#Education and Training Qualification

[sbusinesstechnologylondon]

What are Level 4 Qualifications in Education and Training?

Teaching continues to be a highly esteemed profession globally, recognized for its profound influence on learners in various educational settings. Whether in schools, colleges, or professional environments, educators play a significant role in sparking curiosity, encouraging critical thinking, and instilling a passion for learning. This noble career is characterized by a dedicated commitment to empowering others, making it an enduring cornerstone of human progress. To embark on this noble journey, acquiring additional certifications or training experiences is essential, and that's precisely where the Level 4 Qualifications in Education and Training come into play.

So, what do Level 4 Qualifications entail?

What are Level 4 Qualifications?

QUALIFI provides the Level 4 Qualifications in Education and Training, a certificate program designed to cultivate practical teaching skills and proficiency in utilizing resources for impactful learning and training. This program is tailored for learners aspiring to venture into various education and training sectors, such as educational colleges, adult and community education providers, offender education, work-based learning providers, voluntary sectors, and independent training organizations. It equips individuals with a comprehensive understanding of their roles and responsibilities as trainers, enabling them to meet the diverse needs of learners and attain the necessary teaching/training qualifications to embark on a teaching/training role.

Should you get a formal certification in Education and Training?

Getting advanced certifications is an important part of climbing the career ladder. This isn't just about strengthening your resume; it's a strategic move to enhance your skill set for daily work, open doors to new opportunities, secure promotions, increase your income, and propel your career forward. A formal qualification in Education and Training QUALIFI Level 4 certificate speaks volumes about your dedication to your field and commitment to ongoing professional development, significantly boosting your chances of earning a higher income.

The Impact of Education and Training Courses in Building Futures

Becoming a teacher is a unique journey, and it's rarely driven solely by financial motives. Individuals are drawn to teaching for various reasons, such as finding a sense of community in their interactions, a passion for sharing knowledge and shaping the future, or the desire for respect associated with the profession. Regardless of the motivation, the global demand for excellent teachers remains constant. The Education and Training QUALIFI Level 4 certificate serves as a distinct advantage, signalling to potential employers that you possess an extra layer of expertise. This additional qualification sets you apart, increasing your chances of securing exciting job opportunities by making you stand out in a competitive field.

Study Education and Training QUALIFI Level 4 certificate at SBTL

The School of Business & Technology London provides a range of professional certificate courses in `various disciplines. These courses are tailored to meet the needs of contemporary students, offering a focused and flexible approach. Specifically, the Education and Training QUALIFI Level 4 certificate equips individuals for roles as teachers or trainers in the further education and skills sector.

The Level 4 Qualifications at SBTL are designed for convenience, allowing for a blend of online and traditional learning methods. This format caters to those who prefer studying at their own pace, providing the flexibility to juggle studies with work and other commitments. With experienced tutors, access to helpful tools, and technical support, students are well-supported in their learning journey.

[m2yacademy12]

Achieving Global Safety Excellence: The NEBOSH International Diploma

Article:

In today's globalized world, the importance of workplace health and safety cannot be overstated. Organizations operating across borders face unique challenges in ensuring the well-being of their workforce. The NEBOSH International Diploma has emerged as a leading qualification for health and safety professionals, equipping them with the knowledge and skills to manage risks and promote a culture of safety in diverse working environments.

Understanding the NEBOSH International Diploma

The NEBOSH National Examination Board in Occupational Safety and Health International Diploma is a prestigious and comprehensive qualification designed for individuals pursuing a career in health and safety management. Recognized globally, it provides an in-depth understanding of occupational health and safety principles, enabling professionals to implement effective safety management systems in various industries.

Why Choose the NEBOSH International Diploma?

1. Global Recognition

The NEBOSH International Diploma is acknowledged worldwide, making it an ideal qualification for those aiming to work in multinational companies or different countries. Employers value the diploma as it demonstrates a high level of competence and commitment to health and safety.

2. Comprehensive Curriculum

The diploma covers a wide range of topics, including hazard management, risk assessment, incident investigation, and health and safety law. It ensures that graduates have a thorough understanding of the theoretical and practical aspects of occupational health and safety.

3. Career Advancement

Holding a NEBOSH International Diploma can significantly enhance career prospects. Many graduates progress to senior health and safety roles, such as Health and Safety Manager, Consultant, or Advisor. The qualification also paves the way for further academic pursuits, such as a Master's degree in occupational health and safety.

4. Flexibility in Learning

NEBOSH offers flexible learning options, including classroom-based courses, online learning, and blended learning approaches. This flexibility allows professionals to balance their studies with work commitments.

