Walters, Luther Essays - Cultural Anthropology, Oral Tradition

Walters, Luther ENG 161-68 Thurs. February 02, 1999 You Can Lead A Horse To Water, But You Can't Make Him Drink. You can lead a horse to water but you can't make him drink is a proverb that relates to my educational experiences and the introduction of my sons academics. Acquainting a youngster to new things isn't easy. Instinctively, a child learns quickly from what it views of the world. This cautions me to be aware of how I display myself in front of my sons. Showing them how to drink water from a cup ensures that they will someday drink on their own. Therefore, demonstrating how to learn, study, and absorb things will help them to make confident decisions in the future. Comparatively, placing a book before a child without teaching it to read is the same as trying to force a horse to drink. It won't work! But, by guiding the horse (child) and unveiling the inherent value of the water (book), a curiosity stirs and the stubbornness surrenders. There's a patient teacher in all of us. Spend time with a child and help it to discover the Stallion within itself. Of coarse you can lead a child to school, that's easy. But can you, as an adult, guide him or her in a way that blossoms their creativeness?

Complete List of Performing Arts Colleges in New York

Complete List of Performing Arts Colleges in New York SAT / ACT Prep Online Guides and Tips If you're hoping to attend a performing arts college in New York state or New York City, this article will get you one step closer to that goal. I have compiled a comprehensive list of the over 70 universities and conservatory programs in New York that offer performing arts degrees (Bachelor’s or higher). I have also chosen the top 3 performing arts schools in New York. How Should You Use This List? This list should be a starting point for your research into finding the right performing arts college for you. If you need assistance figuring out what college to go to, click the link to another PrepScholar article. When deciding on a performing arts college, you should consider at a minimum: Are you looking for a conservatory or a program at a four-year university with other non-art related majors? Do you want to be in a New York City or a smaller town? Do you want a large program or a smaller program? Are you interested in attending a certain type of religious college? What kind of degree do you want? BA, BM or BFA? MA or MFA? How much money do you want to spend on your degree? Can you get financial aid at the school? In this article, I list every school in alphabetical order. Each school offers different performing arts degrees and different curricula for the same type of degree, so I encourage you to click on the links to each school to figure out if their program is right for you. List of Performing Arts School in New York in Alphabetical Order American Academy of Dramatic Arts: New York, NY Adelphi University: Garden City, NY Bard College: Annandale-on-Hudson, New York Barnard College: New York, NY Canisius College: Buffalo, NY City University of New York-Baruch College: New York, NY City University of New York-Brooklyn College: Brooklyn, NY City University of New York-City College: New York, NY City University of New York-College of Staten Island: Staten Island, NY City University of New York-Hunter College: New York, NY City University of New York-Lehman College: Bronx, NY City University of New York-Queens College Aaron Copland School of Music: Flushing, NY City University of New York-York College: Jamaica, NY City University of New York-Graduate Center: New York, NY Colgate University: Hamilton, NY College of St. Rose: Albany, NY Columbia University: New York, NY Cornell University: Ithaca, NY Elmira College: Elmira, NY Five Towns College: Dix Hills, NY Fordham University: Bronx, NY Hamilton College: Clinton, NY Hartwick College: Oneonta, NY Hebrew Union College-Jewish Institute of Religion: New York, NY Hobart and William Smith Colleges: Geneva, NY Hofstra University: Hempstead, NY Houghton College: Houghton, NY Ithaca College: Ithaca, NY Jewish Theological Seminary-H.L. Miller Cantorial School and College of Jewish Music: New York, NY The Juilliard School: New York, NY Long Island University-Brooklyn: Brooklyn, NY Long Island University-C.W. Post: Brookville, NY Manhattan School of Music: New York, NY Manhattanville College: Purchase, NY Molloy College: Rockville Centre, NY Marymount Manhattan College: New York, NY Nazareth College of Rochester: Rochester, NY The New School-Eugene Lang College of Liberal Arts: New York, NY The New School-Mannes College of Music: New York, NY The New School for Jazz and Contemporary Music: New York, NY New York University (NYU): New York, NY Niagara University: Outside of Niagara Falls, NY Pratt Institute: New York, NY Roberts Wesleyan College: Rochester, NY SUNY - Albany: Albany, NY SUNY - Binghamton University: Binghamton, NY SUNY - Buffalo State College: Buffalo, NY SUNY-College at Oneonta: Oneonta, NY SUNY-Fredonia: Fredonia, NY SUNY-Geneseo: Geneseo, NY SUNY-New Paltz: New Paltz, NY SUNY-Oswego: Oswego, NY SUNY-Plattsburgh: Plattsburgh, NY SUNY-Potsdam Crane School of Music: Potsdam, NY SUNY-Purchase: Purchase, NY SUNY-Stony Brook: Stony Brook, NY SUNY-University at Buffalo: Buffalo, NY Sarah Lawrence College: Yonkers, NY Skidmore College: Saratoga Springs, NY St. Bonaventure University: St. Bonaventure, NY St. Lawrence