Hector Berlioz - Symphonie Fantastique. Hector Berlioz (1. Music Fueled By Desire Hector Berlioz Symphony Fantastique. IN THREE DIFFERENT VERSIONS of the program, we see that Berlioz.Symphonie Fantastique: . Fantastic Symphony: An Episode in the Life of an Artist, in Five Parts. Orquesta Sinfonica de RTVECarlos Kalmar - Conductor. Movements / Parties: I. Un bal (A ball) (Valse) 1. III. Marche au supplice (March to the Scaffold) 3. V. Songe d'une nuit de sabbat (Dream of a Witches' Sabbath) 4. A young musician of morbid sensitivity and ardent imagination poisons himself with opium in a moment of despair caused by frustrated love. The dose of narcotic, while too weak to cause his death, plunges him into a heavy sleep accompanied by the strangest of visions, in which his experiences, feelings and memories are translated in his feverish brain into musical thoughts and images. His beloved becomes for him a melody and like an id. By a strange anomaly, the beloved image never presents itself to the artist's mind without being associated with a musical idea, in which he recognises a certain quality of passion, but endowed with the nobility and shyness which he credits to the object of his love. This melodic image and its model keep haunting him ceaselessly like a double id. This explains the constant recurrence in all the movements of the symphony of the melody which launches the first allegro. The transitions from this state of dreamy melancholy, interrupted by occasional upsurges of aimless joy, to delirious passion, with its outbursts of fury and jealousy, its returns of tenderness, its tears, its religious consolations - all this forms the subject of the first movement. Program Notes - Symphonie Fantastique. Home > Know Before You Go > 08-09 Program Notes > Program Notes. Symphonie fantastique, Op. Hector Berlioz's Original Program Notes for Symphonie fantastique. Composer Hector Berlioz wrote these program notes for the 1830 premiere of his Symphonie fantastique: Part One: Dreams – Passions The author imagines that a. Deuxi. He broods on his loneliness, and hopes that soon he will no longer be on his own .. But what if she betrayed him! This mingled hope and fear, these ideas of happiness, disturbed by dark premonitions, form the subject of the adagio. At the end one of the shepherds resumes his 'ranz des vaches'; the other one no longer answers. Distant sound of thunder .. The dose of narcotic, while too weak to cause his death, plunges him into a heavy sleep accompanied by the strangest of visions. Symphonie fantastique: . In the 1855 program notes, Berlioz writes. Berlioz (1803-1869) - Symphonie Fantastique “The predominant qualities of my music are passionate expression, inner fire, rhythmic drive - and the unexpected.” Symphonie Fantastique. Hector Berlioz (Born in La C. 14 Part I: Dreams – Passions Part II: A Ball. Program Notes to Symphonie Fantastique Hector Berlioz NOTE The composer’s intention has been to develop, insofar as they contain musical possibilities, various situations in the life of an artist. Children's Program Notes for Festival Concerts. Student Spotlight; Advertising Opportunities. Press Releases; Quotes; My Account. HECTOR BERLIOZ: Symphonie fantastique. The Symphonie fantastique made and. He dreams that he has killed his beloved, that he is condemned, led to the scaffold and is witnessing his own execution. As he cries for forgiveness the effects of the narcotic set in. He wants to hide but he cannot so he watches as an onlooker as he dies. The procession advances to the sound of a march that is sometimes sombre and wild, and sometimes brilliant and solemn, in which a dull sound of heavy footsteps follows without transition the loudest outbursts. At the end of the march, the first four bars of the id. Strange sounds, groans, outbursts of laughter; distant shouts which seem to be answered by more shouts. The beloved melody appears once more, but has now lost its noble and shy character; it is now no more than a vulgar dance tune, trivial and grotesque: it is she who is coming to the sabbath .. Roar of delight at her arrival .. Program Notes; Articles. Music Then and Now: Twentieth Century and Contemporary; Berlioz: Harold in Italy, Opus. She joins the diabolical orgy .. The funeral knell tolls, burlesque parody of the Dies irae, the dance of the witches. The dance of the witches combined with the Dies irae.
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Robot Check. Enter the characters you see below. Sorry, we just need to make sure you're not a robot. For best results, please make sure your browser is accepting cookies. Gooseberry Patch Christmas Book 2011 NbaThe Paperback of the Gooseberry Patch Christmas Book 13: Recipes. 