As a brass player with a five year old son I was very intrigued by the recent launch of the pBuzz, the latest product from the makers of pBone& pTrumpet. I’ve been considering for some time when would be the right time to get him ‘into’ the world of brass instruments and wondered whether this might be the catalyst? So, I decided to take one home and see what reaction I got, it was also an opportunity to have a play with it myself and rehearse some vuvuzela-esque noises to annoy my neighbours during Euro 2016! With 4 major motion pictures and a cast of iconic characters, Toy Story has captured the power of friendship and the magic of play for kids of all ages. The pBuzz is pretty much a simplified version of the trombone - it features an authentic trombone mouthpiece and a moveable slide to change the pitch, however, it is more compact and certainly a lot lighter than a traditional instrument, which makes it easy for younger players to start making their first steps towards playing a real instrument.

Elsewhere, 2020 saw the company team up with Alibaba’s Taobao livestreaming influencer Viya (the ‘livestreaming queen who can sell anything’) for the second year runningt for an exclusive online event that featured interaction with P&G executives, guest appearances by celebrity Zhou Shen, and product demonstrations by the scientists. ‘Livestream2.0’ didn’t just aim to drive sales but represented an upgrade in “new product incubation and branding” for P&G. Brands including Pantene and Whisper chose to launch key new products via the virtual event, with “great success”. The ‘extraordinary’ impact of 5G Several types of goods are exempt from being returned. Perishable goods such as food, flowers, newspapers or magazines cannot be returned. We also do not accept products that are intimate or sanitary goods, hazardous materials, or flammable liquids or gases. The one area of difference is that the Model Music Curriculum requires work on staff notation as part of its composing strand. This is not a requirement of the statutory national curriculum at KS1 and therefore is not a feature of the composing activities within the pBuzz KS1 Music Curriculum. However, in Year 2: Unit 2 - Melody Makers, the children explore graphic notation and use letter notation to write their own compositions down. Due to the fact that they are both based on the same statutory National Curriculum, the pBuzz KS1 Music Curriculum and the Model Music Curriculum have many areas of commonality, but with different areas of emphasis and focus. The pBuzz KS1 Music Curriculum focuses on a holistic approach to music, with an emphasis on aural development. The Model Music Curriculum places more emphasis on the acquisition of note-reading skills and knowledge of a body of musical works. Any item not in its original condition, is damaged or missing parts for reasons not due to our errorIn the Model Music Curriculum, there is no indication of how listening could be developed progressively over the Key Stage. Our pBuzz KS1 Music Curriculum draws on the research work of Durant & Welch (1995) to ensure that listening activities are appropriate for the children’s stage of listening development. At the start of KS1, Durant and Welch state “There is an awareness of the expressive gestures in music, moods, and character in a musical passage. Children may easily relate music to story, visual images or other external associations” (Durant & Welch, 1995). This shows the interpretation of two utterances, the latter of which are called recursively. Enguage is not very efficient, but that's not its goal! FIZZBUZZ ------------------------- -- fizz:: Int -> Bool on fizz ( n ) n mod 3 = 0 end fizz -- buzz:: Int -> Bool on buzz ( n ) n mod 5 = 0 end buzz -- fizzAndBuzz:: Int -> Bool on fizzAndBuzz ( n ) n mod 15 = 0 end fizzAndBuzz -- fizzBuzz:: Int -> String on fizzBuzz ( x ) caseOf ( x , [[ my fizzAndBuzz , "FizzBuzz" ] , ¬ [ my fizz , "Fizz" ] , ¬ [ my buzz , "Buzz" ]] , x as string ) end fizzBuzz --------------------------- TEST --------------------------- on run intercalate ( linefeed , ¬ map ( fizzBuzz , enumFromTo ( 1 , 100 ))) end run -------------------- GENERIC FUNCTIONS --------------------- -- caseOf:: a -> [(predicate, b)] -> Maybe b -> Maybe b on caseOf ( e , lstPV , default ) repeat with lstCase in lstPV set { p , v } to contents of lstCase if mReturn ( p )'s |λ| ( e ) then return v end repeat return default end caseOf -- enumFromTo:: Int -> Int -> [Int] on enumFromTo ( m , n ) if m > n then set d to - 1 else set d to 1 end if set lst to {} repeat with i from m to n by d set end of lst to i end repeat return lst end enumFromTo -- intercalate:: Text -> [Text] -> Text on intercalate ( strText , lstText ) set { dlm , my text item delimiters } to { my text item delimiters , strText } set strJoined to lstText as text set my text item delimiters to dlm return strJoined end intercalate -- map:: (a -> b) -> [a] -> [b] on map ( f , xs ) tell mReturn ( f ) set lng to length of xs set lst to {} repeat with i from 1 to lng set end of lst to |λ| ( item i of xs , i , xs ) end repeat return lst end tell end map -- Lift 2nd class handler function into 1st class script wrapper -- mReturn:: Handler -> Script on mReturn ( f ) if class of f is script then f else script property |λ| : f end script end if end mReturn Applesoft BASIC This source code is supposed to look like plain old English but is, in fact, executable. When used in an Android app, it gives the user direct access to computational abilities of your phone.

We only spent a short while discussing the notation, colours and numbers as initially I just wanted him to have fun with it. Personally, I will probably choose to teach him using the letters so he becomes more familiar with the terminology but I can see how in a larger group using numbers or colours could be a little easier. It is clear to see that in a structured environment it would be relatively easy to get a class of children learning to play and most importantly having fun whilst doing so. Teaching using numbers and colours should also make it easier for some ‘non-specialists’ to get a group up and running.Our Year 1 material, therefore, draws on repertoire with a strong emotional or storytelling quality and provides questions and activities that will help draw out appropriate responses from the children. Towards the end of the Key Stage, children start to be able to recognize musical features and discuss them in musical terms, rather than relating them to stories or emotions (Durant & Welch, 1995). We have therefore chosen music for Year 2 with strong and obvious use of particular musical features and again provided appropriate activities for teachers to draw this understanding out. Composing Pritchard took the Global Marketer of the Year title following a turbulent 12 months, through which he has encouraged his marketing teams to focus on ‘lean innovation’ and think like start-ups; put a laser-sharp focus on brand purpose, sustainability, and business growth; and successfully steered the business towards the calmer waters of the new normal. Geared towards children, this is a fantastic choice for schools and workshops. It has been noted that e arly exposure to a playful product like this can help develop a child’s sensory and fine motor skills, encourage self-expression, stimulate imagination and creativity, build confidence and nurture their natural music talents.

Grotesquely inefficient (non-tabulated output), just for fun. Can you do worse, yet keep it semi-plausibile that someone might have actually earnestly written it? JD Super – the online supermarket of Chinese retail giant JD – is P&G’s largest strategic partner in the region. Note: it takes up lots of memory and takes several seconds to compile. To enable compilation for 7 < n <= 25, please, modify include/boost/mpl/limits/string.hpp BOOST_MPL_LIMIT_STRING_SIZE to 128 instead of 32).The Model Music Curriculum approach to singing is based on developing pitch-matching over a limited range, gradually expanding the range of notes that are sung over the year groups. The pBuzz KS1 Music Curriculum takes a broader approach to the development of singing, particularly on engendering a love of singing through our specially composed songs which are engaging, fun, and suitable for young voices. (It should be noted that pitch-matching is still covered as a feature of our scheme but in the context of technical work on the instrument.) Listening