College: Canton, NY Syracuse University: Syracuse, NY University of Rochester Eastman School of Music: Rochester, NY Vassar College: Poughkeepsie, NY Wagner College: Staten Island, NY Wells College: Aurora, NY Yeshiva University Belz School of Jewish Music: New York, NY Top 3 Performing Arts Colleges in New York The Juilliard School Location: New York, NYTuition for Academic Year: $47,370Degrees offered: Bachelor of Fine Arts Dance Drama Bachelor of Music or Undergraduate Diploma Bass Trombone Bassoon Cello Clarinet Composition Double Bass Flute Guitar Harp Horn Jazz Studies Oboe Organ Percussion Piano Trombone Trumpet Tuba Viola Violin Voice Master of Fine Arts Drama Master of Music or Graduate Diploma Bass Trombone Bassoon Cello Clarinet Collaborative Piano Composition Conducting Double Bass Flute Guitar Harp Historical Performance Horn Jazz Studies Oboe Organ Percussion Piano Trombone Trumpet Tuba Viola Violin Voice Artistic Diploma Jazz Studies Opera Studies Performance Playwriting String Quartet Studies Doctor of Musical Arts Bass Trombone Bassoon Cello Clarinet Collaborative Piano Composition Double Bass Flute Harp Historical Performance Horn Oboe Organ Percussion Piano Trombone Trumpet Tuba Viola Violin Voice Overview: Undoubtedly considered one of the best, if not the best, performing arts school in the country, recognized by entertainment magazines such as The Hollywood Reporter for the drama and music programs and Onstage blog for the dance program. Conservatory-style education in New York City, one of the art centers of the world. Very small class sizes with only around 500 undergraduate students, lots of personal attention. Extremely competitive admission process that includes an audition; Julliard only admits about 6.5% of applicants. The school's alumni have a long list of accomplishments including "more than 105 Grammy Awards, 62 Tony Awards, 47 Emmy Awards, 26 Bessie Awards, 24 Academy Awards, 16 Pulitzer Prizes, and 12 National Medals for the Arts." New York University Location: New York, NYTuition for Academic Year: $49,962 to $54,352Degrees offered: Bachelor of Arts Performance Studies Bachelor of Fine Arts Acting Collaborative Arts Dance Performing Arts Administration Recorded Music Theater Studies Bachelor of Music Instrumental Performance Brass Studies Jazz Studies Percussion Studies Piano Studies String Studies Woodwind Studies Music Business Music Education Music Technology Music Theory and Composition Screen Scoring Songwriting Music Therapy Vocal Performance Classical Voice Musical Theatre Vocal Pedagogy Master of Arts Dance Education Music Business Performance Studies Master of Fine Arts Acting Dance Master of Music Brass Studies Music Education Music Technology Music Theory and Composition Concert Composition Screen Scoring Screenwriting Music Theory and Composition Scoring for Film and Multimedia Songwriting Piano Performance Vocal Performance: Classical Voice Piano Performance Vocal Performance: Classical Voice PhD Brass Studies Music Education Music Performance and Composition Concert Composition Screen Scoring Performance Studies Overview: Consistently ranked in the top 5 drama schools in the country, according to The Hollywood Reporter, as well as the top music schools in the world. Conservatory-style training, but at a four-year university, providing you with a small artistic community as well as a large university experience. Located in New York City, NYU has integrated itself with New York's existing artistic community (for instance, at Tisch in the Drama Program, students attend existing New York acting studios for their specialized classes). Decently competitive admission process, with a 27% admission rate overall for NYU. Each program has a slightly lower acceptance rate, but it varies by program. Arguably has the most notable alumni of any performing arts school in the country including Elmer Bernstein, Alan Menken, Andy Samberg, Felicity Huffman, Alec Baldwin, Idina Menzel. Manhattan School of Music Location: New York, NYTuition for Academic Year: $48,280Degrees offered: Bachelor of Music Brass Collaborative Piano Composition Conducting Guitar Jazz Arts Organ Music Theatre Percussion Performance Program Viola Violin Piano Strings Harp Voice Woodwinds Bassoon Clarinet Flute Oboe Saxophone Master of Music Jazz Arts Orchestral Performance/Contemporary Performance Bassoon Cello Clarinet Double Bass Flute French Horn Harp Oboe Percussion Trombone Trumpet Tuba Viola Violin Overview: Ranked one of the top 25 music schools in the world by The Hollywood Reporter. Like the other two schools, located in New York City. 2nd best music program in the city behind Julliard, whose former campus it occupies. The smallest of the top schools with a total of 372 undergraduate students. Great facilities with over 100 practice rooms and 9 performance facilities. An incredibly long list of notable alumni including Max Roach and Harry Connick, Jr. What’s Next? Learn more about acing the SAT and ACT to help you get into a performing arts college. Check out our ultimate SAT study guide and learn how to cram for the ACT. Interested in performing arts colleges in other places? Check out our list of performing arts colleges in California! Thinking about getting a job while in high school? Check out our guide to the 8 best jobs for teens and learn how to find yours! Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Could Have and Would Have

