Merlin Essays - Merlin, Mythological Kings, Welsh Mythology

Merlin Throughout the ages Merlin has been depicted as a druid, bard, necromancer, magician and prophet. Though we may never know if any of his fictitious interpretations are truthful, we speculate he was nothing more than a Celtic bard who lived in the 500s near Solway Frith. It is said that this strange poet, going under the alias of Myrddin, was a madman and a prophet. Myrddins claim to fame was creating so much tension between the British chieftains of his time that they fought each other in the Battle of Arderydd. After the battle Myrddin supposedly goes insane and wanders into the forest of Celidon. He is later found dead on a riverbank nearby. The mythical Merlin has a far deeper story. Demons decided that too many people were escaping their grasp, so they decided to engender an evil being to remedy their situation. They gave this being many abilities, such as prophetic visions, and the ability to call upon the arcane powers of magic. What these demons oversaw was the intervention of a priest named Blaise. Blasie discovered the demons plot when one of the nuns was with child, and there was no father. Blaise told his superiors who in turn sentenced the nun to death on charges of heresy. Blaise would have none of this, since the nun had done nothing wrong. He locked her in a tower as a precaution in case anything did happen, but when the boy was born he was immediately baptized annulling the evil placed upon him by the demons. Blaise named this child Merlin. When Blaises superiors learned of Merlins birth, they again sentenced her to death on more charges of heresy. Because of Merlins gifts he was able to talk to and console his mother, he told her that no harm would come to her as long as she allowed him to speak at the trial. Although only five days old, Merlin spoke so forcefully at his mothers trial that she was acquitted of all charges set against her by the church. Before Merlin was born there was a struggle amongst the British nobles. King Constans had died and an evil man named Vortigern took the throne. Constans children, Uther Pendragon and Ambrosius Aurelianus, fled to the court of his cousin, Budic I of Brittany. There Ambrosius Aurelianus and his brother Uther were raised in Budics court until they could raise an army against Vortigern. After the battle that left Vortigern king, there was no stronghold for Vortigern to rule from, so he set out to build a castle. Vortigern chose a location on the Salisbury plains on wich to build his fortress. There was a problem, every time the masons built up the wall it would fall over in the night. Vortigern consulted his court astrologers. They told him that the walls would not stand until the blood of a child with no father wetted the foundation of the castle. Vortigern and his forces knew of only one such child, Merlin. Merlin was four years old when he was abducted from his mother by Vortigerns forces. Along the journey back to Vortigern, Merlin astounded his captors with his prophecies so much that they spared his life. Merlin became the head consul to Vortigern, and was a great asset to him. On the problem of the castle construction, Merlin told Vortigern that the walls were falling due to a subterranean struggle between a red and a white dragon shaking the earth on the Salisbury plains. Sure enough, the dragons soon brought their fight above ground for all to see, with the white triumphing over the red. Merlin said the defeat of the red dragon symbolized the imminent demise of Vortigern. Soon after the castle was finished, troops lead by Uther and Ambrosius Aurelianus raided Vortigerns castle, resulting in the death of Vortigern and Ambrosius Aurelianus. Uther was proclaimed king and Merlin was once again elected as his consul. Merlin felt sorry for the death of Ambrosius Aurelianus and conjured stones from Ireland and formed the Giants Ring or what we now call Stonehenge. It is said that a comet in the shape of a dragon shone in the sky the night of Ambrosius Aurelianuss burial, and as

Free Essays on Helping The Impoverished

If I were to win the Lottery, I believe that I have a moral obligation to share some of my winnings with the Darfurians or others less fortunate than myself. I was raised with the moral values that it is the right thing to do. It is the right thing to do because impoverished people, such as the Darfurians, need it more than I do and it would make them happier than if I spent the money on materialistic objects. I would also be thankful to have the opportunity to make a difference in someone else’s life and hopefully my actions would influence others to do the same. Some people do not have the same opportunities or support to achieve not only their goals, but to fulfill their basic needs for living, such as food, water, shelter and clothing. To donate money to these people so that they can provide necessities to their families would increase their happiness more than myself spending the money frivolously on meaningless items such as clothing, cars, and jewelry. By doing this, I would be maximizing the goodness that can come from a situation, therefore making it the right decision. I agree with my group member Richard Periera’s suggestion that since the Darfurians are being deprived of the rights to life, food, and water. Since I have money in abundance to help satisfy their needs, I am obligated to help them. I feel as if I treat others the way I would want to be treated. If I were in a difficult financial situation, I would help someone in the hopes that that would repay me and help me if I, or anyone else for that matter, was ever in the same need or situation. If I gave money to impoverished people, then hopefully they would be able to get out of the situation they are in and go on to improve themselves. They would not only have essentials for living, but also be able to obtain an education and job opportunities so that they can too make enough money to donate to people that were in an unfortunate situation. This would c... Free Essays on Helping The Impoverished Free Essays on Helping The Impoverished If I were to win the Lottery, I believe that I have a moral obligation to share some of my winnings with the Darfurians or others less fortunate than myself. I was raised with the moral values that it is the right thing to do. It is the right thing to do because impoverished people, such as the Darfurians, need it more than I do and it would make them happier than if I spent the money on materialistic objects. I would also be thankful to have the opportunity to make a difference in someone else’s life and hopefully my actions would influence others to do the same. Some people do not have the same opportunities or support to achieve not only their goals, but to fulfill their basic needs for living, such as food, water, shelter and clothing. To donate money to these people so that they can provide necessities to their families would increase their happiness more than myself spending the money frivolously on meaningless items such as clothing, cars, and jewelry. By doing this, I would be maximizing the goodness that can come from a situation, therefore making it the right decision. I agree with my group member Richard Periera’s suggestion that since the Darfurians are being deprived of the rights to life, food, and water. Since I have money in abundance to help satisfy their needs, I am obligated to help them. I feel as if I treat others the way I would want to be treated. If I were in a difficult financial situation, I would help someone in the hopes that that would repay me and help me if I, or anyone else for that matter, was ever in the same need or situation. If I gave money to impoverished people, then hopefully they would be able to get out of the situation they are in and go on to improve themselves. They would not only have essentials for living, but also be able to obtain an education and job opportunities so that they can too make enough money to donate to people that were in an unfortunate situation. This would c...

The R in Colonel

The R in Colonel The R in Colonel The R in Colonel By Maeve Maddox A reader comments, I’ve often wondered where the â€Å"r† sound came from in colonel. I’m certain, in the original French, both Ls were pronounced as Ls–what happened? Colonel is the spelling in modern French, but when the word entered English in the 16th century, the French were spelling it coronel or coronnel. The first â€Å"l† had become an â€Å"r† sound by way of dissimilation. dissimilation:   a. Philology. The differentiation of two similar or identical sounds occurring near each other in a word, by change of one of them. An example is Latin peregrinus, which became pelegrino in Italian. Dissimilation is also at work in the way many speakers pronounce February as FEB-yoo-ER-ee. (A pronunciation, by the way, that Charles Elster finds â€Å"beastly.†) Colonel derives from Latin columella, â€Å"a little column.† At some point, the first â€Å"l† became an â€Å"r,† and the word became established in French as coronel. The coronel was the officer who led the â€Å"little column† of troops at the head of a regiment. By the end of the 16th century, the more etymologically correct spelling colonnel displaced coronel in French literary use. The spelling colonel appeared in English about 1580. For a time, both spellings existed side by side in English; the coronel spelling prevailed in writing until 1630, but by 1650, colonel had pushed out coronel. The pronunciation of colonel also went through changes. In the 17th century, colonel was trisyllabic in English, as it still is in French. By 1669, it began to be pronounced with two syllables, â€Å"col’nel.† Apparently many speakers were also pronouncing it as â€Å"ker’nel,† because that is the pronunciation that has survived. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Spelling category, check our popular posts, or choose a related post below:16 Substitutes for â€Å"Because† or â€Å"Because Of†Round vs. AroundWord Count and Book Length

Project management Essay Example | Topics and Well Written Essays - 1500 words - 17

Project management - Essay Example Mediation regarding theory development in project management is not a recent development; this essay has discussed the fit between several published theories regarding project management and individual practice as a result of my participation in the Being-Active project. There are several published theories about management, though this article has touch on a few that were relevant with the discourse. Actually, the discipline of project management is not the only discipline of knowledge that within its progression falls into this trap of reinforcing its theoretical base as one of the academic discipline. Theory can be described as a scientific principle facilitating prediction and avails explanation for a given phenomenon as contrary to the body of knowledge (Tauber, 2007). In respect to this, a theory as the way it has been defined in natural sciences entails empirical verifications founded on direct observations and personal experience as per laws or scientific typology that assists in organizing things, give an explanation for the past and predicting the future occurrences and help explain the factor behind the way things do happen. Most entrepreneurs are most likely to have employees with skills in project management. This may be so in that learning the skill of project management becomes more useful and important. Good project managers are come from experience or being train ed, and not by birth. (Blanco, 2011) In getting involved in ActiveBeing project 2014-15, there are several managerial theories that one may notice as to being in use. There are some critics who argue that there is no explicit theory of project management (nmbm). During the stay, there were a lot of activities which needed to be handled in order to achieve the goals at the end of it all. As new entrants into the field of management that is competitively hard to handle, it was advisable to

IKEA Internationalization Strategy Essay Example | Topics and Well Written Essays - 750 words

