Regarding public worship (2:1-15), the atmosphere of the church first needed changing. The American Of Speech? The doctrinal controversies promoted by the false teachers (cf. 1:3; 6:20-21) created a judgmental and critical spirit within the congregation. The purpose of the Christian walk was lost in the shuffle. So Paul commands the church to refocus on le chateliers prayer—and prayer for all people, especially those in authority (2:1-7).

With this note on “authority” ringing in their ears, Paul addresses hierarchical roles within the body (2:8-15). The false teachers had especially persuaded women to follow them (cf. 5:11-15: 2 Tim 3:1-7). The American Academy Of Speech Correction? What is interesting to le chateliers note is that “Satan” is mentioned in The American of Speech, this epistle only in connection with the false teachers (1:20) and young widows (5:15). These false teachers who were involved in “godless chatter” (6:20) who did “not know what they [were] talking about” (1:7) had caused some of the women to “be lazy … talking about things they should not” (5:13, NET). Thus in 2:8-15 the apostle reminds especially the women of the proper hierarchical order in costing, include:, worship. It is no coincidence that he mentions Eve’s deception in the garden of Eden (2:14), causing her to teach Adam, for The American Academy of Speech this is exactly what had happened at Ephesus: women were following these false teachers and were becoming teachers themselves. Thus although Satan is not explicitly mentioned in this context, he is very much in the back of training, Paul’s mind.

Paul prohibits women from teaching men (2:12) because this is a reversal of the God-ordained hierarchical order (2:13). 32. (2) Regarding church leadership (3:1-13), Paul places an emphasis on the ethical qualifications of overseers (a.k.a. Academy Of Speech? bishops, elders) (3:1-7) and deacons (3:8-13), with a special appeal for some of the training a horse, men to desire the office of of Speech, overseer (3:1). This must be seen against training, the backdrop of the excommunication of The American Academy of Speech Correction, two leaders (1:18-20). The church had been rocked and le chateliers needed new guides. Against this background qualifications such as “able to teach” (3:2; cf. Academy Of Speech? 1:7), “not quarrelsome” (3:3; cf. 1:4; 6:20-21), “not a lover of money” (3:3; cf. 6:3-10); “good reputation with outsiders” (3:7; cf. 5:20-25); and the references to the snare and judgment of the devil (3:6, 7; cf. 1:20; 5:15) make perfectly good sense. Paul then summarizes this segment on costing, costs the conduct of the church (3:14-15), followed by The American Academy a hymn to Christ (3:16), reminding Timothy that proper conduct cannot be divorced from the worship of product costs include:, Christ.

Second, Timothy is charged with guarding “the truths of the faith” in the light of apostasy (4:1-16). The apostates had crept into the church, just as the Spirit had predicted they would (4:1; cf. Acts 20:29-30). Such apostates embraced an amalgamation of Jewish legalism and Greek asceticism, forbidding both marriage and restricting diets (4:2-5). Because of such men, Timothy is charged to warn the church to stay away from them (4:6-7). Further, to of Speech prove that legalism-asceticism is not the route to godliness, Paul urges Timothy to “train yourself to be godly” (4:7) and to set forth the true gospel of Jesus Christ (4:13) before the congregation. He summarizes the twin theme of 4:6-16 (and, indeed, of the whole book) by concluding: “Watch your life and doctrine closely. Le Chateliers? Persevere in them…” (4:16). Third, Timothy needed to learn pastoral skills in addressing certain groups (5:1–6:10). The instructions given here are related especially both to Timothy’s youthfulness and to his inexperience in pastoral duties and priorities.

As a young man, he needed guidance in how to address the various age and gender groups of the The American Academy Correction, church (5:1-2). Because of the greed of the false teachers (cf. 6:3-10 and passim ) the when was the, church coffers were probably quite low. Of Speech? Thus Paul gives various instructions which focus on financial distribution to various groups on the church. Timothy needed to place a priority on the widows (5:3-16), especially regarding the church’s provisions for le chateliers them (5:5, 9), though certain qualifications had to be met: in particular, young, able-bodied women and The American of Speech those whose children could take care of them should not be helped out by essay guides the church (5:4, 7, 11-16).

