Educational Tour Essay Example for Free

Educational Tour Essay Educational Tour gives us ideas likewise opportunities to visit prestigious agencies that may help us visualize what we are learning at school. This activity helps us develop our personality since social graces and etiquette are learned too by experience. Moreover, important to every student since it is a part of our learning process to acquire more knowledge through actual exposure to the different agencies. Narrative Report: On July 4,2013 ,the faculty of World Citi Colleges held an educational tour for the Bachelor of Science and Tourism Management students. The locations are the Cultural Center of the Philippines, Resort World Manila and Island Cove. July 4, 2013, the day when I have to wake up early because it should be a big No for rush and the call time is 6:00 to 6:30. I have to commute to go to our school. It is around 5:00 in the morning when I left my house and started to wait a jeep in waiting area going to Cubao. Sadly, I wait for 15 minutes just to ride in a jeep. When I rode a jeep, I paid going to Anonas and dropped to our school. When I got there, I saw my classmates and we went to Bus no. 3. While waiting for others, I and my classmates sit in the vacant sit . We started to travel around 7:00 but of course we pray first for a safe trip. After the pray, here it goes! We already started talking, laughing, picture taking and of course we cooperate in our tour guide to answer some questions and he gives some rules. We arrived at Cultural Center of the Philippines (CCP). Our tour guide in CCP gives us knowledge about the history of the Cultural Center of the Philippines and about some Arts that in the place who made it and why he/she made it. I recognized some of my classmates didn’t listening to our tour guide while some of us listening. He showed us the theater. He said, â€Å"I didn’t showed this to some groups but because you’re listening I will show you the theater. † We were in at a dark place and I saw the theater. It’s so big! It’s my first time to see a big theater. After that, we continued the tour again and of course we take pictures. After the CCP, we went again to our bus. We arrived at the Resort World but before we go out on a bus, a tour guide in Resort World showed and gave us some of the rules. We gave our member information to get a member card. He said that only 29 students will get the member card on a day of our tour. Luckily, I got it. After that, we toured in the resort world. Actually, that’s my first time to go to a luxury mall. We entered to a theater and then they showed us the rooms in hotel. We played games in Game zoo. They gave us a Game zoo Card for free play. After we played, we bought our lunch in Mc Donald. Then, we went back to our bus and ate the lunch while moving the bus going to Island Cove. We arrived at Island Cove which was our last destination. We walked in a bridge. There, we have a seminar with other branch of World Citi Colleges Caloocan, Antipolo and Cubao. The seminar started. I learned many things about Tourism and of course being a tourist guide. After the seminar, we toured around the island cove. We saw a swimming pool and some slides. Too bad, we didn’t know that we can bring some clothes so we can swim. Because of that, we just took some pictures and toured the place. When we got tired, we went back to our bus. I and my classmates were talking, laughing, and taking pictures. Then all my classmates were got in the bus so we were going back to school. We left the Island Cove around 5:00 pm and arrived at the school at 8:00 pm because of the traffic. I got home safely around 9:00. The tour for me is great! I learn many things that I will I hope we have a tour again in a great place and an educational.

My Ascent Into 8th Grade Stardom :: essays research papers

My Ascent into 8th Grade StardomIt was very hard moving to a new town in the summer of 1994. This event meant having to attend a new middle school and reestablish myself in a new environment. Even though I had moved about every two years of my entire life, that did not make this time any easier. I still had to make new friends and ground myself all over again.Middle School, like most other middle schools, had an "in" crowd. At Crossroads, it was mainly the football players. After I started school at Crossroads, football tryouts were being staged. I saw this as a most significant event on my path through adolescence, a chance to get recognized by my new school, as well as a chance to make some friends and gain some glory along the way. Getting up at one Saturday morning and going up to the school, I was very nervous about whether I would make the team or not. I've always had athletic ability, but since this was a new town, I was unsure about how my skills would compare with the other kids. Football tryout was a grueling event. When tryouts started, it was explained to all of us that the coaches would run drills in order to gauge our skills, and then place us in specific position groups. After the drills, which I did exceptionally well in , Coach Jones placed me in the running back group. He told me that I was extremely strong and fast, and that I would make a good tailback. It felt so good, not only making the team, but being singled out by Coach Jones as possibly one of the better players on the squad.Throughout the next couple of weeks, the Crossroads Vikings held football practice every day after school from 2:45 until 5:00. We always started with some team stretching and then we moved onto our positional drills. We running backs always had drills such as running through ropes and practicing plays. It was fun. As the days and practices went by, I made many new friends. All the starters, me being the starting tailback, just began to hang out together, in and out of school. That is just the way it went. Chad, Rick, Bill, Derek, Ben, and I were hanging out together all the time. Eventually, they introduced to me to all the "cool" kids in school and the feeling of being the "new kid" went away.

