Ace Organic Chemistry - Ideas For Teaching Chemistry To Kids

Ace Organic Chemistry - Ideas For Teaching Chemistry To KidsWhether you're an arts and crafts enthusiast or a science buff, you will find that the Ace Organic Chemistry works wonderfully well. This is a guidebook written for kids that offers an array of different topics on writing and teaching chemistry to children.For those that are interested in writing for a child's interest, this is an excellent option. There are many chapters for these types of books, so if you have another type of child to teach, you will also find what you need here. You can find useful tips that will make writing much easier for the child to learn.The book offers several specialty topics as well. Many of these include activities and tests that the children will complete to give the topics some more life. The various tests can be found with each chapter to make sure that you do not miss anything important.You will find that the activity programs are fairly simple to implement. If you are looking for a way to g et your child started learning about chemistry, then this might be the best choice for you. You will find that the activities that are available are creative and fun for the child to take part in.If you are teaching a child who is a sports enthusiast, this book is a great idea. You will find several different sports that can be covered by this guide, which can be great for a parent.They include team sports like softball, baseball, football, soccer, basketball, track and field, baseball, hockey, and more. These will get your child involved in a sport that they love and that can become one of their favorite hobbies.When it comes to science and education, parents want to see their children involved in these activities. This guide book should allow you to create fun games that can workfor any age group. With all of the cool educational materials that are available for children, this is one of the most popular choices.

French Verbs and Grammar Le Passé Antérieur

French Verbs and Grammar Le Passé Antérieur Sign up successful In English, this tense corresponds pretty closely to the past perfect, which in other words describes the past of the past. In English, it looks like this: 1) When I reached the end of the path, the sun had already set. 2) When the child began kindergarten, she had already studied cello for a year. The formation of this verb tense  bears some similarities to both the futur antérieur and the passé composé. As with both these tenses, the verb form will use an auxiliary verb (avoir or être) and a past participle. Select the auxiliary verb in the same way you would for the futur antérieur or passé composé. Conjugate this verb using the imparfait. As a review, here are their conjugations: Avoir Être J avais J étais Tu avais Tu étais Il / elle / on avait Il / elle / on était Nous avions Nous étions Vous aviez Vous étiez Ils / elles avaient Ils / elles étaient Now form the past participle of the main verb in the same way you would for the passé composé. So the full passé antérieur for one -er reflexive verb, one -ir verb, and one -re verb might look like this: se coucher â€" to go to bed or, for the sun, to set Je métais couché(e) Tu tétais couché(e) Il / elle / on sétait couché(e) Nous nous étions couché(e)(s) Vous vous étiez couché(e)(s) Ils / elles sétaient déja couché(e)s finir â€" to finish Javais fini Tu avais fini Il / elle / on avait fini Nous avions fini Vous aviez fini Ils / elles avaient fini rendre â€" to return Javais rendu Tu avais rendu Il / elle / on avait rendu Nous avions rendu Vous aviez rendu Ils / elles avaient rendu So how would the previous examples in English look in French? 1) Quand je suis arrivé(e) à la fin de la rue, la soleil sétait déjà couchée. (The extra “e” in arrivé(e) would depend on whether the speaker is male or female.) 2) Quand lenfant a commencé la maternelle, elle avait déjà étudié le violoncelle depuis un an. Try conjugating the verbs in the examples below in the passé antérieur. 1) Quand je suis venu à la fête, mon frère ______________________ (partir). 2) Quand elle sest couchée, la fille ______________________ (finir) ses devoirs. 3) Quand la bibliothèquaire a appellé, j ______________________ (rendre) le livre. 4) Quand tu es rentré, nous ______________________ (se coucher). Now check your answers below: 1) était parti 2) avait fini 3) avais rendu 4) nous sommes couché(e)s (Add the extra “e” only if all the people included by “nous” are female.) How did you do? Either way, keep practicing and checking yourself! Keep an eye out also for uses by other people, and for opportunities to use it in conversation. Correct repetitions, practice, and listening to others use it correctly will help you learn to use this conjugation naturally. Of course, having the right teacher will propel your success in French even farther! Post Author:  Carol Beth L. Carol Beth teaches  French lessons in San Francisco, CA. She has her Masters in French language education from the Sorbonne University in Paris and has been teaching since 2009.  Learn more about Carol Beth here! Photo by Dennis Jarvis Interested in Private Lessons? Search thousands of teachers for local and live, online lessons. Sign up for convenient, affordable private lessons today! Search for Your Teacher

