The main responsibility of a teacher is to impart knowledge to students. The 2003 workload agreement (Woodward and Peart, 2013) not only established the acceptable workload for teachers but also outlined the different roles that offer support within the teaching profession. While this agreement primarily applies to secondary education, it can also serve as guidance for teacher roles in the lifelong learning sector. Therefore, teachers should recognize, comprehend, and appreciate all the supporting roles that contribute to their effectiveness.
The Institute of Learning’s Code of Professional Conduct mandates individuals to “respect the rights of learners and colleagues in accordance with relevant legislation and organization requirements” (www.nelcls.ac.uk, 2013). Under S133 of the Education Act 2002 (www.education.gov.uk, 2013), Regulations and Guidance establish distinct boundaries between the roles of a teacher and a teaching assistant, emphasizing that the assistant’s role is to support rather than replace the teacher.
Both the teaching assistant and the teacher must be aware of not reducing the overall amount of interaction pupils have with a teacher, as research has shown this may impact upon the learners learning (Webster, Russell and Blatchford, 2013). The teaching assistant can support the learner to more effectively receive and process the information being delivered by the teacher (www.vnc.org.uk, 2013). There are other roles within the educational institution that provide a framework of support, such as the office staff who have both clerical duties and serve as the focal point.
The London Borough of Hounslow (http://www.workinhounslowschools.org.uk,2013) states that school office staff have various responsibilities, including being the clerical ‘face’ of the school and the point of contact for staff and parents. If a learner needs help with completing forms for attending a course or requires funding, a teacher could direct them to the school office. When I started the PTLLS course, I was unsure which benefit would make me eligible for course fee funding.
The teacher told me to talk to the reception desk clerical assistant. The assistant gathered all my relevant information and spoke to her colleagues about my issue. The following week, I received clarification about my problem and was able to finish the necessary paperwork. Maslow (McLeod, 2007) suggests that meeting environmental needs is crucial for both the teacher and student to achieve self-actualization. This responsibility falls on the maintenance manager, caretaker, and cleaners.
The roles of individuals in educational institutions, such as teachers and information technology technicians, are crucial for ensuring proper heating and lighting as required by the Health and Safety Act 1974 (http://www.atl.org.uk. 2013). Additionally, these individuals have a responsibility to effectively communicate their needs and ensure that all equipment and buildings are used appropriately and with care. The Department of Education emphasizes that employees should adhere to any health and safety procedures implemented by their employer (http://media.education.gov.uk, 2013). In certain cases, specialized roles may exist, such as that of the information technology technician. I personally experienced the helpfulness of this role when I encountered difficulties accessing necessary files for my first assignment from home. My teacher introduced me to the information technology technician, who, with their knowledge and support from peers, helped me resolve the issue and continue my studies, ultimately allowing me to complete the assignment.
Teachers need to be aware of their responsibilities towards learners, as stated by www.sagepub.com (2013). This involves directing them to professionals who are trained and designated to assist with their specific challenges. Learners may encounter different obstacles that can hinder their academic advancement.
Having knowledge of different support systems is crucial for effectively assisting individuals. If someone is experiencing mental health problems, they can seek help from their doctor or a counselor associated with their educational institution. Likewise, if a teacher suspects any learning challenges, they can discuss their concerns with the student and direct them to the appropriate specialist for diagnosis and assistance. During my English A level studies, my teacher noticed indications of mild dyslexia in me and recommended that I consult student support services for testing to get an accurate diagnosis and suitable support.
Pied Beauty, Indicates The Variety Of Beauty
“The poem, titled ‘Pied Beauty,’ serves as both a hymn and a partial sonnet, initially aiming to exalt God for the wondrous diversity found in the world. The use of the word ‘pied’ highlights the various shades of color that ultimately lead to a multitude of forms of beauty. This notion of myriad beauty is further reinforced through the poem’s title itself. The poem posits that all the beauty in the world stems from the unchanging beauty of God, offering a compelling rationale for why we should ‘praise him.’ The consistent and prevailing theme interwoven throughout this poem undoubtedly centers on the act of glorifying God.”