IKEA Internationalization Strategy - Essay Example Ikea was not always an internationally recognized retailer even though in 1973 they become one of the best and major furnishing house in Scandinavia however, the founding members aimed to make the business grow globally. Since the foundation of the company in 1943, the founders have incorporated foolproof strategies to help in the growth of the business. IKEA’s founders were well aware of the fact that the implementation of business strategies have to be relevant to the consumer demands and might vary depending on the country they are launching the store in. The idea was not only to expand the business but also make sure that the companies come across as the iconic furnishing house that is highly consumer friendly. The makers were already sure about the quality of the products which was definitely world class, the major manufacturer of the products was done in Poland which proved to be 50% cheaper than it would have cost otherwise and taken full advantage of this, this extrava gant furniture company develop a very strong and fruitful strategy to expand the business. ... e expansion of the business was extremely fast-paced, IKEA came up with other consumer-friendly offers such as a lounge for food and wine within the store itself, this definitely helps the company to generate revenue faster internationally. However, it was in 1990 that IKEA realized that there is an immense requirement for some fruitful and modern business strategies since over the years many other furnishing business owners had stepped up the market giving IKEA a very tough competition. In order to make sure the company expansion took place rapidly the makes had almost forgotten to pay attention towards the products itself. They were selling most European styles furniture which seemed to be less preferred by American and Canadian. The furniture was simply not functional for them which was one of the biggest drawbacks. It was high time for IKEA to take some decisive action to help maintain the expansion of the company. IKEA decided to shift the tactics by redesigning the products acc ording to the demands of American consumers, pretty soon the company was able to regain its position in the marketplace by becoming the second largest furnishing house in the United States in 2008. IKEA International Business Strategy IKEA being a well established Sweden furnishing house aimed to grow the business internationally and it appears to be that IKEA took the biggest business risk by implementing the Global standardization strategy. Most business owners might not think of this strategy worthy of prior consideration but IKEA took a chance on it, their vital goal was not only to expand the business globally but make sure they earn the loyalty of the customers.  

Education System Comparison Between Usa and Latvia Essay Example for Free

Education System Comparison Between Usa and Latvia Essay Introduction Everyone knows that in nowadays there are many possibilities and ways to learn, but in Latvia this is very topical theme right now. Many of the high school graduates want to learn abroad. And I do not think that this is good, because like about half of the students or people that go to learn abroad, never comes back to the native country. That is why I have chosen this topical theme. I am going to study educational systems in these countries. I am going to poll some of the 12th grade students about what are they thinking about learning in USA. I want to achieve that kind of position when a student reads my research project and especially the higher education in Latvia part he changes his mind and stays to learn here. My hypothesis for this Research Work is the education systems in Latvia and in the USA are different and this is a reason why people in Latvia choose the USA for studies very often. The Aim of the Research Work is to compare the education systems in the USA and in Latvia and to find out middle school students opinion about studies in Latvia and in the USA. The main objectives of the Research Work are: †¢ To collect the information about educational system in Latvia †¢ To collect the information about educational system in the USA †¢ To make a questionnaire and analyze the results of middle school students opinion about studies in Latvia and in the USA Educational system in USA Education in the United States is provided mainly by government, with control and funding coming from three levels: federal, state, and local. School attendance is mandatory and nearly universal at the primary and secondary levels. At these levels, school curricula, funding, teaching, and other policies are set through locally elected school boards with jurisdiction over school districts. School districts are usually separate from other local jurisdictions, with independent officials and budgets. Educational standards and standardized testing decisions are usually made by state governments. The age for compulsory education vary by state, beginning at the age five to eight and ending at the age of fourteen to eighteen. A growing number of states are now requiring school attendance until the age of 18.[6] 1.1 Preschool There are no mandatory public prekindergarten or crà ¨che programs in the United States. The federal government funds the preschool program for children of low-income families, but most families are on their own with regard to finding a preschool or childcare. In the large cities, there are sometimes upper-class preschools catering to the children of the wealthy.[6] 1.2 Elementary and Secondary Education Schooling is compulsory for all children in the United States, but the age range for which school attendance is required varies from state to state. Most children begin elementary education with kindergarten (usually five to six years old) and finish secondary education with twelfth grade (usually eighteen years old). In some cases, pupils may be promoted beyond the next regular grade. Some states allow students to leave school at the age of 14–17 with parental permission, before finishing high school. Most parents send their children to either a public or private institution. According to government data, one-tenth of students are enrolled in private schools. Approximately 85% of students enter the public schools, largely because they are free (tax burdens by school districts vary from area to area). Most students attend school for around six hours per day, and usually anywhere from 175 to 185 days per year. Most schools have a summer break period for about two and half months from June through August. This break is much longer than in many other nations. Originally, summer vacation, as it is colloquially called, allowed students to participate in the harvest period during the summer. However, this remains largely by tradition.[6] Parents may also choose to educate their own children at home; 1.7% of children are educated in this manner. 1.2.1 Junior high school Junior high school is any school intermediate between elementary school and high school. It usually includes seventh and eighth grade, and sometimes sixth or ninth grade. In some locations, junior high school includes ninth grade only, allowing students to adjust to a high school environment. Middle school is often used instead of junior high school when demographic factors increase the number of younger students. At this time, students are given more independence as choosing their own classes. Usually, starting in ninth grade, grades become part of a student’s official transcript. Future employers or colleges may want to see steady improvement in grades and a good attendance record on the official transcript. Therefore, students are encouraged to take much more responsibility for their education.[6] 1.3 Higher education Post-secondary education in the United States is known as college or university and commonly consists of four years of study at an institution of higher learning. There are 4,352* colleges, universities, and junior colleges in the USA. Students traditionally apply to receive admission into college, with varying difficulties of entrance. Schools differ in their competitiveness and reputation; generally, the most prestigious schools are private, rather than public. Admissions criteria involve the rigor and grades earned in high school courses taken, class ranking, and standardized test. Most colleges also consider more subjective factors such as a commitment to extracurricular activities, a personal essay, and an interview. While numerical factors rarely ever are absolute required values, each college usually has a rough threshold below which admission is unlikely.[2] *- January 2009. data from www.ed.gov Once admitted, students engage in undergraduate study, which consists of satisfying university and class requirements to achieve a bachelors degree in a field of concentration known as a major. The most common method consists of four years of study leading to a Bachelor of Arts (B.A.), a Bachelor of Science (B.S.), or sometimes another bachelors degree such as Bachelor of Fine Arts (B.F.A.), Bachelor of Social Work (B.S.W.), Bachelor of Engineering (B.Eng.,) or Bachelor of Philosophy (B.Phil.) Five-Year Professional Architecture programs offer the Bachelor of Architecture Degree (B.Arch.) Professional degrees such as law, medicine, pharmacy, and dentistry, are offered as graduate study after earning at least three years of undergraduate schooling or after earning a bachelors degree depending on the program. These professional fields do not require a specific undergraduate major, though medicine, pharmacy, and dentistry have set prerequisite courses that must be taken before enrollment.[2] Some students choose to attend a community college for two years prior to further study at another college or university. In most states, community colleges are operated either by a division of the state university or by local special districts subject to guidance from a state agency. Community colleges may award Associate of Arts (AA) or Associate of Science (AS) degree after two years. Those seeking to continue their education may transfer to a four-year college or university. Some community colleges have automatic enrollment agreements with a local four-year college, where the community college provides the first two years of study and the university provides the remaining years of study, sometimes all on one campus. The community college awards the associates degree, and the university awards the bachelors and masters degrees. Graduate study, conducted after obtaining an initial degree and sometimes after several years of professional work, leads to a more advanced degree such as a masters degree, which could be a Master of Arts (MA), Master of Science (MS), Master of Business Administration (MBA), or other less common masters degrees such as Master of Education (MEd), and Master of Fine Arts (MFA). After additional years of study and sometimes in conjunction with the completion of a masters degree, students may earn a Doctor of Philosophy (Ph.D.) or other doctoral degree, such as Doctor of Arts, Doctor of Education, Doctor of Theology, Doctor of Medicine, Doctor of Pharmacy, Doctor of Physical Therapy, or Doctor of Jurisprudence. Some programs, such as medicine, have formal apprenticeship procedures post-graduation like residency and internship which must be completed after graduation and befor e one is considered to be fully trained. Other professional programs like law and business have no formal apprenticeship requirements after graduation.[3] Entrance into graduate programs usually depends upon a students undergraduate academic performance or professional experience as well as their score on a standardized entrance exam. Many graduate and law schools do not require experience after earning a bachelors degree to enter their programs; however, business school candidates are usually required to gain a few years of professional work experience before applying. Only 8.9 % of students ever receive postgraduate degrees, and most, after obtaining their bachelors degree, proceed directly into the workforce.[7] 1.4 Basic Curricular Structure Generally, at the high school level, students take a broad variety of classes without special emphasis in any particular subject. Curricula vary widely in quality and rigidity. The following subjects are fairly universally required in the United States: †¢ Science (usually two years minimum, normally biology, chemistry and physics) †¢ Mathematics (usually two years minimum, normally including algebra, geometry, algebra II, and/or trigonometry) †¢ English (usually four years minimum, including literature, humanities, etc.) †¢ Social Science (usually three years minimum, including various history, government/economics courses) †¢ Physical education (at least one year) Many states require a health course in which students learn about anatomy, nutrition, first aid, sexuality, and birth control. Anti-drug use programs are also usually part of health courses. In many cases, however, options are provided for students to test out or perform independent study in order to complete this requirement. Foreign language and some form of art education are also a mandatory part of the curriculum in some schools.[6] 1.5 Extracurricular activities A major characteristic of American schools is the high priority given to sports, clubs and activities by the community, the parents, the schools and the students themselves. Extracurricular activities are educational activities not falling within the scope of the regular curriculum but under the supervision of the school. These activities can extend to large amounts of time outside the normal school day; home-schooled students, however, are not normally allowed to participate. Student participation in sports programs, drill teams, bands, and spirit groups can amount to hours of practices and performances. Most states have organizations which develop rules for competition between groups. These organizations are usually forced to implement time limits on hours practiced as a prerequisite for participation. Many schools also have non-varsity sports teams, however these are usually afforded less resources and attention. The idea of having sports teams associated with high schools is relatively unique to the United States in comparison with other countries. Sports programs and their related games, especially football and/or basketball, are major events for American students and for larger schools can be a major source of funds for school districts. High school athletic competitions often generate intense interest in the community. Inner city schools serving poor students are heavily scouted by college and even professional coaches, with national attention given to which colleges outstanding high school students choose to attend. State high school championship tournaments football and basketball attract high levels of public interest. In addition to sports, numerous non-athletic extracurricular activities are available in American schools, both public and private. Activities include musical groups, marching bands, student government, school newspapers, science fairs, debate teams, and clubs focused on an academic area or cultural interests.[5] 1.6 Electives Many high schools offer a wide variety of elective courses, although the availability of such courses depends upon each particular schools financial resources and desired curriculum emphases. Common types of electives include: †¢ Visual arts (drawing, sculpture, painting, photography, film) †¢ Performing arts (drama, band, chorus, orchestra, dance) †¢ Technology education (woodworking, metalworking, automobile repair, robotics) †¢ Computers (word processing, programming, graphic design) †¢ Athletics (cross country, football, baseball, basketball, track and field, swimming, tennis, gymnastics, water polo, soccer, wrestling, cheerleading, volleyball, lacrosse, ice hockey, field hockey, boxing, skiing/snowboarding) †¢ Publishing (journalism/student newspaper, yearbook/annual, literary magazine) †¢ Foreign languages (Spanish, French are common; Chinese, Latin, Greek, German, Italian, Arabic, and Japanese are less common)[5] 1.7 Advanced Courses Many high schools provide Advanced Placement (AP) or International Baccalaureate (IB) courses. These are special forms of honours classes where the curriculum is more challenging and lessons more aggressively paced than standard courses. AP or IB courses are usually taken during the 11th or 12th grade of high school.[6] 1.8 Home Schooling There was 1,3 million children that were home schooled in 2008, up 74% from 1999 when the US Department of Education first started keeping statistics. This was 2.9% of all children. Parents select moral or religious reasons for home schooling their children.[1] 1.9 School grades As you can see in the table (Table N.1), in the U.S. the first year of compulsory schooling begins with children at the age of five or six. Children are then placed in year groups known as grades, beginning with first grade and culminating in twelfth grade. Typical ages and grade groupings in public and private schools may be found through the U.S. Department of Education. Many different variations exist across the country.[2] For more foreseen scheme of education in USA see Appendix N.1. 1.10 Grading scale In schools in the United States children are continually assessed throughout the school year by their teachers, and report cards are issued to parents at varying intervals. Generally the scores for individual assignments and tests are recorded for each student in a grade book, along with the maximum number of points for each assignment. At any time, the total number of points for a student when divided by the total number of possible points produces a percent grade which can be translated to a letter grade. Letter grades are often used on report cards at the end of a marking period, although the current grade may be available at other times. Although grading scales usually differ from school to school, the grade scale which seems to be most common is as follows. The grading is based on a scale of 0-100 or a percentile. Note that in some jurisdictions the D grade (or that below 70) is considered a failing grade. In other jurisdictions a D grade is considered passing in certain classes , and failing in others. If you need a concept of grading scale, see Table N.2.[6] Table N.2 Example grading scale in USA |E,N,U or F |D |C |B |A | | |- | |+ |- | |arodpamatskola |vocational basic school |9-year education may be |2 |no | | | |incomplete | | | |arodvidusskola |vocational secondary school|9-year education |3 |no | |arodgimnazija |vocational gymnasium |9-year education |4 |yes | |arodskola |vocational school |general secondary education |1-2 |no | | |(postsecondary) | | | | As it is seen from table (Table N.4), just one type of vocational schools – four year vocational gymnasium concurrently to vocational training provide general secondary education and, consequently, access to higher education.[10] 2.8 Access to Higher Education In principle, access to higher education is general for all holders of general secondary education certificates. However, the institutions of higher education are free to determine which of the elective subjects must have been taken by the applicant at the secondary school in order to become eligible for admission to a chosen program. There are no fixed all-Latvian rules determining the admission system and it may differ between different institutions and even between different faculties of the same institution of higher education. The main forms of admission procedure may be as follows: †¢ 1 to 4 competitive entrance examinations; †¢ a competition of diplomas plus an interview by the Admission board, which may include general questions in subjects important to the chosen specialty; †¢ just a competition of diplomas (usually judging by the marks in subjects important to the chosen program and/or average mark in the secondary school certificate); †¢ knowledge of Latvian language is evaluated in these cases when the applicant has not had Latvian as the language of instruction in secondary school. An admission board consisting of staff members is formed in all higher educational institutions to carry out admission procedures in accordance with conditions announced at least 5 months before.[9] 2.9 Higher Education 2.9.1 Academic higher education (AkadÄ“miskÄ  augstÄ kÄ  izglÄ «tÄ «ba) is understood as a general higher education based upon fundamental and/or applied science. Academic education can be (and in most cases is) divided into two stages. A student has to perform a thesis of a Research Work at the end of each stage. I. First degree An academic degree and a Bachelor diploma (Bakalaura grÄ ds) can be awarded after successive completion of the first stage. Bachelor degree is an intermediate degree and can be treated as a completed higher education only in these cases when duration of program is 4+ years. However, part of the students leave universities having a bachelor`s degree and find their gap in the labor market. II. Second degree Academic master degree (MaÄ £istra grÄ ds) and the appropriate diploma is awarded after the second stage of academic education and should be treated as a complete university-type higher education. Master degree or a degree equivalent to it (e.g. medical studies are of a level of master`s degree but name of master`s degree is not applicable) can be awarded after total duration of 5-7 years of university studies. Master degree (or equivalent) is required for admission to doctoral studies. III. Higher degrees There are two of doctoral degrees in Latvia Degree of Ph.D. (Doktora grÄ ds) Holders of master`s degree are eligible for doctoral studies and the holders of Ph.D. is expected to be achieved in a 3-4 year period of full-time doctoral studies after a public defense of doctoral thesis. After defense of habilitation thesis you are awarded with a degree of habilitated doctor (habilitÄ“ts doktors). Doctoral degrees are awarded by specialized councils: †¢ promotion council (promocijas padome) awarding the degree doktors only †¢ habilitation council (habilitÄ cijas padome) awarding both doctoral degrees. The regulations for awarding of doctoral degrees are set and the promotion and habilitation councils are appointed by Latvian Science Council (Latvijas ZinÄ tnes Padome). 2.9.2 Higher professional education (ProfesionÄ la augstakÄ  izglÄ «tÄ «ba) is a higher education based upon applied science. It provides knowledge and skills for professional activities. Acquirement of the programs of professional studies can take place independently of academic studies, concurrently to or after them. Non-university type higher education institutions offer higher professional education programs leading directly to professional qualifications. To be treated as a completed higher education, the duration of professional studies has to be not less than 4 years. University-type higher education institutions may offer 1-2 year programs leading to professional qualification after achieving bachelor degree (bakalaurs).[8]

