Wolfgang Amadeus Mozart Essay -- essays research papers fc

  Ã‚  Ã‚  Ã‚  Ã‚  Wolfgang Amadeus Mozart was a born child prodigy. He was Born in Salzburg in January 27 of 1756. He was the son of Leopold Mozart. He for years since his birth has he inspired and amazed people of all ages with his work. He was the greatest composer of his time.   Ã‚  Ã‚  Ã‚  Ã‚  As a child he showed musical gifts of a great magnitude. He composed minuets at the age of five and played for royals at the age of six. He and his sister, who was a gifted keyboard and clavier player, went on a tour around Paris and London away from their home in Austria. Mozart's father thought this would be a very profitable trip for their family.   Ã‚  Ã‚  Ã‚  Ã‚  On their tour, they went to Munich and Vienna to play a series of concerts. In that time, music could not be recorded in anyway but paper. So to hear music, either you had to learn a piece of music, or people would come to play it for you. Since music was so uncommon, it wasn't the cheapest. Unfortunately, most classes but the higher and royal class would not get to hear music very often. Music was a gift, not a privilege. Mozart and his family were part of the lower class so they had the gift of being able to play music and listen to music, but they only got to play for the higher classes.   Ã‚  Ã‚  Ã‚  Ã‚  Mozart did like the higher classes very much. He loved getting handmade suits that had to be the best clothes in the land. He liked it so much, every time he would receive one of the suits, he would go crazy with happiness and make a new piece of music. As much as he liked his music, he most probably liked his music more than people loved hearing him play, and everyone loved to hear him play.   Ã‚  Ã‚  Ã‚  Ã‚  While the family was in London, Amadeus's father grew ill. In those times once you got ill, recovering odds were against you. In his father's illness they moved to a village named Chelsea, near the Thames River. A little less than two months, the two children could not play their beloved music for it disturbing their father. The nine-year old Mozart needed something to do. This is when he conjured up the idea to compose their first symphony. It was called the Symphony in E-flat and is still performed today. The idea that a nine-year old composed a symphony is outrageous. Symphonies usually include at least eight instruments. ... ... last notes of The Magic Flute on September 29, 1791 and it premiered in Vienna on September 30, 1791 and it premiered in Vienna the very next day.   Ã‚  Ã‚  Ã‚  Ã‚  He could not enjoy the success of his new opera. Mozart collapsed from exhaustion after the premiere and his illness grew more serious. Death was near. During his final days, he was visited by a stranger who commissioned him to compose a Requiem Mass. In his deteriorating state, Mozart began to believe that the stranger was a messenger from heaven who came to give notice of his approaching end and that the Requiem was for himself. The mysterious visitor was actually sent by Count Walsegg whose wife had just passed away. A musician of little skill and even less merit, he intended to claim the work as his own to impress his friends.   Ã‚  Ã‚  Ã‚  Ã‚  Mozart died on December 5, 1791, before he could complete the Requiem. This phenomenal genius, so rich in talent, died a poor man at only thirty-five years of age. On the way to his final resting place, a storm rose and all of his friends retreated. Only his faithful dog watched his master fade away into his last Requiem. (bibliography not found)

Factors to Take Into Account When Planning Healthy and Safe Indoor and Outdoor Environments and Services Essay

