Latin Music Assignment Example | Topics and Well Written Essays - 250 words

Latin Music - Assignment Example He founded the country’s first permanent orchestra the Orquesta Sinfà ³nica de Mexico (1928) and the National Symphonic Orchestra (1947) (Parker 115). As the director of Mexicos National Conservatory of Music, Carlos headed projects for assembling aboriginal folk music. He wrote a book about electronic music â€Å"Toward a New Music,† (1937) and conducted a series of concerts with the NBC Symphony Orchestra in 1939 (Parker 9). He composed six symphonies out of which symphony no. 2 Sinfonà ­a India (1939) is amongst his best and most frequently performed works. Hearing the symphony is an exotic experience. It turns out that Carlos was an expert of blending folk with contemporary because this symphony offers a variety of flavors. Usually symphonies involve pauses or breaks because these are layered according to the composition of instruments but Sinfonia India is different. Upon hearing this symphony it becomes obvious that there are no breaks despite that it is a three movement composition. This informs about Carlos’s intention of breaking the norms and moving beyond the conventional style of composing and conducting for forming his own trademark style. This symphony has a Mexican feel probably due to the very empowering use of conventional Mexican instruments like drums and strings. A striking feature of Sinfonia India is the clarity of sounds and rhythmic attribute but the most enjoyable aspect is the folk element because it gives the symphony a nationalist aura for which Carlos is noted for. The symphony’s mood is pleasant and uplifting. It begins vibrantly but the meters change rapidly encouraging a soft and soothing somewhat melancholic melody by the middle and again mood becomes cheerful when the entire piece from the opening gets repeated. Last part is quite accelerated one and this is the most exciting part because a variety of instruments are introduced. Repetition turns out to be a much

Business Law Essay Example | Topics and Well Written Essays - 500 words - 24

Business Law - Essay Example If there are intensions to incorporate the business then one has to confirm with the state filing office whether the name has already been claimed or it’s in use. The companies can share a name if the other businesses offer different services and goods and also located in different regions (Minniti, 2008). The name of the business should be rich in words which reflect the business functions. In the social media the name of the business should be claimed early enough in the naming process. Registering the business name should involve the process which is known as DBA trade name or name. This process does not provide the protection of the company’s trademark but it allows the government to record that the business is done as a name other than a personal name (Minniti, 2008). As the company’s owners we should apply for trademark protection since the name is the most valuable asset in any business. The company should comply with the food laws regarding the manufacturing of ice cream in the U.S. The company is based on the FDA food code 2009: chapter 3 which states that all food should be unadulterated, safe and honestly presented (Curtis, 2013). The American law also states that milk products such as ice cream should comply with Grade A Standards, the law specifies that frozen milk products like ice cream should be obtained pasteurized and this is specified in 21 CFR 135- frozen desserts. The law as well states that the food packages should be in excellent condition in order to preserve the integrity of the product and ensure that the contents are not exposed potential contaminants and adulteration. The company will also comply with the consumer protection and food allergen labelling act of 2004 which stresses all the ingredients of the products to be stated clearly in normal names that are well known to customer to