08/16/2011 Pages: 160 Product dimensions: 8.40. Find great deals on eBay for Gooseberry Patch Cookbooks in Cookbooks. Gooseberry Patch, Delaware, Ohio. Great Christmas and Holiday idea book from Gooseberry Patch. Gooseberry Patch Cookbook. Book 5 Christmas Book 6 Christmas Book 7 Christmas Book 8 Christmas Book 9 Christmas Book 10 Christmas Book 11 Christmas Book 12 Published I OWN I WANT 2011 2012 2009 2013 2012 2011 2012. Gooseberry Patch Christmas: Recipes. Gooseberry Patch Christmas Book 13 is not just a recipe book. Gooseberry Patch Christmas Book 13: Recipes, Projects, and Gift Ideas. Find all the books, read about the author, and more. Veterinary Assistant Program. If you love working with animals, take the first step towards your new career with the NAVTA- approved Veterinary Assistant program at Penn Foster Career School. Our online program allows you to complete your education in as little as seven months - all from the comfort of your own home. You can study for our Vet Assistant program at home or on the go, all at a pace that’s right for you. You’ll be guided through the program with expert instruction from dedicated instructors, such as Amanda Teter, VMD, graduate of University of Pennsylvania School of Veterinary Medicine, Ann Barr, CVT, Laboratory Animal Technician and Technologist, and Kathy Ruane, CVT, Laboratory Animal Technician from Animal Health Technology at Harcum College. In our veterinary assistant courses, you'll learn the skills and get the hands- on veterinary assistant training you need to tend to the needs of animals. Our students may be able to secure their externship site at a veterinary practice near them, or through our partnership with one of the largest veterinary hospitals in the country, VCA Animal Hospitals. Session Plan - Designing Learning Programs Session Outcomes. This session will prepare participants to design a learning program. Curriculum - Vet Assistant School. The Veterinary Assistant Training Program is designed to offer each student the convenience and. Locations in All 50 States and Every Canadian Province. The ABC Certified Veterinary Assistant Program is a viable option for students anywhere in the United States and Canada. That's because ABC has over 1,000 partner. Glossary of VET Terms. Templates; TAEASS301B Contribute to assessment. Appendix 2: Sample learning program; Appendix 3: Sample flexible delivery learning plan; Appendix 4: Suitability questionnaire. Sample training program; Field trips; Water Leadership Program. While Veterinary Assistants are not required to be a graduate of a NAVTA- approved veterinary assistant school, based on a recent employer survey, 8. Veterinary practices are more likely to hire a graduate of a NAVTA- approved veterinary assistant program. Curriculum Details. Program Goal and Outcomes. Program Goal The program goal for Penn Foster's Veterinary Assistant program to prepare students to work as veterinary assistants under the supervision of veterinarians and veterinary technicians in small or large animal hospitals or clinics. The program also prepares the students to take the national test to become an Approved Veterinary Assistant. Program Outcomes Upon completion of the program, students will be able to: Demonstrate effective written and interpersonal communication skills. Demonstrate a high level of inquiry, analytical, and problem- solving skills. Demonstrate effective quantitative skills. Demonstrate computer and information literacy skills. Office and Hospital Procedures. Front Desk: Greet Clients, Demonstrate proper Appointment Scheduling and make appointments, Prepare appropriate certificates for signature, Admit patient, Perform basic filing and retrieving of medical records, Perform basic veterinary medical record keeping procedures, Demonstrate elementary computer skills, Utilize basic medical terminology, Perform basic invoicing, billing, and payment on account procedures. Telephone: Answer and direct phone call, Recognize and respond appropriately to veterinary medical emergencies, by notifying the appropriate hospital personnel, Request records and information from other veterinary facilities. Maintain basic cleanliness and orderliness of a veterinary facility: Inventory supplies, Restock Shelves, Maintain x- ray, surgery, and laboratory logs, Perform basic filing and retrieving of medical records, radiographs, lab reports, etc. Demonstrate knowledge of basic cleaning techniques of animal kennels and bedding, examination rooms, hospital facilities, and surgical suites. Communication and Client Relations. Develop effective client communication skills. Write business letters and professional electronic communication with clients. Understand ethical conduct in relationship to the day to day operations of a vet hospital. Describe the roles and responsibilities of each member of the veterinary health team and the important part that each plays in the delivery of excellent care. Professional Conduct: Understand the human- animal bond, Demonstrate professional and appropriate appearance and language in the workplace, Demonstrate appropriate use of electronic communication in the workplace (cell phone usage, text messaging, social networking, digital photography, etc.)Pharmacy and Pharmacology. Legal Issues: Recognize legal issues involving drugs in the workplace, Recognize general types and groups of drugs and demonstrate proper terminology, Differentiate prescription drugs from over- the- counter drugs and describe proper prescription label requirements. Filling medications and inventory control: Label and package dispensed drugs correctly, Store, safely handle and dispose of biological and