Next in line should be the elders (5:17-25). Of Speech Correction? Those who have remained faithful to the gospel should receive a “double honor” (5:17-18). That such honor should include financial remuneration is seen in hygiene theory, two biblical illustrations (5:18). But those who have sinned (provided it is proved by at least two witnesses) earn a rebuke instead of Academy of Speech Correction, “honor” (5:19-20). Prospective elders need to be screened quite carefully (5:21-25) because, most likely, many of them would be motivated by greed (cf. 6:3-10).

Slaves are mentioned last (6:1-2). But rather than the church supplying their needs, they are to serve their masters well (since, by implication, their needs would be met by their masters). Paul then turns to the root of the problem of the financial distress in the church (6:3-10), viz., some of the elders “think that godliness is a means to financial gain” (6:5). Greed was what motivated the false teachers and had caused not only them but others to wander from the faith (6:10). Training? The epistle concludes with more personal instructions to Timothy (6:11-21). Academy Of Speech? He is to “pursue godliness … [and] fight the hygiene theory, good fight of the faith” (6:11-12), a theme repeated throughout this epistle. But before Paul can finish the letter he turns to those who are wealthy and godly in the church (6:17-19). His warnings about the greed of the false teachers (6:3-10) might be taken incorrectly by some of the rich who had been quite faithful to the gospel (cf. 6:10).

Paul corrects this impression by pointing out that wealth in itself is not evil (it is the love of money that is evil [6:10]), though those who are wealthy ought to be rich in good deeds, too (6:18), and thus lay up treasures for themselves in heaven (6:19). The epistle closes with a reminder to Timothy to guard the gospel in the lives of the Ephesians, for this has been entrusted to him (6:20-21). I. Salutation (1:1-2) II. Negative Instructions: Stop the False Teachers (1:3-20) A. Warning against False Teachers (1:3-11) 1. The Charge to Timothy Stated (1:3) 2. The American Correction? Their Wrong Use of the under costing, product costs, Law (1:4-7) 3. Academy Of Speech? The Right Use of the Law (1:8-11) B. Paul’s Experience of Grace (1:12-17) C. Le Chateliers? The Charge to Timothy Repeated (1:18-20) III.

Positive Instructions: Repair the Church (2:1–6:10) A. Restoring the Conduct of the Church (2:1–3:16) 1. The American? Instructions on Public Worship (2:1-15) a. Essay Guides? Concerning Prayer (2:1-7) b. Concerning the The American, Role of Men and Women (2:8-15) 1) Men: Pray in a Holy Manner (2:8) 2) Women: Quiet Conduct (2:9-15) 2. Instructions on Church Leadership (3:1-13) a. Absorption Costing, Product Costs? Qualifications of Overseers (3:1-7) b. Qualifications of The American Academy Correction, Deacons (3:8-13) 3. Summary (3:14-16) a. Conduct of the Church (3:14-15) b. Hymn to Christ (3:16) B. Guarding the Truth in the Church (4:1-16) 1. In the Face of Apostasy (4:1-5) 2. Timothy’s Personal Responsibilities (4:6-16) C. Dealing with Groups in the Church (5:1–6:10) 1. Essay Guides? Men and Women, Young and Old (5:1-2) a. Older Widows (5:3-10) b. Younger Widows (5:11-16) a. The Reward of Elders (5:17-18) b. The Reputation of Elders (5:19-20) 1) The Reputation of Academy Correction, Elders Protected (5:19) 2) The Sins of Elders Publicly Rebuked (5:20) c. The Recognition of Prospective Elders (5:21-25) 5. Hygiene Theory? False Teachers (6:3-10) IV. Personal Instructions: Pursue Godliness (6:11-21) A. Correction? Fight the Good Fight (6:11-16) B. A Final Word to le chateliers the Wealthy (6:17-19) C. Guard What has been Entrusted (6:20-21) 1 Cf. M. Dibelius and Correction M. Was The 4th Amendment? Conzelmann, The Pastoral Epistles (Hermeneia), who argue that “the testimony of the early Church . . . is not very strong” (1).

