The Definition of Oxidation Number in Chemistry

The Definition of Oxidation Number in ChemistryIn order to understand what oxidation numbers are and how they are used in chemistry, you have to first learn a little bit about what oxidation is. Oxidation can be defined as the chemical process where two separate substances react with each other.This process is where an atom of one element combines with an atom of another element. The process will ultimately result in the emission of a substance with the other element being dissolved. It is also important to understand that oxidation is also referred to as reduction, as the first process is always the reduction of the second.When it comes to defining oxidation number in chemistry, you will first need to know what an oxidation number is. An oxidation number is simply the quantity of a substance that is oxidized. When you do an oxidation number in chemistry, you will first be asked to compute the quantity of the substance that is in equilibrium. Then, you will have to look at what oxida tion number is in order to get the reduction that occurs.When you define oxidation number in chemistry, it is important to understand that a reduction takes place when there is too much of a particular substance. When this happens, there will be a chemical reaction which results in the release of a specific chemical compound. The formation of this chemical compound is known as a product. In the case of oxidization, it results in the production of a product.In the case of oxidation number in chemistry, the 'product' can be defined as the sum of the quantities of the substances in equilibrium. What is important to understand here is that the reaction must be above the equilibrium level to give rise to a product.In order to understand oxidation number in chemistry, you will first need to know what an oxidation number is. A reduction, for example, is a series of consecutive chemical reactions which lead to the oxidation of the initial substance.The definition of oxidation number in chem istry can be used to determine what percentage of the quantity of substance is to be oxidized. In order to define oxidation number in chemistry, you will need to compute the concentration of an agent, then use that concentration to get the oxidation number.

Learn English Past Simple Regular and Irregular with My favorite band

Learn English Past Simple Regular and Irregular with My favorite band One of my favorite bands in the United States is named Cloud Cult. They just played a concert close to my hometown in the U.S., but because Im still living in Argentina I was bummed (disappointed) I wasnt able to attend. So, after listening to some of their songs I decided to do a lesson on past simple regular and irregular verbs for everyone. Enjoy!English Past Simple Regular VerbsWith regular verbs we add ed to the end of the verb. For example walk changes to walked. (Verb + ed)Spelling changes; If the word ends in an E such as: SMILE we only add D to the end: SMILED. If the word has a consonant then a Y such as: TRY we change the Y to an I and add ED. So TRY changes to TRIED. If the word end in one vowel (a,e,i,o,u) followed by a consonant such as: TAP then we double the consonant. So TAP changes to TAPPED.Pronunciation of the ED ending to indicate past sounds like a T. DO NOT ADD AN EXTRA SYLLABLE. (It sounds like this: playt)Pronunciation of ED ending when the word ends in a T o r a D. When a word ends in a T or D we pronounce the extra syllable when adding ED to the end to indicate past. Such as START changes to STARTED; LAND changes to LANDED. We pronounce the extra syllable so it sounds like (STAR*TED LAN*DED)PAST IRREGULAR VERBSAlthough there is no rules about how to change irregular verbs there are some patterns that happen. Really you should memorize, (ughhh, I know), speak, take classes, watch movies, and listen to music as much as possible to get the irregulars down. But below you will see some categories and patterns. Very Irregular: These are the special verbs. to be (am/is/are) changes to was/were. Have/has changes to had. Go changes to went. Do/Does/Dont/Doesnt changes to did/didnt.Doesnt Change: There are the few strange verbs that dont change from present/past/participle. Cut, Shut, Put,hit, let, Cost.Change Last Letter to T: Usually (not always) when the word ends in a D it changes to a T like: build-built, spend-spent, send-sent, lend-lent. Normally (not a solid rule) if the word has double EE it changes to T like: sleep-slept, keep-kept, feel-felt. Others: lose-lost, leave-left.Change the Letter to a D: No real pattern to this one. Make-made, hear-heard.Change the Middle Letter to an O: Sometimes when the vowel is an I we change the I to an O. Like: win-won, drive-drove, find-found. When the word has double LL we change the middle letter to an O and add D to the end: sell-sold, tell-told. Often when there is an EA combination the EA change to an O such as: steal-stole, break-broke, wear-wore.Change the Middle Letter to an A: Mostly when the word has and I it changes to an A. Like begin-began, give-gave, drink-drank, sing-sang, swim-swam, sit-sat. O and U also change to A like run-ran, come-came, become-became.Change the middle Letter to an E: If the word is OW we usually change it to EW like: know-knew, grow-grew, throw-threw.Ought/Aught/Ould-Sometimes the whole word changes and only the first letter stays the same li ke: buy-bought, teach-taught, catch-caught.Now Watch The Video and do the exercise: How many past irregulars are in the song?How many past regulars are in the song?What other verb tenses are there in the song?Can you retell us the story of the song?Below are the lyrics, fill in the spaces:I _____ grandpa on my transistor radio,Though he _____ in his bones twenty years ago,And he ____, Kid, theres something that Id like to show you,Get your things, its time for us to goSo I ____ my backpack, my flashlight, and a bag of caramel corn,I ____ my bicycle, and the radio, and I headed on the road, I saidIm ready for what Im about to see, YupI ____ north til rain had turned to snowThrough rusty towns and dusty gravel roadsAnd I ___, Grandpa, where is this thing you wanted to show me?He said, Kid, you got a long way to goSo I ____ through canyons, caves and catacombs, I sailed on bicycle boatsI _____ in chapels and brothels, I ____ the nicest folksI said, Im ready for what Im about to see, Yu pI heard grandpa on my transistor radioHe said, Kid, its time for me to go,And I know that there was something that I _____ to show you,But its time for you to find it on your own.Let me tell you about rage when a signal ____ that day,Theres nothing out there and I dont careits to take my life awayIm not ready and I dont want to see, NopeIts been years since I _____ my transistor radioYet I keep going to where it seems Im ______ to goAnd I finally ____ what he wanted to show meWhere Ive been, where I am, is the showWhere Ive ____, where I am, is the showWhere I__ been, where I am, is the showHope you enjoyed another Lesson and the song. If you like the song you should check out the band, they are pretty under as they say in Argentina but are becoming more popular. Email us if you have questions, or are interested in our English classes.