Course Structure and Assessment

The NEBOSH International Diploma is divided into four units:

Unit IA: International Management of Health and Safety

Unit IB: International Control of Hazardous Agents in the Workplace

Unit IC: International Workplace and Work Equipment Safety

Unit DNI: International Application of Health and Safety Theory and Practice

Assessment is through written examinations for Units IA, IB, and IC, and a workplace-based assignment for Unit DNI. The rigorous assessment process ensures that only those with a comprehensive understanding of health and safety principles achieve the diploma.

Real-World Impact

Professionals with a NEBOSH International Diploma play a critical role in reducing workplace accidents and illnesses. They are equipped to identify potential hazards, implement effective control measures, and foster a safety-conscious culture within their organizations. This not only protects employees but also enhances organizational reputation and compliance with international safety standards.

Conclusion

The NEBOSH Courses is a gateway to a successful career in health and safety. Its global recognition, comprehensive curriculum, and flexibility make it an excellent choice for professionals dedicated to making workplaces safer and healthier. As industries continue to prioritize the well-being of their workforce, the demand for qualified health and safety professionals with a NEBOSH International Diploma will undoubtedly rise, ensuring a safer future for all.

[1ovestay]

wont lie im having a terrible fucking time with it! fuck applying for jobs what if i end it all instead

[asalescommunity]

How to Increase eBay Views to make MORE SALES! 

According to an advertisement a title is good.

Where is a question mark?

Such details are important.

What does mean a title of a book?

If is relevant to a content in the book, a complaint from cosumers according to an economy won`t happen.

A brand name of a product is like a title of a book. And the title of the book can be correct.

Based on it a salesman can get more views on an online platform eBay.

Who was a product designer on the online platform eBay?

An engineer and a programmer are responsible for providing a service in a correct manner for consumers according to an economy. 

In terms of an advertisement, if an online platform Google doesn`t guarantee a return on an investment, a CEO of the online platform Google can be accused of a theft, and a fraud. 

A verification in a correct manner order from SEO with a guarantee and a support based on a law.

For a sales training are welcomed all salespeople who want to become better at selling.

An author Piotr Sienkiewicz

+48 721 951 799

[cipdhelp]

The Best L&D Qualifications in 2024

If you want to get learning program with a worthwhile degree then explore the Best L&D Qualifications in 2024 by reading the whole blog rigorously.

Certificate For Corporate Training

AIHR certification for learning and development

CLS

CIPD

CPTM

[karenblakecoaching]

🌟 Exciting News! 🌟

Hey there, Tumblr fam! Karen here, and I couldn't be more thrilled to share our latest case study, "Sarah’s Career Advancement with Level 3 Qualification." 📖

In this truly inspiring narrative, we embark on a journey through Sarah's remarkable career growth, all thanks to the guidance and training she received from Karen Blake Coaching. 🚀

Sarah's story stands as a powerful testament to the profound impact of education and personal development. Whether you're on the path to career advancement or simply seeking some motivational fuel, this case study is an absolute must-read.

Join us in diving deep into Sarah's transformative journey and uncover how she unlocked her full potential with us. Just one click away, you'll find the full case study waiting for you:

https://karenblakecoaching.com/case-study-sarahs-career-advancement-with-level-3-qualification/

Don't hesitate to share your thoughts with us, and if you happen to know someone who could benefit from our services, please spread the word! Together, we're on a mission to empower individuals to soar to new heights in their careers. 💪🌐

[asalescommunity]

According to a product on sale, you can reach an amount of women who can live a similar lifestyle to those women who train a fitness in order to have a fit body.

Can you sell a dress with a size for women who are oversized?

A size does matter.

Have a read about an economy.

"Eat clean to stay fit, have a burger to stay sane"

[djuvlipen]

i went to a leftist festival last month and there was a panel dedicated to prostitution, why abolition is the only road to go for leftists and how to help and support prostituted women exiting the trade, and i keep thinking about that union organizer who said, "we hear more and more that 'sex work is work', but if that were true, then there'd be professional trainings leading to a qualification for prostitution, then there'd be prostitution diplomas, then high schoolers could send applications to follow those trainings and become prostitutes. but we all know that all these things don't exist, and if they did exist we would all recognize them for what they are: a grooming business encouraging pedophilia and violence against women and girls." and what she said later; "trade unions that argue that 'sex work is work' never engage in legal battles against pimps or brothel owners. they don't even recognize that pimps are the bosses of the prostitution market. "sex workers' trade unions" don't fight pimps because sex workers' unions don't represent the alleged "workers" (prostituted women), they represent the bosses: pimps."

and that made me think of what Kajsa Ekis Ekman said about the trade unions that consider prostitution to be work and prostituted women to be workers: they offer trainings about condom use and spend millions of dollars funding "worker peer education" about "safe sex".

So one again, it's prostituted women who are held responsible for the spreading and the prevention of STDs - not the johns, not the pimps. the prostituted women, many of them victims of sex trafficking. "As human trafficking expert Malka Marcovich has pointed out, this means a return to nineteenth-century ideals of hygiene, where the onus was “primarily on the women to take responsibility for the health of ‘the customer’, so diseases would not be spread to their families” (2007, p. 347)."

