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Research On David Booth And Story Drama English Language Essay

David Booth is Professor Emeritus at the University Of Toronto, Ontario Institute for Studies in Education. He has over forty years experience in teaching and also conducts workshops and lectures for teachers and educators. He is an advocate for the use of visual and performing arts with in the school curriculum. Furthermore he has a special interest in the use of drama for language development and literacy. David Booth is a well know author of educational books. His topics include, but are not limited to: language and literacy, children’s poetry, text for teachers, and gender and literacy. Booth explains in one of his books entitled, Story Drama, Reading , writing and role playing across the curriculum, that during his earlier years as a teacher, he knew very little about drama. However that soon changed while he pursued his undergraduate degree. He made it his duty to take as much Theatre history, English literature and Poetry classes as possible. He gradually changed his teaching style from the traditional director based, learning plays by rote theatre, to a more dramatic approach. This was achieved after many workshops with educators such as, Brian Way, Gavin Bolton, Richard Courtney, David Kemp, Agnes Buckles and Dorothy Heathcote. (7-8) He began experimenting with a method called whole group drama. This method allowed the drama to materialize from the children’s imaginations as opposed to him giving directions. He realized the genuine learning value in this method and began to conduct all of his classes using various dramatic techniques and methods which he learnt in the various workshops he attended. He began to understand the true power of drama and its importance in the field of education. He saw that drama developed children’s language in many ways because they had the opportunity to use language in their performance without it seeming like a task. Thus he began developing his own philosophy of what drama in education could be. (8) Drama can be associated with every thing one may do, see or experience. Furthermore storytelling is a natural human occurrence. In his book Drama Words Booth explains how children learn through stories and that Drama allows everyone to tell stories. “The simplest retelling of yesterday’s events is an act of imagination, as we have the option of reinventing the characters, the experience, the circumstances, the motivation and the outcomes.”(55). Booth was able to develop his own method using both the technique of storytelling and drama. He coined the term Story Drama. Story Drama, as he described in his book Story Drama: creating stories through role playing, improvising, and reading aloud, simply put is, “Improvised Role play stimulated by a story” (8) However it is not as straightforward as it sounds. This method can be used to improve student’s literacy, confidence and improve their writing skills. Role play helps children to understand the world around them and it is for this reason it is one of the better teaching methods. Therefore understanding the Story Drama method and the roles the teacher and student play is of utmost importance. A more in concise explanation of the Story Drama method can be found in his book Drama Words. It explains that: Story Drama (Booth,1980) occurs when the teacher uses issues, themes, characters, mood, conflict or spirit of the story as a beginning for dramatic exploration. The students draw from within themselves ideas and feelings and the conclusion based on the story. Drama involves people in some kind of struggle or problem; the action in story drama develops as the participants solve or work through the dilemma symbolized in the story. […] (60) Story drama can be used to help students make art and life connections as well as facilitate the development of problem solving and writing skills. “In drama the students can explore all strategies open to the teachers of writing – free writing, journals, letters, interviews, brainstorming, [….].” (Drama Words, 79) Story Drama begins with a story. The story can be in any form, such as a personal experience, a report, folktale, novel, short story, song, film, poem or even a picture book. The children must experience the story through it being read to or by them if it is a text. If it is a song or film they will familiarize themselves with it accordingly. After the children have listened to, read or viewed the story, then the process of creating drama from it begins. If your lesson is based on problem solving then the problem is highlighted by the children and they come up with solutions while in character. They can also do it out of character and then act out the solution. (Story Drama 62-64) The role of the teacher is not to direct the children but to facilitate their own creative, critical thinking. The teacher prepares, narrates, summarizes, side coaches and can also become teacher in role. It is the children’s responsibility to live through the drama. They must explore the ideas and reflect on the issues within the story, which can be done individually or as a group. The teacher can employ many techniques and strategies, such as the use of art, movement, flash backs and flash forwards, rituals and ceremonies. David Booth was one of the founders of CODE in the 1960’s. During his career in education, he taught drama to grade 6, 7 and 8 students, became the drama consultant for Hamilton, and subsequently for the City of York in Toronto. He completed his graduate degree in England studying with Dorothy Heathcote and Gavin Bolton. In 1973, he began teaching at the Faculty of Education at the University of Toronto, where he taught BEd drama courses, AQ drama courses, and later graduate courses in drama and the arts at OISE. He has been on the executive of CODE several times, and has spoken and given many workshops at CODE conferences during the last 30 years. A popular international speaker, David Booth has authored several books and articles on drama in education, and in 2006 was awarded the Lifetime Achievement Award by the American Alliance for Theatre and Education.

