Cho Chemistry Names Card - The Right Chemistry Names For Your Classroom

Cho Chemistry Names Card - The Right Chemistry Names For Your ClassroomYou probably are quite familiar with the features of a Cho chemistry name card. This device is designed to present a chemical symbol to any chemical name. A chemical name is an alphanumeric code that shows what element a substance is made of. Cho chemistry name cards come in a wide variety of shapes and sizes, allowing you to present a more precise chemical symbol to your students.One reason why we often refer to chemical names is for understanding what the product or the activity in a lab involves. For example, to understand how a chemical works, all you need to know is its chemical symbol. The chemical symbol will allow you to distinguish between different chemical compositions when using the same chemical in different applications.Another reason for which chemical symbols are useful is in designing and constructing chemical apparatus. Cho chemistry name cards allow you to include precise symbols and indicators in order to determine how the chemical is to be applied and maintained.Cho chemistry name cards use two numbers as your guide to identify the component in your chemical symbol. The first number is the symbol identification code, while the second number is the component identification code.The molecules used in chemistry can be defined using Cho chemistry name cards. With this card, you are able to determine and tell how the chemical is to be analyzed. For example, if you want to determine if a certain chemical is poisonous or toxic, the appropriate test can be conducted using the system.If you are worried about the safety of your children, or others in your vicinity, there is also a drop-down menu available for you to indicate the type of laboratory. The units that may be used for teaching activities have a graduated scale. You can select a unit that is suited to a particular skill level of your students.The Cho chemistry name card is certainly one of the best ways to teach your stu dents. A small percentage of students may not understand the significance of chemical symbols. By showing the chemical name on the back of the card, it will be easier for your students to locate the chemical with ease. In addition, you may utilize the system to encourage your students to discuss the same chemical.

It All Adds Up End of the Year Results are IN! - Heart Math Tutoring

It All Adds Up End of the Year Results are IN! - Heart Math Tutoring It All Adds Up: End of the Year Results are IN! It All Adds Up: End of the Year Results are IN! June 12, 2019 As we head into the summer, we are thrilled to celebrate the outstanding academic progress made by nearly 1,000 Charlotte-Mecklenburg Schools (CMS) students during the 2018/19 school year. With an increase in students and schools from the 2017/18 school year, tutors were able to help even more students surpass their goals and end the year on yet another high note. End of the year certificates for a job well done! Take a look at some of our results here: 98% of 993 Heart Tutoring students met program growth goals in math, growing in two or more building block concept areas. On average, students doubled the goal â€" growing in 4.8 concept areas. The goals were set with guidance from math specialists at Charlotte-Mecklenburg Schools and UNC Charlotte. Students grew from mastering 25% to 57% of the skills needed based on grade-level standards, cutting the skills gap in half. 92% of surveyed teachers believe students showed increased confidence/enthusiasm in math as a result of Heart, up 3% from last year. 91% of surveyed teachers observed growth in foundational math skills for students enrolled in Heart Tutoring, and 83% believed Heart Tutoring had a positive effect on classwork, class tests, or standardized tests. 63% of surveyed teachers said students became more confident and enthusiastic in subjects other than math as a result of the program. 99% of 599 surveyed Heart Tutoring volunteers rated their experience as positive, and 96% would recommend the program to friends or colleagues. “We are extremely proud of our students for building the skills and confidence they need to be successful,” says Emily Gaffney, Executive Director of Heart Math Tutoring. “It truly does take a village to ensure that ourstudents develop the strong foundation in math and enthusiasm for academics needed for long-term success. Because of the building blocks developed and experience of success working with tutors, Heart Tutoring students can progress into higher levels of math, meet graduation requirements, and have better access to post-secondary and career opportunities. We owe a huge thank you to this school yearsvolunteers, donors, and school partners who made one-on-one instruction possible for so many CMS elementary students!”