It's quite obvious to any trade union organizer that prostitution is not work and the sex trade can't be organized as a trade union. a few months ago, the biggest unions in my country (which included the traditional left-wing trade unions as well as students' unions) issued a paper condemning the 'sex work is work' narrative and the pimp lobbies got so mad about that because they know their strategy isn't working because leftists know what left-wing politics look like and they know women's liberation doesn't come from prostitution. Now it's interesting that the biggest voices of the "sex work is work" movement come from the USA, where the anticapitalist left doesn't exist. American liberals love to pass reactionary politics as revolutionary but not because they are stupid in their own country does it mean they should influence the actually left-wing labour movement in other countries, right?

[m2ysafety]

10 Ways to Build a Positive Safety Culture in Your Workplace

Building a positive safety culture in your workplace is critical for protecting your employees and preventing accidents and injuries. A safety culture is an organizational culture that prioritizes safety as a core value and provides a supportive environment for safe behavior. Here are 10 specific actions that employers can take to build a positive safety culture in their workplace:

Provide Regular Training and Education

Regularly learning from safety training institute and education is essential for building a positive safety culture in the workplace. All employees should receive regular training on safe work practices and procedures and any specific hazards associated with their job tasks.

Involve Employees in Safety Decision-Making

Involving employees in safety decision-making is critical for building a positive safety culture in the workplace. NEBOSH qualification doesn't require any Prior knowledge of Health & safety and employees should be encouraged to identify and report safety hazards, and to provide input on safety policies and procedures.

Foster Open Communication

Fostering open communication is essential for building a positive safety culture in the workplace. Employees should feel comfortable reporting safety concerns and hazards, and management should respond to these reports in a timely and effective manner. Regular safety meetings and forums can also provide opportunities from NEBOSH IGC Course in India for employees to share safety concerns and suggestions.

Lead by Example

Leading by example is critical for building a positive safety culture in the workplace. Supervisors and managers should model safe behaviour and promote safety as a core value. This includes following safety rules and procedures and encouraging employees to do the same.

Provide Adequate Resources

Providing adequate resources is essential for building a positive safety culture in the workplace. This includes providing appropriate personal protective equipment, ensuring that equipment and machinery are properly maintained, and providing access to training and education programs.

Reward Safe Behavior

Rewarding safe behavior is critical for building a positive safety culture in the workplace. Employees who consistently follow safety rules and procedures should be recognized and rewarded for their efforts.

Conduct Regular Safety Audits and Inspections

Regular safety audits and inspections are essential for identifying potential safety hazards and areas for improvement. Employers should conduct these audits and inspections on a regular basis and take action to address any identified hazards.

Establish a Safety Committee

Establishing a safety committee can help build a positive safety culture in the workplace. This committee should include representatives from different areas of the organization and should be responsible for developing and implementing safety policies and procedures.

Implement a Near-Miss Reporting Program

Implementing a near-miss reporting program can help identify potential safety hazards before they result in accidents or injuries. Employees should be encouraged to report near-miss incidents, and management should take action to address any identified hazards.

Continuously Improve Safety Programs

Continuous improvement is essential for building a positive safety culture in the workplace. NEBOSH HSE Certificate in Process Safety Management should be regularly reviewed and updated to reflect changes in technology, regulations, and best practices.

In conclusion, building a positive safety culture in the workplace requires a commitment to regular training and education, employee engagement, open communication, and continuous improvement. By prioritizing safety as a core value and providing a supportive environment for safe behavior, employers can protect their employees and prevent accidents. Make the next step in your OHS career with the M2Y Global Academy in India.

[literaryvein-reblogs]

Writing Notes: The Rhetorical Triangle

Rhetorical Triangle - a simple, useful tool that can help you develop a strong and well thought-out essay, especially in persuasive writing and speeches.

Each side of the triangle represents one of the three classical rhetorical approaches used to build informative, persuasive arguments that influence audiences in specific, powerful ways.

There are many visual representations of the Rhetorical Triangle available online, such as the following:

The 3 Classical Appeals: Ethos, Pathos and Logos

Each of the three approaches attempts to prove arguments and persuade readers by emphasizing a specific type of appeal.

These appeals are not mutually exclusive, and you will often find elements of all three working together in effective writing.

Ethos: Appeals to Credibility and Authority

To use this appeal, you might emphasize experience or educational background, your own or those of your sources, as the reason the reader should believe you.

By citing credentials, the argument is being built on the word of experts.

Your reader expects to acknowledge the qualifications of the individuals or organizations presented as capable of supporting an argument with valid, factual, and credible information.