Sperm Selection After Mating :: Biology

A Bit of Background Information What is pre- and post-copulatory sexual selection? From the word copulatory, meaning to engage in sexual intercourse, pre-copulatory sexual selection refers to the female's choice in selecting a mate before sexual intercourse takes place. Post-copulatory sexual selection occurs within the female's reproductive track, and it describes the biological selection (whether due to sperm or the female's biology) that results in the fertilization her eggs. Why are guppies good subjects for research in this topic? The most significant reason for using guppies in sexual selection research is because they casually participate in polyandry. This means that in nature a female guppy will mate (willingly or unwillingly) with numerous males at a time, allowing for experiments to be conducted to see which male's sperm fertilizes the most eggs. Why use artificial insemination? Before the use of artificial insemination, the results of such experiments were obscure and varied greatly. There was no way of controlling the males' ejaculate sizes or thier specific sexual contact with the female guppies. By using artificial insemination techniques, these two variables can be controlled: equal quantities of sperm from each male guppy can be isolated, and no sexual contact need ever take place. The increased control over these variables makes it possible to attain reliable results that are directly related to postcopulatory processes. Introduction Sexual selection is a common facet of evolutionary biology that plays a key role in the mating choices of a variety of different species. Competition between the male’s sperm as well as the choice of mate by the female factor into a successful copulation.This experiment examines the precopulatory and postcopulatory behavior of Poecilia reticulata , the guppy. Artificial insemination was used to separate the factors of sexual selection before and after sexual intercourse. â€Å"Attractive† males in the guppy population—deemed attractive based on the female guppy’s affinity for them—were those with high levels of carotenoid coloration (orange, yellow, and red). Relative statures were also compared. The purpose of this experiment is to demonstrate, through artificial insemination, the role of postcopulatory sexual selection in a population of guppies. If guppy females are partial to specific traits, the propagation of those traits will be e vident. The Methods That Were Used Prior to insemination, the behavior of the guppies involved was analyzed and one adult, non-virgin female and two sexually immature fish were put in observation tanks.

