Booth Essay Competition Essay Samples

Booth Essay Competition Essay SamplesThe Booth Essay is one of the most sought after college essays for those students who are competing in the different booths at Booth Essay Competition. The Booth Essay is a one page essay. It is normally written in response to a question at Booth Competition. It is usually written in a different style from a normal one-page essay.Booth essays are different from normal ones as they are usually much shorter. And they're based on a question that has been placed by the Booth personnel. It is usually an online question that asks for a few specific details about the student's academic life, experiences and life experience. Other than that, it needs to address the topic of the competition. The questions are based on the competition theme.These essays are only for undergraduate or first or second term year colleges. Usually they are focused on a few topics. One of the things that these booths are looking for are topics related to the chosen competition th eme.The most common questions asked by Booth are about the students' life experience. It is normally from the first question to the last one. The other questions are related to the student's learning style, research methods, development of ideas, possible future career opportunities, application of learning methods, reading comprehension, writing skills, motivation, taking risks, working in a team, creative thinking, managing time, doing multiple things at the same time, achieving a goal etc. The other questions are designed for job hunting, raising money, setting up business, effective marketing strategies and more. It's not easy for any student to write a concise yet impressive essay.The Booth Essay samples are usually short and simple. And their answers can be tough to read even for an experienced writer. If you do not have the perfect grammar and spelling skills, then you can hire the help ofan English writing tutor.To hire the help of an English writing tutor is very costly. Bu t the services that they provide will help you in improving your writing skills. The benefits that you get with the help of them are better grammar and spelling, concise and correct answers, and better writing style.So to be prepared, use the Booth Essay samples when you are writing your essay. You can also try submitting your essay to the online essay review sites that are available online. It will not only help you improve your writing skills but also help you to become familiar with the type of online essay review site that is suitable for you.

Integrative Assessment Proposal And Budget Essay - 2112 Words

Integrative Assessment Proposal and Budget Jaclyn Stapleton Psyc 6123 Yorkville University Abstract In the proposal I will be outlining is Scenario C working as a counselor in a High School to assess students for learning difficulties, behavioral problems and assisting with career planning. In this proposal I will be summarizing the development for proposing assessment tools for student within the High School (Age 12-18 years old). Within the proposal I will be speaking towards the potential behavior/language concerns and how the budget would reflect each student. Other considerations within the proposal will be discussing scheduling, staffing and requirements for chosen assessment tools with a key focus on each assessment tool and their specific reasoning’s for their integration within the school system. In our generation today High School students are at the age of having to know what they want to do for a career and what are the components the students need to have to achieve this. When choosing a career or career choices this is a main focal point in a young person’s life. There are many practical approaches and beliefs when approaching career selecting and it can be an intensive process. A first step in a career planning process would be assessing an individual/client with evaluating their willing/eagerness in the process (Gerstan, 2013). When looking into a specific career, planning with a high schoolShow MoreRelatedTeaching Notes1135 Words   |  5 PagesTexoil Teaching Notes By Stephen B. Goldberg Texoil is a two-party, quantified transactional negotiation with integrative potential. The owners of a service station would like to sell their station, and a large oil and gas company would like to buy it. The stations owners are tired of the responsibilities of ownership and want to take a two year sailing trip around the world, while they are still young enough to enjoy such a trip. The oil and gas company is in the midst of a strategic expansionRead MorePost Apartheid South Africa2901 Words   |  12 Pages2012/2013 Planning 2013/2014:5). The Reconstruction and Development programme was launched in 1994 by the ruling party African National Congress (ANC) as a policy document to redress inequalities and promote integrative planning. In 1996 the IDP was promoted as a tool to aid integrative planning and encourage developmental local government (Gibbens: 2008, 33). There is a plethora of legislation that incorporates Integrated Development Planning and strengthens local government through developmentalRead MorePrevention of Hospital Readmissions Related to Symptoms of Congestive Heart Failure4827 Words   |  20 Pagesknowledge and provide additional resources essential for effective health care management. Research evidence provides data that proves patients who are diagnosed with CHF needs a variety of health care needs during admission and after discharge. The proposal will display an evaluation plan, implementation plan and a dissemination of the evidence. Provide at least 1 evidence based literature; for at least 1 evidence based solution. Keywords: congestive heart failure, therapy, education, patient outcomes Read MoreAnalysis Paper: the Philosophical Foundation on the K-12 Program2400 Words   |  10 PagesDepartment of Education also presented the benefits of the Enhanced Basic Education Program: 1. The Enhanced K-12 Basic Education Program will be instrumental in achieving the nation’s vision of high school graduates. The benefits of the K-12 proposal far outweigh the additional costs that will be incurred by both government and families. 