Pathos: Appeals to Emotions

Although this appeal is not as commonly used in academic writing as the other two, it does appear regularly in literary work.

Recognizing and using pathos appeals to personal values and emotions, which are some of the most powerful appeals.

Logos: Appeals to Logic and Reasoning

When you think about academic writing, you probably think of logic-based writing, which targets a reader’s intellect and often includes facts that build upon each other to support complex arguments.

Because this appeal relies on a reader being able to follow well-constructed arguments, it is critical this writing is clear, organized, and focused.

Extra information that does not directly support the logic of the arguments can distract and confuse a reader, and ultimately weaken an argument.

Identifying and Using Rhetorical Appeals

Now that you are familiar with each of the three rhetorical appeals, you can consider how you might use them in your writing, based on the specific rhetorical situation you are working with.

ETHOS

If your paper is discussing the effects of drinking and driving, you might include an interview with a veteran DPS Trooper who can discuss his fifteen years of experience working New Year’s Eve patrols. His professional credentials help your readers believe his observations and ideas are informed, relevant, and appropriate to the topic. By citing them, you are presenting your source’s DPS training, certifications, and experience as the reason your readers should accept your argument.

Incorporating topic information from reliable, well-informed sources strengthens your argument and makes it easier for your reader to accept.

Writers present their source’s credentials through in-text citations as well as through their Works Cited listings.

These citations provide your readers with the background and information they need to evaluate the quality and credibility of your sources.

PATHOS

If your goal is to get your reader to feel something, or to take a certain action, you may find this appeal highly effective.

Think about the popular TV commercials that raise money for abused animals. Those commercials are designed to make viewers feel sadness by showing images of pain and suffering. By the end, they switch to hopeful images and dialogue to inspire viewers to take a specific action and become supporters of their cause.

Pathos is often used in literature. Think about stories that seem to come alive in some way. Perhaps it is a character to whom readers can genuinely relate or stories that make readers feel happy, sad, or angry.

Writing that evokes emotion often uses Pathos. It is also commonly used in spoken word compositions like speeches, poetry, and theater.

When possible, including thoughtfully chosen images and music is another way you can use pathos through sensory details to connect with your audience’s emotions.

LOGOS

To create logical support in your work, you might include data, case studies, statistics, lab reports, and other similar information.

This is a popular appeal, and if you watch for it, you will find it used to support claims in everything from scientific reports to advertising, such as the familiar “Nine out of ten dentists recommend using an automatic toothbrush over regular brushing.”

COMBINING RHETORICAL APPEALS

As you start planning your essay, you may find that a combination of appeals works best.

Example: You might decide that case studies and lab reports will provide the best data to support your claims, focusing on only highly-qualified sources that are well known in your field.

By making these choices, you are employing the power of both Logos and Ethos into your essay, a combination that will result in a clear, organized, credible, and effective argument that conveys your message.

Source ⚜ Writing Notes & References

[real-fire-emblem-takes]

Why does Garreg Mach Academy have so few teachers. You're telling me the most renowned academy in all of Fodlan only has 4 teachers?? At least they temporarily as a combat exclusive instructor (Jeritza) but when he left they couldn't be bothered to replace him???

Like, idk what the schooling system is like in different countries, but I haven't had a single teacher in charge of all of my schooling since the 3rd grade. And even then I had separate teachers for PE and Art.

Like, what if you were in Hanneman's class and you wanted to learn Pegasus riding? He could only give you vague theoretical instruction since he can't ride a Pegasus. This seems like a super impractical way to train the best warriors of the next generation.

And none of that is even considering whether or not the professors they do have are qualified.

Obviously Byleth is Rhea's little nepo baby, but what about Manuela? She's a great nurse, but does she have the qualifications to be teacher?

Hanneman I get because he's a scholar and a lot of college professors are more "person who is knowledgeable in this field" than "person who is good at teaching."

Jeritza got the position by recommendation of the Empire, but I doubt his abilities as an educator

.

[thismoleculeisacomedian]

A (non-comprehensive) list of reasons to vote for Kamala Harris

First of all, read up on Project 2025. It sounds a freaking dystopia. But even if that was not the alternative, you should still vote for her, because....

+ As DA of San Francisco, she established the office's first environmental justice division and started a program dedicated to helping nonviolent offenders obtain educational qualifications and job training.

+ She has emphasized reproductive rights, maternal health, healthcare affordability, and human rights both in the U.S and around the world as major priorities of hers. (As can be seen by her advocacy for the rights of Chinese Uyghurs and women in Iran, as well as by sponsoring the 2018 Justice for Victims of Lynching Act as a senator.)

+ She has a record as long as your arm of supporting LGBTQ+ rights, particularly when it comes to marriage rights and combatting hate crimes.

+ As attorney general of CA, she secured a $230 million settlement from pharmaceutical companies for price-gouging.

