Special Qualitites of Japanese Woodblock Prints Essay

Special Qualitites of Japanese Woodblock Prints - Essay Example Not only were the woodblock prints a source of entertainment and enchantment, they were also vital to the propagation of Buddhist philosophy and art. (Priest, 1959) As a consequence, the evolution of Zen Buddhism in Japan is neatly documented in this medium of art. The rest of this essay will analyze two Japanese woodblock prints – taken one each from The Seattle Museum of Asian Art and the Metropolitan Museum of Art respectively – and study their similarities and differences in the backdrop of the evolution of the technique. The two woodblock prints chosen for this essay are – Crow and Heron (Young Lovers Walking Under an Umbrella in a Snowstorm, ca. 1769) and Two Ladies Looking Through a Telescope (Hokusai, 19th century) - from the Metropolitan Museum of Art and Seattle Museum of Asian Art respectively. The Crow and Heron was created by Suzuki Harunobu and is made of woodcut print on paper. This print carries many typical characteristics of the art and cultural sensibilities of the period. Firstly, chivalry being a cherished virtue in high Japanese society, the man is shown to hold the umbrella for his lover. The demureness and shyness of the lady is complemented by the glitter and passion in the eyes of her beloved. The robes worn by the lovers further accentuate this complementariness. The dark brown shades of the man’s robes align and merge with the soft white robe of the lady. The tresses and folding of their robes form a unified pattern. (Meech, 1982) Japanese woodblock prints reveal much information about the social structures and cultural norms of corresponding eras. They also show the signature styles of various artists. The Crow and Heron print shows the â€Å"rise of the wealthy chonin and their interest in elegant clothes, pleasurable pastimes, and the arts, especially woodblock prints. Harunobu depicted beautiful women being slender and graceful. He did not individualize his figures, but presented them as idealized ima ges without unique features†. (http://www.metmuseum.org/toah/works-of-art/JP2453, 2006) It is interesting to note that the flourishing of woodprint art during the Edo period is largely due to the patronage of the aristocratic class. Indeed, the â€Å"pleasure quarters and the sophisticated entertainments they offered exerted an enormous impact on the culture of the Edo period.† (http://www.metmuseum.org, 2003) In this light, it is a paradox that the Buddhist message of austerity and detachment was propagated in equal measure through the art form. For instance, one prominent feature of this Buddhist ethos is that of ukiyo, which stands for the transitory nature of life. Both the works in discussion exhibit this quality in terms of their impressions. Hence, the revelry of Japanese high society went hand in hand with the simplicity of Buddhist philosophy in shaping the rules and aesthetics of woodprint art. This contra-direction is exemplified in the upturning of the meani ng of ukiyo from ‘transitory’ to that of ‘joie de vivre’. This â€Å"hedonistic culture that glorified life in the ‘floating world’ was particularly well expressed in the production of woodblock prints, which made available to anyone with a bit of extra cash captivating images of seductive courtesans, exciting kabuki actors, and famous romantic vistas. For the first time, artists were inspired by and responded

Dialect Essay Example | Topics and Well Written Essays - 2500 words

Dialect - Essay Example Finally, the author provides a personal reflection regarding the quotation from Peter Trudgill on the toleration of dialects. The paper ends with the conclusion that dialects should be tolerated while common languages should be developed, all for improved communication, understanding and collaborative progressive work. Today, there are about 5,000-6,000 different languages spoken in the world. About 200 of these languages have more than a million native speakers. According to O’Neill (2008), Mandarin Chinese has the most native speakers, with around 874 million people using it as a native language. Hindi, spoken in India, comes next with around 366 million and English is a distant third with around 341 million native speakers. The national language of the Philippines is Filipino, although according to Edraline (2008), a survey of Richard Pitman, an American linguist, showed there are 55 native languages and 142 dialects in the country. Of the native languages, eight are considered principal languages because they are the most widely spoken – Cebuano, Tagalog, Ilocano, Ilongo, Bicolano, Waray, Kampampangan and Panggalatok. Much of the Filipino language is derived from Tagalog, which is spoken in Metro Manila and the nearby provinces. But the official version of the Filipino language today has incorporated a lot of words from the other principal languages as well as English and Spanish, such as radio for radio, telebisyon for television or tiya and tiyo, for the Spanish tia and tio, meaning aunt and uncle. It has been often said that language defines a culture. It is a sort of documentation or chronicle of a way of life. The words which comprise a language get created as needs arise. In the same manner, words that existed in a previous language version get forgotten as less and less people use them and so are dropped out from the current version. As culture evolves,