Dalcroze

Jaques-Dalcroze Emile Jaques-Dalcroze (July 6, 1865 – July 1, 1950), was a Swiss composer, musician and music educator who developed eurhythmics, a method of learning and experiencing music through movement. BASIC PRINCIPLES Inherent in his method are these basic principles &endash; truths he believed to be omnipresent. These six principles are: †¢The beginning of music happens when human emotions are translated into musical motion; †¢We experience emotions physically; Through our sensations of various muscular contractions and releases in our bodies, we sense emotion; †¢The body expresses internal emotions by externalizing affect through movements, postures, gestures, and sounds. Some of these are automatic, some spontaneous, and others the results of thought and will; †¢Internal emotions are translated into music through motions such as breathing, singing or playing an instrument; †¢The first instrument that must be trained in music is the human body . THE JAQUES-DALCROZE METHOD Choksy (1986) defines Eurhythmics as follows: â€Å"Eurhythmics . . is . . . based on the premise that rhythm is the primary element of music, and that the source for all rhythm may be found in the natural rhythms of the body. † Eurhythmics integrates three approaches: †¢ Solfege (the study of theory, harmony, and scales); http://www. youtube. com/watch? v=9qK6seVVBQ0 †¢ Improvisation (the development of a unified internal ear and body); †¢ Rhythmics (the exploration of inner and outer effects of rhythm in relation to the above two elements). Further, Jaques-Dalcroze developed a formula for the production of Eurhythmia:Space + Time + Energy + Weight + Balance + Plasticity = Eurhythmia? Gravity The best music happens when all of the above are balanced. The Jaques-Dalcroze method seemingly redefines the basic elements of music to fit within scientific definitions. It is a well established fact that all things are made up of matter. Ma tter is comprised of energy. Matter flows through space; energy flows through space. Matter (energy) flowing through space is called motion. Motion appears in music as beats. Those beats release their energy in various ways.The beat therefore is dependent upon the level of energy applied and the density of the space applied. Beats have a specified duration, or time value. The quality of the time is dependent upon how the beat is struck, sustained and released. Jaques-Dalcroze found that his students associated dynamic (energy) changed with tempo (time) changes, i. e. , softer meant slower also. This however is not the case. One goal of the method is to gain independence of time and energy as related to change so that students could indeed play a musical selection softer without getting slower.Beats have weight. Science defines weight as a body's attraction to the earth (which is related to gravity). When one watches a good conductor in front of an ensemble, one can sense weight in h is every stroke and pattern. Weight can also be perceived in a line of music. A solo line would have less weight than that of an eight part chorus. Likewise, the addition of low-sounding instruments in an orchestration gives a greater sense of weight. Note duration can also de indicative of weight (in appearance). Balance can be achieved only when weight is kept in control.Balance is a vital element of rhythm. (Caldwell,1995) The ultimate goal of the Jaques-Dalcroze method is to achieve a balance between all the elements that comprise the beat; space, energy, plasticity, and weight. It is impossible to separate the elements, therefore the method focuses on individual elements of the beat. Jaques-Dalcroze defines plasticity as the quality of the movement between the pitches. This is what makes the performance alive and vibrant and is largely responsible what the audience sees and hears.I think of plasticity as that gesture, expression or image that the performer conveys along with th e other elements of the beat. As mentioned earlier the ultimate goal of the Jaques-Dalcroze method is improvisation: the creation of original sound. According to Jaques-Dalcroze method, improvisation incorporates the following: †¢ Use of all faculties †¢ Exploration of movement with our bodies; †¢ Imagination and creativity; †¢ Consciousness of space and time around us; †¢ Flexibility and agility; †¢ Motor coordination; †¢ Expression through use of the body and sound; Careful and critical listening; †¢ Concentration and attentiveness; and †¢ Flexibility. The study of the Jaques-Dalcroze method requires the utmost in attention, concentration, memory, and ability to reproduce. It is a disciplined study. The role of the educator thus becomes one who focuses the energy inherent in students and transfers that energy into the production of eurhythmia. THE CLASSROOM SETTING In my experiences it is evident that it would be difficult to train anyo ne effectively in the Jaques-Dalcroze method unless it was begun at an early age.Dalcroze himself recommended â€Å"to bring children to art at an age when they have not yet been intellectualized into analyzing before observing, and expressing before experiencing. † (Dalcroze,1922) In short, the method would have to be taught during the age of innocence. The theory would also have to be constantly reinforced throughout life, even in college. The method has obvious merit in the elementary school, because it involves movement. Children learn best when moving, feeling, touching, sensing, and seeing things close at hand. The Jaques-Dalcroze method achieves just that. http://www. youtube. com/watch? v=n5DdjXZkPfg