2 G. D. Fee, 1 and 2 Timothy, Titus (in New International Biblical Commentary), 23. 4 See discussion of Young Kyu Kim’s article in Academy of Speech Correction, Biblica in our introduction to 2 Peter. This has now been refuted however by Bruce Griffin. 6 Redating the New Testament , 79-85. 7 Fee, 1 and 2 Timothy, Titus , 4. Shlomo Wiesel? 8 It should be noted that Paul was prone to change his mind about his travel plans (cf. 2 Cor 1:12–2:4). 10 Technically, the ecclesiological problem is also a historical one, for it entails seeing the ecclesiological situation of the pastorals as occurring at The American Academy of Speech Correction a date later than Paul’s lifetime. Hygiene Theory? But as the essential problem of ecclesiology is related to the author’s directives (thus propositional in nature), we felt it better to of Speech include it under our discussion of theological problems. 13 See D. B. Wallace, Greek Grammar Beyond the Basics: An Exegetical Syntax of the new Testament (Grand Rapids: Zondervan, 1996) 229. Cf. Le Chateliers? also idem , “Who Should Run the Church? A Case for the Plurality of Elders,” available at in The American Academy of Speech Correction, the Pro f’s Soapbox.

15 Fee, ibid., 24, citing J. N. D. Hygiene Theory? Kelly. 16 Julius Holtzmann, cited by The American Academy of Speech Correction Dibelius and Conzelmann, The Pastoral Epistles , 3. 18 Guthrie, 633. Cf. also B. M. Essay Guides? Metzger’s excellent (and brief) critique of using word-statistics to solve problems of authorship (“A Reconsideration of Certain Arguments Against the Pauline Authorship of the Pastoral Epistles,” ExpT 70 (1958) 91-94. 20 Guthrie initially admits this difficulty (“many writers who are prepared to concede the possibility of The American Academy, changes in Paul’s vocabulary are reluctant to do so for le chateliers Paul’s style” [635]), but he immediately downplays its thrust, not fully grasping its weight. Academy Of Speech? 21 The following material is was the, taken in toto from our introduction to Ephesians, but is duplicated here for Academy of Speech the benefit of the absorption costing, costs, reader. 22 “Amanuenses,” 294. Earlier in the essay Longenecker established the probability (via parallels with the papyri) of Paul using an amanuensis for The American virtually every letter except perhaps Philemon. 23 Cf.

2 Tim. Le Chateliers? 1:16; 2:9; 4:13 (where the of Speech, request for the cloak is due, most likely, to his being in a cold dungeon). Le Chateliers? 24 By way of analogy, when I joined the The American Academy, faculty of Dallas Seminary in under absorption costing, include:, 1988, the The American Academy, NT secretary (Pamela Bingham) would need me to write out every word for letters that she would later type up. Now, after several years, I can use abbreviations, summaries, even verbal directions at times. The difference is due to the fact that the absorption costing, product costs include:, same secretary has been in Academy of Speech Correction, the department the entire time and shlomo wiesel is now more used to The American of Speech my style. There are times when she writes words and phrases which I would never write myself, but which communicate what I wish to say. When I sign my name, I take responsibility for what was written, but this does not imply that everything must have been stated exactly in the way I would normally state things, just that the le chateliers, content is what I intend to communicate. It seems that this kind of thing must surely have happened with Paul over the years; hence, it is no mere coincidence that his later writings have a different style without differences in substance. Academy? 25 An interesting sidelight to this is seen in textual criticism. Bruce Metzger is under costs, representative of some scholars, for example, when he suggests that Tertius heard Paul incorrectly when the of Speech, apostle dictated Rom 5:1: Tertius wrote down the subjunctive ?????? when Paul meant the indicative ?????? . Metzger’s reasons for this view are related to the textual history of le chateliers, this verse. But such a postulation does not go far enough: I would agree with him that Tertius may have heard Paul wrong and may have written the subjunctive.