The Roles Of An Early Tears Practitioner Young People Essay

The Roles Of An Early Tears Practitioner Young People Essay Caring for children looks at the range of settings and providers that care for children across the private, voluntary and independent sectors. The following report outlines the care needs for children. Collate evidence which describes the role of the practitioner in caring for children The role and responsibilities of an early years practitioner follow a number of codes of practice and state how you conduct yourself. When working with children a number of codes of practices exist. Such as Special needs, Safeguarding children, Childrens learning, Behaviour, Working with parents, Data protection etc. The early years practitioner has clear responsibilities, like Work to the principals of the sector and codes of confidentiality Meet learning needs of a child Provide an environment that is warm, welcoming and stimulating Work with parents and partners Work as part of a team that provides a quality service for both children and parents The early years practitioner has to: Put needs of children first because this will help keeping children out of harm, keep them safe and encourage them to meet the standards for there abilities. Respect others choices -If you do not this could cause friction between staff members and can reflect on the setting and onto the children. Respect confidentially It is important to respect confidentiality as it can help a child stay out of trouble, keep them safe and help them. Plan, record and review This is important as it can help you improve. It can help you notice your strengths and weaknesses. This also helps when doing activities where you can see what event went well and what did not, how you could do things differently and may allow you to handle a situation differently It is important to demonstrate responsibility as it helps the children learn right and wrong and it is partly your responsibility to teach them this and they may treat you as a role model. Also partnerships with parents. This is also important as then you can learn about a child, their likes and dislikes, etc. It will also help build relationships with parents so they know they can trust you. Continuing Professional Development is important as it shows you want to be the best that you can be. It also shows you are very interested in making the children be the best they can be and that you are dedicated in doing that. Observing children helps you recognise stages of the Childs development. This can help recognise where a childs needs are, where they need extra help, etc Lastly working as a team as this helps create a positive environment for everyone to work in and also help people feel included and this will help with self-confidence. E2 Collate information about how care for children may be provided within families and society E3 Include evidence which compares the differing roles of statutory, private, voluntary and independent settings. Many parents adapt to changes in their lives and usually have the support of family and friends to provide assistance. Many families however can face issues that affect the family life and often need support to help them. Such factors like: Financial Difficulties Low income families Cannot afford food or clothes Poverty, poor health and depression Poor housing, etc Unemployment Loss of jobs, no income Depression Changing jobs / Mother working Loss of child care Separation of child from mother Divorce and separation Lower income Smaller housing / cramped conditions Caring for other family members / long term illnesses Elderly relatives Hospital Bereavement Emotional strain Dealing with grief Social isolation No communication No transport Living in a new area no friends, etc. Children and families need support at certain times and there are many organisations and self help groups that can provide this support. Such as National Childbirth Trust, National Association of Toy and Leisure Libraries, Child Poverty Action group, Home Start, Parentline plus, Gingerbread, contact a family, etc. There are many different settings where children can be cared for such as Respite Care, Holiday play schemes, Parent and toddler groups, Schools, Workplace nurseries, Childminders, Pre-schools, After school clubs, Residential care, Day nurseries and Crà ¨ches Usually the main support group is within the family network such as grandparents and Aunties and Uncles. There are four different types of Sectors that provide care and education for children. They are; Statutory Sector Voluntary Sector Private Sector. Independent A Statutory Sector is a Sector that has to be there by law, so dentist, local schools and hospitals are part of this. Local schools have to be there by law and get some funding by the government. The age range that schools cover is from five years to eleven years olds; they follow a set routine where reception covers the EYFS and then year one to year six covers the national curriculum. Schools are open from nine oclock in the morning to half three in the afternoon, from Monday to Fridays, term times only. This means that schools are closed at Christmas, Easter, summer and half terms. Schools are in easy access areas, where there is enough space for an outside play area for example the playground and indoor space, for example somewhere to do P.E. A local school can be adapted, for example ramps for people with disabilities and for people to find it easy to access the school. A local school should also include snacks; they should be healthy snacks like fruit and vegetables. They shoul d also include toileting times for the children. Statutory Schools are usually free except payment for school dinners, school trips and some snacks. The aim of a Statutory Sector School is to provide opportunities of education for every child and to support their learning also making a safe and secure environment for children to keep them from harm. Another aim is to provide social opportunities for the child this will include learning to make friends, learning to socialise with people, learning the difference between adults and children and learning to respect others. It may also provide opportunities for the family by meeting new parents so they are making new friends and it may also prove as support for families as they might find people to rely on and also some services though school to help support them. A Voluntary Sector is a sector, which people volunteer to organise and run, so mother and toddler, brownies and Pre school groups are apart of this. Mother and toddler groups are usually for children age two to four years. The mother and toddler groups are usually opened from nine to eleven thirty in the mornings or half one till three in the afternoon. These kinds of organisations are usually placed in a church or community hall, which arent necessarily built for the use of children. The staffs are usually parents themselves but the person in charge of the organisation must have a level three childcare qualification. The organisation may ask for a small donation each week, approximately  £3:50 a week to cover the basic cost of the booking of the hall and also for lighting and water bills. The area in which the organisation is situated may not have an outdoor area for the children to play out in, the organisation should also follow the EYFS curriculum where children will learn through play and the space may also be Ofsted inspected. The main aim of a mother and toddler group is to provides