2. An enhanced curriculum will decongest academic workload. 3. Graduates will possess competencies and skills relevant to the job market. 4. GraduatesRead MoreCapstone Project15365 Words   |  62 PagesThe Student Guide to the MSA Capstone Project Part 1: The Research Proposal and the Research Project Central Michigan University August 2012 Contents What is the MSA 699 Project? ........................................................................................................ 4 Overview of the MSA 699 Project................................................................................................... 5 Plagiarism and Ethics ..........................................Read MoreLong Term Development Policy Paper5988 Words   |  24 Pagespolicies on operations and communities. The methodology applied allows variable manipulation for assessing simulation outcomes based set parameters, and developing compromises to meet broad requirements. [1: â€Å"FAA Facilities: Improved Condition Assessment Methods Could Better Inform Maintenance Decisions and Capital-Planning Efforts†., U.S. Government Accountability Office, Report to Congressional Requesters, September 2013, GAO-13-757] INTRODUCTION One of the Federal Aviation Administration’sRead MoreNegotiation Skills for Project Managers10366 Words   |  42 Pagesyour part ⠝‘ Do not make too many concessions, too fast if possible, make the first most significant concession come from the other party. Impasses: ⠝‘ Pause ⠝‘ Honorable withdrawal ⠝‘ Change of place, person or proposal ⠝‘ Mediator ⠝‘ Respond to aggressions with facts ⠝‘ Avoid personality conflicts ⠝‘ Emphasize previous points of agreement ⠝‘ Move on to non conflicting issues Negotiating a Raise or Promotion: Read MorePareto Optimality8045 Words   |  33 Pagesor compensation), procedural (concerning the way a dispute is handled), or psychological (related to the effect of a proposed action).    †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Positions are statements by a party about how an issue can or should be handled or resolved; or a proposal for a particular solution. A disputant selects a position because it satisfies a particular interest or meets a set of needs.    †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Interests are specific needs, conditions or gains that a party must have met in an agreement for it to be consideredRead MorePROC 5000 Midterm Prep Essay8984 Words   |  36 Pageswin-win relationships in the context of strategic alliances, organizations are looking at total cost as a criterion, thus allowing win-win relationship building to lower total costs. Most public and private sector organizations are expected to use integrative (win-win) versus distributive (win-lose) negotiations, as they move away from adversarial and toward collaborative relationships with suppliers. Supplier Outsourcing In the private sector, executive managements perception of supplier importanceRead MoreMmt2 Task1 Wgu Essay4127 Words   |  17 PagesTask 1 Name Tutor Institution Course Date Memorandum Re: Tech Upgrade Proposal To: Mr. Kern From: Me A. I performed a SWOT analysis on the current AEnergy technology infrastructure. A SWOT analysis is a technique and opportunity for a thoughtful overview of where things are good and where things need improvement. SWOT stands for Strengths, Weaknesses, Opportunities, and Threats. I’ve reviewed our system for all four of the SWOT attributes to give the following

The Feasibility Of Conjoining Christianity And Islam

The purpose of this paper is to describe the feasibility of conjoining Christianity and Islam. There is a current effort in the religious community to join the two faiths together in a religion called Chrislam. This community desires to combine elements from both religions to create a new religion. This may be a difficult task to accomplish because of the nature of both religions. Let us take a look at Christianity first. Christianity had its origins in the first century CE in Palestine. They were first called Christians in Antioch and were identified as such because they emulated the life and teachings of one known as Jesus Christ. This title was a bestowed upon them due to the fact that those outside of the faith considered them to†¦show more content†¦The religion itself has numerous denominations and each denomination has its own interpretation of the Scriptures, whom the followers thereof deem as God inspired and holy. Christianity is the only religion that is really global (Bertil). Christians are divided as to when the birth of the Church actually took place. Some state that the church started when Jesus said that he would build his church on the rock or foundation of his Messiahship. Others state that it was the day of Pentecost with the arising