St Patricks

One of Skrzynecki’s main focuses in ‘St Patrick’s College’ is the disconnections from the environment. The imagery of ‘Our Lady watched with outstretched arms’ conveys a sense on welcoming and inclusion. However, the ‘Lady’ image is ‘overshadowed by clouds’ and this is symbolises the persona’s insecurities and doubts for the institution. The persona’s disconnections are further reinforced by the irony of ‘I stuck pine needles into the motto. ’ The motto represents the core values of the school and the persona is desecrating these ideas. This highlights the persona’s disrespect for the school and his lack of immediate adoption of the school’s ideals. Thus, the persona is alienated and a sense of acceptance is not developed within the institution. Through the simile ‘like a foreign tourist’, Skrzynecki portrays the persona’s disaffection for the school. The diction ‘tourist’ suggests that the persona is an outsider and a connection to place has not yet been developed. This idea is further reinforced by the repetition of ‘8 years’ which emphasises the persona’s lack of acceptance. It indicates that his school time has appeared long to him, indicating a lack of interest due to his alienation. The personal pronoun of ‘I’ strengthens the idea of the personas alienation, illustrating his sense of loneliness. Consequently, through the stanza’s tone of disaffection it evokes within the responders empathy for the persona’s dislocation and alienation from the physical environment. The irony of ‘privileged to wear’ represents the impediment of the individual’s progress. The persona is carrying a burden of responsibilities and expectations set by his mum and the school itself. Although he did not feel accepted in the institution he tried to assimilate with the others around him as shown by ‘Could say The Lord’s Prayer In Latin, all in one breath’. This conveys his insincerity in the prayer and that his religious understanding is only superficial. Hence, the persona has no meaningful connection to the process of learning the values and the whole schooling experience.