Gerard Manley Hopkins, the poet, presents his message by emphasizing the contrast between variety in the second stanza and what is constant and unchanging in the first stanza. Religion plays a significant role in this poem as Hopkins discusses God’s role in creating everlasting beauty found in natural objects. Hopkins’ perspective portrays his strong religious beliefs, viewing God as the Ultimate being. In a world of impermanence, Hopkins sees God as surpassing all of that, providing readers with a sense of stability, as His beauty is eternal. The final line, “praise him,” slows down the rhythm through the use of sibilance, creating a harmonious balance. Additionally, the second stanza explores the importance of contrast, as it is through contrast that we can distinguish what is good or bad. Hopkins’ tone throughout the poem is proud and positive, amplifying with the rhythm in the second stanza through alliteration and sibilance. The poem’s overall message is to praise God, conveyed by evoking vivid imagery and a rhythmic flow.
The first stanza of the poem features lines that are mostly of the same length, with the shortest being the first line, creating a sense of simplicity. The opening line, “glory be to God for dappled things,” emphasizes the significance of God and the praise He deserves for His role in creating diverse elements in the world. Hopkins continues to highlight the everlasting beauty of nature in this stanza, such as “skies of coupled-color as a brinded cow.” This phrase suggests the imagery of cloudy blue skies, similar to the patterned coat of a brinded cow, again emphasizing the theme of variety.
In the next line of the poem, Hopkins describes trouts as having ‘rose moles,’ which suggests that their pink scales shimmer underwater, conveying beauty in various locations. Hopkins also portrays chestnuts as ‘fresh fire coal chestnut falls,’ evoking a sense of energy and excitement within the poem’s tone. The falling chestnuts are associated with beauty, as are the ‘finches wings,’ which are described for their elegant array of colors.
The text describes how the listing starts in the next few lines, specifically in the 5th line where it depicts the beauty of a landscape that is plotted and pieced. This portrayal showcases simple excitement through the usage of words such as ‘fold, fallow and plough,’ which also create a quicker pace. The first stanza employs various language techniques to highlight the beauty present in small and unexpected aspects of nature, as well as man-made objects. Additionally, it concludes by praising God for all of this beauty. The following stanza introduces more listing, which serves to increase the tempo and convey the narrator’s enthusiasm for nature and its inherent beauty, ultimately leading to further appreciation for God’s creations.
In general, the lines in the poem are shorter than before, possibly because the rhythm has increased. The first line of the second stanza already introduces a contrast in the world by stating, ‘All things counter, original, spare, strange.’ The list continues to build up towards a climax with ‘whatever is fickle, freckled (who knows how?).’ The rhetorical question slows down the listing, as ‘Swift, slow, sweet, sour, adazzle, dim,’ exemplify. This creates an explosion of sound and sprung rhythm.
The employment of opposing words emphasizes the significance of contrast in the world. Subsequently, the subsequent phrase depicts God as the creator of all things, whose beauty transcends change. This expression instills a feeling of reassurance, as amidst all the fluctuations in the world, some elements remain consistent. This sense of security arises from the inherent fear of uncertainty surrounding the future. The preceding two lines also establish contrast when juxtaposed, as they showcase contradictory qualities such as ‘sift’ and ‘slow’, ‘sweet’ and ‘sour’. However, the subsequent line diverges from this contrast by highlighting the concept of unchanging beauty instead of beauty that exists in opposition.
The last stanza of the poem sums everything up with the words ‘praise him.’ Although the pace slows down, the excitement from earlier in the poem is still present, making the last line simple yet impactful. The choice of words in the poem makes it memorable. The use of semantic fields emphasizes the overall meaning. The first line, ‘Glory be to God for dappled things,’ introduces God and highlights his importance with the mention of ‘dappled things,’ implying a variety of colors.
The term “dappled” evokes images of vibrant colors and movement, constantly changing yet distinct each morning. Hopkins skillfully chooses words that encourage readers to visualize their own imagery and ultimately praise God. Additionally, the use of the phrase “coupled-color” to describe variety further expands the semantic field to likely include variety in the opening lines. The mention of “finches wings” carries connotations of freedom.