short term care of young children to give a parent or carer a little time to themselves and also to give young children stimulation and also play and social opportunities. Another main aim is to get children ready for school or nursery. Another way is to create social opportunities for the parent or carer of meeting new people while helping out with the organisation or just dropping off their child at the group. A Private Sector is a sector, where people pay extra to try and get the best of their childs education or health and also their own. When you use a private day nursery you are charged for using them, you are approximately charged  £150 a week to use the services. These nurseries are open from 8 am 6 pm all year except bank holidays, the age range for these nurseries are usually from six weeks old up until five years. They also provide all meals, breakfast, dinner and tea and also snacks; they also have sleep facilities, indoor and outdoor play areas for children to play in. The building may not be purposely be built for the children but will be adapted for the children to provide their size facilities. All the members of staff will fully qualified, managers and rooms leaders must be at least level three or level two trained. Ofsted will also inspect the building and the staff to check if its safe and also to check if they are following EYSF curriculum. The aim of a private day nursery is to provide safe and secure environment for children to keep them from harm for children in absence of parents or carer and also to provide opportunities of education for every child and to support their learning. Another aim of the private day nursery is to provide stimulating environment with bonding with other children and also to provide learning through play and also opportunities. Another aim may be to allow employment opportunities for parents or carers and knowing a child is in a secure place and is cared for. An independent sector are companies with more freedom to organise their provision. Their services may not rely on government funding and does not have to follow the EYFS or the National Curriculum. However the service may be OFSTED inspected to make sure childrens welfare needs are being met. Services of independent provision include independent schools and nurseries. E4 Include a summary of the main regulations that govern the care of children in different types of settings. The following is legislation that relates to working with children in a childrens centre:- Health and Safety at Work Act 1974 Race Relations Act (1976) Human Rights Act (1998) Data Protection Act (1998) Disability and Discrimination Act (2004) The legislation can influence working practices in the childrens centre by:- At all times complying with the Data Protection Act 1998. No discrimination by it against any person with respect to opportunity for employment, conditions of employment or delivery of the Services because of sex, marital status, race or disability. The Childrens centre shall in all matters arising comply with the provisions of the Disability Discrimination Act 1995, the Human Rights Act 1998, and the Sex Discrimination Act 1975, etc. The centre must comply with the provisions of the Race Relations Act 1976 and the Race Relations (Amendment) Act 2000 and make sure that they perform their responsibilities, to eliminate unlawful racial discrimination, and to promote equality of opportunity and good relationships between different racial groups. The centre should be responsible for and take all such precautions as are necessary to protect the health and safety of all persons employed by it and should comply with the requirements of the Health and Safety at Work Act 1974 and any other Acts or Regulations relating to the health and safety of employed persons. Human Rights Act 1998. It gives further effect in the UK to rights contained in the European Convention of Human Rights. The Care Standards Act 2000 and the Regulations and National Minimum Standards set out the responsibilities of agencies and carers in promoting the health of children who are looked after. The Education Act 2002 Local authorities and schools where requires to protect and safeguard and promote the welfare of children. This included health and safety, child protection and the overall well being of children. The Every Child Matters and Children Act 2004 The Children Act 2004 introduced a new duty (section 10) to co-operate at a strategic level on local authorities, Primary Care Trusts and other relevant childrens services partners. The act is to protect children and promote welfare and well being of children.Being healthy: enjoying good physical and mental health and living a healthy life style. Staying Safe being protected from harm and neglect. Enjoying and Achieving getting the most out of learning and life, and developing skills for adulthood. Making a positive contribution being involved in community and society and not engaging in anti-social or offending behaviour. Economic well being not being prevented by economic disadvantage from achieving their potential Other legislation that helps the health and well being of children is shown below. Meggitt. C. (pg 249-251) The Children Act 1989 provides care and protection of all children and young people in need, including those living away from home. Local authorities have a specific duty under section 22 of the Act to safeguard and promote the wellbeing of each child they look after. The Children and Young Persons Act 2008 amends the Children Act 1989; support the care system and putting in place the structures to enable children and young people to receive high quality care and support. The Mental Health Act 2007 amended the Mental Health Act 1983. It requires hospital managers to ensure that patients aged fewer than 18 admitted to hospital for mental disorder are accommodated in an environment that is suitable for their age (subject to their needs). This is due to be fully implemented in 2010. The Mental Capacity Act 2005 generally only affects people aged 16 or over and provides a framework to empower and protect people who may lack capacity to make some decisions for themselves, for example, people with dementia, learning disabilities, mental health problems, stroke or head injuries who may lack capacity to make certain decisions. E5 include 2 activities which will each support and maintain a different aspect of the daily care of children There are many different routines for children that can help them maintain a different aspect of daily care for children such as Hygiene Toilet time, washing hands, bed time and teeth cleaning, Mealtimes Sitting at the table and Sleep Routines: Daily routines vary depending where the child is being cared for. But promoting and supporting a childs independence and self care is also important and a childs self image and self esteem are vital to their overall wellbeing. However I have chosen the following as my chosen activities Shoe laces and Dressing weather appropriate. Activity One Shoe laces What is the activity? Teaching children to tie their laces by making a personalized shoe. (the children decorate it themselves) with laces for them to practice. What do you have to do? Adults role help the children learn to tie their laces Childs role learn to tie their laces and keep practicing How does this promote independence? It helps them learn to tie their laces so adults dont have to do them How does it promote daily living? It helps children tie their laces so they can do