importance of the Holy Spirit as a focal point. Christianity began with the apostles in Jerusalem as a part of Judaism. What is known as the Bible had not been fully developed at that time, so they use the same book as the Jews. Since most of the early Christians were essentially Jewish converts, having the Tanakh made it easy for them to spread their religion. There was a certain difficulty in spreading it beyond Judaism. Jesus spoke Aramaic in the dominant cultural environment was the Greco Roman culture, therefore the Scripture had to be recorded in Greek. Even with this linguistic hindrance this religion exploded and grew very rapidly. It seemed to be much more than a set of laws or commandments, Christians experience something that no other religion offered. It was the solution to many of the world s problems, and it brought people together making them a community. It was based on having a relationship with God, something

Approaches in teaching music at primary level Essay Example For Students

Approaches in teaching music at primary level Essay Approaches in teaching music at primary level Background of Delaware Approach ?mile Jacques-Delaware ( 1850 1950) was a Swiss composer, musician and music educator who developed arrhythmias, a method of learning and experiencing music through movement. According to Delaware (1921), Mile Jacques-Delaware was a multi- faceted performer and pedagogue who designed a method for teaching music and rhythm, and with this method an entire school of thought. In the early twentieth century, Delaware created a three-pronged approach to the study of music using arrhythmias (the study of rhythm), solo ©GE and improvisation. This method of teaching explores the relationship between mind and body and the movement of the body through time and space. According to De Sock (1989:115), College is aimed at developing the sense of musical pitch and tone relations and the ability to distinguish tone qualities. On the other hand Improvisation is aimed at developing the capacity of free invention whilst Arrhythmias is set to give students the feeling for musical rhythm through body movement. In the Delaware arrhythmic plan is the use of the piano on which the teacher improvises cues for the instant body response, n the free expression of the basic music concepts such as dynamics, tempo and pitch. The Delaware method helps a child develop the expressive possibilities of his body in his own way. The Delaware plan expresses individuality. Like Kodiak, Delaware also accepted that rather ear training and rhythmic movement start before instrumental study. The idea here is that what has been synthetically experienced will be more easily translated onto an instrument at a later stage. The Delaware Approach According to Delaware, music is composed of sound and movement. Sound is a form of movement. Delaware sought to unify mind and body in the study of rhythm, which for him consists of movements and breaks in movement. It is because of the connection between sound and movement that he considered certain traits essential in all professional musicians: ear training, rhythm and the ability to externalities inward sensations. As highlighted by Simian (2008), music education facilities around the world advocate Dalliances method, employing it at all age levels, from toddlers through adulthood. While it is commonly thought to be primarily a childrens class, his method was originally designed for college students and remains in use across he globe. Referring to Buchanan (1991), there are three components to the Delaware approach to music education. The arrhythmias section which deals primarily with the exploration of time and duration; the solo ©GE method deals with more concrete concepts. The improvisation portion nurtures creativity and invention in music. These three methods come together to solidify music skills in all areas of music, including music theory. A common way to use the Delaware method in music-theory education is the employment of solo ©GE. This is one of the first things generally taught in Approaches in teaching music at primary bevel 2015 Copy By sailors previous solo ©GE training, use the fixed-do system, referring to C as home. The students begin by standing on one side of the room with their feet on home. As you play the scale, the students take a step forward for every ascending syllable and a step backward for every descending syllable, eventually returning to home. This exercise introduces the syllable names, applies them to different pitches, and also lays the foundation for active listening (ascending and descending). Next, sing groups of three consecutive notes and the students decide whether it was ascending or ascending. Reinforcing the same idea through different movements is an effective way to fortify the concept. According to Delaware (1930), young children do not generally have the musical training t o label intervals, but they are able to at least hear and interpret them. To visually represent the concept of an interval, place cards printed with solo ©GE syllables on the floor. Students can then see that the ascending interval do-FAA is smaller than the interval do-la. The students can step alongside the cards for a visual and kinesthesia representation of the relationship between solo ©GE syllables. After the students gain a physical sense of how the intervals relate to step size, repeat the exercise with the cards removed in order to strengthen the kinesthesia connection. An important