+ She secured $20 billion in settlements for CA citizens who lost their homes during the foreclosure crisis.

+ Oh, and she made Jeff Sessions "nervous" while questioning him :)

[asalescommunity]

How To Set Up a Sale on eBay: Increase Traffic & Sales!

A title is incorrect.

Is a man a salesman?

No.

Can such a salesman be in a sales department?

After a salestraining the salesman can be prepared to work in a sales team, and if is going to be good at selling, a sales manager will be getting a report from a working shift, then based on results can join a sales community.

He can have a consultation with a psychologist according to qualifications based on a technology.

FSB have false documents, and if a man was inolved in an activity that is well-known as an act against a law, he can be a witness in a case against an organized crime.

For a sales training all people who are interested about working in a sales department can join for free.

[saintsenara]

okay, I'm super curious about your thoughts on when and how snape becomes a potions master. some people say he was still working on his mastery when he became a professor but i like to think he got it in early 1980 and he apprenticed with a potions master he was recommended to through his ~connections~ (cough malfoy cough).

although the idea of him teaching and grieving and also attempting to not fail at the one thing he knows he's good at does have its own angsty appeal

thank you very much for the ask, anon!

although i regret to say that i'm going to start the answer to it by being very pedantic...

the idea that masteries are something which exist in the wizarding world is complete fanon.

they have emerged as a trope due to a reading of the phrase "potions master" which does make perfect sense outside of the cultural context in which the books were written - by which i mean that it makes readers unfamiliar with the culturally-specific meaning of this bit of language think of masters degrees or other high-level qualifications - but which is nonetheless incorrect within context.

"master" [and the feminine equivalent, "mistress"] is just an alternative term in british english for "teacher". it doesn't imply anything about a level of qualification. "potions master" and "potions teacher" are synonyms.

the term is archaic - british people nowadays would exclusively say "teacher" - and it's very class-specific, in that it would have particularly been used to describe teachers in elite schools, whether fee-paying private schools or grammar schools [state schools which are academically selective].

as a result, it turns up in lots of the children's literature written before c.1980 - especially in boarding-school stories like malory towers and the worst witch which are explicit influences on the harry potter series. it's used in the text - especially in the earlier books - as part of worldbuilding which generally seeks to make the wizarding world feel whimsical by virtue of being very old-fashioned, which things like the fact that the most advanced technology wizards use is the radio and the steam train also hammer home.

that snape is the only teacher referred to as a master is connected to these genre conventions. because snape is so important to the full arc of the story, he's the teacher we spend the most time in the classroom with throughout the six books in which harry's at school. and he's therefore the teacher who - in the first few books - best fits a children's literature archetype which we would expect to find in any twentieth-century school story [with a magical setting or not] - the hated schoolmaster who is horrible to the child-protagonist and who every child reading can't wait to see get their comeuppance.

so snape is a potions master because he teaches potions. nothing more than that.

but that doesn't mean that it's not worth thinking about his training...

clearly, higher education of the type most of us are familiar with doesn't exist in wizarding britain - nor, i suspect, in wizarding europe more broadly.

and this makes perfect sense - not only because the magical population is so small but because the divergence of the magical and muggle worlds in 1689 takes place well before universities and university-level education look like anything a modern student might recognise. a seventeenth-century university education was still broadly generalist and aimed at trainee clergy, and careers which we would nowadays expect to require a degree - such as law, finance, medicine, science, and engineering - were generally taught by apprenticeship.

this is clearly how things continue to function in the wizarding world of the 1990s, since we know from order of the phoenix that healers are taught by apprenticeship [and, indeed, that hogwarts graduates all go straight into the workforce after they leave school].

potions - since it's analogous to chemistry - is nonetheless understood in-world as an academic discipline. but this doesn't mean - within the post-school educational structures we can suppose the wizarding world has - that it's a discipline in which one needs specific formal training in order to acquire a right to teach or publish about it.

the seventeenth century was a period - especially in britain - marked by a great expansion of scientific inquiry. this was - by our contemporary understanding of academic science - amateur. scientists wouldn't have been expected to have doctorates, to work at universities, or even to have attended them, and their experiments were often self-funded by personal wealth or dependent on a patron. the circles [often international] in which they debated, demonstrated, and reviewed theories and inventions were social ones - the gatekeeping line was class [with the level of education - and, primarily, of literacy - that this implied], rather than level of education itself.

these social circles often had a certain level of official standing - by which i mean they became, during the period, the learned societies, the most famous of which is probably the royal society. membership [or fellowship] of the learned societies requires a demonstration of some sort of contribution to the discipline they relate to - which means that the vast majority of contemporary fellows of such societies are university-based academics. but this wouldn't have been the case in 1689.

and we know that the wizarding world has its own equivalent of learned societies, because slughorn mentions one in half-blood prince - the most extraordinary society of potioneers.