GRE Verbal Strategy Review Text Completion

GRE Verbal Strategy Review Text Completion GRE/MAT Graduate School Blog Of all the different questions that students work on as they prep for the GRE Verbal, none seem to routinely cause as much trepidation as the Text Completion. If you’ve taught the GRE as much as I have, then you know the particular sigh of fear and pre-emptive defeat that students give when they turn to page to see a sentence riddled with long underscores. But why do GRE text completionquestions seem to cause so much more anxiety than the rest of the GREVerbal questions? Part of the reason, I think, is that Text Completion questions wear their difficulty right on their sleevesâ€"you can see, up front, that some are missing just one piece of information, but several of them contain two or even three blanks that you need to fill in. But beyond that, the Reading Comp questions test you on skills that you haveâ€"more or lessâ€"been practicing in your daily life for over two decades. Text Completion questions, on the other hand, require you to do things with texts and with language that you almost never have to do as an adult. In essence, they require you to take a conscious, methodical approach to doing somethingâ€"readingâ€"that you are used to being able to do in a way that is so intuitive it’s almost mindless. Think about it. Most sentences you read in your daily life are relatively easy to understand, and contain all the information you need. You don’t tend to examine sentences like they are crime scenes, scanning first for things like subjects and verbs, before building a hodgepodge understanding of what the sentence seems to want to say. But this is exactly what you have to do with Text Completion questions. If you’re a math person, this should actually be good news. The sentences in these questionsâ€"like all good sentencesâ€"should function with the logic and precision of mathematical equations. Let’s look at a simple Single Completion problem, to see how this works. His musical tastes are certainly ____ ; he has recordings ranging from classical piano performances to rock concerts, jazz and even Chinese opera. A. antediluvian B. eclectic C. harmonious D. sonorous E. dazzling The most glaring formal element of this sentence, to me, is the semicolon. If you’re rusty on why and how semicolons are used, you’ll definitely want to brush up on them before the GRE, where you’ll see as many semicolons as you saw in all of grad school. Here, as in most cases, the semicolon is used in an area where you could otherwise use a period. It separates two independent clauses that could stand on their own as complete sentences but where the writer wants to indicate a closer relationship between them. Oftentimes these semicolons function like equals signs do in mathematical equationsâ€"the two sides of the semicolon may not be expressed in the same terms, but they ultimately contain equivalent information. How does that help us solve problem? Let’s look closer. We can see that the blank comes in the first clause. Why, then, do we even have the second clause? We can see from the answer choices (tip: never be afraid to look at the answer choices for clues about what kind of answer to expect) that the missing word is an adjective. And, looking at the first clause, it’s obvious that the adjective describes “his” musical tastesâ€"whoever “he” is. But, recognizing that, how should we describe his musical tastes? Here we can see the logic of the question at work. Without the semicolon and that second clause, we would have no way of completing this sentence. The first clause contains no information at all about his musical tastes. All that information is to be found by piecing together clues and information from the second clauseâ€"the clause after the semicolon. Many of the Text Completion questions on the GRE function this way. The part of the sentence that contains the blank simply tells us what kind of information fills the blank (e.g. an adjective describing someone’s musical taste). But the information about what word or phrase is actually correct exists elsewhere. So now that we know we need to figure out which word best describes “his” musical taste, let’s look for clues. We see that he has “recordings ranging from classical piano performances to rock concerts, jazz and even Chinese opera.” This is no longer just a verbal/vocabulary question. It’s also sort of a reading comprehension question. We might note that those recordings are all of vastly different genres of music. The clause seems to exist to tell us that there is great variety in his music collection. Therefore, we are going to look for the answer choice that describes the musical taste of someone who has a wide variety of musical interests. Assuming we know what all the words mean (which is its own battle), it’s obvious that the correct answer here is B., eclectic (which is defined as, “deriving ideas, style, or taste from a broad and diverse range of sources”). To summarize, you can use the sentence itselfâ€"as well as the answer choicesâ€"to determine what kind of information the sentence is missing. That is, what kind of word or phrase is missing, and what is that word or phrase doing with the rest of the sentence. From there, it’s up to you go digging elsewhere in the passage to find clues that tell you what word or phrase works best. Here, we first determine that we need an adjective describing someone’s musical taste. From there, we ask ourselves what kind of musical taste he has. Then, we look for the answer to that question in the sentence and, finding it, select the word that best fits. About the Author Steve is a graduate of Northwestern University, scored in the 99th percentile on the LSAT, and has been tutoring LSAT students for many years.