How to Conjugate the French Verb Amuser (to Amuse)

This promises to be a fun French lesson because we are going to discuss  amuser, which means to amuse. It is a regular verb and that makes it an easy one to conjugate because it follows the rules. Conjugating the French Verb  Amuser Conjugating means that we change the ending of a verb to match the subject as well as the tense. We do this in English as well, though its often not as complicated as in languages like French. However, as you get used to the French conjugations, it becomes easier and easier. Its all a matter of practice. The good news is that  amuser  is a  regular -er verb  and it follows a classic formula as well see in the chart. This means that once you learn to conjugate a few regular verbs that end in -er, you can apply your knowledge to learning new verbs. The chart shows you the various conjugated forms of  amuser.  To use it, use the subject pronoun -- the I, you, we, etc. or, in French, the  j, tu, nous  -- and find the appropriate tense. The present, future, imperfect past, and present participle are included for easy reference. For example, to say I amuse, you will say jamuse or to say we amuse, it is nous amusons. Subject Present Future Imperfect j amuse amuserai amusais tu amuses amuseras amusais il amuse amusera amusait nous amusons amuserons amusions vous amusez amuserez amusiez ils amusent amuseront amusaient The Present Participle of  Amuser When you want  amuser  to take on the equivalent to the English -ing ending, you will conjugate it with -ant.  This is the  present participle  and for amuser, that  is amusant. Not only is it a verb, but in the right context,  amusant  can act as an adjective, gerund, or noun as well. Amuser in  Passà © Composà © for Past Tense You can use the imperfect form of  amuser  to express that someone was amused, but a more common way is to use the  passà © composà ©. To do this, you will need to add an auxiliary verb  to the phrase  avoir. You will also use the  past participle  for the verb, which is  amusà ©. What do you do with this information? Quite simply, you put it all together. For example, to say we amused the crowd, you will say nous avons amusà © la foule. The word avons is a conjugate of the verb  avoir. More Conjugations of  Amuser There are other instances in which you will need to conjugate  amuser  to fit the context. The passà © simple and imperfect subjunctive forms are used in formal writing, so you may not need those. On the other hand, you may need to use the subjunctive and conditional forms of  amuser  to express a mood. The subjunctive is used when the verb is uncertain or subjective. The conditional is used when the verb relies on particular conditions. These will be useful as you become more fluent in French. Subject Subjunctive Conditional Pass Simple Imperfect Subjunctive j amuse amuserais amusai amusasse tu amuses amuserais amusas amusasses il amuse amuserait amusa amust nous amusions amuserions amusmes amusassions vous amusiez amuseriez amustes amusassiez ils amusent amuseraient amusrent amusassent Were not quite done because you will also want to know the imperative for  amuser. This is used as a short command or request, for instance, Amuse me! When using the imperative, you can skip the subject pronoun and simply use the correct verb form. In the example of Amuse me! you simply say Amusez moi! This implies that You need to amuse me! Its a perfect phrase for when you need a good laugh. Imperative (tu) amuse (nous) amusons (vous) amusez Amuser  With a Preposition Now that you know how to conjugate  amuser, you should consider studying its use with prepositions.  Amuser  Ã‚  is a verb that often requires a preposition to complete its meaning. In this case, its  samuser à   with an infinitive.