therapeutic agents, pesticides, and hazardous waste. Perform inventory control procedures including restocking supplies and checking expiration dates. Vaccinations: Reconstitute vaccines and be familiar with proper protocols, Describe possible routes and methods of drug and vaccine administration that the veterinarian or veterinary technician may choose and demonstrate appropriate small animal restraint for such protocols. Examination Room Procedures. Restrain patients: small animals, restrain birds. Optional: Birds and Exotics)Express anal sacs using the external method, Identify external parasites: mites, lice, fleas, and ticks, Recognize AKC dog breeds and CFA cat breeds,Be able to properly identify the gender of small animal species, particularly felines. Perform exam room grooming: i. Connect with Penn Foster on various social media sites. Introduction to Animal Care Objectives: Recognize the types of veterinary practices. Identify the veterinary health- care team. Understand veterinary practice design. Additional Unit Material Learning Aid: e. Book: Textbook for the Veterinary Assistant. Unit 2. Behavior Objectives: Recognize types of animal behavior. Understand the role of the veterinary assistant in behavior counseling. Identify common animal behavior problems. Handling and Restraint Objective: Understand how to handle, restrain, and transport dogs, cats, birds, horses, and other animals. Additional Unit Material Videos: Handling and Restraint. Handling and Restraint of the Horse. Unit 3. Introduction to Veterinary Terminology Objectives: Recognize, understand, and pronounce anatomical and veterinary procedure terminology. Understand metric terms and abbreviations. Skeletal and Muscular Systems Objectives: Identify the anatomical terms to correctly indicate the orientation and location of animal body parts. Recognize cells, tissues, organs, and organ systems, both structurally and functionally. Understand the four major classes of joints and explain how they function. Integumentary, Circulatory, and Respiratory Systems Objectives: Describe the structure and function of skin and the animal’s fur. Identify the glands and their secretions. Explain the structural and functional differences between the organs of the upper and lower respiratory system. Understand how the lungs and the parts of the respiratory system work together to supply oxygen to the body’s cells. Additional Unit Material Audios to help with the pronunciation of terminology. Unit 4. Digestive, Reproductive, and Urinary Systems Objectives: Identify the organs of the digestive system and explain the structure and function of each part. Compare the structure of the stomach and large intestine of carnivores and herbivores. Recognize the organs of male and female reproductive systems and the events that occur during fertilization. Explain the anatomy and functions of the urinary system. Nervous System, Sensory Organs, and Endocrine System Objectives: Understand the organization of the nervous system and how the nervous system receives and interprets. Recognize the four senses and their primary functions, which are to provide animals with an awareness of their environment and assist them in their survival. Understand the function of the endocrine system and the major glands and hormones that maintain body homeostasis. Additional Unit Material Learning Aid: Anatomy Charts. Unit 5. Nutrition Objectives: Understand proper nutrition for animals. Recognize the veterinary assistant’s role in nutritional care. Reproduction and Aging Objectives: Understand the reproductive systems of the male and female animal. Know how to care for the aging animal. Avian and Reptile Anatomy Objectives: Understand the unique anatomies of birds and reptiles. Identify the body systems common to all reptiles. History and Physical Examination Objectives: Understand how to take a good medical history. Know how to perform a thorough physical examination. Assist the veterinarian with the animal patient in ways that are humane, safe, and effective. Additional Unit Material Video: Physical Examination and Bandage Care. Supplements: Unit 6. Immunology Objectives: Identify what vaccines exist. Understand how vaccines work. Know when a vaccination is necessary. Emergency Care Objectives: Know how to handle telephone calls from pet owners. Understand how to advise owners how to transport injured animals, and how to provide appropriate first aid in transport. Understand how to evaluate patients. Recognize the signs of common emergency problems. Participate in basic cardiopulmonary resuscitation. Wound Care and Management Objectives: Recognize the different types of wounds. Explain how a wound heals and the factors that affect wound healing. Know how to care for wounds. Identify the proper way to maintain, change, and remove bandages, splints, casts, and slings. Unit 7. Clinical Parasitology Objectives: Understand parasites and parasitology. Identify the different types of animal parasites. Diagnose, treat, and prevent parasites. Small and Large Animal Nursing, Parts 1 & 2 Objectives: Know how to monitor the animal. Observe the animal’s habits and behaviors. Learn the requirements, routes, procedures, and