it daily and at their convinence What areas of learning does it promote? Intellectual, Physical and Emotional Is it fun? Yes especially the decorating Is it important? Yes Why? Because it is a basic skill for every day living What age? 4- 5 years of age Can you break it down to make it easier? N0 not really Can the activity be extended? No Activity two Dressing weather appropriately What is the activity? Dressing up a doll in appropriate clothes to go outside and play in, which will keep them warm and dry depending on the weather What do you have to do? Adults role help the children learn how to dress appropriately Childs role to be able to dress the doll properly and wear weather appropriate clothes themselves. How does this promote independence? It helps them dress properly thrmselves without being told what to wear and they choose what they want. How does it promote daily living? It helps children dress appropriately and to keep warm so that they dont become ill and that we do it everyday What areas of learning does it promote? Intellectual, Physical, Emotional and Health Is it fun? Can be Is it important? It can be Why? It stops the child from becoming ill and keeps them comfortable with what they wear and do What age? 4- 5 years of age (pre-school) Can you break it down to make it easier? N0 not really Can the activity be extended? Yes broken down into holiday (warm weather clothing), wet weather clothing, winter (cold weather clothing) E6 include an explanation of the key issues which enable multi-professional teams to work together. Multi professional approach allows professionals share knowledge about a family needs so that the parents dont have to ask the same questions over and over again. The professionals are aware of each others roles in supporting the family so that conflicting advice can be minimise. It is essential that each agency communicates well and understands not only there role and responsibilities but the others agencies as well. Parents/guardians are the most important people in a childs life, and recognise the importance of this. We have a responsible role that involves sharing care of the child with parents/guardians; listen to parents/guardians, as they are the expert on their child. Respect will be shown for family traditions and childcare practice, and will work in harmony with the values and wishes of the parents. Partnerships with other agencies benefit children, for example Speech and language therapists for children with hearing and language difficulties -This could include sign language or English as a second language. Bereavement management play therapist, Educational psychologist to assess behavioral needs and bring about positive behavior in a child. Sensory impairment such as Limited vision, Hearing disorder or Speech problems. Also Dietary, Religious or Learning needs This is to ensure that all the needs of the individuals / children are met and they develop to their full potential. These partnerships do have an important role to play in ensuring that childrens experiences and learning are maximized. Tassoni pg 237 A multi professional approach when working with children and parents is important as it helps children not to slip through the net. Communication is the biggest part of the multi professional team, as everyone needs to know what is going on. The multi professional approach team is made up of a lot of different agencies, they are agencies including Schools and teachers, Hospitals and doctors, Social workers, Police and many more. They all work together to help parents and children to stop tragic cases such as death, child abuse, etc. E8 Show an understanding of diversity and inclusive practices Recognising diversity is about recognising that children can come from lots of different backgrounds and family structures and this could be from the language they speak, culture and beliefs. Diversity means responding in a positive manner to differences, valuing all people. All children are citizens and have rights and entitlements. Children should be treated fairly regardless of race, religion or abilities. This applies no matter: what they think or say what type of family they come from what language(s) they speak what their parents do whether they are girls or boys whether they have a disability or whether they are rich or poor. All children have an equal right to be listened to and valued in the setting. Improving the physical environment physical aids to access education such as ICT equipment and portable aids for children with motor co-ordination and poor hand/eye skills. New buildings should be physically accessible to disabled pupils and will involve improving access to existing buildings including ramps, wider doors, low sinks, etc Improving the delivery of information to disabled children at nurserys or schools The information should take account of pupils disabilities and parents preferred formats and be made available Children should be treated fairly regardless of race, religion or abilities. This applies no matter what they think or say, what type of family they come from, what language(s) they speak, what their parents do, whether they are girls or boys or whether they have a disability or whether they are rich or poor. All children have an equal right to be listened to and valued in the setting and all children have a need to develop, which is helped by exploring and discovering the people and things around them. Some childrens development may be at risk, for example children who are disabled and those with special educational needs , those from socially excluded families, such as the homeless or those who live with a parent who is disabled or has a mental illness, children from traveller communities, refugees or asylum seekers and those from diverse linguistic backgrounds. All children are entitled to enjoy a full life in conditions which will help them take part in society and develop as an individual, with their own cultural and spiritual beliefs. Practitioners ensure that their own knowledge about different cultural groups is up-to-date and consider their own attitudes to people who are different from themselves. Children in the UK are being raised in a society with many sources of cultural diversity. Good early years practice needs to support this from the earliest months of babyhood. Practitioners need to work to create a positive learning environment. Play materials, books and other resources can be offered in a helpful way by reflecting on how young children learn about culture and cultural identity.   Diversity and inclusion is also linked to legislation such the Childrens Act 1989, SEN act 2001, Rights of Children 1989 and the Race Relations Act 1976. Also included is the Disability Act 2004. Children like experiencing food, music or dance forms that reflect their own family and neighbourhood experiences. Early childhood is a good time to offer opportunities that enable children to stretch beyond the familiar. Children can learn to appreciate cultural diversity in styles of art, craft, music and dance. All opportunities need to be well grounded in positive pride for the styles common in every childs own background.   E9 References Child Care and Education Tassoni. P. (2007). Heinemann (Harcourt Education Limited). Oxford , England Child Development Meggitt. C. (2006). Heinemann (Pearson Education Limited). Harlow, England Department of education and Skills (DFES) 2007 Early Childhood Studies, Willan, Parker-Rees, Savage: (2004) :Learning Matters ltd