Could Have and Would Have Could Have and Would Have Could Have and Would Have By Maeve Maddox Rita Levin asks: Can you please explain the difference between could had/could have and would had/would have. To begin with, the combinations could had and would had are impossibilities in standard English. It was with great dismay that I found the following utterances (and many more like them) on the web: If I had been killed she would had to carry a dark burden of remorse If Greece and Greeks would had been converted to islam would Greece had the problems of debt currently? Encore could had been a masterpiece If you could had $100 GC at Amazon, which cans for Rock music would you get? The combination could have is always followed by a past participle. NOTE: This discussion is limited to the use of have and had with could and would. Here are some uses of could have and would have. Someone was capable of doing something, but out of choice or necessity, was unable to do so: I could have been a contender. If I could have seen the stage, I would have told you who was playing. Something unfortunate was a possible outcome of some act: You could have killed us all, driving like that. The speaker is being critical: You could have opened the door when you saw what I was carrying. The speaker is speculating: Why isnt he here yet? He could have been caught in traffic. How did she find out? James could have told her. Note: could can be used to express speculation without the use of have: He could be stuck in traffic. Those strange neighbors could be space aliens. The phrase would have is also followed by the past participle form of the verb. It is used in the main clause of a sentence that contains an if clause: If I had known you were coming, I would have baked a cake. If they had been thinking straight, they would not have gone to the party. I would have reached my destination earlier if I hadnt lost my way. Here are the incorrect examples rewritten: If I had been killed, she would have had to carry a dark burden of remorse If Greece and the Greeks had been converted to Islamwould Greece have the current problems of debt? Encore could have been a masterpiece If you could have $100 GC at Amazon Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:How to Structure A Story: The Eight-Point Arc7 Patterns of Sentence Structure8 Great Podcasts for Writers and Book Authors

Norman Rockwells Paintings Essay Example | Topics and Well Written Essays - 500 words

Norman Rockwells Paintings - Essay Example The paper "Norman Rockwell’s Paintings" explores the artworks of Norman Rockwell. Rockwell believes that although one of the student stares outside the window as a sign of individualism, they will be attentive and focussed children. The drawing is all inspiring because it communicates idealism. The painting portrays a learning experience for students, teachers, and adult learners. The artist had an insightful observation of Russian classroom experience of school children in the 1960s (Marina Forbes. Russian education system). The artist reflects what he observed during his visit and his amusement with what he saw in the Soviet Union. This encouraged him to think about the events and inspired other students in all classes. It is also an inspiration to teachers and parents on how children can on their own stay focused.Hall believes that the painting is a portrait of the problems we daily live with and has been embraced as a civil rights’ important symbol. It acted as a re membrance when the United States Supreme Court declared the racial segregation unconstitutional. The painting has a young determined black girl who is going to school under escort. This symbolizes victory on the black race following the court verdict that it is unconstitutional for a state law to establish separate public schools for blacks and whites. This brings out Norman as a supporter of equality and tolerance. The painting shows the declaration by Norman that the federal Supreme Court stated firmly that segregation is illegal.