Applications of Social Pedagogy

Applications of Social Pedagogy In continental Europe the idea of social pedagogy has evolved as a form of social work practice (Midgley, 1997). But the idea of social pedagogy has a quite unfamiliar meaning to those from the UK. As a result its contents can be initially hard to understand. Starting at the broadest level, pedagogy refers to the study of education, methods of teaching and related fields. At the highest level, Moss and Petrie (2002) describe pedagogy as being fundamentally composed of four aspects. The first is the development of theory, the second involves policy, the third the education and training of workers and finally what children actually do on a daily basis. Two of the most important levels are those of training and theory. Pedagogy theory at an academic level takes in a variety of different disciplines such as criminology, social history, sociology and psychology (Moss Petrie, 2002). At the level of training, those undertaking training in pedagogy take courses in a variety of different courses including drama, art, music and a range of other practical subjects (Moss Petrie, 2002). At the lower level of everyday training and practice, pedagogy can be seen to operate in different ways across European countries. For example in Belgium there is a five year course which is ultimately focussed on academic work and further study. In Denmark there is a single profession who are trained to work with all children up to the age of 18. In France, however, pedagogues are trained for children of different age-groups, for example one group is from 18 months to 6 years old. Despite these differences, European countries still mostly have the idea that there is some overarching theory and framework behind their practice, something that is missing in the UK. This is because pedagogy is backed up by the body of knowledge known as pedagogics and practitioners are aware that they are drawing from a common pool of ideas (Moss Petrie, 2002). Across all these different European countries, however, some commonalities can be drawn out. One of the most important is the holistic approach that is central to European pedagogical practice (Hill, 1991; Tuggener, 1993). It is a reflective approach that aims to bring into practice aspects of the whole child. What this means is that the childs emotional state, their history, their thoughts and feelings all of these are taken into account by the social pedagogue. The second aspect of social pedagogy which is extremely important is that the interaction with the child is seen as relational (Moss Petrie, 2002). The social pedagogue is not just carrying out actions on the child, but is engaging in a dialectic process with them. There is a cross-over here from the professional to the personal. These factors provide quite a contrast to the situation in the UK. Here the profession of social work is very fragmented, with an underlying assumption that working with children can be little more than child-minding. As a result the working conditions and pay are relatively low (Cameron, 2004). Similarly levels of training are much lower than in the European context. It is useful to examine the idea of reflective practice in greater detail to see how it can be applied to everyday practice. Pedagogy sees every incident that occurs as having the potential for learning (Moss Petrie, 2002). A pedagogue will, therefore, analyse a particular incident to search for ways in which learning can be extracted. If the outcome was not ideal, then other ways of dealing with the situation will be explored. In the same way, children are encouraged to have the same attitude towards incidents that occur as the pedagogue does. They should be encouraged to think how they might have acted differently and what the incident means to them. The pedagogue, therefore, needs to provide a comfortable space in which this type of reflective questioning can occur. Two major aspects that have emerged from the study of continental European social pedagogical practice are a holistic approach to children and youths along with engaging in reflective practice. A holistic approach taps directly into many of the key roles of the social worker as identified by TOPPS (2004) in the national occupational standards. For example Key Role 1 of preparing for work with individuals and families will involve finding out about a persons background, a vital step in understanding them holistically. A second example is Key Role 3 which is supporting individuals and representing their needs. Without a holistic understanding of individuals wider psychosocial circumstances, it is not possible to carry this out effectively. The second major aspect important in European social pedagogy is the use of reflective practice. Again, this ties in with many of the key roles. For example Key Role 6 is to demonstrate professional competence, as part of this critical reflection on the social workers own practice is an important component (TOPPS, 2004). Further, as part of Key Role 6 it is recommended that the social worker reflects on outcomes. As a central part of social pedagogical practice this will be directly relevant to this Key Role. Also, Key Role 1 requires the social worker to reflect on their own background and how that will affect the relationship (TOPPS, 2004). Clearly the use of reflective practice will be important in this context. Further, Key Role 4 requires that the social worker evaluate their own practice effectively. As part of this they are required to reflect on their own decisions and whether these resulted in the desired outcomes. Again, reflective practice in a social pedagogical form will address this Key Role. In conclusion, it is clear that many aspects of continental European social pedagogy can be used in the British context. In particular both reflective practice and a holistic approach are congruent with the national occupational standards for social workers. References Cameron, C. (2004a) Building an integrated workforce for a long-term vision of universal early education and care, Policy Paper 3, Leading the Vision series. London: Daycare Trust/Paul Hamlyn Foundation. Hill, M. (1991). Social work and the European Community: the social policy and practice contexts. London: Jessica Kingsley Publishers. Midgley, J. (1997). Social welfare in global context. Thousand Oaks: Sage Publications. Moss, P., Petrie, P. (2002). From childrens services to childrens spaces: public policy, children and childhood. London: Routledge Falmer. TOPPS (2004). National Occupational standards for social work. Leeds: Topss England. Tuggener, H. (1993) The role of the social pedagogue: An outline of a European model. Child and Youth Care Forum, 22(2), 153-157.