which is to say, snape is probably a member of this society. he may very well publish papers in academic journals connected to the subject [as dumbledore does in transfiguration today], and he undoubtedly has a reputation among the wizarding world's men- and women-of-letters. but he doesn't need to have any formal post-hogwarts qualification in order for him to have acquired this reputation.

so what do i think he's doing between 1978 and 1981?

well... he's a death eater.

my theory has always been that snape comes to voldemort's attention - via lucius malfoy - because of his potions skills. the dark lord's operation would have needed potions - poisons to bump off enemies, healing potions because wanted criminals can't just turn up at st mungo's, potions to trade on the black market [as aberforth dumbledore tells us the death eaters do during deathly hallows], and so on - and voldemort would want to keep the production of these potions in-house, rather than risk hiring a private brewer [even a shady one] who might change their mind and go to the aurors.

[this is also presumably what voldemort - undoubtedly at snape's request - tries to recruit lily to do.]

i have never believed that snape was taken on as a death eater in the expectation that he'd perform a combat role - there is a clear implication throughout the series that the only person he ever directly kills is dumbledore, and that he gets along badly with death eaters [such as bellatrix] who did take more violent roles in voldemort's terrorism.

so i presume that, when he leaves school, he ends up working as a personal brewer for voldemort - on a stipend presumably paid, at the dark lord's request, by either lucius or abraxas malfoy. i also presume that, outside of work voldemort specifically requests, he's given free rein to brew for other clients, study, experiment, and publish as he wishes.

and i further presume that if he trains with anyone, then that person is voldemort himself.

voldemort claims, in goblet of fire, to be interested in experimenting with potions. he appears to invent the potion made from nagini's venom which sustains his half-body prior to his resurrection - and i think the implication of the text is that he also invents the potion guarding the locket-horcrux. voldemort also evidently encourages snape's interest in the dark arts, and he also appears to have some influence over snape's comportment - the teen snape we see in order of the phoenix is extremely rough around the edges, in a way the adult snape, who both speaks and moves in canon very similarly to the adult voldemort, isn't.

voldemort taking such an interest in snape would - obviously - largely be a grooming tactic. snape clearly becomes a death eater because the organisation offers him a chance to belong and succeed which his class-background would ordinarily make impossible for him within wizarding society, and voldemort must therefore massively indulge his belief that he's never given the respect he deserves for his intellect. voldemort's obvious contempt for slughorn - who matters so little to him that he doesn't even bother to kill him - would, i imagine, also win snape round.

and by training snape in an academic rather than a combat sense, voldemort gains a valuable tool - someone he can place at hogwarts as a teacher to spy on dumbledore.

we can assume that voldemort was having dumbledore tailed throughout the first war - and, indeed, that this is what snape is doing when he overhears the prophecy - but that he couldn't watch him at all times because he didn't have a spy among the hogwarts faculty.

it is clearly voldemort who tells snape to apply for a teaching job in early 1980. he must also tell him to apply for the defence against the dark arts post [which we know snape canonically applied for first] - which means he must expect to be imminently victorious in the first war, since snape would only be able to stay in the position for a year...

the prophecy, which snape hears c. january 1980, obviously derails this belief slightly... and snape famously does not get the defence against the dark arts job for the 1980-1981 academic year.

how do we know this? because he tells us in order of the phoenix that he's been teaching at hogwarts for fourteen years. he says this right at the beginning of the autumn term in 1995 - so he clearly means that he's been teaching for fourteen previous academic years and the 1995-1996 year is his fifteenth. so... he started teaching at hogwarts in the 1981-1982 academic year.

voldemort settles on harry as the child the prophecy refers to after harry is born [so, after 31st july 1980]. we don't know how quickly he does this and we don't know exactly when snape defects to the order.

but, clearly, at some point during the 1980-1981 academic year, dumbledore hires snape to begin teaching from september 1981 onwards. he presumably tells snape to tell voldemort that his change of heart was because he didn't think snape was qualified to teach defence against the dark arts but that he does think he's qualified to teach potions [pointing, perhaps, to publications snape got out under voldemort's tutelage], and that slughorn's announcement that he intends to retire means that there's a position available. he then undoubtedly also tells snape to convince voldemort of the same pretence they'll use throughout the second war - that he's a loyal death eater passing information on dumbledore's movements to his master.

which is to say... when lily dies, snape has been in his job for at most nine weeks.

just imagine how miserable that must have been!

[wayfind-er]

"Priesthood" in Ancient Greece

[long post under the cut]

TL;DR: The Hiereiai (fem. hiereia, masc. hiereus) was the closest Greek equivalent to a Christian Priest; however, running a temple requires many different people with a variety of responsibilities and the requirements changed at every temple. If you wanted to participate in a public ritual, you followed a hiereia (priestess) or hiereus (priest); if you wanted to give an offering or say a prayer in the presence of the Divine, you asked a Keyholder; and if you wanted a message from the Gods themselves, you requested a meeting with an Oracle or Seer.