The author likely used the wings to symbolize God’s power and ultimate nature. Contrast was created through the use of sibilance and listing in the second stanza, which was a recurring theme in the poem. Hopkins emphasized his viewpoint in the last line, “praise him,” as it carried great strength and concluded the entire poem. The phrase “father’s forth” conveys masculinity and strength associated with God. In summary, the strategic choice of words greatly enhanced the overall impact of the poem.
Imagery in ‘Pied Beauty’ underscores the poem’s overall message and enhances the reader’s visualization. The mention of “skies of coupled-color as a brinded cow” in the second line creates a vivid image of open fields, with grazing cows beneath the cloudy sky. The contrasting elements of the sky and the cows create a serene backdrop. By likening the sky to a brinded cow through a simile, the poet strengthens the imagery and amplifies the poem’s theme of praising God for unexpected beauty.
The ‘trout that swim’ are described to have ‘rose moles’ which serve as a metaphor for their scales glowing under the water to be appreciated. Delving deeper into the meaning of ‘rose moles’, it becomes evident that it is unlikely for someone to see a trout’s skin and think that its color resembles roses. Another peaceful image is created through the mention of the finches’ wings and the ‘Fresh-firecoal chest nut falls,’ which symbolizes the falling of chestnuts or a campfire. This line also appeals to the sense of smell, evoking the aroma of burning chestnuts in a campfire. The phrase ‘landscape; that was ‘plotted and pieced’ likely brings to mind the concept of farming, leading to the following line which emphasizes man-made objects. Additionally, the mention of ‘trades’ alludes to human instruments, including those used in farming, which require skill and precision. Consequently, there is a clear progression in the first stanza, starting with references to natural elements and gradually transitioning into synthetic objects.
The second stanza is more abstract than the first stanza, resulting in less imagery compared to the previous stanza. Nonetheless, the words in the second stanza accentuate the descriptions in the first, allowing readers to envision anything that is “swift, slow, sweet, sour; adazzle, dim” and apply it to either the initial stanza or their own encounters. In addition, language techniques employed throughout the poem effectively emphasize its central message. The poem successfully employs grammatical features to enhance its overall significance.
Using verbs throughout the poem generates movement and evokes imagery. For instance, the mention of trout swimming allows for the communication of beauty found both on land and underwater, encompassing all parts of nature. Moreover, the reference to a “landscape plotted and pieced” highlights the organized elements of farming, showcasing the splendor of nature such as fields. Adjectives are also employed throughout to enhance the vibrancy of the poem. The depiction of “rose-moles stipple upon trout that swim” portrays the scales in a unique manner.
Furthermore, the contrast in the second stanza is emphasized through adjectives such as ‘swift, slow, sweet, sour; adazzle, dim’, which have an impact on the five senses, particularly sight and taste. These adjectives and verbs further elaborate Hopkins’ descriptions of the aspects that justify the praise of God. The changing rhythm in the poem reflects the narrator’s intense excitement, evident in the varying line lengths and carefully selected words. Rhyme is absent in this poem, but rhythm plays a significant role in shaping its auditory effects.
The rhythm of the poem began slowly but escalated in the line: ‘Fresh-firecoal chestnut falls’ due to the smoothness of the words. The use of short vowel sounds in a variety of words created a sense of excitement as the rushed words were pronounced. Furthermore, in the final line of the first stanza, the repetition of the word ‘and’ added to the increasing pace of the poem as it described farming with ‘all trades, their gear and tackle and trim.’ In the second stanza, the use of alliteration and sibilance throughout further heightened the rhythm.
The use of alliteration in the line ‘whatever is fickle, freckled (who knows how?),’ creates an explosion of sound and is followed by a rhetorical question that briefly slows the rhythm. The next line then bombards readers with contrasting objects, increasing the pace. In ‘swift, slow, sweet, sour; adazzle, dim,’ the sibilance creates a never-ending feel as it flows effortlessly. Additionally, the combination of sibilance and short vowel sounds greatly accelerates the pace, building towards the poem’s climax.