Pttls Roles and Responsibilites of an Fe Teacher

| 2012 | | Blackpool and the Fylde College Leigharna McKenzie | [an examination of the roles and responsibilities and boundaries of a contemporary subject specialist teacher. ] | Within this essay the author discusses the roles and responsibilities of a teacher within the context of the teaching cycle and makes reference to legislation and codes of conduct, internal and external points of referral and record keeping. |As a contemporary teacher in Academic Studies there are many roles and responsibilities to be considered, most can also be found across a range of teaching sectors. Gravells suggests teachers practice differing roles within a model referred to as the Teaching Cycle, which encompasses five stages; Identify Needs, Plan and Design, Deliver, Assess and Evaluate. Gravells also states one is not only a teacher but a coach, counsellor, trainer, and assessor amongst others encouraging and supporting learners where necessary. Associated article: Roles, Responsibilities and Boundaries of a TeacherSuch roles and responsibilities are shaped by legislation, organisational policies, and situation requirements, (Gravells, 2010). At the initial stage of Identifying Needs, the teacher acts as an assessor of their learners, either using information from assessments on learning styles such as the Honey and Mumford test, (1986), which can aid in choosing assessments and learning activities, or information gathered from initial interviews/applications to the course, i. e. what learners wish to achieve at the end of the course.The teacher is responsible for selecting and applying different initial assessment methods and using information from these to create an inclusive framework. As a boundary, learners may not want to disclose needs and the teacher must respect their right to refuse to divulge sensitive information. The Data Protection Act (1998) provides key principles such as only be using data for the specific p urposes for which it was collected and not be disclosing to other parties without the consent of the individual whom it is about to guide teachers in this area.Inclusivity may be addressed by adapting lessons to fitting activities to the learning styles of the learners i. e. in respect to the Honey and Mumford test, having group discussions and role-play included for active learners but also having time to think about how to apply learning in reality for pragmatic learners in the class. Other needs may be physical e. g. with a leaner that is differently abled. Guidance in this area is covered by much legislation, such as the Disability Discrimination Act (2005).Norse and Wilkinson state that this act means legally an organisation should not treat disabled students less favourably than their peers however the Disability Rights Commission (2006) suggest 52% of those covered by the act do not consider themselves disabled and do not want to receive unfavourable/special treatment. With r espect to disability a teacher should find out what can be done to make things easier for the person concerned but also be aware that everyone’s abilities are different and different people have developed differing strategies to help them cope with challenging situations.It may be wise to discuss with the learner themselves how they wish to be treated within the learning environment at this stage, (Norse and Wilkinson, 2008). Gravells reminds us that there are also internal points of referral for instance such as Senior Tutor Support and Guidance who can give advice from their experience and the organisation’s policies or a teacher may wish to ask the college’s Learning Support department to become involved should the learner wish for additional aid. In the event that a learner discloses sensitive information that cannot be referred to internally, (e. g. here is an incident of violence in the learners home life) external points of referral such as the National D omestic Violence Helpline are available, (Gravells, 2010). An inclusive framework is of upmost importance in ensuring that no learner is excluded from the learning process and forms a major part of the second stage of the second stage of the cycle, Planning and Design. Ashmore et al. propose that valuing diversity creates a learning environment which includes and respects difference. Inclusivity can be as simple as using gender neutral language in presentations and hand-outs or being lexible with work arrangements to allow for cultural and religious practices. Legislation such as the Equality Act (2006), which has 9 areas protected by law, (age; disability; gender reassignment; marriage and civil partnership; pregnancy and maternity; race; religion or belief; sex; and sexual orientation), requires one to eliminate unlawful discrimination and harassment as well as promote opportunity between men and women amongst promoting other areas of inclusivity, and can be used by all teachers a s a guide to promote equality, (Ashmore et al. 2010). With an inclusive plan one can move into the third stage of the cycle, Delivery. Here a teacher acts as a guide to learning, it is key not to spoon-feed learners information but use a variety of approaches to engage and enthuse learners to take responsibility for their progress. To give teachers guidance on conduct during delivery the Institute for Learning provide a Code of Professional Practice which was enforced April 2008; it outlines the behaviours expected in terms of Integrity, Respect, Care, Practice, Disclosure and Responsibility.This code protects not only the interest of the learners but defines professional behaviours expected of a teacher. In Delivery teachers have a boundary to overcome in that they are also responsible, along with the learners, for being safe within the classroom; this is a requirement legally due to the Health and Safety at Work Act (1974) which covers a wide range of subjects, from control of sub stances to working at height. Being safe in the classroom can be as simple as ensuring bags are kept under tables or arranging the classroom so that routes to fire exits remain unblocked.During the Delivery there should be also be differing forms of Assessment which itself forms the fourth stage of the learning cycle. Gould and Francis suggest at this stage it is key to ensure that progression is checked and that methods are fair linking to planned tasks. Assessment on the course forms an on-going record, which is important to look at how learners are grasping objectives and provides valuable feedback for both the learners and teacher.Monitoring student achievements, skills, abilities and progress through on-going assessment tracks their progress and giving feedback using these records can confirm that learning objectives have been met. Records can also assist in evaluating the teaching programme, and show if improvements or redesigning is necessary, (Gould and Francis, 2009). Redes ign can form a part of the final stage of the teaching cycle, Evaluation. Morrison states evaluation  is an essential part of the educational process, and suggests that it ensures teaching is meeting students' learning needs.Through this stage teachers are constantly learning their best practice and improving standards so that correct deficiencies can be acted on, that methods continue to improve, and that content is updated. Once Evaluation is complete then the teacher can start the cycle all over again, (Morrison, 2003). From this review it may be suggested a teachers role is never stagnant and always adapting. REFERENCES: Ashmore. L. , Dalton. J. , Noel. P. , Rennie. S. , Salter. E. , Swindells. D. , Thomas. P. , Equality and Diversity (2010) in Avis.J. , Fisher. R. , Thompson. R. (Eds. ) Teaching in Lifelong Learning, Berkshire: McGraw Hill Norse. D. , Wilkinson. J. , Supporting Learning (2008) in Fawbert. F. (Ed. ) Teaching in Post-Compulosry Education, 2nd Edition, London: C ontinuum. Gould J. , Francis M. , Achieving your PTTLS award (2009): London: SAGE Publications Gravells, A. (2010) Passing PTLLS Assessments, Exeter: Learning Matters. Morrsion J. (2003) â€Å"ABC of learning and teaching in medicine: Evaluation†, British Journal of Medicine, vol. 26, February, p. p. 385-387 BIBLIOGRAPHY: Ashmore. L. , Dalton. J. , Noel. P. , Rennie. S. , Salter. E. , Swindells. D. , Thomas. P. , Equality and Diversity (2010) in Avis. J. , Fisher. R. , Thompson. R. (Eds. ) Teaching in Lifelong Learning, Berkshire: McGraw Hill Norse. D. , Wilkinson. J. , Supporting Learning (2008) in Fawbert. F. (Ed. ) Teaching in Post-Compulosry Education, 2nd Edition, London: Continuum. Gould J. , Francis M. , Achieving your PTTLS award (2009): London: SAGE Publications Gravells, A.Passing PTLLS Assessments, (2010) 2nd Edition, London: Learning Matters. Gravells A. Preparing to Teach in the Lifelong Learning Sector, (2010) 5th Edition: London, Learning Matters Morrsion J. (2 003) â€Å"ABC of learning and teaching in medicine: Evaluation†, British Journal of Medicine, vol. 326, February, p. p. 385-387 Tummons, J. , Powell S. , Inclusive Practice in the Lifelong Learning Sector (2011): London: Learning Matters Wilson L. , Inclusive Practice in the Lifelong Learning Sector (2007): London: Thomson Learning EMEA