Recommended: @star-of-zeus' Priesthood Series.

Foreword

Throughout this post, I will use the term priesthood and priest as a gender-neutral term for female and male priests; however, like some scholars¹, I believe the modern definition of priesthood does not belong in Hellenistic Polytheism. Using them erases the complexities of the Greek Priest equivalent and combines the roles of many historically into one. In this post, I'll go more in-depth into what "priesthood" meant in ancient Greece.

Greek "Priesthood" in Antiquity

Our concept of priesthood is heavily Christian-inspired.

While priesthood in Christianity varies by denomination, our perception of modern Christian priest have inaccurately shaped our understanding of priesthood in ancient Greece.

There's a prominent misconception that priesthood was always a lifelong position and a priests' sole responsibility was to educate the masses and spread the word of their God(s). This comes from a fundamental misunderstanding of what priests actually did in antiquity².

The Hiereiai: the Greek "Priest"

"In Greece, the priesthood is not a way of life, but a part-time and honorary office; it may involve expense, but it brings great prestige.” — Burkert³

The people responsible for maintaining a particular temple and the closest Greek equivalent to a Christian priest were called the Hiereiai (fem. hiereia, masc. hiereus).

The Hiereiai primarily led public rituals, festivals and ensured sacrifices were received and cared for appropriately (per the ritual procedures). Being a part of the Hiereiai can be compared to working a 9-to-5. The Hiereiai did not live in the temple and only worked when the temple was opened, typically during festivals and celebrations⁴ (although this varied by cult).

While their primary job was caring for sacrifices, the Hiereiai worked as public servants (or civil workers). They worked alongside the city to prepare festivals, cleanse homes after a birth or death, and maintain the temple and sanctuary.

Becoming a Priest: Qualifications

Every temple was slightly different, with different requirements and expectations for those who worked there. I'll give the most generalized description from the sources I've found.

"...[I]n the case of Greek priesthoods, pedigree, wealth, or both were basic requirements for attaining office..." — Connelly⁵

The position of a "priest" was most commonly inherited. Priesthood could be purchased, won by elections or lots, or inherited². The most eligible always came from wealthy and well-educated families, with little exception.

There were male and female priests (fem. hiereia, masc. hiereus). The acceptable age of a "priest" varied from cult. Those aged 7 to 11 were likely to be assistants rather than oath-bound priests, as seen in notes about the Cult of Athena Polias. Some cults only accepted “matured” (married and with children—usually post-menopause) women. It's important to note that hiereus typically worked with male deities, and hiereia worked with female deities; however, there were exceptions.

If someone's household was eligible to hold a priest position, all members (regardless of gender) would receive education to obtain the title. Likewise, if someone came from a family of priests, the elders would pass down their knowledge to the young. Most priests had been "training" their entire lives⁶.

The younger someone was, the more likely their position as a priest would be temporary. Younger priests, namely prepubescent children, would typically work as priests until they were no longer virgins or married⁸. Similarly, young women would sometimes temporarily work as priests in the year leading up to their marriage. It's important to note that most priest positions were not life-long and did not typically require oaths of celibacy⁷.

— WHAT WE KNOW SO FAR —

The Hiereiai was the closest Greek equivalent to a Christian priest in antiquity. Priesthood was more like a regular job in that it was commonly a temp. position that allotted a person (and their family) great prestige. The title of a "priest" was commonly inherited, but it could also be bought or elected by the people or Gods (via lots). Primarily, people from wealthy and well-educated backgrounds would be considered eligible for priesthood, although the qualifications required varied from cult and temple. Many of the Hiereiai spent their entire lifetimes learning about priesthood and how to worship the Gods according to their local cults). The Hiereiai's main job was to take care of sacrifices, work with the city to prepare festivals, cleanse homes after birth or death, and maintain the temple.

Keyholders, Oracles, and More

There are not enough words to stress that the term priest does not adequately describe the ancient practice of the Hiereiai or the other people who worked alongside them. When you use priest or priestess, you effectively erase the diversity of the numerous roles that make running a temple possible.

Keyholders: Male or female priests with noble backgrounds and high cultic status could become the ones who carried the key to the temple (or the naos, the dwelling of the Gods). The Naos was not always accessible to all worshippers, as entering meant (metaphorically) stepping into the presence of a God⁸. Keyholders essentially acted as gatekeepers at the doors of the Divine and allowed visitors in according to cultic tradition.