aspect of ear training is differentiating between and reacting to a variety of sounds. In order to achieve this understanding, as noted by Simian (2008), one can choose to use a game discussed in Else Finalitys book Rhythm and Movement: Applications of Delaware Arrhythmias. This activity involves passing a ball around a circle while responding to various aural stimuli. Begin with a simple distinction: starting and stopping the music. When the music stops, the student with the ball must freeze until the music begins again. Students are then asked to pass the ball in the opposite direction at the signal of two high notes. Another signal, a low rumbling from the bass of the piano, indicates that the student passing the ball should skip the next person. Children can be encouraged to hear phrase patterns and the occurrence of cadences using the Delaware method. A common activity asks students to draw the music they hear, letting the marks on the paper follow the music. The teacher can demonstrate this with an example, likely a revered line following the shape of the music. The students may begin by making arcs in the air before making any marks on paper. In this exercise students become aware of the direction of the musical line, as well as the resolution at the end of the phrase. Practices based on Delaware methods may be used effectively at the college level in first year theory courses as a way of recognizing chord quality. For example, three students may be used to represent the notes of a major triad. The distance between the first two students is larger than the distance between the second two students, presenting the difference in interval size between major and minor thirds. The middle student, representing the third of the chord, may take a step closer to the first student, the root, demonstrating the difference between major and minor triads. The exercise may also be used to illustrate augmented and diminished chords. Students may be asked to sing the pitches in each example to aurally represent the kinesthesia activity. Chord resolutions may also be represented using a similar physical model. Delaware method explores the connection of mind and body in music through a variety of kinesthesia/aural activities. This method allows students to can benefit from experiencing the music physically in connection with their aural experience. These exercises may be a useful addition to music theory courses at any level, and benefit students of all ages. Basic Features of Arrhythmias (Rhythmic Movements) There are number of basic features of arrhythmias in the teaching and learning of music. A) Although it was originally conceived as an aid to young adult music students, as noted by De Sock (1989), it has been successfully adapted for children. ) Young children may be taught musical concepts such as dynamics, tempo, and pitch through body movement. ) With the Delaware method believing that rhythm is the fundamental force in all art (especially music) use is made of the childs natural loco motor movements as the basis for the rhythmic movement of his method. D) The child learns to distinguish between, and respond instantly to the characteristic rhythms of each of these loco-motor movements, improvised on the piano by the teacher, (walking, marching, running, trotting, skipping, galloping, Jumping and swaying). Eminem was right: what can today's music EssayMusical concepts are learned through singing, chanting, dance, movement, drama and the playing of percussion instruments. Improvisation, composition and a childs natural sense of play are encouraged. The Roof Approach The main thrust in Roof approach to music education is that music, movement and speech form a cohesive whole and that is elemental music. According to De Sock (1989), elemental music is unsophisticated, using small sequence forms (station and rondo), the goal being to bring music within the range of every child, employing the child as a participant rather than as a listener. Carl Roof believed that the music development of children corresponds to the growth of music history and, as such, music teaching must proceed through a series of stages recognizing that: a) Rhythm harmony and therefore precedes harmony Rhythm *Melody ?+ Harmony The rhythmic patterns are experienced through speech patterns taken from the hills roots, thus his own name, vocabulary and nursery rhythms, These rhythmic formulas are then reproduced by clapping, stamping and finally on instruments. Through the combination of rhythm, melody, speech and movement, elemental music becomes more elemental music and never sophisticated. The nature of this elemental music gives the child of any age the opportunity to explore and develop his/her talent creativity. Roofs educational philosophy resulted from, and was influenced by an interest in the work of Delaware and Lab who showed the possibilities of movement and its combination with music. Realizing the endless possibilities of the latter, Roof set about changing the instruction of music into something different from what had, up to then, been accepted as usual. Roof shifted the emphasis from the harmonic to the rhythmic, by disassociating himself from the exclusive use of the piano in physical education, by encouraging students to improvise and compose their own music, and the need arose for instruments which were not only preferably rhythmic, but unsophisticated and easy to learn (De Sock 1989, page). To meet the above requirements a suitable instrumental