Mexico City Essay example -- History Geography Mexico Essays

Mexico City Like an enormous living museum, Mexico City provides an extraordinary showplace for the thousands of years of human cultural achievement that Mexico has attained. It ranks as one of the world's great capitals and is a must for anyone craving to understand Mexico's complex past, its fast-paced present, and its ever challenging future. The size and grandeur of the city are staggering. It is not only the oldest continuously inhabited city in the Western Hemisphere, but, by some accounts, has also become the largest city in the world. Before we look at present day Mexico City, let us look into it deep and storied past. La Ciudad de los Palacios   Ã‚  Ã‚  Ã‚  Ã‚  Mexico City was founded over 700 years ago by the Aztecs. Instructed by their god of war, Huitzilopochtli, they journeyed to Lake Texcoco, where they were to look for an eagle eating a snake perched on a cactus growing from a rock or cave surrounded by water. They found this in 1325, and so began the city of Tenochtitlan. Although the land surrounding them was marshy and snake infested, the Aztecs came up with an ingenious way a planting crops. They created chinampas, or floating gardens, by bunching twigs together and stacking mud on top. These gardens were placed in shallow lake areas and rooted down by the crops or small trees planted in the middle. The Aztecs were a very religious people, as well, and built many temples, including the great Templo Mayor. Cannibalism was a key element of their religion, as they believed that it was necessary to feed human hearts to the gods to ensure that the sun would rise everyday. The Aztecs would find these less than willin g human hosts in the numerous battles they fought. Due to an increasing population, estimated to be at 250,000 in the late 1400’s, the Aztecs were forced to expand their empire well beyond the cities original boundaries. As the Aztec warriors conquered these other outlying tribes, tribute payments were gained, leading to the cities massive wealth.   Ã‚  Ã‚  Ã‚  Ã‚  The Aztecs lived like this for 200 years until Spanish settlers, under Hernan Cortes, came and conquered the Aztecs in 1521. The Spanish were in awe of the cities tremendous wealth, and, thanks to superior weapons and tactics, easily defeated the Aztecs. Upon victory, the Spanish were quick to raze the entire city. The city was rapidly reconstructed as a Spanish city, and in the 15... .... There are small salsa clubs and crowded discos, as well as live concerts featuring the world's most popular stars. Ballet, theatre, folkloric shows, opera and philharmonic orchestras are also common. Boxing and wrestling events are held on most weekend nights. At Garibaldi Plaza the numerous Mariachi bands often play into the wee hours of the morning. Mexico City is very old, the worlds largest city, the financial, political and cultural center of Mà ©xico, the nightlife capital of Mexico, one of the worlds great cities, one of the world's most difficult cities to drive in, filled with exciting things to see and do, and an energetic metropolis as well as an incredible place to visit. This is truly one of the most interesting and diverse cities in the world. Bibliography http://encarta.msn.com/encyclopedia_761569238/Mexico_City.html http://www.allaboutmexicocity.com/allaboutmexicocity.htm http://en.wikipedia.org/wiki/Mexico_City http://www.tourbymexico.com/df/df.htm http://www.mexicocity.com.mx/mexcity.html http://www.go2mexicocity.com/ www.wikitravel.org/article/Mexico_City http://www.fodors.com/miniguides/mgresults.cfm?destination=mexico_city%401