What Human Resource Management Is And To What Extent Do Hard And Essay

What Human Resource Management Is And To What Extent Do Hard And Soft HRM Practices Differ - Essay Example The researcher states that in the recent past adoption of HRM practices has been on the rise thus challenging the personnel management existing order in many organizations. A lot of questions have remained unexplained on why HRM has been dominant over the other practices of employment. Attempts to sufficiently define the role of HRM have been unsuccessful. Many scholars had to speculate if there has been anything new formed regarding the precise definition of HRM. Some view human resource management to be in direct rebellion and rejection with personnel management and industrial relations. Others on the other hand view HRM to be a repackaged form of Personnel Management. Interestingly, there has been a considerable degree of extension and overlap between the roles, models, and theories that constitute the disciplines of Personnel Management and HRM. The overlap is in support of the fact and argument that HRM is Personnel Management that has been repackaged, and there is no big change between the two. On the contrast, the HRM outcomes have not been in agreement with that of traditional Personnel management. For example, cultural controls, strategic orientations, and normative concepts are absent in HRM. Many argue that the distinction between HRM and Personnel Management is on the different ways in which the theories and models they share are being deployed. A definite example that districts between the two disciplines are discourse and dialogue HRM treats labor unions. To the labor process theory, HRM has become a universal term describing the different employment governance approach. To define the employment management procedures, it is necessary to distinguish between HRM as a discipline and HRM as a dialogue. To reveal the actual role of HRM it is vital to carry out a definition of based in the context it operates in. In my view, HRM is a regulation mode that nurtures an accumulation capitalist regime. It is because the HRM practices were first being formula ted implemented by the Western nations whose economies are capitalists in nature.

GENETICS Essay Example | Topics and Well Written Essays - 3000 words

GENETICS - Essay Example Almost all genetic engineering processes aim to make life easier, for those who suffer from genetic disorders. Some processes like genetic screening, even aim to recognize or diagnose disorders at an early stage, and even before the problems actually start showing their symptoms. Such early diagnoses would definitely help to prevent the disorder from reaching serious and debilitating conditions, thus saving lives. Gene therapy promises to replace the defective genes by normal and functional genes, thus bringing in a new hope for patients with no treatments available as such. However there is a dark side to all these bright envisions. Genes or chromosomes form the basic components of life, and scientists who work on genetic engineering are working with ‘life’ itself. Cloning which can create new organisms from a single DNA fragment makes a scientist equivalent to almost ‘God’, where the former is also creating new lives. It is here where one needs to have sup reme control and not cross certain limits, or else what we saw in the science thriller movie’ â€Å"Boys from Brazil’, where the Nazis procreate 94 clones of Hitler to bring back the ‘Third Reich’, would not remain a science fiction anymore, and may become a distinct reality, if we are not careful. The reproduction of humans and animals using artificial methods IVF, AI and embryo transplantation - Artificial insemination (AI), as defined by Nabor-Neri â€Å"artificial insemination is an impregnation not by means of natural intercourse, but by means of mechanical, artificial aids such as injecting the semen or sperm directly in to the female sex organ by the use of a tuberculin syringe† (Nabor-Nery, 81). This process is used as assisted reproductive techniques to impregnate the female partner where there is a case of fertility problems of the male partner, and also in