ensemble had to be invented. Roof developed an instrumental ensemble of mellow, delicate timbre, easy to play and of excellent quality, these instruments are closely related to primitive models or the instruments of a non-western cultures. De Sock (1989) states that Roof instruments, both melodic and non-melodic have added advantage of being designed to require only large muscle movements, although they do require some playing technique, page. However, use of the piano as an accompaniment to surging or instrumental playing is not part of the Roof plan. Playing from memory is encouraged, especially in the early stages, while reading notation is not disregarded ND is introduced early in the course. (Landis and Carder, 1972) coded in De Sock(1989), believes that where as in the traditional study of music, memorization is a culminating activity, Roof felt that singing and playing should not be dependent on musical scores and that memorization be a natural beginning skill. Roof defined the ideal kind of music of children as never music alone but music connected with movement, dance and speech. Musical ideas are consistently explored through this array of active means in increasingly sophisticated ways. The activities are singly or in combination to involve the entire class in learning. Speech The inherent rhythm in the childs native language is an important resource Roofs approach. The rhymes, word games, riddles and poems from the childs heritage offer unlimited possibilities for exploring musical elements. Spoken rhymes may be clapped and perhaps transferred to unpainted percussion instruments. Speech activities are also well suited to the development of literacy and improvisation skills. A close relationship to singing is another important reason for including it in a total music program. Movement The importance of kinesthesia aspect of musical performance is well understood by Roof. Roof acknowledges physical response as the foundation upon which group music making is laid. Roof does not view movement study as an end itself but as another means towards musical and emotional growth. Music and movement are and tempo. Movement in the Roof begins with elemental movement and untrained natural action common to all pupils such as walking running skipping Jumping etc. Hillier are given freedom to move while singing and playing instruments. Instruments Children are fascinated by sound and a few can resist the opportunity to experiment with sound. In an Roof ensemble students will learn to listen appreciate and to help one another in collective musical endeavourers. Sound realization for poems, stories, melodic accompaniment and instrumental pieces are Just a few of the many group music making activities facilitated by musical instruments. His approach is very effective in teaching any instruments to pupils. Characteristics inherent in the Roof philosophy of music education The melodic starting point in pitch training is the natural child chant for Roof, like Kodiak, believed in moving from simple to the complex. Roof expected the children to create station patterns and burdens in atherosclerosis, and he constantly wrote them into the models he provided Motives were taken from the song and used in the introduction and accompaniment of the song Speech patterns were to begin with simple words and progress to complex speech canons The distinctive Roof ensemble of instruments was used. Rhythm is seen as the most vital element in music and as such, is common denominator in speech, movement, singing and improvisation Creative is vitally important in the Roof method The types of music and instruments typically used Folk music and music composed by the children themselves are mostly used in the Roof classroom. The music generated in the Roof Approach is largely improvisational and uses original tonal constructions that build a sense of confidence and interest in the process of creative thinking. Students of the Roof Approach sing, play instruments, and dance alone as well as in groups. Songs are usually short, contain station, are within singing range, can be manipulated to be played in a round or ABA form. Music is chosen with strong nationalistic flavor, being related to folk songs and music of the childs own heritage. Music can also be anything from nursery rhymes to songs that are invented by the children themselves. Roof-Schuler music is largely based on simple but forceful variations on rhythmic patterns. This makes for very simple and beautiful musical forms, which are easily learned by young children, and is also useful for adults and thus it has a universal appeal. Xylophones (soprano, alto, fashionableness (soprano, alto, bass), glockenspiels(soprano and alto),marimbas,castanets, bells, maracas, triangles, cymbals (finger, crash or suspended), tambourines, timpani, gongs, bongos, steel drums and conga drums are UT some of the percussion instruments used in the Roof classroom. Other instruments (both pitched and UN-pitched) that may be used include: The lesson Although Roof teachers use many books as frameworks, there is no standardized Roof curriculum. Roof teachers design their own lesson plans and adapt it to suit the size of the class and the age of the students. For example, a teacher may choose a poem or a story to read in class. Students are then asked to participate by choosing instruments to represent a character or a word in the story or poem. As the teacher reads the story or poem again, students add sound effects by playing the