Vacant Chapter 18 Twelve Years Later

â€Å"It's something I want to do, babe.† Emily stands silent, looking at me like I'm a two-headed monster. â€Å"Please say something.† I really can't handle the silence. â€Å"It's crazy, I know. Just say it's a bad idea.† I feel like a balloon deflating. My wife slowly moves to where I pace in front of the couch. â€Å"Ethan, after fifteen years together, you still have the ability to surprise me.† Her expression has softened. This means she's going to let me down easy. That's just Emily. She never says no, never yells, and never makes me feel guilty†¦ she'll just phrase something so I realize how fundamentally bad the idea is; and trust me, there have been some terrible ideas over the years. â€Å"You are the most virile, yet sensitive, man I know†¦Ã¢â‚¬  Here it comes, the compliment followed by the let-down. â€Å"Let's make the appointment.† I know I look like, as Mark would say, â€Å"a total douche† right now. My son has many great qualities, but his honesty is often overwhelming. Nevertheless, I find that he's rarely wrong. â€Å"Um, what?† I need clarification, because it sounds like she just agreed to this. â€Å"I said, set up the appointment. We have been through so much, and we know what it's like, Ethan. If we can provide someone else with the opportunity to live in a safe environment, to grow, and be part of a family, then let's do it.† Emily wants to do this; with no reasoning, and no explanation, she agrees to this life-changing idea. I know my wife is an extraordinary person, and today she proves there are no exceptions. â€Å"Should we talk to Mark first?† I want this to be a family decision, and this affects our son as well as Emily and me. â€Å"Your son takes after you in the compassion department, sweetheart. I don't think we have anything to worry about. As a matter of fact, I think you'll find him to be a little excited about the news.† As usual, it seems my wife may be privileged to information I am not. â€Å"It will be hard, Emily.† She smiles. â€Å"Nothing worth doing is ever easy, Ethan.† â€Å"Welcome to Cornerstones Ministries, Mr. Parker.† â€Å"Thanks, Erin, I'm excited to do this.† â€Å"We are exceptionally pleased that you have returned to us as a mentor. As you know, sometimes our stories don't have happy endings. So, to have one of our own be a success and want to come back and mentor†¦Ã¢â‚¬  I almost think she'll cry. â€Å"It's special to us to have you here, Ethan.† After Mark was out of the toddler stage, I decided to volunteer for ongoing work with kids placed in â€Å"the system.† They were there for a variety of reasons, not just those abandoned by their parents or abuse/neglect cases. I was supposed to do tutoring, mentoring, or classroom/school assistance, but honestly, I just wanted to take the kids to a ball game or whatever, just to give them something normal. Tanner was my fifth Buddy. â€Å"I have something a little different this time, Ethan – if you're up for it.† My previous Buddies had been kids from group homes where there was no family involvement. â€Å"Tanner is seven. He lives at home with his mom.† Erin's face begins to redden a bit. â€Å"She has a terminal cancer diagnosis; they've given her about six months. There's no family, so Janice has decided to begin working with us for possible foster placement or adoption.† Erin sets down her pen and looks at her hands. I can tell this one has gotten to her. â€Å"We need someone to fill the void. Jan is so sick, and she can't do much with Tanner. Is this something you think you could handle?† The way she's looking up at me tells me there's something else. I give her a look that suggests I expect as much. â€Å"He†¦Ã¢â‚¬  I take a deep breath, bracing for whatever it is. â€Å"He's also autistic.