At your service. Welcome Sam to italki!!

At your service. Welcome Sam to italki!! Hello Italki! As the new online Community Manager, my mission is to provide high quality, person-to- person service for teachers and students alike. If you have a problem, I’ll take care of it.  Think of me as your personal concierge. I am originally from Parsons, Kansas, a town of less than 20,000 people. I grew up in Milwaukee WI, and have spent the last 6 years living in New York, Chicago, Boston, Washington D.C. and most recently Shanghai. While studying advertising at Columbia College Chicago, I worked as a fundraiser for charity and have a vested interest in making the world a better place. I like to run, play video games, and recently developed an interest in Standup Comedy. My role at italki is online Community Manager. I am a personal contact point for all students and teachers who use the site and I’m very approachable. If you have any questions or comments, or if you have a problem of any kind, you can reach me by visiting my profile at  /T007352073.htm   I look forward to knowing  each and every one of you. -Sam Bleakly At your service. Welcome Sam to italki!! Hello Italki! As the new online Community Manager, my mission is to provide high quality, person-to- person service for teachers and students alike. If you have a problem, I’ll take care of it.  Think of me as your personal concierge. I am originally from Parsons, Kansas, a town of less than 20,000 people. I grew up in Milwaukee WI, and have spent the last 6 years living in New York, Chicago, Boston, Washington D.C. and most recently Shanghai. While studying advertising at Columbia College Chicago, I worked as a fundraiser for charity and have a vested interest in making the world a better place. I like to run, play video games, and recently developed an interest in Standup Comedy. My role at italki is online Community Manager. I am a personal contact point for all students and teachers who use the site and I’m very approachable. If you have any questions or comments, or if you have a problem of any kind, you can reach me by visiting my profile at  /T007352073.htm   I look forward to knowing  each and every one of you. -Sam Bleakly

More than half of Teachers still haven`t received their promised pay rise - Tutor Hunt Blog

More than half of Teachers still haven`t received their promised pay rise More than half of Teachers still haven`t received their promised pay rise More than half of Teachers still haven`t received their promised pay riseSchoolsAt the end of last year a pay award was handed out by the government, which promised to grant a pay rise for all teachers - 3.5 per cent increase for those on the main pay scale, 2 percent for those on the upper pay rate, and 1.5 percent for leadership teachers. The Country`s main teaching unions were extremely displeased with the proposal, and issued a joint statement rejecting the offer, complaining that, with rising living costs, and inflation at 2.4 per cent, the proposal actually amounted to a real term pay cut for 60 percent of teachers. Some four months later, it seems that the majority of teachers haven`t even received their promised pay increase. A survey of 6900 teachers in England carried out by NASUWT, revealed the shameful information that 57 percent of teachers have yet to receive any rise to their salaries. Chris Keates, the NASUWT general secretary expressed what must be the view of teachers across the country: `Teachers are rightly angry and frustrated at the seeming indifference of ministers to ensure they are recognised and rewarded fairly for the work they do.` `It is yet another illustration of the reason why the education service is facing the worst teacher recruitment and retention crisis since World War Two.` It pains me to have to say it, but as an ex teacher myself, hearing news reports like makes me glad I got out of the profession. It seems teachers are expected to be everything these days: social workers, councillors, child minders, and all this with an ever increasing amount of administrative work to complete. Many of my friends are in the profession, and most of them certainly exceed 70 hours of work a week. To hear that the majority of them haven`t yet received the promised pay rise, paltry as that may be, certainly is disappointing. The survey revelled that 58 per cent of the teachers were `angry` or `really angry` about their pay - one only wonders what other adjectives were available - and also believed that they had been unfairly treated by the government. My wife works in the finance sector, and I`m certain that, if she had been guaranteed a pay rise in writing, she would have received it. The funds certainly seem to be in available to cover the pay rise - £187 million were pledged to cover 2018 through to 2019, along with another £321 million for 2019 through to 2020. As most people know there is a huge recruitment crisis in the teaching profession. This is despite the fact that nearly half of all adults in the UK believe they would be a good teacher. A recent `Get into teaching campaign` put out by the government revealed the confidence the majority of the population have with the prospect of becoming a teacher. How then can there be such a recruitment crisis, given that so many of us believe we would be well suited for the role? The answer is down to stories like this one: hard working teachers being promised a measly pay rise, and then months later more than half of them not receiving it. How is that supposed to entice people into the profession? Over the last 20 years the workload of teachers has increased dramatically - in March last year a Department for Education research paper said that teachers are experiencing `unmanageable` levels of workload, and many senior leaders frequently described their role as `crisis` management. The research also disclosed that `teachers said that their level of workload was only manageable because of the long hours that they worked.` As I commented earlier in this article, many of my teacher friends work in excess of 70 hours a week, marking and making lesson plans during weekends and holidays. We want to attract those who are best able to teach to the profession, not those who are best able to endure low pay, and a herculean workload. The future of our country is built on those who educate the next generation - if we continue to demand more and more from them, making their working conditions ever more pressurised, while denying them promises of any improvement to their financial remuneration, we are certainly building up problems for the future. 13 months ago0Add a Comment