The Salvadoran During The Civil War Essay Example | Topics and Well Written Essays - 2250 words

The Salvadoran During The Civil War - Essay Example The situation in El Salvador was that of a stalemate. US government backed the Salvadoran government, however, that was not enough to claim victory. There are no winners or losers in a war, only survivors: and this proved true in the case of El Salvador as well. There are eyewitnesses and journalists who gave their accounts of the state of affairs during the Salvadoran civil war. Cynthia Arnson, a commentator on the national and international affairs especially with concern to the United States and Latin America commented on the gruesome force used by the state government. The government appointed death squads to start systematic eradication of the Salvadoran opponents and not only mutilate their bodies but to use this as a means of wreaking havoc and terrorizing the general population. Such tactics would lead to permanent terror settling into the minds of the public and would disallow them to engage in anti-state affairs and activities in the future. The mid-1980s was the era when s tate-sponsored population killings were the most prominent. The civil war took a very long time despite the efforts to bring an end to the war from both parties. FMLN refused to participate in the presidential elections because they felt that the results would be unfair. Due to this reason, they boycotted the presidential elections. And when the FMLN organized the peace talks in order to settle down the conflicting issues, the Salvadoran government also refused to participate.The Salvadoran civil war would have ended a lot earlier

Piaget's theory Essay Example | Topics and Well Written Essays - 2000 words

Piaget's theory - Essay Example ntelligence was active; and that children are not passive recipients of information, rather that they actively construct and reconstruct their knowledge of the world. Cognitive disequilibrium and the child’s action and interaction with the physical environment fuel the development of the cognitive system towards more advanced psychological structures (Fisher & Lerner, 2004). This paper will evaluate Piaget’s theory of the four stages of cognitive evolution in child development. Further, similarities and differences will be identified between Erikson’s theory and Piaget’s theory of child development, with respect to the development of identity. According to Piaget’s theory, the development of intelligence and cognitive functioning in children progresses through a series of four stages based on age and concurrent biological changes and maturation. This leads to the child demonstrating a higher level of functioning at each successive stage, as compared to the previous stage (Videbeck, 2007). The stages of development are not universal, since cultural differences exist. However, the mechanisms that underlie cognitive development are considered to be universal (Pressley & McCormick, 2007). 1. The sensorimotor stage: This extends from birth to two years. The child develops a sense of self, differentiated from the environment, and develops the concept of object permanence. That is, a perception of the existence of tangible objects even when they are out of sight, that they do 3. The concrete operations stage: Between six to twelve years the child begins to apply logic to thinking, understands spatiality and reversibility, is increasingly social and able to apply rules; however, thinking is still concrete. 4. The formal operations stage: From twelve to fifteen years and beyond, the child learns to think and reason in abstract terms. Further, there is development of logical thinking and reasoning, and the achievement of cognitive maturity in the child

Critically examine the measures in the detailed case study Essay

Critically examine the measures in the detailed case study - Essay Example Also, as a way of increasing cost savings while not sacrificing the morale, loyalty and motivation of employees, they are given various opportunities for a more flexible work schedules and arrangements to suit their career growth and development needs. Under the heading of â€Å"Workforce Planning†, important measures given emphasis on by the proposed measures involve the management of planned retirements in relation to the expected high retirement rates within the next 10 or more years. However, grants for allowing temporary retention of employees aged 64 are still allowable under certain circumstances in order for them to enter into a state of transition prior to fully retiring from the workforce. In relation to this measure, while there are no prohibitions to the retention or the rehiring of employees beyond their retirement ages, due to the need for a career succession in hopes of adding contributors of new ideas or innovations to the organisation as well as to allow the career growth of the remaining 65% of the workforce there will be a prioritisation of opening positions in the upper rung of the corporate ladder, with exceptions to certain positions related to advisory councils or organisational consultants. It is als o proposed that aside from vertical realignment of positions there will also be possible redeployment in line with the need to change how the whole organisation functions upon the retirement of 35% of the workforce. Thus instead of hiring new employees to fill in the jobs, there will be a greater focus on retraining employees to be more flexible in their jobs to meet the needs of the organisation, thereby decreasing the odds of redundancy within the next few years. To prevent any violation of contracts or other prior agreements it is proposed that negotiations and consultations are done between trade unions and the council, with assistance from human resources. In line with the proposal for an organisation change