† I went to the library and read every journal article I could get my hands on. If I was going to mentor this kid, I wanted to know what I was in for. Emily was awesome, too. She gave me a lot of strategies for working with him given his limited communication capabilities and responsiveness. Erin also recommended I take a course in dealing with behavior as Tanner had frequent†¦ meltdowns. While a typical child has tantrums, he would have fits lasting hours. No amount of coaxing or pleading would make a difference. Tanner would harm himself and others in the process, but it never detoured our decision to keep him. The first month was a little rocky, and by rocky I mean there were huge fucking boulders. However, it never crossed my mind to give up on Tanner. Not only was this kid watching his mother die, he couldn't even express how he was feeling about it in a typical manner. His expression manifested in screaming and biting instead of crying or saying he was sad. Outings were always†¦ interesting, to say the least. The last seven months had been better, though. I'd learned what his triggers were by meeting with his behavior therapist so I could keep up with his program and provide some consistency. The last couple of months, we'd gone to a restaurant, eaten an entire meal, and left again without a tantrum. There was definite progress. Last week, Erin had called with news that Janice was in the hospital and being moved to hospice. They would provide comfort and care in her final days. Erin let me know they were going to set up some panel interviews for prospective foster families and asked if I could join them. While none of the families were bad, none of them were good – at least for Tanner. When I asked them how they would deal with his special needs, there was usually a long pause, followed by an unsure smile. That told me they had no clue, and that worried me. Emily and I went to Cornerstones the day after I came home with the idea of taking Tanner. She said I was there when she needed me, and now someone else required my attention. Erin was encouraged by my – our – decision to take Tanner. She felt he would continue to make strides with our family, even after Janice passed. There seemed to be a collective sigh of relief that a plan was in place. â€Å"So, it's official. The Family Services worker approved your application. You will be Tanner's foster family for the next year. At the end of that year, should you still wish to pursue it, you can petition for adoption. The judge granted and signed a temporary placement order for Tanner to live with you. When Jan has†¦Ã¢â‚¬  Erin can't finish, but I know what she's getting at, so I finish for her. â€Å"Then, we'll get permanent guardianship.† â€Å"Yes.† The judge signed the order for temporary guardianship at 3:07 this afternoon. Janice has been in a drug-induced coma for the last three days, and has no knowledge of Emily's and my intent to foster Tanner. â€Å"Do you think we should go see Janice and tell her? I know she's unconscious, but then I'd at least feel like we were somehow asking for her bless – â€Å" I don't finish as Emily's phone rings with Erin's special ringtone. â€Å"When I see your face, there's not a thing that I would change, 'cause you're amazing just the way – † Fucking Bruno Mars. â€Å"Hello.† We left the courthouse ten minutes ago – Erin must've forgotten to tell us something. I glance to Emily as she listens to Erin on the other end of the line. Her smile softens and then her face turns grim. I suddenly wonder if there is a problem. I look up in the rear-view mirror at Tanner. He's sitting stock still and perfectly straight in the seat, looking out the window. Mark can tell something is wrong, but he stays silent waiting for us to say something. â€Å"Oh.† Then, Emily nods as if Erin can see her. Her eyes are turning glassy and I know what that means. I pull over to the side of the road. Tanner begins to rock since the car has stopped and then starts to moan. The longer we sit still, the louder his moans get. I reach for Emily's hand, my silent question waiting for verification. â€Å"She passed at 3:12 p.m. It's like she knew, Ethan.† Emily begins to cry while Tanner groans. â€Å"She knew he was okay.† I think Tanner knows, too. People assume he doesn't understand because he can't express it, but I think he does. Now, I'm torn. Do I comfort my wife or my new son? â€Å"Let's move to the back seat,† I whisper. We sit on the shoulder of Route 35, in the back seat of our two-year-old Corolla, embracing each other. Emily and I sandwich our boys between us as Tanner continues to rock and hum. â€Å"This, too, shall pass,† my wife whispers as she – we – hold our new family together and continue living.