Families Play an Important Role in the Future of a Child Essay

Susan Lieberman, a Ph.D. psychologist, once said, â€Å"Family traditions counter alienation and confusion. They help us define who we are; they provide something steady, reliable and safe in a confusing world.† It is true, that families indeed play an important role in the future of a child. Families nurture a child, and mould him or her into who they become in the future. Families are the support and backing of a child, and how they are going to identify and pursue their dreams and largely depend on their family of origin. A child is shaped through beliefs and values that his or her family holds about the world and that are based on family member’s experiences. Without a family, a child would be relinquished of the chance to be guided and nurtured, and their future would be bleak and unclear. In today’s modern society, a child’s family moreover consists of their mother and father, and perhaps a sibling or two. A child’s parents are the ones supporting the family, leaving for work at first light, and only returning in the late evening. They are too kept up in the hectic working lifestyle, and ultimately are incapable of making time to spend with their children. The children, in turn, are unable to share with someone about their day’s activities, and lack the opportunity to be guided and taught the right values and behavior they should uphold and portray in their lives. This could be highly detrimental to a child, as they are not given a chance to experience a family’s love and warmth, and they will grow cold and distant. To illustrate this point, the child, as he or she grows older, may turn to their friends who may be a bad influence on them, or may turn to substances such as drinking, smoking or takings drugs, so as to fill that void of family in their hearts. Consequently, the child has already been guided away from the bright future they would have if it weren’t for his or her absent family. Their future would look bleak and hopeless. Conversely, a child who has experienced parental and family love would be able to uphold the proper values in life. They would be able to tell right from wrong, as they would have been guided and taught by their parents’ past experiences. Their beliefs and thinking can be reinforced and justified, and they will be put on the right path to pursue their future. As stressed in the quote above, families help a child define who we are; they provide something steady, reliable and safe in a confusing world. The role families’ play in the future of a child is extremely crucial, as it is the deciding factor of what a child believes in and also their ability to tell apart right from wrong in our confusing world. Statistics show that children raised in families do better if their parents stay together than if they divorced. This highlights the importance of the role families play in the future of their child. If there is a divorce between a child’s parents, the child could be too distraught and traumatised by the separation and the feeling of having to accept that he or she would never have a proper family ever again. It can be severely detrimental to the child and he or she may not be able to focus properly on their studies, and can even withdraw from their social circle. With failing studies, the child will lose the chance to have a bright future, and may eventually get influenced by their surroundings to take substances in order to cope with their loss. Hence, this proves the importance of having a whole family. Only with a proper and loving family can a child prosper and grow into a beautiful person he or she is meant to be in the future. A child in a family should never be neglected. Without adult supervision and with the lack of care and concern showered upon a child, he or she may feel neglected and unloved, that his or her presence means nothing to their family, that they are unwanted. This could lead to the mental thought that they are unwanted, or in extreme cases, depression. This shows how important a role family plays in the future of a child. Family gives a sense of security to the child, that no matter what happens, their family will always be there to support them and nurture them. If such a feeling is stripped from them, they can be led astray from the right path. Families definitely play a big part in the upbringing and the future of a child. They lead the child down the right path, and are always watching over them, ready to correct their mistakes and teach them the correct values they should have. A family gives a child a sense of belonging and a sense of love toward each other.