3 Tips to Succeed in Medical School

3 Tips to Succeed in Medical School The following piece was written by Dr. Sahil Mehta. Sahil has been featured in ourAdmissions Expert series and is a former admissions interviewer for Columbia University. He is the founder of MedSchoolCoach. So, youve gone through the application process. Youve written your personal statement, put on your best suit, shared your personal stories at your medical school interview, and just got that email or phone call saying you are in! Congratulations! That is an amazing accomplishment getting into medical school is probably the hardest part of your journey. But there are plenty of trials and tribulations that lay ahead. As a medical student, you will be expected to do things you never thought you could. On the wards, youll be looked upon by patients as their doctor sometimes, even though you may have just Googled their disease five minutes before meeting them! Relax everyone goes through it, but here are three basic tips on how to succeed in medical school. 1. Read every night Medical school will throw a mountain of information at you. From anatomy to physiology to pathology, youll be constantly bombarded with new material. The best thing you can do is to stay on top of your daily classes. Read every day so that you are not left having to memorize all of anatomy the night before your final. Its more important than you think many of you may have been able to succeed in undergrad by simply cramming for tests. That becomes harder and harder in medical school, as the amount of information is enormous. Take two hours every day to review the material you learned in class and to preview the next days lectures. Medical schools have great online resources and lectures, so its easy to know what is coming. 2.Understand what you can, rather than memorize A lot of medical school is about memorizing facts, whether it be anatomical locations, drug dosages and interactions, or the cell cycle. But whenever you can, try to understand the material, rather than memorize it. Why is the left recurrent laryngeal nerve important clinically? If you ask yourself that question rather than memorize where it goes, youll remember the material much longer, and it will be much more relevant to you when you get on the wards! 3.Form study groups Medical school is a great time to make new friends, but given your eight hours of class and two hours of reading every night, that doesnt always leave much time. Remember that studying can be a social activity. Get your friends to study with you, quiz you, and help you understand the material. Unlike college, every one of your friends in medical school is taking the same classes as you, so use it to your advantage. Small group learning is essential for success in medical school and in medicine in general! There are many more ways to succeed in medical school, but hopefully this short list will get you started! Best of luck in the future. Remember, while the hardest part may be over, there is still plenty more work to be done as you continue on your journey to become a physician. Check outMedSchoolCoachfor more information. The views expressed in this article do not necessarily represent the views of Varsity Tutors.