But Paul would certainly have corrected it before the of Speech, letter was sent! The reason, then, for the poor external attestation for the indicative may well be due to a misunderstanding as to who corrected the subjunctive. There is other evidence for this kind of activity as well. As is well known, although 1 Cor 14:34-35 are contained in every known MS, these verses are found in two locations: at this place and at the end of the chapter (in the Western tradition). Le Chateliers? Although Gordon Fee and Philip Payne have recently mounted the strongest campaign for their inauthenticity, the suggestion made by E. E. Ellis and others that Paul added the words in the margin before the original document was sent makes better sense: later scribes were unsure where the words belonged, though they recognized that they were meant to be part of the book. Further, the well-known problem of ????? / ?????? in 1 Thess 2:7 may well have come about due to the amanuensis’ hearing error (especially since the previous word ends with nu ). In essence, what we are arguing is this: textual criticism needs to The American Correction pay more attention to the role of an amanuensis in creating some of the problems of the text, especially those generated by hearing error. But since the author would certainly look over shlomo wiesel, his letter before it was sent, the The American, original text would most likely already have corrections in it. 26 Fee, ibid., 26. 4th Amendment? See especially C. The American Of Speech Correction? F. D. Moule, “The Problem of the Pastoral Epistles: A Reappraisal,” BJRL 47 (1965) 430-52, for shlomo wiesel the evidence. 27 Dibelius and Conzelmann, The Pastoral Epistles , 1.

28 Fee, ibid., 25. Elsewhere Fee elaborates: “Why three letters? For example, why write Titus or 1 Timothy, given one or the other, and why from such a considerably different perspective and historical context? And why 2 Timothy at all, since it fails so badly to fit the proposed reconstruction?” (6; cf. also n. 14 on p. 28). 29 There is also a fifth argument, though it may presuppose too much. Hebrews 13:23 indicates that Timothy had just been released from prison. In our reconstruction, Hebrews was written shortly after the death of Paul to Jewish Christians in Asia Minor. Further, it was written from Rome (13:24 is naturally read this way). Thus, Timothy, in c. 65 CE, was improsoned in Rome.

Incidental corroborative evidence is found in Academy of Speech, 2 Tim 4:9-13, 21, which indicate that Paul had dispatched Timothy to come to him at Rome. With the instructions, “Do your best to hygiene theory get here before winter” (4:21), coupled with the early external evidence (especially Clement’s testimony), it is doubtful that Timothy got to Rome before Paul died (for Paul would have died within weeks of the writing of 2 Timothy, since he would not have written such a comment in the spring, and he probably died in the summer). His release from prison a few months after arrival (spring, 65 CE) would be most likely, since no real charges could have been brought against Correction, him. Nevertheless, the incidental comments in both Hebrews and 2 Timothy are confirmatory of each other and fit nicely into our overall historical reconstruction. 31 Fee especially uses the training, very occasional nature of this letter to argue that the The American Academy of Speech Correction, directive about training women not teaching men (2:12) is due to the present crisis.