Grossmont College Chapter 14 Tantrums and Sign Language Questions

Grossmont College Chapter 14 Tantrums and Sign Language Questions.

Chapter 14 Discussion BoardRespect, Reflect, and Relate: The 3 R Approach to GuidanceFor this week’s discussion board you will need to respond to all 3 of the writing prompts.Please make sure to number your responses.1. What is the child experiencing when he or she is having a tantrum?2. How do you or other adults you know usually handle toddler tantrums?3. What would you do to support a child who is having a tantrum and help the child learn new ways to express emotions? the 2 one lick on one of the following links or copy the link to your web browser.Discussion Topic: Describe the information you obtained from the site and relate it to the information in Chapter 9 (Language Learning and Development). Type your response to the question on the discussion board then respond to the information one of your peers wrote. Sign LanguageHere are two excellent articles about using sign language very early on for babies: (Links to an external site.) (Links to an external site.)QUESTION FOR SIGN LANGUAGE TOPIC:Explore and read what they have to say and report back to the class what you’ve found and how this information connects to the chapter and how it could be applied to real life.
Grossmont College Chapter 14 Tantrums and Sign Language Questions

Homeland Security/ Journal & Article review

write my term paper Homeland Security/ Journal & Article review. I’m trying to study for my Writing course and I need some help to understand this question.

The Department of Defense and Homeland Security relationship: Hurricane Katrina through Hurricane Irene.
Weaver, John Michael; Weaver, John Michael (correspondence author) ; Weaver, John Michael (record owner)
Journal of emergency management (Weston, Mass.), 2015 May-Jun, Vol.13(3), pp.265-274
Homeland Defense & Security
Law Enforcement Product News, Oct/Nov 2018, Vol.29(7), pp.30,32-35
-homeland-security-vol-3 Get ALPR on… distance of up to 40 feet, security agents or law… PRDs in Homeland Security. The IP67 rating
Use the above scholarly journal article relevant to the course regarding Homeland Security or Homeland Defense. Conduct an article review of both scholarly journal article related to the course. Additionally, the review of the journal article is an evaluation of the article’s strengths, weaknesses, and validity. It is used to inform of the article’s value through your explanation, interpretation, and analysis. As you do this, ask the major questions that are central to the review process:
1. What is the purpose of this article?
2. Why is it important to investigate or examine the subject of the article?
3. How are the authors carrying out the task? Are their methods and comments appropriate and adequate to the task?
4. What do they claim to have found out? Are the findings clearly stated?
5. How does this advance knowledge in the field?
Your work should consist of:

Introduction (this will have a well-defined purpose statement in your intro paragraph that provides guidance to the reader about what you are going to cover in your paper)
Body (feel free to use sub-headings if necessary)
Conclusion (this wraps up the key points of your work and brings your paper to a logical conclusion)

Length: 3 pages (not including title page and reference list), single spaced, 1″ margins, 12 pitch type in Times New Roman font left-justified format.
Citations/References: You must use APA style for this assignment.