Energy from Municipal Solid Waste in the U.K Dissertation

Energy from Municipal Solid Waste in the U.K - Dissertation Example Based on this research energy production is an important practice for the successful running of communities, cities and countries. With the advancing use of technology and other forms of machinery the world over, the use of various forms of energy (power) to run machinery for both domestic and industrial purposes is inevitable. But one critical situation that seems to be developing very fast is the seemingly expensive cost of energy for domestic and industrial use. Studies have however showed that energy would generally be expensive when demand for the product is higher than supply can meet. This means that one important problem that the United Kingdom must be seeking to tackle if it does not want to deal with high cost of energy is to look critically at the making of the availability of energy abundant. To do this, sources of energy must be diverse and easy to come by. It is also important that the cost of production of these energies become highly economical. This is because even i f the source and supply of energy is abundant but its cost of production is high, chances are that the consumer would have to buy the energy at higher price. More to the issue of availability is the issue of environmental protection in the quest of supplying uninterrupted and affordable sources of energy. Indeed, energy sources that are produced with consequential effects on the environment are as hollow as they were not produced at all. This is because the situation creates a typical scenario of ‘robbing Peter to pay Paul’. ... Basically, such claims have only remained hypothetical with very minimal scientific researches to back them. This is a major problem that needs to be addressed because by addressing the problem, there is every indication that this is going to do a lot of good to science as a subject, mechanical engineering as a discipline and United Kingdom in general. 1.3 Research Aims and Objectives The overall aim of this research is to find out the potential of energy from municipal solid waste over other forms of energy. To do this, there is the need for setting specific objectives. This is because specific objectives are minor goals that need to be achieved before the overall aim can be said to be achieved. Below are the specific objectives that need to be achieved for the overall research aim to be achieved: 1. To critically scrutinise the position of the United Kingdom in tapping the potentials in energy from municipal solid waste by the use of PESTLE analysis 2. To find out how PESTLE analys is on municipal solid waste energy management in the United Kingdom favours of disfavours the country’s potential to maximise the use of energy from municipal solid waste 3. To outline the various solid waste management options available to the United Kingdom as a nation 4. To bring out the waste legislation in the United Kingdom that controls municipal solid waste management and handling 5. To relate the legislation discussed above to how they impede or promote the fulfilment of energy generation from municipal solid waste 6. To establish the environmental impact of energy recovery from municipal solid waste 7. To design a model solid waste energy extraction plant for use at medium scale level 1.4 Significance of the Study The specific objectives outlined