ESL in DoDS Schools :: Free Essay Writer

Young Arzu Alp(not her real name), a ten-year-old military brat, is starting mid-semester at her third school in four years. Nervously standing before the American flag, she anticipates trouble understanding the teacher, hopes for just one new friend, and speaks English as a second language. Arzu need not fear. Her family has been stationed where the school she will attend instructs over 100 hundred English as a Second Language students by three specialized teachers and a competent faculty. Unlike her first year in the Department of Defense District School system when she spoke only Turkish, this semester she will test for Level Four and be very close to breaking her language barrier. She has seen others do this and excel in all other areas as well. The talented and gifted program at her new school is made up of 50% ESL students. In fact, the principal boasts that ESL students often finish high school as valedictorians or salutatorians. (M. Fidler, personal communication, June 9, 2001). Immersion of ESL students in mainstream classes has its advantages and disadvantages. Beginning with enrollment to testing through four levels of English comprehension to graduation, the potential obstacles are unique to ESL students. As we journey through Arzu’s experiences in the ESL program at her new DoDDS’ school, we will assess its productivity and describe its methods of success. One teacher at her new school feels that having ESL students learn side-by-side American, English-speaking only students creates an environment of cultural diversity. Multiple beliefs, traditions, and allegiances adds spice and enrichment to classroom interactions. (M. Fidler, personal communication, June 9, 2001). This is especially true at Arzu’s school where the different backgrounds pepper every classroom and there is no dominant one. Everyone is somewhat culture-bound. Within each culture, there is a unique coherence, integrity, and logic (Snowman, Biehler, 2000). These two statements and believing that one culture is not better or worse than the rest is the ideas on which cultural diversity, or pluralism, is based. One English/History/Humanities teacher articulates this attitude by commenting that relationships must be based on tolerance and mutual respect (M.Fidler, personal communication, June 9, 2001). In response to the question, â€Å"Do cultural differences cause problems in the classroom?† twelve out of twelve teachers and both the principal and vice principal agree that they do not.

