Teachers' conceptions of their role

An analysis is made of the conceptions which serving teachers have of their role, though no attempt is made to relate this to their practice of teaching. A series of role items was collected to afford a description of the teacher's role in terms of school and society expectations as well as classroom behaviours. These were taken from the literature and from interviews with teachers, and confirmed in a preliminary survey. Presented as a questionnaire, replies to the main investigation were made by 881 teachers, working in a variety of schools from nurseries to comprehensives. Two attempts have been made to construct a role model. The first, depending on the judgement of items fitting theoretically derived roles, failed, due to diffuseness in the role of teacher. The second used factor analysis; six factors were extracted which represent meaningful and distinct areas of role. The analysis has depended largely on examination of scores taken from these factors. Teachers in all types of school have similar conceptions of discipline. Nursery-infant and junior staff generally agree on the other areas investigated, but the concepts of secondary teachers are distinct. They are more conservative and less child-centered. When the class being taught is held constant, few differences in role conception are found to be related to sex, being a parent, graduate status, or personality, as measured in terms of the extrovert and neurotic dimensions. The first few years of teaching bring considerable changes in role conception, and further changes occur with prolonged experience. Deputy heads in junior schools and nursery nurses have quite distinct role conceptions; those of all other teachers, including those holding senior posts in secondary schools, are similar. The perception of school climate influences the role conception of primary teachers directly, but it does not influence that of secondary teachers. The greatest variation in role conception is related to scores on the radical scale of Oliver and Butcher. Primary school teachers experience little constraint, but that reported by secondary school teachers is considerable, especially that coming from the head. Despite difficulties caused by the wide division between primary and secondary education, teachers have an accurate perception of the roles their colleagues adopt. A few misunderstandings may be due to a feeling of idealism amongst nursery and infant teachers. There is evidence in their conception of role that would enhance the professional standing of teachers, but this is not in a form which is likely to be recognised by the public.

Effects of rare-earth co-doping on the local structure of rare-earth phosphate glasses using high and low energy X-ray diffraction

Rare-earth co-doping in inorganic materials has a long-held tradition of facilitating highly desirable optoelectronic properties for their application to the laser industry. This study concentrates specifically on rare-earth phosphate glasses, (R2O3)x(R'2O3)y(P2O5)1-(x+y), where (R, R') denotes (Ce, Er) or (La, Nd) co-doping and the total rare-earth composition corresponds to a range between metaphosphate, RP3O9, and ultraphosphate, RP5O14. Thereupon, the effects of rare-earth co-doping on the local structure are assessed at the atomic level. Pair-distribution function analysis of high-energy X-ray diffraction data (Qmax = 28 Å-1) is employed to make this assessment. Results reveal a stark structural invariance to rare-earth co-doping which bears testament to the open-framework and rigid nature of these glasses. A range of desirable attributes of these glasses unfold from this finding; in particular, a structural simplicity that will enable facile molecular engineering of rare-earth phosphate glasses with 'dial-up' lasing properties. When considered together with other factors, this finding also demonstrates additional prospects for these co-doped rare-earth phosphate glasses in nuclear waste storage applications. This study also reveals, for the first time, the ability to distinguish between P-O and PO bonding in these rare-earth phosphate glasses from X-ray diffraction data in a fully quantitative manner. Complementary analysis of high-energy X-ray diffraction data on single rare-earth phosphate glasses of similar rare-earth composition to the co-doped materials is also presented in this context. In a technical sense, all high-energy X-ray diffraction data on these glasses are compared with analogous low-energy diffraction data; their salient differences reveal distinct advantages of high-energy X-ray diffraction data for the study of amorphous materials. © 2013 The Owner Societies.

"Éros" y poesía en "Fedro", "Banquete" y "República": la reelaboración platónica de los terrenos poéticos para la realidad y el deseo

El trabajo explica el vínculo existente entre las distintas concepciones platónicas del éros y de la poesía, como parte del legado poético del siglo v. Y analiza su evolución, y la de su relación con la filosofía, en Fedro, Banquete y República, como un proceso de destilación del éros elaborado por la poesía, del que es afín el éros filosófico configurado en el Fedro, pero cuya incompatibilidad, insinuada en el Banquete, se hace explícita y taxativa en la República. Todo ello con el fin de demostrar hasta qué punto asume el pensamiento de Platón la herencia poética precedente, poniendo en evidencia que dicho proceso responde, en todas sus fases, a un mismo objetivo: materializar el anhelo poético por excelencia: la creación de un «terreno intermedio» donde conciliar la irrenunciable dualidad de las aspiraciones humanas. En consecuencia, se invita aquí a mirar la ciudad platónica como materialización posible, no utópica, de un espacio logrado en el que integrar armónicamente la realidad y el deseo.

The intertextual pilgrimage to Compostela in the Spanish nineteenth-century travel narratives written in French

Pilgrimage to Compostela was decreasing in the nineteenth century. This situation was still worse in France, where the number of pilgrims dwindled dramatically. In fact, there are not many travel narratives in this period, as no relevant French author showed any interest in this religious event. An analysis of these works reveals that the worship to Santiago was somehow considered by these authors a mere historical remnant with an aura of prestige. They allow almost no space for factual descriptions, and therefore used documentary sources to discuss the topic in their own texts. As a consequence, their knowledge of this universe became indirect and intertextual.