5 online resources for Biology tutors

5 online resources for Biology tutors Students of Biology don't need to restrict their exam revision to the lab. There are lots of handy online resources that private tutors and home tutors can access to help their Biology students brush up on the subject. Here's our pick of the bunch: 1. Mark Rothery's Biology Website. Mark is a science teacher who has thoughtfully put together this selection of revision aids and past papers. Students can mark themselves online. http://www.mrothery.co.uk/ 2. Edexcel is one of the UK's leading providers of qualifications. This is their GCSE Biology page, which brings together an assortment of resources for teachers and students including past papers and a definition of scientific terms. http://www.edexcel.com/quals/gcse/gcse-leg/science/biology/Pages/default.aspx 3. St Peter's School in Cambridgeshire has put together this charming site to help pupils of both GCSE and A-Level Biology. There are lots of exercises and fun resources to bring the subject to life. http://www.smallmonkey.co.uk/bioweb1/page31.html 4. Get Revising lets students share revision resources and form online study groups. Registration is compulsory but free and will allow you to enjoy these great biology notes. http://getrevising.co.uk/resources/biology_revision_notes 5. First Tutors recommends a number of textbooks and resources for Biology students that can really help with homework and exam revision. https://www.firsttutors.com/uk/learning-resources.php

What a wonderful site! Comments in May

What a wonderful site! â€" Comments in May I posted my data on Lewis’ Profile. Thank you for this pro bono service. May 8, 2011 by Dr. Lewis W. Heniford, Carmel-by-the-Sea, CA I feel your site allows me to reach more people. Your site provides me with more exposure. Thank You. May 11, 2011 by Ramona Cadogan Oh My. Thank you!! May 6, 2007 by Patrice Foster, Seattle, CA You are awesome! Thanks so much. I really appreciate it â€" I had no idea. May 1st, 2011 by Jenna, New York, NY Thank you, Bryan. I’ve already contacted three people from the list you sent, and I hope someone works out for us. Thanks so much for your help. April 30, 2011 by Lilly, Naperville, IL Thanks for forwarding this to me… May 7, 2011 by Kelly, Detroit, MI Thank you very much. May 1s, 2007 by Anita, Davis, CA I am VERY thankful to you for the referral. May 13, 2011 by Anna Burago, Kirkland, WA What a wonderful site! May 5, 2011 by Lisa L. Russell, Homestead, FL