There are a number of important principles to think about when you are planning for healthy and safe environments or activities with children and young people. Most of these are common sense – just remember: everyone is an individual and may have particular needs. If you are clear about the following points it will become second nature to include safety in your planning. †¢Every child is an individual – with different needs depending on their age and abilities. You must think about this when planning activities, for example when they involve physical play, or if more consideration must be given to the needs of a child who has just become mobile than to an older child, when planning room layouts. †¢Some children have specific needs such as sensory impairments; for example think about the challenges to a child with limited hearing understanding explanations about safety. †¢The different needs of families and carers must be considered. †¢Always be clear about why you are using the environment in question, the activities a child encounters and what sorts of services are offered. †¢The duty of care of a setting to children, parents and carers is a legal obligation. You should always have the child’s safety and welfare uppermost in your mind when planning. †¢The desired outcomes for the child and young people are the starting point. Most activities with children and young people should have clear aims and objectives that are based around the required outcomes linked to their age; for example the EYFS for children under 5 years of age. †¢Lines of responsibility and accountability: everyone employed in a setting has a responsibility for the health and safety of children and staff, but there should be clear reporting responsibilities (Tassoni et al, 2010). All children should be given equal opportunities and this should be remembered in the learning environment. All pupils, including those with special needs, should be considered when planning and setting out materials and resources. The environment may often need to be adapted for the needs of particular children within the class. Factors to be considered include the following: †¢Light – This may need to be adjusted or teaching areas changed if a visually impaired pupil’s eyes are light sensitive. †¢Accessibility – A pupil in a wheelchair needs to have as much access to classroom facilities as others. Furniture and resources may need to be moved to allow for this. †¢Sound – Some pupils may be sensitive to sounds, for example a child on the autistic spectrum who is disturbed by loud or unusual noises. It is not always possible for such noises to be avoided, but teaching assistants need to be aware of the effect that they can have on pupils (Burnham, 2007). The Learning Environment The emotional environment †¢The emotional environment is created by all the people in the setting, but adults have to ensure that it is warm and accepting of everyone. †¢Adults need to empathise with children and support their emotions. †¢When children feel confident in the environment they are willing to try things out, knowing that effort is valued. †¢When children know that their feelings are accepted they learn to express them, confident that adults will help them with how they are feeling. The outdoor environment †¢Being outdoors has a positive impact on children’s sense of well-being and helps all aspects of children’s development. †¢Being outdoors offers opportunities for doing things in different ways and on different scales than when indoors. †¢It gives children first-hand contact with weather, seasons and the naturalworld. †¢Outdoor environments offer children freedom to explore, use their senses, and be physically active and exuberant. The indoor environment †¢The indoor environment provides a safe, secure yet challenging space for children. †¢For some children, the indoor environment is like a second ‘home’, providing a place for activity, rest, eating and sleeping. †¢The indoor environment contains resources which are appropriate, well maintained and accessible for all children. †¢Indoor spaces are planned so that they can be used flexibly and an appropriate range of activities is provided. Effective practice †¢Understand that some children may need extra support to express their feelings and come to terms with them. †¢Encourage children to help to plan the layout of the environment and to contribute to keeping it tidy. †¢Ensure that children have opportunities to be outside on a daily basis all year round. †¢Help children to understand how to behave outdoors and inside by talking about personal safety, risks and the safety of others. †¢Create an indoor environment that is reassuring and comforting for all children, while providing interest through novelty from time to time. †¢Where possible link the indoor and outdoor environments so that children can move freely between them. Challenges and dilemmas †¢Finding ways to promote the importance and value of the outdoor environment to all those involved in the setting, for example, the senior management team, other professionals, staff and parents. †¢Meeting the needs of children of different ages in a shared outdoor space. †¢Overcoming problems in accessing and using the outdoor environment because of the design or organisation of the building. †¢Ensuring the indoor environment is ‘homely’ enough to feel comfortable while providing an environment suitable for learning (Child Development Guide, 2007).

Descartes s Argument For The Separability Of The Mind And...

This essay will critically discuss and analyse how Descartes makes his argument for the separability of the mind and body in the Meditations on First Philosophy. In this text, Descartes argues for the distinction between the mind and body through reasoning that they are two very distinct and non-identical substances. Furthermore, he argues that because they are so clearly distinct from each other that the mind does not need to rely on the body to exist and that the body does not need to mind to exist, therefore, the mind and body can be separated. Firstly, he provides reasoning that they are different substances through doubting the existence of all material things around him, including his own body. Furthermore, while he can doubt the existence of his material body Descartes claims that there is no way for him to doubt the existence of his own mind. Secondly, he provides an argument that the mind and body are distinct substances due to them having other different properties; he does this by arguing that the body is divisible into parts while the mind is not. Therefore, because the mind and body do not have the same properties they are non-identical substances. Thirdly, he provides an argument that builds atop the first two, this argument is that because he can conceive so clearly that his mind and body are different they must be separable in some way. Firstly in the second meditation, Descartes provides reasoning that the mind and body are two clearly distinct substances,Show MoreRelatedDescartes Myth-Gilbert Ryle1044 Words   |  5 Pagesï » ¿Gilbert RyleÂ’s The Concept of Mind Gilbert Ryle (1900-76) was a philosopher who taught at Oxford and who made important contributions to the philosophy of mind and to ordinary language philosophy. His most important writings included Philosophical Arguments (1945), The Concept of Mind (1949), Dilemmas (1954), Plato s Progress (1966), and On Thinking (1979). The Concept of Mind (1949) is a critique of the notion that the mind is distinct from the body, and it is a rejection of the theory that