Teaching Assistant Level 2

Level 2 Teaching Assistant Certificate – Assignment Three Unit 3 Supporting the Curriculum TASK 9: Using subject headings together with a brief summary of the subject, describe the range and main provisions of the relevant National curriculum in the school where you are employed. Creative Development: This Area of Learning relates to the development of children’s individual ways of developing and representing their notions and emotions in an imaginative way through assorted mediums and various forms of self-expression.Children explore as wide a range of stimulus as it is possible to provide given the resources available. They take part in art, craft, design, music, dance, theatre and movement activities. They have the opportunity to role play; to compose music or poetry; to develop their creative writing skills. They are encouraged to experiment with artistic mediums and represent their own feelings through their creativity, developing an ability to communicate and expr ess their individual creative ideas while also demonstrating an empathy with others. They are also encouraged to reflect upon their own work.Knowledge and Understanding of the World This subject builds upon children’s knowledge and understanding of the world around them by developing different aspects of play, activities and experimental learning processes that stimulate their senses; encourage investigation into subjects or activities that spark an interest. The children are encouraged to ask questions about their surroundings; explore their environment and undertake studies that will help them to develop an interest in and awareness of the ideals, beliefs, views and opinions of thers. Through the use of experiential learning, starting with a familiar present or past experience (see: ‘spiral curriculum,’ as advocated by American psychologist Jerome Bruner (Smith, Mark k. 2002)), curious and exploratory play techniques are fostered and the children are encouraged to develop reflective skills so that they can revisit and draw upon their own individual experiences. Language, Literacy and Communication Skills Children are encouraged to engage in discussions that develop their thinking understanding and range of vocabulary.They become involved in speaking and listening activities throughout the foundation stage and are encouraged to ask for information with regard to anything that they do not understand. There are activities that involve words, rhymes, songs and stories where children join in. Early literacy is encouraged while consideration is given to the fact that, for all children, ‘learning to read’ is a unique personal experience as such should not be rushed. Ysgol Dolafon believes that reading should also be fun!Children are allowed ample opportunity to freely access books and quiet areas are provided. The following list contains just a few examples of techniques that have been implemented and proven to help with early liter acy: 1. Using children’s own books in class. 2. Using audio tapes in conjunction with books to help children follow a story. 3. Pointing out words and linking them to the relevant items, people or places in the picture. 4. Using role play, or props to act out familiar stories. 5. Reading stories and rhymes out in a fun and imaginative way. 6.Consistently pointing to the top left-hand as your starting point and indication the left to right orientation through-out the reading of a story. Reading is promoted as a pleasurable activity and allowing children to read books that bear a particular relevance to their own interests is often considered to be more useful than strict adherence to a commercial reading scheme. Children at Ysgol Dolafon are continuously provided with the opportunity to make pre-cursor writing marks an early age and and a great deal of effort is put into encouraging the children to develop writing skills and activities.From scribbles and mark making right thro ugh to participating in purposeful writing tasks, children develop and improve their writing skills as they move through the curriculum. At all stages (including very early mark making) the children’s work is positively encouraged, valued and exhibited. Mathematical Development Mathematical activities at Ysgol Dolafon are delivered in accordance with pupil’s individual needs and great deal of emphasis is given to continuity of learning.Ample opportunity is provided for pupils to discuss their understanding of concepts as they progress and teachers are aware of the importance of eliminating any gaps in the children’s mathematical knowledge. The Welsh Assembly Government guideline for Mathematical Development maintains that: ‘It is crucial that gaps in children’s mathematical learning are avoided, so that children do not miss out on essential elements in their understanding of mathematical concepts’ (WAG 2008) and Ysgol Dolafon fully agrees wit h that statement.Children at **** **** frequently engage in experiential activities where they are encouraged to explore indoor and outdoor environments and gain first-hand experience of recognising materials; making comparisons / recognising similarities and differences; estimating and predicting; counting; sequencing; weighing and measuring etc. Engaging in relevant discussions that provide an opportunity for the children to build their skills, increase their knowledge and extend their mathematical vocabulary is an essential part of the learning process.Mathematics is taught throughout the school day and across the entire curriculum. Its relevance to other subjects is frequently pointed out. For example: The need for accurate weighing and measuring of the ingredients used in cookery and the bearing that inaccurate measuring might have on the finished product would be discussed as part of the cookery lesson. Children might also be encouraged to work out half measures or double up o n ingredients in order to vary the portion size of the finished item. Personal and Social Development, Well-Being and Cultural DevelopmentThis element of the curriculum builds on the child’s past and present experiences and it provides the opportunities for children to ‘learn about themselves and their relationships with other children and adults both within and beyond the family’ (WAG 2008). Children at **** ***** are encouraged to develop confidence and assertiveness, while taking into account the needs and feelings of others. They are encouraged to challenge prejudice, discrimination and stereotyping and staff lead by positive example.Staff at the school provide pupils with frequent opportunities to share their opinions and emotions and encourage them to pay appropriate attention to the feelings and emotions of others. Children are also provided with the opportunity to look after animals and plants in order to demonstrate that all living things require care an d respect in order to thrive. Children are introduced to concepts that build on their personal experiences and increase their knowledge and understanding of themselves and their surroundings. Once children are able to appreciate and understand the eelings of others the concepts of fairness, justice, rights and responsibilities can be realistically introduced. The aim is to fully prepare and equip children for a positive role in society and the intention is to achieve this ‘through a learning environment that reflects each culture appropriately. **** ***** is a dual stream Welsh/English school which is attentive to the distinctive and rich Welsh culture including all cultures that are part of the diverse society in Wales and it strives to provide activities that are suitably planned and resourced.The children are taught to appreciate and celebrate cultural differences and learn a great deal about the diverse range of cultures through the exploration of art, literature, music, f ashion, architecture and religion. Physical Development This aspect of the curriculum relates to the development, increased skills functioning and performance of the physical body. It also provides an understanding of the results that a healthy lifestyle delivers by exploring the effects of a balanced diet, exercise, fresh air, adequate sleep etc.Children at **** ***** are taught how best to take responsibility for keeping their own bodies healthy; they are taught to identify and understand the dangers of medicines and drugs, smoking, alcohol and other potentially harmful substances. Pupils are taught the importance of food and water in relation to the human body. They are encouraged to recognise healthy foods; develop a good knowledge of the different food groups and to understand how a balanced combination of foods is a requirement for a healthy mind and body.Children’s physical development begins with ‘gross motor skills’ (control of the large body muscles suc h as those found in the arms and legs). This stage is followed by ‘fine manipulative skills’ (the control and coordination of small muscles). Due consideration is given to the fact that children are unique and develop at different rates and staff are aware of the fact that children cannot increase they’re range of skills until the muscles required are sufficiently developed. Consequently the activities and resources used are checked for the suitable developmental needs of each individual child.Physical activities are introduced at the earliest opportunity and they are integrated into other lessons where appropriate. For example: the inclusion of actions performed to rhymes, stories and games is believed to foster a positive attitude to movement and exercise from an early age and as such actions are incorporated into much of the story telling in the three year old setting. For more demanding, physically active movement appropriate space is essential and open areas are available indoors and outdoors so that children can gain greater spatial awareness through experimentation of movement without restrictions.The children are provided with access to appropriate apparatus (for both supervised and unsupervised use) and consideration is given to the fact that enough time for the children to develop their skills is of equal importance to the provision of equipment and space. Pupils are encouraged to recognise that regular exercise makes them feel good and helps their bodies to work well. Welsh Language Development The foundation phase initially introduces Welsh through incidental Welsh.The everyday use of simple Welsh greetings; the repetitious recital of rhymes; the singing of songs and the telling of simple stories in informal play situations are part and parcel of the everyday routine. There are interactive displays designed to support the development of familiar concepts such as discussing colours, numbers, the weather etc. and any themes that w e explore: (e. g. the seaside, the farm, the fire station) have the key words highlighted bilingually. Next we have the introduction of structured sessions where simple phrases and language patterns are explored.The children are exposed to basic question patterns, such as ‘ble mae? ’ (‘where is? ’) and simple phrases are introduced into their play. Children in **** *****’s Foundation Phase learn Welsh through a holistic curriculum, through structured play, and through having a specific structured developmental and progressive programme. The language skills that they learn in Welsh support their development, knowledge and skills in English and vice versa. Examples of activities used to support the development of speaking skills at **** ***** include the following:Joining in with nursery rhymes, action songs and singing: Singing is seen as a good way for children to practise the sounds and pronunciation of a new language. Singing as part of a group pro vides them with security and helps develop confidence. As in all language teaching, the use of rhymes containing a strong rhythm, repetition, alliteration and homophones reinforces language development and pronunciation. Telling stories; sharing and recounting information; observing and respecting celebrations and events that are important to the children Circle time’ designed to provide opportunities for children to discuss; speak and listen to others’ ideas, feelings, emotions and events Relaying messages; sharing greetings in daily routines and giving instructions to others. Footnote: I feel it is important to add that In the opening descriptive paragraph of each of the curriculum subjects as outlined in The Foundation Phase Framework for Children’s Learning for 3 to 7-year-olds in Wales, it is stated that, ‘the guidance and Area of Learning should not be viewed or delivered in isolation; it should be planned for across the curriculum’ (swanseagf l. ov. uk) Complete a detailed study of one subject over one key stage. Describe how this would be planned, delivered and monitored and explain the terminology used. NB: The Foundation Phase replaced Key Stage 1 of the National Curriculum from the start of the 2011/12 school year. The foundation phase covers four years from ages 3 – 7 (Wales. gov. uk. 2011 – 2012). I have chosen to complete a detailed study of ‘Language, Literacy and Communication Skills’ as delivered to a mixed age class of: ‘Nursery, Reception and Year 1 and 2 pupils’ (foundation phase). Oracy (Skills and Range):The children’s oracy skills are promoted though spontaneous and structured viewing, listening and speaking activities. Children are expected to make progress in their ability to listen, understand, communicate and make themselves understood. The use of movement, gesture and speech as communication tools is explored and developed and the children should become increasing capable of speaking clearly, understanding basic instructions, using appropriate language and conveying accurate meaning. They are expected to attain listening skills and develop the ability respond to the sounds around them.They should develop an understanding of variety in the language that they hear consequently becoming more and more able to respond appropriately to phrases or instructions that increase in complexity. Delivery of these skills should come in a variety of forms and locations and the following list contains some examples of where/how: 1. Children should be provided with the opportunity to experience activities in both indoor and outdoor settings. 2. Provision should be made for the experiencing of different types of play ranging from planned and structured to spontaneous and child initiated. . Talk/communicate for a variety of purposes included but not limited to: a. Presenting simple information b. Asking and answering questions c. Expressing emotions, likes, dislikes, need etc. and expressing personal opinions. d. Involvement in spontaneous learning activities such as dialogue and role play. e. Joining in with rhymes, songs and simple stories. f. Repeated recitation of songs, poems or raps. g. The conveying of personal or imaginative experiences using familiar language patterns. h.Extend their knowledge of language through activities that foster an interest in words and consequently increase their vocabulary. Reading (Skills and Range): The opportunities provided throughout the Foundation Phase should encourage children to show and interest in books and to enjoy reading. The skills taught in the Foundation Phase should enable children to progress in their ability to follow stories that are read out to them and respond to those stories in an appropriate manner. Children should be encouraged to explore books (with or without and adult) and to handle them in the way that a reader would.They should be aware that there are different t ypes of books. Adults should develop an underpinning strategy of demonstrating that text is read from left to right and of explaining how written symbols have sounds and meanings. The objective is for children to build on the knowledge that they already have and to ultimately gain the skills required to read with fluency, accuracy, understanding and independence. These skills provide them with the confidence needed in order to read their own work and other texts aloud; discuss written works in an informed manner (e. g. alk about characters and storylines or predict events and outcomes) and to ‘respond appropriately to books by considering what they have read in terms of content, ideas presentation, organisation and the language used. ’ (WAG 2010) Planning: This covers the three areas of oracy, reading (including phonics) and writing. The teacher’s plans with input from classroom assistants and the planning needs to cover skills development as well as age range. M edium Term Planning: Research books relating to topic. Plan aspects of literacy to be taught through these books: e. g. labelling; listing; captions; story; diary etc.The use of phonics – letters and sounds. Phonics: – three times a week. Weekly Planning: Chose a book for a week or a fortnight and plan on topic activities for oracy reading and writing. Differentiate activities for age groups and ability levels and include specific tasks for more able students or those with SEN. Delivery: **** ***** has a dedicated LLC every morning and but LLC is also delivered across the curriculum. Oracy is developed through Knowledge, Understanding or Creative Development. Writing is developed through Knowledge, Understanding or Role Play. Children are divided into ability groups.The teacher and the teaching assistant work with a focus group while the other children work on enhanced activity or have continuous provision. Groups are rotated to ensure that all children work with the t eacher during the week. Monitoring: Classroom assistants provide feedback to the teacher and the teacher records progress/difficulties in a variety of ways: individual record sheets; post it notes; the annotation of plans are all ways in which the child’s progress is evaluated and this constant evaluation is an essential component of successful planning which adapts to the needs of the child/children.This monitoring is also used to write the child’s end of year report. Terminology explained: CVCC Words: Words which have a consonant-consonant-vowel-consonant pattern. Differentiation: The practice of delivering information to pupils in a way that is appropriate to their individual ability and level of understanding rather than their age. Digraphs: A combination of two letters representing one sound such as: ph; ch; sh; ee; and oo Graphemes: Graphemes are the smallest units in a writing system capable of causing a contrast in meaning.In the English alphabet, the switch fr om cat to bat introduces a meaning change; therefore, c and b represent different graphemes. It is usual to transcribe graphemes within angle brackets, to show their special status: , . The main graphemes of English are the twenty-six units that make up the alphabet. Other graphemes include the various marks of punctuation: , , etc. , and such special symbols as , , and (? ) †¦ LLC: Language, literacy and communication skills. Objective: The end result (as predicted in the planning) the final goal that you would be expecting the children to achieve. Oracy:Fluent, articulate and grammatically correct verbal communication Oral blending and segmenting: To practise oral blending, the teacher could say some sounds, such as /c/-/u/-/p/ and see whether the children can pick out a cup from a group of objects. For segmenting practise, the