The poem effectively used strong consonant sounds to convey seriousness and excitement, without sounding angry but rather proud. Hopkins intentionally did this to instill confidence in the narrator’s voice and tone. Thus, sound played a crucial role in controlling the rhythm and conveying the poem’s message. Overall, the poem successfully built up to a powerful last line through various techniques, leaving a strong impact on the reader.
The inclusion of the words ‘praise him’ after describing the beauty of variety and unchanging beauty had a profound impact on me. While I am not religious, reading this poem made me feel grateful to God for the often overlooked small things in life. Hopkins’ unwavering faith and religious convictions were evident throughout the poem, which added to its persuasive nature. Ultimately, this poem inspired me to contemplate and appreciate the religious aspect of life, while also reminding me of the beauty that can be found in the smallest details, such as the scales of a trout.
Lemon Shoe Polish Investigatory Project Research Paper
One reason often heard from people using drugs is that they do them to feel good. For real, it does feel good because most drugs act directly on the “pleasure center”–the limbic system–in the brain . At this point, it can be considered recreational use. Some might light up a cigarette at a party. They might not consider themselves a “smoker,” but they do it to feel good or to “look cool. ” Someone might smoke pot at their friend’s house because they think it could be fun. The problem? Drugs don’t care what the reason is.
The same effects can occur whether you’re drinking to have fun or drinking to forget a problem, whether you’re doing drugs to see how they feel or doing them to be one of the crowd. People do drugs to change the way they feel. Often they want to change their situation. If they’re depressed, they want to become happy. If they are stressed or nervous, they want to relax, and so on. By taking drugs, people often think they can be the person they want to be. The problem? It isn’t real. You haven’t changed the situation, you’ve only distorted it for a little while.
Following are some of the reasons people say they do drugs to feel good or change the situation: 1. Because they want to fit in. No one wants to be the only one not participating. No one wants to be left out. So sometimes they make bad decisions, like taking drugs, to cover-up their insecurities. They don’t think about how drugs can isolate you from your friends and family. They forget to look past that one party to see how things could turn out. Or maybe they just don’t see the people around them who aren’t using drugs. . Because they want to escape or relax. You’ll hear a lot of people saying things like “I’m so stressed, I need to get messed up! ” or “Drugs help me relax” or whatever.
What they’re really saying is “Drinking or doing drugs is just easier than dealing with my problems or reaching out for help. ” The thing is, the problems are still there when they come down–and not only do they still have to deal with it, they have to deal with it when they’re not 100% and feeling guilty or even worse when they’re not thinking straight. . Because they’re bored. Lots of people turn to drugs for a little excitement because they say there’s nothing else to do but watch the same Simpsons’ rerun for the tenth time or hang out at the Burger King. But people who make these kinds of decisions usually find out that drugs are ultimately really a waste and painful. Drugs don’t change the situation, and they just might make it worse. 4. Because the media says it’s cool.
Even though there’s an antidrug ad on every minutes and more rock stars and ball players than you can shake a stick at tell you to stay away from drugs, the truth is the entertainment world still manages to make drugs appear very attractive. Kind of like how they encourage people to be really skinny even when they say anorexia is bad. Or when they say you should be super muscular but steroids are bad. But if you’re wise, you’ll understand that the entertainment world is not the real world, and basing your life on these messages is superficial. 5.
Because they think it makes them seem grown-up. This is one of the weirdest reasons. Think about it?Why would an adult want to use drugs? Probably for many of the same reasons you would consider. The reality is that the most grown-up people out there aren’t users. They’re too busy living their lives to bother with stuff, like drugs, that will interfere. 6. Because they want to rebel. Sometimes people turn to drugs not so much for themselves, but to make a statement against someone else, such as their families or society in general. Somehow taking drugs makes them outlaws or more individual.
The problem is taking drugs, ultimately, robs these people of their ability to be independent, because it makes them dependent–on drugs and their drug connections. 7. Because they want to experiment. It’s human nature to want to experiment. Trying things out helps you decide if they’re right for you. But it’s also human nature to avoid things that are obviously bad for you. You wouldn’t experiment with jumping off Liberty Hall. The point is, there are a zillion better things to experiment with sports, music, dying your hair, seeing bad movies, eating spicy food…