Methods of depreciation Essay

After completing the spreadsheet for Fan Company A, I suggest that the company use units of output for their method of depreciation. The reason why I choose units-of-production, which is also known as activity method, is due to the fact that is incorporates the straight-line method while figuring in the life expectancy in terms of numbers/time of operation for the asset (WileyPlus). For example why depreciate a piece of equipment the same amount every year if in that year it has been barley used compared to a year when it has been in constant use. Depreciating using units-of -production can in my opinion more accurately determine the life and value of the item in question. The reason why I do not suggest using straight-line method is because it measures age and doesn’t consider the amount of usage. I did read in the text of WileyPlus that most companies use the straight-line method because of its simplicity and is a constant dollar figure they can determine each year. Looking at double declining balance method it has the assets depreciating at an accelerated rate compared to the other methods. This method does not compute the deduction of salvage value in it. Even-though this method will have a greater result in depreciation expense each year the total depreciation over the lifespan of the asset will not be greater than the total depreciation. Furthermore, another method of accelerated depreciation is sum-of-the-years’-digits. This method takes the asset’s expected life and adds together the digits for each year. So if the asset was expected to last for five years, the sum of the years’ digits would be obtained by adding: 5 + 4 + 3 + 2 + 1 to get a total of 15. Each digit is then divided by this sum to determine the percentage by which the asset should be depreciated each year. Even-though this method takes into consideration the life of the asset it is to accelerated and can depreciate faster than needed while causing the asset to appear invaluable when in all actuality it is in good operating/functioning order. Works Citied Page WileyPlus, Kieso, Internediate, Accouting, 14th edition, 2000-2014, John Wiley & Sons, Inc.

Music: History of Dance and Hip Hop Routines

Dance Is movement to sounds made by Instruments, vocals or musical recordings. It Includes HIP Hop, Ballet, Ballroom and other styles. Some forms such as Ballet, Modern and Jazz require years of training as the dancer tries to perfect the many techniques involved. People dance to various types of music such as country, rock, disco, classical and coca. Have been formally training in the Hip Hop style of dance for the last year and a half. Dancing uses my whole body and brain and has many wonderful effects on my life. Firstly dance helps me think logically, carefully and concentrate well. While learningHip Hop routines, I have no choice but to process information quickly and recall what has been taught. For this I have been able to successfully prepare for my S. E. A exam thereby remembering Information easily. Dancing Is a great form of exercise for me. Dance Improves how my body moves and It Is very good for my health as I burn lots of calories. It helps me have control over my body as I become for flexible and agile. The fast upbeat music gets my heart racing, creates extra energy and gets me moving. So, I am able to stay fit and healthy because of dance. Next dance allows me to invent things and express my creativity.During the cipher moves, I am allowed to use what I have been taught in class as well as my own ideas to come up with my own creative moves. I feel a sense of accomplishment when I am done. Dance allows me to be stress free and relaxed. It takes my mind offshoot work, chores and bad people. I only think about happy and pleasant things when I dance. Dance brings excitement to my life. Whenever my mother Is stressed, she turns up the music, grabs me and we Tango in the middle of our living room. My friends and I have a place to socialize with each other and have lots of fun while e dance.We amuse each other, entertain people and this brings me tremendous joy. Dance helps me make friends wherever we go since it is a common language. Finally dance be longs to all cultures. In Trinidad and Tobago dance is a part of many different activities such as Carnival, Independence celebrations, Cultural and religious events. As such, when I dance I feel I am more a part of my culture. I can relate more to my country and I feel a sense of belonging. Without dance my life as well as the lives of many people would be totally different positively affected by dance.