teacher could hold up an object such as a sock and ask the children which sounds they can hear in the word sock. The activities introduced in Phase 1 are intended to continue throughout the following phases, as lots of practice is needed before children will become confident in their phonic knowledge and skills.Phonemes: any of the perceptually distinct units of sound in a specified language that distinguish one word from another, for example p, b, d, and t in the English words pad, pat, bad, and bat. Phonics: A method of teaching reading based on the sounds of letters, groups of letters, and syllables. Range: A variety of planned activities which are specifically relevant to the subject. In this case: The opportunity to engage in spontaneous and structured communicative activities designed to expand the children’s vocabulary and encourage their interest in words.Stimulus would include: Stories (fictional and factual); media and ITC texts; information texts; poems; songs and nursery rhymes. Skills: Refers to the child’s capabilities – In this case their ‘oracy skills’ which should be developed pr imarily through the use of sensory stimuli: Speaking; listening and viewing activities which are ultimately intended to improve the children’s ability to listen and respond appropriately while continuously improving their attention/concentration spans and building on their previous experiences thereby helping them to attain general communicative accomplishment and increased self-confidence.Write dance: A technique developed by Ragnhild Oussoren encourages creativity, self-expression and confidence and by developing the child’s gross motor skills it theoretically helps to develop the prerequisite physical skills and co-ordination required for writing. The programme is described as being ‘of benefit all children,’ but it has been found to be particularly helpful for children with SEN. Briefly outline three recent strategies introduced by the government to raise standards in the curriculum. How would you access up to date information in curriculum development ?Recent strategies to raise standards: Literacy, numeracy and deprivation. The Minister for Education and Skills recently introduced a strategy for raising standards of literacy and numeracy in schools. In June 2011 he announced the intention to introduce a new National Literacy and Numeracy Framework (LNF) and a system of national testing for all pupils aged 5 to 14. Deprivation: In brief, the strategy to help children from disadvantaged backgrounds ranges from the introduction of free breakfast clubs to classroom based strategies which include, learning in small groups supported by teaching assistants; customising lessons to individual tudents' learning needs; providing extra-curricular learning and study support; engaging and supporting parents in supporting their children’s learning and promotion of the idea that effort and perseverance pay dividends. In order to receive updated curriculum development information first hand I regularly visit the education and skills webpa ge at Wales. gov. uk – I have also registered for the WAG newsletter. Relevant and up-to-date publications are always available to read in the school staff room. What extra-curricular activities are available in a typical school?Complete a detailed study of one of the activities. A typical school would probably offer the following extra-curricular activities: Sports: Football;/rugby/ netball/ hockey etc. Choir Chess/board games Gardening club An In-depth Study of Chess/Boardgames Club at **** ***** Chess/board games club at **** ***** takes place every Wednesday afternoon during term time. It runs from 3. 30pm until 4. 15pm and is supervised by a member of the school’s board of governors. This gentleman also provides the medieval board games that the children use.Number of children in attendance: 10 (2 new players joined at the beginning of this term, both are from year 2). Gender: 4 girls & 6 Boys. Age range: Year 2 to year 6 (was year 3 upwards but the rules changed in September 2012). Duration of session: 45 minutes Number of games being played on Wednesday 19th Sept 2012: Four Types of games available: Chess and an assortment of hand-made Medieval, Tudor and Viking games; mostly 2 player games but some multi-player games. The games being played while I was in attendance were: Fox and GeeseFox and Geese is a medieval, asymmetrical game. Players have different objectives and different pieces/men. One player leads a fox whose objective is to kill all the geese by jumping over them. The other player leads the gaggle of geese whose objective is to corner the fox and stop him escaping. Nine Men's Morris Nine Men Morris is a two player, strategy board game of Roman origin. Each player has nine pieces which they place upon the board one at a time taking alternating turns. Players then take it in turn to move their own pieces in an attempt to build a line of three.A straight line of three wins the player the right to take any one of his/her opponentâ €™s pieces. The object of the game is to leave the opposing player with fewer than three pieces. It is possible for either player either player to force the game into a draw. Tafl (meaning ‘table’ in old norse) Games Tawl Bwrdd is the Welsh name for an 11Ãâ€"11 Tafl board as described (with the rules of play) by Robert ap Ifan in 1587 in a Welsh document (p. 4 Peniarth ms) now in the Welsh National Library. Thought to be of Viking origin and found in one form or another everywhere the Vikings travelled, includingIceland, Britain, Ireland, and Lapland; the game represents the final stages of a battle where the king, on the losing side, is being attacked on four sides by an army with twice the number of men to his defending army. To win he has to escape to one of the corners. The king loses if he is surrounded on four sides. Chess A medieval style chess set was in use but during play I saw no deviation from the chess rules that most of us are familiar with today. TAS K 10 List and briefly outline the main factors that influence teaching and learning.The quality of the planning and delivery of the lesson. Meeting the needs of all the students. Making the lesson engaging by ensuring that the different learning styles of the students are catered for. Students achieving the learning objective that is: Every student should make adequate progress. Planning Ability to communicate clearly Behaviour management And external factors weather conditions, home life, etc. Using your preferred method of research, study various teaching assistant’s job description and explain the variety of support a teaching assistant ight be expected to give in the classroom whilst supporting, planning and evaluating learning activities. The following is a ‘cut and pasted’ job description taken from Powys County Council’s ‘Vacancies’ webpage. P. C. C. lists all TA posts as ‘Non-teaching staff’ despite the fact that this term is no longer frequently used. Marland (2001; cited in David Fulton in association with The Open University, Primary Teaching Assistants, Learners and Learning) suggests that the title is offensive. P. C. C. Example: Teaching Assistant (Non-teaching Staff)Main Purpose of Post: Working under the overall supervision of the responsible teacher to: -provide support in addressing the needs of pupils within the class; -assist and support teaching and learning; -work with individuals or groups and assist in providing for general care, safety and welfare of pupils. Principal Responsibilities: 1. Contribute to implementation of plans. Assist in the delivery of lessons/sessions and interact with the teacher and pupils as required. Undertake agreed learning activities/teaching programmes, adjusting according to pupil responses. . Promote positive values, attitudes and good pupil behaviour, dealing promptly with conflict and incidents in line with established policy and encourage pupils to take responsibility for their own behaviour. 3. Encourage good relationships between pupils. Promote inclusion and acceptance of all pupils, encourage them to interact and work co-operatively and engage in activities. Assist with pupil supervision in the playground and on school trips. Monitor pupils’ achievement, safety and welfare. 4. Promote independence and development of self-esteem in all pupils. 5.Support and use ICT in learning activities & develop pupils’ competence and independence in its use. 6. Undertake to promote the ethos of the school and be familiar with school policies 8. Undertake routine tasks: photocopying, collecting and distributing resources. 10. Work with the teacher to establish an appropriate learning environment e. g. helping with displays, tidying and organizing resources. 11. To co-operate with the employer and follow health and safety advice and instructions. 12. To abide by the principles and practice of equality of opportunity as laid down in the Council’s Equal Opportunities Policy. The above example gives the typical specifications for a Powys primary school but official titles and job descriptions tend to be subject to a fair amount of regional and local variation. Learning support assistant; teaching assistant; classroom assistant and learning mentor are a few of the titles that I have encountered during my research for this assignment and all appear to be fundamentally the same thing. Ask a cross-section of people who do the job what the associated duties are and the descriptions that you get will be even more varied than the titles.There seems to be no ‘set in stone’ criteria; the responsibilities appear to vary from school to school and tend to be depended upon specific requirements at specific times; this is particularly noticeable in the case of SEN positions which are closely tailored to the individual needs of the child or children concerned. In summary, the general job description is as follows: The teaching assistant’s role is to complement the professional work of teachers and accept responsibility for agreed learning activities under an agreed system of supervision, supported by direction from teaching staff in line with school policies and guidance.The role may involve planning, preparing and delivering learning activities for individuals/groups or short term for whole classes as well as monitoring pupils and assessing, recording and reporting on their achievement, progress and development. Teaching assistants with a level 3 or higher qualification might also be responsible for the management of other teaching assistants including allocation and monitoring of work, appraisal and training. Typical day to day teaching assistant duties appear to involve a variety of tasks which might consist of of any or all of the following: . Assisting the teacher in the planning and execution of classroom activities. 2. Working with small groups of children on exercises that have been set by the class teacher. 3. Setting up lesson resources/equipment before lessons; the packing away or appropriate disposal of resources after the lessons. 4. Setting up audio/visual equipment. 5. Creating displays and mounting children’s work. 6. Photocopying, filing , book sorting, and general admin duties. 7. Working one to one with children who are struggling with some aspect. of numeracy or literacy. 8. Playground duty. 9.Helping the younger children to change before and after sport activities. 10. Helping younger children with toileting and hand washing 11. Stock rotation; general stock taking and ordering of art and craft materials etc. 12. Listening to children read on a one to one basis. 13. Helping children to reach expected targets. 14. Monitoring pupil progress and reporting back to the class teacher. 15. Leading by example with regard to good manners, morals, social interaction, racial and sexual equality etc. 16. Dealing with instances of argumen t, fighting or bullying in the appropriate way. 7. Ensuring health and safety guidelines are followed and routine checking of tools and equipment for any H&S issues. 18. Routine maintenance and repair (where practically possible) of equipment and resources. State why you think it is important to plan and prepare learning activities. How will the experience and qualifications of the teaching assistant affect the support they are able to give? Teachers and teaching assistants need to have clear ideas about the lesson they wish to set up and it is important for them to have made adequate preparation if the lesson is to be a success.Good communication between teachers and teaching assistants is hugely important. There are three main elements that need to be considered when planning lessons. Firstly one must consider the aims and outcomes the lesson is intended to achieve. Next they should choose an effective learning environment, appropriate activities, relevant resources and sequencing of these and finally they would need to monitor and evaluate pupil’s progress in order for the teacher to be able to decide whether or not the lesson has been successful.Teaching assistants undertake a wide range of supportive tasks, the variety and importance of which are dependent upon their level of qualification/experience. Those with the most qualifications/experience are naturally expected to be able to assume more responsibility than those who are just starting out in the job or working at a less qualified level. The LEA and/or individual schools tend to make decisions with regard to the level of experience or qualifications they would expect from someone applying for a teaching assistant position.As a bare minimum you would usually need to be able to demonstrate good reading, writing and numeracy skills and it would usually be preferred that you would have some experience of working with children of the relevant age. What feedback might a teaching assistant be expect ed to provide and in what form and to who might they be required to deliver it? More often than not feedback would be delivered to the class teacher, verbally, at the end of the lesson but in special circumstances such as one to one reading feedback would be written in the pupil’s reading record book where teachers/parents can access it later.When working with a pupil or group where extra support is required feedback might be best delivered ‘as and when required’ throughout the duration of the lesson. TASK 11 When assisting in the delivery of learning activities, describe how a teaching assistant might be expected to; 1. Assist pupils and keep them on track The general consensus is that happy children are more likely to get involved and learn and with that in mind the teaching assistant should try to make lessons as enjoyable as possible, however, it is equally important to set clear and firm boundaries in order to prevent fun from descending into unbridled chaos . . Encourage pupils to work independently Research into independent study has indicated that teachers and teaching assistants who involve learners in lesson planning get good results from the practice. This type of collaboration often helps to make the lesson interesting and relevant for the pupils and involving children in the learning process can also provide them with where-with-all to reflect upon their own needs. It is well known that children learn better if their efforts are appreciated and they feel valued. As they gain in confidence they will automatically become more independent.Teaching Assistants can play an important role in helping raise the self-esteem of children. They can do this not only by demonstrating an interest their school work but also by expressing an interest in activities that they enjoy outside of the school environment. Group working is also proven to be highly beneficial strategy for building confidence; it can provide students with an opportunity to learn from one another and this temporarily switches control from the teacher to the learners resulting in increased confidence and greater independence. 3. Use learning material appropriatelyThe teaching Assistant should possess the knowledge and ability to be able to prepare appropriate equipment and materials for lessons that they are involved in and they should be practiced in the techniques involved for the use of specific tools, equipment and resources. They should possess up to date knowledge of Health & Safety legislation as it relates to the activities or lessons that they are preparing for; this should include COSHH and all other applicable regulations. In addition to these skills the TA also be capable of undertaking routine maintenance and/or general repairs to tools and equipment. . Monitor responses The teaching assistant would usually be expected to monitor and evaluate pupil responses to learning activities using a range of assessment and monitoring strategies. They should have the ability to be able to record the progress and achievement of a child or group or children in lessons/activities and systematically and accurately provide evidence of the range and levels of progress that the child/children achieve. The expectation would be for them to be capable of providing objective feedback and/or accurate reports on pupil achievement as and when they were required.They should be able to ensure the availability of appropriate evidence to back up any reports that they make. Explain how a teaching assistant might recognise problems that might occur whist supporting individuals and how they could be managed? Behaviour management should be implemented In accordance with guidance provided by the class teacher. The Teaching Assistant would usually be expected to provide support to the teacher when dealing with disruptive or potentially disruptive behaviour from pupils.That said, the Teaching Assistant might often find them-selves in a position where the y are able to spot the early signs of disruptive behaviour of potential bullying and in these circumstances they may be able to divert the child/children’s attention to other, more positive things, effectively preventing the potentially negative situation from occurring in the first place. References: Welsh Assembly Government. (2008). WELSH ASSEMBLY GOVERNMENT DOCUMENTS. Available: http://www. swanseagfl. gov. uk/learn_agenda/foundation_p/wag_docs. asp Last accessed 29th June 2012.Welsh Assembly Government. (2011 – 2012). National curriculum – Key Stage 1. Available: http://wales. gov. uk/topics/educationandskills/schoolshome/curriculuminwales/arevisedcurriculumforwales/nationalcurriculum1/? lang=en Last accessed 29th June 2012. Smith, M. K. (2002) ‘Jerome S. Bruner and the process of education', the encyclopedia of informal education http://www. infed. org/thinkers/bruner. htm Last accessed 29th June 2012. Ragnhild Oussoren . (2010). Write Dance. Availab le: http://www. schrijfdans. nl/write-dance. html Last accessed 18th July 2012. Dwr Cymru. 2005). Think Water. Available: http://www. dwrcymru. co. uk/English/community/education/think/index. asp. Last accessed 13 Sept 2012. Hancock, R. , Collins, J (Eds) & Colloby, J. (2005), Primary teaching assistants, Learners and learning, Chapter 1: p7, Eight titles and roles, Published: David Futlon in association with the Open University (2005) Reprinted: Routledge 2009. Gothic Green Oak. ( ). Games. Available: http://www. gothicgreenoak. co. uk/index. html. Last accessed 19th Sept 2012. ———————– PAGE 1 Margaret Lorraine Voss SH34393/NCC Assignment 3