Example format;
Title of Paper

Brief description of what you are going to discuss in the paper – this is the focus of your paper. Regarding the content/subject knowledge and critical thinking skills, they will be evident in the outline, as well as the organization of ideals/format. The writing conventions will be throughout the paper and focuses on grammar and syntax, as well as APA formatting.
Journal Review

Alexander, D. (2012). Cyber threats in the 21st century. Security 49(9), 70-76. Retrieved from
This article focuses on . . . ..
Supporting text
Supporting text
Author’s Task
Supporting text
Claim / Findings
Supporting Text
Advancing the Field
Supporting Text
Homeland Security/ Journal & Article review

Culture of Silence: Talking About Death and Terminal Illness

In the past, it may have been acceptable for doctors not to tell a patient they had cancer. There was a culture of silence around talking about death and terminal illness (Heyse-Moore 2009). In On Death and Dying (Kubler-Ross 1973) Kubler-Ross said it was often the wife or husband who was told the diagnosis and then had the burden of whether to tell the painful truth. However, the development of the Hospice movement and Palliative Care in the past 30 years has made it the duty of health care professionals to inform patients of their diagnosis. Now, there are General Medical Council guidelines (2006) that make it an ethical duty for the doctor to inform the patient of the diagnosis (Heyse-Moore 2009). Parkes (Parkes

Research and select a health issue or nurse advocacy issue. (For example, the opioid epidemic – local, state, or

Research and select a health issue or nurse advocacy issue. (For example, the opioid epidemic – local, state, or. Research and select a health issue or nurse advocacy issue. (For example, the opioid epidemic – local, state, or national, barriers to advanced nursing practice …) Then choose between one of the following three options. Option 1 This option involves contacting your federal or state legislative representative. Based on your assessment of healthcare/nurse advocacy issue, decide on the questions you would like to ask your legislator. Contact the office of your state or federal Congressional representative (your choice). You can use email or phone to initiate this conversation. If you live in or near your state’s capitol city, you can even go to the Capitol and make personal contact. If your legislature is in session, you may even have the opportunity to sit in on a session, especially if a healthcare bill is being discussed. If possible, make an appointment to speak to the legislator directly. Most of them are happy to talk with constituents if their schedule allows it. If you can’t arrange that, ask to speak with one of the staff members, who are also very helpful and knowledgeable. The purpose of your conversation will be to determine their position on healthcare issues in the country or your state. Be sure to include the name of the person to whom you spoke, and whom they represent if you did not speak to the legislator directly. The links below will assist you in contacting your Congressional representatives. This site has tips on communication from the American Medical Association Individual State legislature information and links. Need to allow pop-ups. Option 2 Based on your assessment of healthcare/advocacy issues, research the agendas of local community meetings of your choice, such as a school board or city council. This option may only work if there is a pertinent agenda item or if the timing is correct in relation to your course. Consider the issues you would like to learn more about at this meeting and how you might like to see them addressed. Then, attend the meeting. Option 3 Identify an advocacy issue/ health initiative important to a professional nursing organization. (Note – you don’t have to be a member of the organization to explore this option). The nursing organization can be national (e.g. ANA), state, or local. The national organization for your practice specialty is also a good source (e.g. AORN, AACN, AWHONN etc …). Follow the guidelines for Option 1 (except that you will be contacting someone associated with the health/advocacy issue as opposed to an elected representative). � Step 3: Your paper should be written in a scholarly format (e.g. title page and correct APA) and should include the following elements: 1-2 pages outlining the advocacy/health initiative issue and introduce your geographic area. Resources that were used in your research The option you selected and your reason for selecting that option, then: Option 1 and 3 write 2-3 pages about your experience. Include at a minimum, the following elements in your paper: What questions did you prepare to ask? Describe any barriers you encountered in arranging this meeting. Discuss the actual conversation and what you learned about your representative’s position on the healthcare issues? What did you learn from this experience? If you could meet with him/her again, are there additional questions that you wish you could have asked? Option 2 write 2-3 pages about your experience. Include at a minimum, the following elements in your paper: Were there items on the agenda that related to community health and safety? Describe these issues and the action(s) that were proposed or taken. Consider the advance research that you did in preparation for this assignment. Did any of the items on the meeting agenda validate your research? If so, please explain. Did you discover another health or safety issue that you were previously unaware of? If so, please describe. What are the mechanisms by which a nurse could become involved or influence the decisions made by the board or council that you attended? What did you learn from this experience?Research and select a health issue or nurse advocacy issue. (For example, the opioid epidemic – local, state, or