Ask a Private School Admissions Expert Amanda Uhry

Ask a Private School Admissions Expert Amanda Uhry Varsity Tutors brings you insider tips and advice straight from nationally recognized admissions experts. Amanda Uhry is the founder and owner of Manhattan Private School Advisors, which helps up to 1,600 families per season in regards to preschool and K-12, boarding school, special needs admission, and college preparation. Before founding Manhattan Private School Advisors, she attended the University of Pennsylvaniaand Columbia University Graduate School of Journalism. What is the typical timeline for private school admissions? Amanda: Getting in is a one- to two-year process before acceptance. Our many preschool and K-12 applicant families begin preparing for admissions one year in advance. Applications are due between October 15 and December 1. During that time or the spring before, parents tour schools and attend open houses and students are observed (younger children) or interviewed, a process which may go on until January. Parents are also interviewed separately at most schools. Final decisions are mailed or emailed in mid-February for continuing schools or early March for preschools. Parents have a number of days or weeks to make final decisions before schools go to wait lists. What is the typical process admissions officers go through to evaluate applications? Amanda: It depends on the school and the admissions director or staff, but all are generally looking for a child and family that might be a good fit for the school community. Children applying to kindergarten are often evaluated at a group or individual visit to the school, by school reports from preschools, and, at some schools, by AABL entrance exam testing. Children applying to older grades are evaluated via individual interviews or visits, transcripts and recommendations from teachers at present schools, and by scores on the ISEE or SSATentrance exam or often, both. What are the most important things children need to have represented on their applications? Amanda: Applicants need to represent who they really are and the same is true of parents in their parent statement. It is pointless to tell a school that a child is a brilliant, budding mathematician if he or she actually neither likes nor does well in math, just as it is a shame not to tell a school that an applicant is interested in any subject even if a parent thinks its silly. Classrooms are made up of all kinds of kids with all kinds of personalities and interests. Parents should not be afraid to discuss a childs weaknesses or areas that are emerging: this is the hallmark of an honest parent, not a flawed child! What are common mistakes parents and/or their children make when applying to these programs? Amanda: Children rarely make mistakes they are simply children. Parents make tons. They lie about their childs talents or interests. A five-year-old who likes to sing is not really the next Lady Gaga, just as a ten-year-old who won the science fair prize is not going to go for the Nobel Prize anytime soon. Parents also tell schools what they believe the schools want to hear and it often sounds silly and false. Parents need to work with qualified sources not get their info on schools and admissions from haunting parenting websites that often provide more disinformation on high-stakes schools admissions than usable or even reasonable advice. Just be yourself. Can you imagine spending K-12 at a school positioned as someone who is not you, not your kid, and not really your family? How should parents go about determining the culture of a private school, and whether it would be a good fit for their children? Amanda: The best way we have found is to connect applicant families with families who have students already at the schools. Parents at a school have nothing to gain or lose by being honest about that schools community. How important are standardized test scores when admissions decisions are being made? Amanda: That depends entirely on the school. At some schools, testing is very important. At some other schools, it is not important at all and some schools do not test. What is universally important is that subtests of admissions tests do not have glaring discrepancies. In the ERB for younger kids, for example, it is far better to have average scores on the verbal and performance portions of the test rather than high scores in one area and low scores in another. What are the most important things parents need to represent about themselves when meeting with admissions officers? Amanda: Once again, honesty is always the best policy. If you feel progressive education is a waste of time, dont go tell the admissions director at a progressive school you think its marvelous and vice versa regarding traditional education. Remember that if you get in, faking it til youre making it may not work in a school community. You could wind up transferring out and doing the entire nightmarishly-competitive private school admissions process all over again. How competitive? Well, a good number of schools have reported receiving more than 1,000 applications for an average 60 kindergarten spots, and it gets worse moving up. That is not including siblings and legacies. Know before you go and discuss what you want as a family. Dont be afraid to be funny and relaxed in your parents interview; its a marvelous ice breaker. Also, do not do not, and I repeat do not assume admissions officers and staff whom you meet are your new friends. They are nice to everyone and professionally distant with all. That is because, in the end, they have to reject or waitlist up to 90% of the applicants! How does networking and having in-school connections affect one's chances of admission? Amanda: Its helpful and nice, but it doesnt always result in an acceptance not at all. Connections to board members who know you, your family, and your child are helpful. Connections to active families at the schools are helpful, but somewhat less so. Connections to teachers and staff at a given school are often not helpful at all in an admissions decision. How can a student best prepare for admissions interviews? Amanda: Your student can be his or herself. Children should also get used to speaking with adults because this is often an issue. Looking a teacher or admissions person in the eye while speaking to them, shaking hands, and saying simple greetings and farewells goes miles in a student interview. Additionally, so does having the student think about one or two school experiences he or she has enjoyed recently at his or her own school and being able to recount and discuss this with poise and passion. Visit Manhattan Private School Advisorsfor more information. The views expressed in this article do not necessarily represent the views of Varsity Tutors.

Using Technology To Engage Students

Using Technology To Engage Students Falling asleep in class, theres the hooded sweatshirt pulled over the head, hide your eyes as you rest your head on your hand or the-Im-just-going-to-hope-teacher-doesnt-see-me approach, is something that just happens at times, despite actual effort or interest. However, teachers are wising up and using new ploys to catch and wake up students, ploys more effective than the if-you-sleep-or-daydream-I-will-catch-you ploy. Teachers, in attempts to keep students awake, paying attention and engaged in their classes, are now armed with technology. Professors and teachers are now giving their students small hand-held devices called clickers that resemble TV remotes to monitor their students attention spans and quiz them, according to an article in The New York Times. Each clicker has a series of numbered buttons on it, and every 15 minutes or so a professor will give short quizzes that correlate with the current lecture, requiring students to first be paying attention and second push one of the buttons to correctly answer the quiz question. Heres how it works: John Jacobs Jr. is sitting in his 8 am Economics 101 class. Mr. Jacobs Jr. had a late night last night, staying up studying for other tests. Mr. Jacobs Jr. is growing increasingly more tired as Professor Dr. Preston Hulcuth is lecturing on supply and demand correlations and how they relate to the world of micro economics. Mr. Jacobs begins to nod off in the back row of class as Dr. Hulcuth periodically quizzes his students using the clickers. Dr. Hulcuth, stuck on supply and demand curves, announces a sudden quiz that will count toward each students grade. He asks, True or false, generally speaking, price and demand are inversely related meaning as one increases the other decreases and vice versa. Press the button labeled one for true and button two for false. Then students who are awake and paying attention would press button number one, correctly answering the question as true. However, John Jacobs Jr., and other students who are not paying attention, will incorrectly answer the question or sleep through it, getting points off their final grades. Professors can also ask multiple choice questions with the clickers and take attendance. Students can push a button on their clickers to inform the professor that they are confused about something in the lecture or provide other information. Northwestern, Harvard, Ohio State and other universities have already implemented these clickers into classes, asking students to answer quiz questions and provide feedback every 15 minutes, keeping them paying attention and engaged in classes. Administrators also hope that these devices will keep students off their cell phones and other gadgets during classes. Early studies at Harvard and Ohio State suggested that using these devices or other gadgets (making iPads and BlackBerrys, etc into class-ready clickers) increases students learning of new material. Professors can then display students responses to questions and the feedback they give on overhead monitors at the front of classrooms. Some students feel that these products unnecessarily monitor students in a big-brother fashion; however, others enjoy the increased interactions with professors.