Banning Books Essays - Fiction, Literature, American Literature

Banning Books Essays - Fiction, Literature, American Literature Banning Books Banning Books Our freedom is under attack! Censorship is clearly an attack on our freedom. There are a number of books that are banned or challenged that are great books, such as The Grapes of Wrath by John Steinbeck or The Adventures of Huckleberry Finn by Mark Twain. These books are classics. Banning these books robs students of great literature. Censorship of books in secondary schools should not be allowed. The list of books that have been banned completely in many schools across the nation is expansive, and so are the reasons that parents and schoolboards give for banning these books. Advocates of literary censorship say that it's best for the students. Opponents say that it is detrimental to the educational system. The students have mixed emotions. Literary censorship at the secondary school level is indeed very widespread. One of the most controversial books is Huckleberry Finn, which is currently under fire by the Pennsylvania Chapter of the NAACP because it contains the word nigger 39 times in the first 35 pages. They feel that the liberal use of such a derogatory word is detrimental to the self-esteem of young African-American children. The NAACP says that they want the book removed from required-reading lists, but they are not out to censor it (Campbell, par. 4). Large groups such as the NAACP are not the only people pushing for Huckleberry Finn's banning in America's schools. Small groups of parents have protested the book's status as required reading in their children's schools because of its language. Huckleberry Finn isn't the only book targeted by parents. Another frequently challenged book is Fahrenheit 451 by Ray Bradbury. This book was handed out at an Irvine, California, middle school in 1992 with profane words such as damn and hell blocked out. Students wrote to Bradbury describing the situation and pointing out the irony that a book about the evils of censorship had to be censored before they could read it. The books were soon replaced with uncensored ones (Campbell, par. 27). The Catcher in the Rye was challenged in several school districts nationwide because of the liberal use of slang and obscene words that author J.D. Sallinger used to make the book more realistic. Harper Lee's To Kill a Mockingbird has been banned in several secondary schools for containing racist slurs. Some readers felt that the book portrayed Negroes as barbarians and criminals. The Merchant of Venice by William Shakespeare was banned in a secondary school in Midland, Michigan, because a small group of parents felt that the character Shylock projected a negative image of Jews. Another Shakespeare classic, Twelfth Night, was banned in Merrimak, NH schools in 1996 after a prohibition of alternative lifestyle instruction act was passed by the school board. Other Shakespearean works have been challenged in various schools in America because parents and administrators felt that some characters project a homosexual image (Banned, par.7). Every person who is involved in debate over literary censorship believes that he or she is doing the right thing for the students. The advocates of literary censorship believe that exposing children to such material as Huckleberry Finn in high school will contaminate their minds with racist garbage at a time in their lives when they are searching for things to believe in. Opponents see the banning of Huckleberry Finn in many schools a form of censorship that will teach children that speaking their minds is not a good thing to do (Campbell, par. 8). However, the debate over literary censorship in schools is not a debate over whether or not literature should be censored at all. Most parents, teachers, and administrators would agree that censorship is necessary to maintain a good environment for learning. The debate is over whether or not to draw the line at Huckleberry Finn. If the book was good twenty years ago, then why all of a sudden is it not good for students to read anymore? Peo ple read the book before and they are doing just fine. If the book can stand the test of time, then it must have some value to it. Even people who consider themselves the most avid opponents of literary censorship in schools would agree that pornography