concerns of fluid administration. Understand the most common procedures used in veterinary sample collection and diagnosis. Identify the treatment procedures involved in veterinary nursing. Know the physical therapy concerns and methods most relevant to the duties of a veterinary assistant. Understand the principles and procedures of dog and cat dental prophylaxis. Know the concerns and procedures of pediatric, geriatric, and routine animal health care. Vocational education - Wikipedia, the free encyclopedia. Vocational education is education that has different skills for public to develop their skill back groundstrade, in a craft, as a technician, or in support roles in professions such as engineering, accountancy, nursing, medicine, architecture, or law. Craft vocations are usually based on manual or practical activities and are traditionally non- academic but related to a specific trade or occupation. Vocational education is sometimes referred to as career education or technical education. At the post- secondary level, vocational education is often provided by a highly specialized institute of technology/polytechnic, or by a university, or by a local community college. Until recently, almost all vocational education took place in the classroom, or on the job site, with students learning trade skills and trade theory from accredited professors or established professionals. However, online vocational education has grown in popularity, and made it easier than ever for students to learn various trade skills and soft skills from established professionals in the industry. However some senior schools do offer school- based apprenticeships and traineeships for students in years 1. There were 2. 4 Technical Colleges in Australia but now only 4 independent Trade Colleges remain with two in Queensland; one in Brisbane (Australian Trade College) and one on the Gold Coast (Australian Industry Trade College) and one in Adelaide and Perth. This system encompasses both public, TAFE, and private providers in a national training framework consisting of the Australian Quality Training Framework, Australian Qualifications Framework and Industry Training Packages which define the assessment standards for the different vocational qualifications. Australia. Both involve a legal contract between the employer and the apprentice and provide a combination of school- based and workplace training. Apprenticeships typically last three to four years, traineeships only one to two years. Apprentices and trainees receive a wage which increases as they progress. This allows national portability of qualifications and units of competency. A crucial feature of the training package (which accounts for about 6. A Training Package is . It is responsible for collecting, managing, analysing, evaluating and communicating research and statistics about vocational education and training (VET). The boundaries between Vocational education and tertiary education are becoming more blurred. A number of vocational training providers such as Melbourne Polytechnic, BHI and WAI are now offering specialised bachelor's degrees in specific areas not being adequately provided by Universities. Such Applied Courses include in the areas of Equine studies, Winemaking and viticulture, aquaculture, Information Technology, Music, Illustration, Culinary Management and many more. It is not uncommon for universities to offer RPL for some of their vocational education, however it is now the same. Get Qualified Australia have been offering RPL for several years now, however they do not offer vocational education. Commonwealth of Independent States. But it became less effective with the transition of the economies of post- Soviet countries to a market economy. European Union. The 'Copenhagen process', based on the open method of cooperation between Member States, was launched in 2. Europe. The process is based on mutually agreed priorities that are reviewed periodically. Much of the activity is monitored by Cedefop, the European Centre for the Development of Vocational Training. Finland. After the nine- year comprehensive school, almost all students choose to go to either a lukio (high school), which is an institution preparing students for tertiary education, or to a vocational school. Both forms of secondary education last three years, and give a formal qualification to enter university or ammattikorkeakoulu, i. In certain fields (e. The curriculum is primarily vocational, and the academic part of the curriculum is adapted to the needs of a given course. The vocational schools are mostly maintained by municipalities. After completing secondary education, one can enter higher vocational schools (ammattikorkeakoulu, or AMK) or universities. It is also possible for a student to choose both lukio and vocational schooling. The education in such cases last usually from 3 to 4 years. German- language areas. The system is very popular in modern Germany: in 2. One in three companies offered apprenticeships in 2. The vocational education systems in the other German speaking countries are very similar to the German system and a vocational qualification from one country is generally