7 Tips On Creating Workplace Motivation - Introvert Whisperer

Introvert Whisperer / 7 Tips On Creating Workplace Motivation - Introvert Whisperer 7 Tips On Creating Workplace Motivation Motivation is one of those interesting things.  We think it should just drop out of the sky like magic but it never really does.  We also don’t really think about how to create motivation for ourselves but we really can with the right tools. First, let’s get on the same page about what motivation is.  Motivation is what causes you to take action.  Clearly, you’re at work so you do have some motivation because your action is going to work and performing your job.  What we are talking about is feeling engaged and inspired about the actions you do take.  Let’s look at some of the tools you can use to get fully engaged and motivated in the workplace: Change â€" Nothing like changing things to really get the juices going.  You don’t want to change things just for the sake of changing; however, you want to change things that don’t work well.  With that, you must have a vision of what the right outcome would be and then you apply your steps to create the action for change. Goals â€" Many times the lack of motivation is due to a lack of direction or goals.  Sit down and figure out what would really get you up in the morning and make that your goal.  Having a goal isn’t enough, it has to be a goal that you yearn for or have some emotions about.  Once established, put together a plan for how you will achieve your goals. Keep in mind SMART for goals = Specific, Measurable, Actionable, Resonate, Time-bounded if you really are going to shot for something worth having Be accountable â€" The vast majority of us want to do things but we’re really lazy about doing them.  It’s often easier to diet or workout with someone because we have a person that is looking for us to perform. Find someone to hold you accountable to yourself and be willing to trade off the favor. Clean up your own internal litter â€" We all have baggage but sometimes we have so much of it cluttering up our life that it bogs us down and we fail to see what’s possible.   Surround yourself with the right people â€" Yes, your mother was right…it is important to hang out with the right people.  In this case, hang out with people who are inspired and motivated as it will be contagious. Research the issue â€"  Find out from others what motivates them.  In the process, you may hear something that would really be great for you.  Don’t be afraid to copy what works. Cop an attitude  â€"  Motivation creates more motivation.  Look for it and it will be there.  We often get hung up about our ability to control things in the workplace.  The one thing we can control is our attitude and approach to various workplace challenges. These tools for workplace motivation are simple to do which means there is nothing but you holding you up from trying them. Go to top Do you know what your next career step is?   Many people don’t. I want to help you accelerate your career by connecting you with your Free Instant Access to my eBook on how to construct your Career SMART Goals â€" that will help you put together your actions and keep you accountable.   Get your copy now and start your action plan today: CLICK HERE Brought to you by Dorothy Tannahill-Moran â€" dedicated to unleash your professional potential.

Why I Volunteer - Jodies Story

Why I Volunteer - Jodie's Story Jodie is one of our new recruits through our partner TeachFirst. As she studied History at university, Jodie will start her teacher training next year in hopes to become a History teacher. She will be teaching high school students, but chose to take part in Tutorfair’s “Stretch Academy” volunteer programme teaching at primary level, as a way of easing her way into the education system. Jodie has so far given 12 hours of her time to Wilbury Primary School students, teaching a small group in year 5, helping them with their numeracy and literacy - focusing on verbal and nonverbal reasoning. How has your experience been so far? It's been such a good experience so far, as I truly feel that I am making a difference to these children's lives. How did you find working with the students? I've really enjoyed working with children in such small groups as it's allowed me to really get to know them all individually. It also means that when a child is struggling, I can go through the topic as slowly as he/she needs and therefore no child is left behind.  All of the children are highly motivated and are so keen to learn, which makes it so enjoyable to teach them. What will you gain from the experience? Teaching such young children has made me aware that educational difficulties begin from the start of children's education and how important it is to tackle these problems from an early age. This will ensure that no child is left behind and that children from all backgrounds have the same start to life. It has also given me confidence and drive for when I start Teach First later this year. Tutorfair and Stretch Academy Over 50 kids piled into the gymnasium at Wilbury Primary School to receive free tutoring run by the Stretch Academy with Tutorfair volunteer tutors. Stretch Academy founder,  Alex Lee  takes us behind the scenes of this truly inspirational programme. If you're a tutor, teacher or an aspiring educator looking to make a difference, please come find out more Find out more about Tutorfair's work with the Stretch Academy