Doler Conjugation in Spanish, Translation, and Examples

Doler Conjugation in Spanish, Translation, and Examples The Spanish verb doler means to cause pain. It is always conjugated in the third person singular or plural, depending on what is causing the pain, and the indirect object pronoun is always included. Doler is an intransitive verb that requires changes to the common subject, verb, object sentence structure. This article includes doler conjugations in the present, past, future, and conditional indicative mood, the present and past subjunctive, and other verb forms. Youll also find examples and translations of the verb doler in frequently used scenarios. Using the Verb Doler Although similar in meaning, doler, an intransitive verb, cant be used to translate the verb to hurt without changing the sentence structure. To express the meaning of the transitive verb to hurt someone or something, in Spanish you would need a different verb such as herir, lastimar, or hacer daà ±o. A different structure should be used in Spanish for the verb doler. Notice the pattern in these sentences: Me duele el diente. (My tooth hurts. Literally, the tooth hurts me.)Me duele amarte. (It hurts me to love you. Literally, to love  you pains me.) ¿Te duele la cabeza? (Do you have a headache? Literally, is the head hurting you?)  A mi hijo le duele la garganta. (My sons throat hurts. Literally, the throat is causing pain to my son.) Note, first, that doler takes an indirect-object pronoun (as in le in the final example). Then, note that the pronoun refers to the person who is experiencing the pain, not what is causing the pain, as is often the case in English. It is usual, as in the above examples, to place the subject of doler after the verb, but it isnt required. Thus, you could say either me duele el oà ­do or el oà ­do me duele for I have an earache, but the former is much more common. One of the peculiarities of Spanish is that the language doesnt use the equivalent of my when referring to body parts with the verb doler (and in many other instances). See how the first example above says el diente, not mi diente. The same is true in the following examples: Me duelen los ojos al leer. (My eyes hurt when I read. Literally, the eyes pain me when I read.)Si te duele el pie es mejor que vayas a un doctor. (If your foot hurts, it is best that you go to a doctor. Literally, if the foot pains you, it is best that you go to a doctor)Nos duelen las manos y las rodillas. (Our hands and knees hurt. Literally, the hands and knees pain us.) Conjugating the Verb Doler Doler is often used with the body part that hurts as the subject of the sentence, and the person affected as the indirect object. Therefore, the tables below show examples using that format: the verb doler is always conjugated in the third person singular or plural, depending on what is causing the pain, and the indirect object pronoun is always included. For example, la cabeza (head) would use the singular conjugation, Me duele la cabeza (My head hurts), but los pies (feet) would use the plural conjugation Me duelen los pies (My feet hurt). Also, the pain can be caused by something expressed with a verb phrase or clause, in which case the singular form of the verb is used. For example, Le duele dejar al bebà © en la guarderà ­a (It hurts him to leave the baby at the daycare). Doler is a stem changing verb, so it is conjugated irregularly in much the same way as contar: If the stem is stressed, the -o- becomes -ue-. Present Indicative Notice that in the present indicative there is a stem change o to ue. A mà ­ me duele(n) Me duele la cabeza de tanto estudiar. My head hurts from studying so much. A ti teduele(n) Te duelen los pies despuà ©s de la carrera. Your feet hurt after the race. A usted/à ©l/ella leduele(n) Le duele el corazà ³n por la triste noticia. Her heart hurts because of the sad news. A nosotros nosduele(n) Nos duelen los brazos de tanto trabajar. Our arms hurt from working so much. A vosotros osduele(n) Os duele la espalda despuà ©s del accidente. Your back hurts after the accident. A ustedes/ellos/ellas lesduele(n) Les duele gastar tanto dinero. It pains them to spend so much money. Preterite Indicative A mà ­ me dolià ³/dolieron Me dolià ³ la cabeza de tanto estudiar. My head hurt from studying so much. A ti tedolià ³/dolieron Te dolieron los pies despuà ©s de la carrera. Your feet hurt after the race. A usted/à ©l/ella ledolià ³/dolieron Le dolià ³ el corazà ³n por la triste noticia. Her heart hurt because of the sad news. A nosotros nosdolià ³/dolieron Nos dolieron los brazos de tanto trabajar. Our arms hurt from working so much. A vosotros osdolià ³/dolieron Os dolià ³ la espalda despuà ©s del accidente. Your back hurt after the accident. A ustedes/ellos/ellas lesdolià ³/dolieron Les dolià ³ gastar tanto dinero. It painedthem to spend so much money. Imperfect Indicative The imperfect can be translated to English as was hurting or used to hurt. A mà ­ me dolà ­a(n) Me dolà ­a la cabeza de tanto estudiar. My head was hurting from studying so much. A ti tedolà ­a(n) Te dolà ­an los pies despuà ©s de la carrera. Your feet were hurtingafter the race. A usted/à ©l/ella ledolà ­a(n) Le dolà ­a el corazà ³n por la triste noticia. Her heart was hurting because of the sad news. A nosotros nosdolà ­a(n) Nos dolà ­an los brazos de tanto trabajar. Our arms were hurtingfrom working so much. A vosotros osdolà ­a(n) Os dolà ­a la espalda despuà ©s del accidente. Your back was hurtingafter the accident. A ustedes/ellos/ellas lesdolà ­a(n) Les dolà ­a gastar tanto dinero. It used topainthem to spend so much money. Future Indicative A mà ­ me doler(n) Me doler la cabeza de tanto estudiar. My head will hurt from studying so much. A ti tedoler(n) Te dolern los pies despuà ©s de la carrera. Your feet willhurt after the race. A usted/à ©l/ella ledoler(n) Le doler el corazà ³n por la triste noticia. Her heartwill hurt because of the sad news. A nosotros nosdoler(n) Nos dolern los brazos de tanto trabajar. Our arms willhurt from working so much. A vosotros osdoler(n) Os doler la espalda despuà ©s del accidente. Your back willhurt after the accident. A ustedes/ellos/ellas lesdoler(n) Les doler gastar tanto dinero. It willpainthem to spend so much money. Periphrastic  Future Indicative   A mà ­ me va(n) a doler Me va a doler la cabeza de tanto estudiar. My head is going to hurt from studying so much. A ti teva(n) a doler Te van a doler los pies despuà ©s de la carrera. Your feet aregoing tohurt after the race. A usted/à ©l/ella leva(n) a doler Le va a dolerel corazà ³n por la triste noticia. Her heartis going to hurt because of the sad news. A nosotros nosva(n) a doler Nos van a dolerlos brazos de tanto trabajar. Our arms aregoing tohurt from working so much. A vosotros osva(n) a doler Os va a dolerla espalda despuà ©s del accidente. Your back is going tohurt after the accident. A ustedes/ellos/ellas lesva(n) a doler Les va a dolergastar tanto dinero. It is going topain them to spend so much money. Present Progressive/Gerund Form The present progressive is a verb form that uses the present participle or gerund. Present Progressive ofDoler est(n) doliendo A ella le est doliendo el corazà ³n por la triste noticia. Her heart is hurting because of the sad news. Doler Past Participle The present perfect is one of the compound verb forms that uses the verb haber and the past participle. Present Perfect of Doler ha(n) dolido A ella le ha dolido el corazà ³n por la triste noticia. Her heart has hurt because of the sad news. Doler Conditional Indicative A mà ­ me dolerà ­a(n) Me dolerà ­a la cabeza de tanto estudiar si no tomara un descanso. My head would hurt from studying so much if I didn't take a break. A ti tedolerà ­a(n) Te dolerà ­an los pies despuà ©s de la carrera si no tuvieras buenos zapatos. Your feet wouldhurt after the race if you didn't have good shoes. A usted/à ©l/ella ledolerà ­a(n) Le dolerà ­a el corazà ³n por la triste noticia, pero ella es muy fuerte. Her heartwould hurt because of the sad news, but she is very tough. A nosotros nosdolerà ­a(n) Nos dolerà ­an los brazos de tanto trabajar, pero ya estamos acostumbrados. Our arms wouldhurt from working so much, but we are used to it. A vosotros osdolerà ­a(n) Os dolerà ­a la espalda despuà ©s del accidente si hubiera sido ms serio. Your back wouldhurt after the accident if it had been more serious. A ustedes/ellos/ellas lesdolerà ­a(n) Les dolerà ­a gastar tanto dinero si no fueran millonarios. It wouldpain them to spend so much money if they weren't millionaires. Doler Present Subjunctive In the present subjunctive the stem change o to ue does occur, just like in the present indicative tense. Que a mà ­ me duela(n) La maestra espera que no me duela la cabeza de tanto estudiar. The teacher hopes that my head doesn't hurt from studying so much. Que a ti te duela(n) El entrenador espera que no te duelan los pies despuà ©s de la carrera. The coach hopes that your feet don't hurt after the race. Que a usted/à ©l/ella le duela(n) Su madre espera que no le duela el corazà ³n por la triste noticia. Her mother hopes that her heart doesn't hurt because of the bad news. Que a nosotros nos duela(n) El jefe espera que no nos duelan los brazos de tanto trabajar. The boss hopes that our arms don't hurt from working so much. Que a vosotros os duela(n) El doctor espera que no os duela la espalda despuà ©s del accidente. The doctor hopes that your back doesn't hurt after the accident. Que a ustedes/ellos/ellas les duela(n) El vendedor espera que no les duela gastar tanto dinero. The salesman hopes that it does not painthem to spend so much money. Doler Imperfect Subjunctive There are two options for conjugating the imperfect subjunctive, both considered correct. Option 1 Que a mà ­ me doliera(n) La maestra esperaba que no me doliera la cabeza de tanto estudiar. The teacher hoped that my head wouldn't hurt from studying so much. Que a ti te doliera(n) El entrenador esperaba que no te dolieran los pies despuà ©s de la carrera. The coach hoped that your feet wouldn't hurt after the race. Que a usted/à ©l/ella le doliera(n) Su madre esperaba que no le doliera el corazà ³n por la triste noticia. Her mother hoped that her heart wouldn't hurt because of the bad news. Que a nosotros nos doliera(n) El jefe esperaba que no nos dolieran los brazos de tanto trabajar. The boss hoped that our arms wouldn't hurt from working so much. Que a vosotros os doliera(n) El doctor esperaba que no os doliera la espalda despuà ©s del accidente. The doctor hoped that your back wouldn't hurt after the accident. Que a ustedes/ellos/ellas les doliera(n) El vendedor esperaba que no les doliera gastar tanto dinero. The salesman hoped that itwouldn't pain them to spend so much money. Option 2 Que a mà ­ me doliese(n) La maestra esperaba que no me doliese la cabeza de tanto estudiar. The teacher hoped that my head wouldn't hurt from studying so much. Que a ti te doliese(n) El entrenador esperaba que no te doliesen los pies despuà ©s de la carrera. The coach hoped that your feet wouldn't hurt after the race. Que a usted/à ©l/ella le doliese(n) Su madre esperaba que no le doliese el corazà ³n por la triste noticia. Her mother hoped that her heart wouldn't hurt because of the bad news. Que a nosotros nos doliese(n) El jefe esperaba que no nos doliesen los brazos de tanto trabajar. The boss hoped that our arms wouldn't hurt from working so much. Que a vosotros os doliese(n) El doctor esperaba que no os doliese la espalda despuà ©s del accidente. The doctor hoped that your back wouldn't hurt after the accident. Que a ustedes/ellos/ellas les doliese(n) El vendedor esperaba que no les doliese gastar tanto dinero. The salesman hoped that itwouldn't pain them to spend so much money. Doler Imperative The imperative mood is used to give orders or commands, but it doesnt apply to the verb doler. In this case, since the subject is the body part or cause of the pain, the imperative verb forms are never used. To tell a person to hurt someone else, you would use a different verb, such as herir, lastimar or hacer daà ±o.