also recognized in the other states within this area. Hong Kong. The Hong Kong Institute of Vocational Education (IVE) provides training in nine different vocational fields, namely: Applied Science; Business Administration; Child Education and Community Services; Construction; Design; Printing, Textiles and Clothing; Hotel, Service and Tourism Studies; Information Technology; Electrical and Electronic Engineering; and Mechanical, Manufacturing and Industrial Engineering. Hungary. Vocational secondary schools (szakk. These schools combine general education with some specific subjects, referred to as pre- vocational education and career orientation. At that point many students enrol in a post- secondary VET programme often at the same institution, to obtain a vocational qualification, although they may also seek entry to tertiary education. Vocational training schools (szakiskola) initially provide two years of general education, combined with some pre- vocational education and career orientation, they then choose an occupation, and then receive two or three years of vocational education and training focusing on that occupation . Students do not obtain the maturata but a vocational qualification at the end of a successfully completed programme. Demand for vocational training schools, both from the labour market and among students, has declined while it has increased for upper secondary schools delivering the maturata. To harmonize the variations and multiplicity in terms of standards and costs, the National Skills Qualification Framework was launched in December 2. The National Skills Qualifications Framework (NSQF) is a competency- based framework that organizes all qualifications according to a series of levels of knowledge, skills and aptitude. These levels, graded from one to ten, are defined in terms of learning outcomes which the learner must possess regardless of whether they are obtained through formal, non- formal or informal learning. NSQF in India was notified on 2. December 2. 01. 3. All other frameworks, including the NVEQF (National Vocational Educational Qualification Framework) released by the Ministry of HRD, stand superseded by the NSQF. In November 2. 01. Government in India formed the Ministry of Skill Development & Entrepreneurship. Articulating the need for such a Ministry, the Prime Minister said, . Even developed countries have accorded priority to promoting skilled manpower. Also launched on the day was the National Policy for Skill Development & Entrepreneurship. Today all skill development efforts through the Government (Directorate General of Training) and through the Public Private Partnership arm (National Skill Development Corporation) are carried out under the Ministry, through the Skill India Mission. The Ministry works with various central ministries and departments and the State government in implementing the NSQF across all Government funded projects, based on a five- year implementation schedule for complete convergence. The involvement of the private sector in various aspects of skill development has enhanced access, quality, and innovative financing models leading to sustainable skill development organizations on the ground. Credit equivalency, transnational standards, quality assurance and standards are being managed by the Ministry through the National Skill Development Agency (an autonomous body under the Ministry) in close partnership with industry- led sector- specific bodies (Sector Skill Councils) and various line ministries. India has bilateral collaboration with governments including those of the UK, Australia, Germany, Canada, and the UAE, with the intention of implementing globally acceptable standards and providing the Indian workforce with overseas job mobility. They are part of Japan's higher education system. They are two- year schools that many students study at after finishing high school (although it is not always required that students graduate from high school). Some have a wide range of majors, others only a few majors. Some examples are computer technology, fashion, and English. South Korea. In principle, all students in the first year of high school (1. In the second and third years (1. In some programmes, students may participate in workplace training through co- operation between schools and local employers. The government is now piloting Vocational Meister Schools in which workplace training is an important part of the programme. Around half of all vocational high schools are private. Private and public schools operate according to similar rules; for example, they charge the same fees for high school education, with an exemption for poorer families. The number of students in vocational high schools has decreased, from about half of students in 1. To make vocational high schools more attractive, in April 2. Korean government changed the name of vocational high schools into professional high schools. With the change of the name the government also facilitated the entry of vocational high school graduates to colleges and universities. Most vocational high school students continue into tertiary education; in 2. 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