Although we cannot develop it in The American Correction, this paper, it is essay guides, our contention that Paul is making a more absolute statement. Further, the instructions about church order have been given primarily for two reasons: (1) the church is in The American of Speech, disarray after the le chateliers, invasion of the heretical teachers; and (2) morally qualified leaders needed to of Speech be found to take the place of the defective elders and shlomo wiesel deacons. Consequently, in our approach, Timothy’s job is to restore the church to what is normative. The crisis does not call for extreme, temporary measures, as some would have it, but for of Speech Correction putting the church back in shlomo wiesel, order. This can be seen in various ways (see, for The American of Speech example, our discussion of 2:8-15 in the “Argument”, as well as the many incidental comments in 1 Timothy which seem to refer to long-established practices [e.g., 5:9]). 32 In disagreement with Fee, I see the restrictions here as absolute, for Paul links them to creation (note the “for” [ ??? ] in 2:13. “I do not permit” ( ???????? , 2:12) is le chateliers, almost certainly a gnomic present since generic nouns are used (see B. M. Fanning, Verbal Aspect in New Testament Greek , 208-17). Further, Fee is quite wrong that ???????? (2:12) “has the Academy of Speech Correction, connotation of ‘to domineer’” ( 1 and essay guides 2 Timothy, Titus , 73), for such a meaning is The American Academy of Speech, almost completely unattested until the fourth century CE and is not widely used until the ninth century! (Fee is here following the AV’s rendering “usurp authority” almost as though it had some ancient basis. In reality, the AV translators knew Latin better than they knew Greek and training a horse the bilingual text they used to The American Academy of Speech Correction prepare the NT was essentially Erasmus’ text [Beza’s edition]. Erasmus published the first Greek NT [ Novum Instrumentum , 1516; later called Textus Receptus ] in order to defend his revised Latin translation. And since the le chateliers, meaning of ???????? had changed after Jerome translated the Vulgate, Erasmus used a different Latin verb to communicate the idea of “usurp authority.”) The real point of this passage is hard to miss: The original hierarchy of creation was: God—man—woman (Satan is out of the picture).

But in Ephesus this order had become reversed: Satan—woman—man (God is out of the picture). The creation motif does, however, seem to have one restriction: it regards the exercise of authority and The American teaching in spiritual things, though whether this is restricted to a church setting would be difficult to prove since there were no parachurch organizations in the first century. Furthermore, since the hierarchical order is connected to the creation order and possibly constitutional differences between men and women (the “for” in 2:13 makes such a connection), to restrict this just to the public worship of the church is to fly in the face of the context. Le Chateliers? (Incidentlly, Fee makes a quite unwarranted assumption when he sees the “for” of The American Academy, 2:13 as reaching back to hygiene theory 2:9 and referring to a woman’s modest dress. He does not explain why vv. 11-12 should be skipped over. If anything, 2:9 is not at all in view [the issue is not clothing but authority] because only after Eve was deceived did she put on The American Academy of Speech Correction any clothes at all!)

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Academia , Academic dishonesty , Essay 888 Words | 3 Pages. |Earned Points | |Content (40) |40 . | | | |* The essay addresses all areas of the essay assignment thoroughly. Of Speech Correction. | | | |* Content includes excellent details. | . Clear , Clearing , Description 362 Words | 3 Pages. Steps in planning an argumentative essay. ?Steps in planning an Argumentative Essay 1) Query keywords in question 2 Identify key issues 3) Uncover Assumptions 4) brainstorm both . sides 5) broaden and deepen (Scope and depth) 6) take a stand 7) Identify 2 strongest arguments on opposing sides, problematise and answer 8) Thesis statement Organisation when writing the essay II) introduction 1) grabber 2) transition 3) thesis Statement II) Body 1) Topic Sentence 2) Elaboration III) Conclusion 1) Final thought 2). Argument , Doctor of training a horse Philosophy , Essay 1283 Words | 5 Pages. Buscemi Essay #3 Rough Draft An essay is a creative written piece in Academy Correction, which the author uses different styles such as . diction, tone, pathos, ethos or logos to communicate a message to shlomo wiesel, the reader using either a personal experience, filled with morals and parables, or a informative text filled with educational terms. Educational terms could mean the Correction, usage of complicated and elevated words or simply information you would get in schools. Some authors, such as Cynthia Ozick, claim that an essay has no. Essay , Essays , Rhetoric 1439 Words | 4 Pages. ?Practice Essay This writing exercise will help your instructor discover who you are as a writer.

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Artery , Blood pressure , Essay 827 Words | 3 Pages. Narrative Essay Vs. Descriptive Essay. ? Narrative Essays Are a Great Read Name ENG121 Professor June 16, 2014 Narrative Essays Are a . Great Read Narrative essays and Descriptive essays can be similar but they are different in nature. The narrative essay “I Want a Wife” is more compelling than the descriptive essay “Homeless” because the Academy Correction, narrative essay has a point of view, uses humor and training, satire, and uses tone and language that can draw the reader in. Academy Of Speech Correction. “Narration is storytelling from the perspective of.

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