Mantis (Oracles, Seers, Sibyls, etc.): Oracles went by many names in antiquity—Oracle, Seers (Mantis), Sibyls, Prophet(ess), etc. Simply put, Oracles were usually part of the Hiereiai (but not always) with the ability to receive messages from the divine. Unlike a priest, an Oracle was not always bound to a single temple. They would often travel from different cities or backgrounds and advise publicly (or privately to those of high status)⁹. While priesthood was usually reserved for the elite, anyone could become a Oracle, as seen by many of Apollo's Oracles who were "peasants", so long as they had the skills. Oracles and the Hiereiai could sometimes be virtually indistinguishable⁹. Oracles would perform rituals and offer animal sacrifices, alongside the Hiereiai; however, a hiereia (priestess) or hiereus (priest) couldn't perform the duties of an oracle. That said, there was a slight difference between an Oracle and a Mantis (Seer). Oracles were believed to receive the word of a God directly. Seers, on the other hand, interpreted signs (omens, stars, animal entrails from a sacrifice, etc.) and interpreted the message from the Gods that way.

Summarizing

This brief list does not even begin to scratch the surface of the many, many roles that could be found in a temple.

If you wanted to participate in a public ritual, you followed a hiereia (priestess) or hiereus (priest). The Hiereiai (plural for hiereia and hiereus) primarly led public rituals and city-wide festivals, ensured sacrifices were take care of, and cleaned the temple.

If you wanted to give an offering or say a prayer in the presence of the Divine, you asked a Keyholder. The Keyholder was apart of the Hiereiai that was in charge of a key that allowed them to open and close the Naos, a part of the Temple where the Gods were said to dwell.

If you wanted a message from the Gods themselves, you requested a meeting with an Oracle or Mantis (Seer). The Oracles and Seers interpreted messages sent from the Gods and shared them as needed. They were often apart of the Hiereiai themselves, but not always.

Being a part of the Hiereiai can be compared to working a 9-to-5. Every temple was slightly different, with different requirements and expectations for those who worked there; however it was rarely a lifetime job.

When you use the terms Priest or Priestess, you lose some of the nuance that made up "priesthood" in antiquity.

Sources

Divider by @/sister-lucifer [1] Dignas and Kai, "Practitioners of the Divine," 21. [2] Garland, "Greek and Roman Priests and Religious Personnel" [3] Dignas and Kai, "Practitioners of the Divine," 27. [4] Dignas and Kai, "Practitioners of the Divine," 36. [5] Connelly, "Portrait of a Priestess," 23. [6] Connelly, "Portrait of a Priestess," 28. [7] Connelly, "Portait of a Priestess," 18. [8] Karatas, "Key-bearers of Greek Temples" [9] Dignas and Kai, "Practitioners of the Divine," 16.

Updated Dec. 29th, 2024.

[read-marx-and-lenin]

It is not every worker in the Soviet factory or collective farm who wants either to go to a university, or to convert some amateur activity into a full-time profession. There are hundreds of thousands of workers greatly interested in the particular jobs which they are at present doing, but who want advancement to more skilled or more responsible branches of the same work. Such advancement is possible in all Soviet enterprises. A characteristic of every Soviet institution is the stress which is laid on the desirability for every working man and woman to raise their qualifications at their work. Whether it is a case of teachers in an elementary school or university, or workers at machines in a factory, or typists in an office, there are always available the means of further education, through evening classes free of charge. And in all this a leading part is played by the best workers in the enterprise, who often undertake voluntarily to train other workers up to their own level. When, in 1935, the coal-miner Stakhanov became famous all over the world as the young man who in a six-hour shift had doubled output and had at the same time received a tremendous rise in earnings as a result, many people outside the U.S.S.R. asked the question: “Does this not mean that a new privileged category of workers will arise, having a monopoly of the jobs which earn high wages?” To those who were living in the U.S.S.R. at the time, this question appeared singularly divorced from real life, for in his spare time this same coal-miner Stakhanov was going round his own and other pits training the workers there to use his methods and to become more efficient organizers of their work, raising earnings accordingly. In this way leading workers in the U.S.S.R. train others up to their own level. From the point of view of the ordinary worker this means that, in every sphere of work, the most highly skilled are willing helpers and trainers. Every working man and woman has the opportunity to learn to improve technique at the job, with the expert assistance of those who are best at that kind of work. Obviously, such a system is itself dependent on certain economic conditions! Leading workers in the U.S.S.R. would not be so willing to train others up to their own level of efficiency if, as in Britain today, they thought they might be replaced by these other workers as soon as they had trained them. Full co-operation on the part of all the skilled workers in a community in training others to their own level of skill can only be obtained in a society in which there is no unemployment, and where every sort of skilled work is in demand. In the U.S.S.R. there has been no unemployment since 1931, and there is a demand for every kind of qualified worker. It is in such circumstances that the skilled worker knows that by training others he is not endangering his own security, and that the community as a whole, and he as a member of it, will gain from a greater supply of skilled workers and the products of their labor.

Pat Sloan, Soviet Democracy, 1937