Communication and Professional Relationships Essay

Unit 203 Communication and Professional Relationships with children, young people and adults. When dealing with children you need to take into account their age and stage of development. Different ages require different levels of attention and support. When dealing with small children you need to remember that they are still developing their language skills and may need help communicating. When talking to them you need to get down to their level so that you don’t feel intimidating. You will need to listen to them and tell them to take turns while speaking, you also need to be clear when talking to them and make sure they understand what you have said by making them repeat it back to you. Small children tire quickly and cannot concentrate for long periods of time. Children in Ket Stage 2 are starting to mature and can communicate a lot better, they are able to hold a conversation and will invite others to talk first. In some cases you will still need to remind them to wait and take their turn when speaking. Older children who are in Key Stage 3 and 4 are able to communicate more freely with each other and adults, they are able to use technology which they use to stay in touch with each other. Sometimes teenagers become self-conscious and embarrassed when they have to talk with adults, so you need to give them time and encouragement to regain their confidence. Your own behaviour has a big impact on the children you work with, children always take the lead from the adults around them and how they interact with others. You cannot expect a child to behave in a certain way if you as an adult don’t. We can only ask a child to behave if we do it ourselves; this makes it easier for them to understand boundaries of what is acceptable. Children of different ages communicate differently depending on their age and level of understanding. Some might need extra encouragement where others need more physical contact. As they get older they learn to communicate in different ways so you will need to adapt your vocabulary accordingly. Children that have communication difficulties need to be able to take their time when speaking so they don’t feel pressured. You need to adapt to their individual needs and communicate according to that. Some children have a speech disorder or they may stammer so you should let them take their time when speaking and try not to fill in the words for them as this will add to their distress. You may need some special training such as British Sign language so you are able to communicate better; some children have special educational needs so you might need additional equipment in order to communicate with them. There are not many differences when communicating with adults and children, you need to always maintain eye contact and respond to what they are saying. You should treat them all with courtesy and respect. However when you communicate with children you need to remember that they need to see you in a formal role. You always need to be clear in what you say and they should know what is expected of them. You shouldn’t use complicated language which makes it difficult for them to grasp. Adults need to show children how to communicate and get on with others we need to show them how to value and respect others so they can do the same. Children always copy adults be it in a negative or positive way. You need to show respect for others and acknowledge what they are saying and thank them for their contribution. When communicating with children there are a number difficulties may arise, these may be because of the special needs of the learner, different attitudes towards learning of different beliefs. When working with children or young people with special needs you will need to take your time and not rush them so that they don’t feel under pressure. People who use sign language may not have many opportunities to speak and might become nervous. When poor communication arises between adults this often leads to conflicts this may be because of communication difficulties or misunderstandings. The best way to resolve this is by discussing the problems so it does not happen again. The longer these misunderstandings are left unresolved the more difficult they may be to put right. People of different cultures have different expectations, in some cultures eye contact is not permitted so those pupils may not pick up on the non-verbal cues and another way to communicate will be needed. If a child lacks confidence they might act in an aggressive manner if they are unsure about something. You need to adapt the way you communicate with the learner’s individual needs. The lack of communication also leads to disagreements this may happen if information is misread or perceived wrongly, we sometimes blame others for saying things we don’t agree with. When this happens it needs to be managed carefully so that there are no hard feelings afterwards. You must never be drawn into an argument with child however hard this may be. If a child is arguing with you, you will need to manage it carefully and seek advice from another member of staff. The legal requirements and procedures regarding data protection are: Every Child Matters (England 2003) based on Children Act 2004. This stresses the importance of sharing information between professionals. Data Protection Act 1998. In schools parents are asked a lot of personal information regarding their child e. g. health and medical information, records from other schools or records for children with special education needs. This information must only be used if needed. The Freedom of Information Act The Freedom of Information Act gives you the right to ask any public sector organisation for all the recorded information they have on any subject. Anyone can make a request for information – there are no restrictions on your age, nationality or where you live. There are many reasons to need information on a child or an adult but this information cannot be shared without the parents’ consent. If there is reason to believe that the child is at risk of harm by the parent or there are legal reasons then the information can be shared. If you attend meetings and are told confidential information then you need to keep it to yourself. You need to reassure the children that the information you have will remain confidential. If a child has a medical condition such as asthma and epilepsy then there should be a system is place to share this information with other adults in the school. In some cases there are photos of children in the dining room who have allergies to certain foods but the photographs will need to be removed if the premises are used by others in the evenings.