Improving Health and Wellness in Students Essay Example for Free

Improving Health and Wellness in Students Essay Rising consumerism is a problem that has a profound effect on children today.   Children and adults watch television and are inundated with commercials that urge viewers to buy the latest technological gadgets that replace outdoor activities and exercise.   As well, the latest candy, ice cream, and other unhealthy products are cast in between cartoons that capture children’s attentions and their parents are pressured to please their children and buy them material objects to satisfy them rather than engaging them in healthy activities and studying much of the time. Many parents are working and have little time to spend with their kids, sitting in front of the television together or encouraging kids to quietly play with their gadgets (play stations, computers, and others), so parents can relax may become the norm.   To make up for this lack of involvement many parents guiltily give in to children’s whims and buy them candy and unhealthy food, to save time â€Å"fast-food† replaces a healthy dinner and that much needed time at the dinner table to interact and be involved in their childrens lives. An efficient school program would not only target the youth, but their parents, as well then.   â€Å"Operation Pause the PlayStation† will be aimed at educating parents and children separately on issues involving obesity and other unhealthy behaviors.   It is probable that parents of children, who are not obese, will be less receptive and unlikely to come to these after-school classes. But, it is postulated this involvement program will be less receptive if it were labeled as a program for troubled kids.   Therefore this program will have the contingency that children will not be able to pass to the next grade level unless parents attend (this is fitting as the program should be implemented at the end of the school year before children have summer break and may be more sedentary and involved in unhealthy activities without the benefit of healthy school lunches and physical education). Therefore, parents and children should attend at least three classes that tackle these problems.   Class one should tackle the â€Å"McDonaldization of Society† and demonstrate that busy working families do not mean to do their children harm when settling for fast food, but that fast food is unhealthy and can lead to obesity and/or unhealthy learned behaviors that will follow children into adulthood. â€Å"Giving in† to children and buying them unhealthy food to fill the void that is left from lack of quality time, should also be addressed.   Most importantly, the lack of parental involvement in school activities due to rushed lifestyles should be addressed.   This class will be a sort of forum, as well, not meant to single out any parent, but an opportunity for parents facing the same kinds of strain to network with one another and see that they can be part of a healthy solution. Class two should encompass the overuse of technical gadgets (including television) that interfere with healthy activity.   Teachers of these classes that can be taken from high school level health classes and may choose films or other forms of media that deal with these issues to show that, in a sense, these parents and their families are â€Å"victims† of consumerism. Outside of class, more and more children are watching more and more TV, to the point that they are watching approximately 40,000 TV commercials annually. (The CEO of Prism Communication notes, â€Å"They aren’t children as much as what I like to call ‘evolving consumers’† (Heiner, 2006). Deconstructing these facts that lead to sedentary and possibly unhealthy behaviors in children from a larger, systemic base will, also, help parents to realize that they are not being singled out, but instead part of a consumer culture that demands this type of behavior. While the parents are involved in the first two classes, high school level physical education and health teachers should teach the children about food pyramid and what different foods do to help the body grow and be strong.   They should, also, focus on different exercise techniques that are fun and help to keep children in shape.   The two courses should help children to begin to think beyond McDonald’s and PlayStation and the children will take what they learn and teach their parents. This is what class three should be revolving around, a fun and light-hearted end to the requirement.   Here students will tech their parents what they have learned as far as healthy eating and a better overall lifestyle.   The parents will, most likely, appreciate that their children are making an effort to improve their lifestyles and will continue where the classes left off.   Additionally, there should be representatives from various summer camps and programs that are inexpensive , so that even children in poverty could attend.   The YMCA, Boys and Girls Club, and other organizations should promote what they have to offer at this time and, hopefully the summer will serve as a break from studies, but a beginning to more healthy behavior. In conclusion, problems with obesity and unhealthy behavior are systemic.   We live in a consumer culture that causes both the old and young to sometimes believe that having â€Å"things† is essential.   Hurried lifestyles, as well, from long work hours, and especially in single-parent households may lead to turning to â€Å"fast food† and a lesser interest in school activities.   Competing with friends to have the most up-to-date technology may lead to parents having pressure put on them to provide these unnecessary gadgets and relaxing may start to take the form of television watching or other technological time.   These problems are not unique to any one group, but all parents and all children are at risk.   â€Å"Operation Pause the Playstation†, should help change attitudes on this. References Heiner, R. (2006).   Social Problems: An Introduction to Critical Constructionism.   New York: Oxford University Press. Insidehighered.com.   Advanced Placement Still Ascending.   (2007). Retrieved February 18, 2007 from       http://www.insidehighered.com/news/2007/02/07/ap.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Leone, Peter Drakeford, William.   Alternative Education: From a Last Chance to a Proactive Mode. (1999).   Reprinted with permission of The Clearing House: Volume 3, Number 2, November/December 1999: The Helen Dwight Reid Educational Foundation. Published by Heldref Publications, 1319 18th St. N.W. Washington, D.C. 20036-1802. Copyright 19.   Retrieved February 18, 2007 from http://www.edjj.org/Publications/pub_06_13_00_1.html. Payne, R.   (1996).   A Framework for Understanding Poverty.   p. 59.   Highlands: aha! Process, Inc.

Voltaires Candide Essay -- Voltaire Candide Essays

Voltaire's Candide Throughout the novel, Candide, Voltaire repeatedly exploits the nature of humans to consider other's situations and lifestyles to be better than that of their own. Voltaire uses Candide's journeys to portray the human assumption that the grass is always greener on the other side. This theme is shown in Candide's strife for companionship, his experience with wealth, and his interaction with other characters. The situations that develop the theme do so in such a way that the reader is able to understand and relate to the aspirations of Candide. The first element used to convey the fact that Candide looks at others situations sees what he would like to have is in his journey to find the ideal companion. Throughout his adventures, Candide comes upon many different men with many different companionship situations. For example, during Candide's time with Count Pococurant, Voltaire indicates to the reader that Candide is impressed with the count's two women. (118) The amazement and awe by Candide is answered with an explanation from Count Pococurant that shows that he is happy with them, but is becoming tired of their presence. (118) Voltaire strongly appeals to the reader with this scene because mankind places male/female companionship as a top priority of life. Psychologists have classified human companionship as one of the most essential sociological needs of mankind. This is confusing to Candide's because Count Pococurant is unsatisfie...