Tips for Managing ADHD in the Classroom Transitioning Between Activities

Tips for Managing ADHD in the Classroom Transitioning Between Activities Transitioning smoothly from one activity or setting to another can be very challenging for students with ADHD. Somewhat surprisingly, difficulty managing transitions is actually one of the least talked about problems associated with ADHD, yet it is at these times of the day that students with ADHD are typically the most disruptive or emotional. Fortunately, there are some fairly simple strategies that help make transitions infinitely easier for students with ADHD. Identify trigger points. Most students with ADHD who struggle with transitions have a few points in their day that are the most difficult for them to manage. Start by thinking of the most challenging of these times and consider the factors that may be most triggering. Is there something about the other students in the mix at that particular time - maybe someone who the student gets particularly silly and excitable around, or someone who always seems to push his or her buttons? Is there a consistent time of day when the student struggles the most with transitions? Is there something about the activity being transitioning to or from that may make the transition harder for the student? Having a clear understanding of the factors that make a transition particularly difficult for a student will help you see the situation from his or her perspective and troubleshoot more effectively. Make simple adjustments. Whenever possible, make simple adjustments to minimize triggers. For example, if a student consistently seems to have difficulty with a particular classmate at a given transition, make sure these students are not in the same group or area of the room at this time. If the difficult transition comes as lunchtime is approaching, consider whether the student is overly hungry and may need a mid-morning snack to help them make it all the way through until lunch. It may seem simple, but sometimes this is all it takes to smooth out a rough point in the day. Consider medication effects. When a student with ADHD seems to handle transitions fine in the morning, but cant manage them well in the afternoon its important to consider the possibility that his or her medication is not as effective as it should be throughout the entire school day. When a medication wears off too quickly, the effects are often most obvious during transitions when emotions and disruptive behaviors are at their peak. In these cases, a medication adjustment may be needed to ensure that the medication is providing the proper support all day long. Announce schedule changes well in advance. Kids with ADHD rely on their daily routine to help regulate their behavior and emotions. Abrupt changes in their schedule or routine are often accompanied by abrupt change in their emotions and behaviors. Making sure the student is aware of the change well in advance will help him or her stay calm and regulated. Make them a helper. Students with ADHD often do best during transitions when they are engaged in structured tasks. Since transitions are often a relatively chaotic time in the classroom, placing students in the role of classroom helper can add some structure and focus to this otherwise unstructured time. The tasks can be simple, like making sure all of the desk chairs are pushed in as everyone lines up, or counting the student in the line to make sure everyone is accounted for. Just remember to praise the student and thank him or her for the help, so he or she will feel confident and motivated to keep helping day after day. Helping kids with ADHD manage transitions calmly and independently requires some initial planning and problem solving, but once a new routine is in place the student will thrive and problematic transitions will be a thing of the past! ABOUT DR. MARY ROONEY Mary Rooney, Ph.D., is a licensed clinical psychologist in the Department of Psychiatry at the University of California San Francisco. Dr Rooney is a researcher and clinician specializing in the evaluation and treatment of ADHD and co-occurring behavioral, anxiety, and mood disorders. A strong advocate for those with attention and behavior problems, Dr. Rooney is committed to developing and providing comprehensive, cutting edge treatments tailored to meet the unique needs of each child and adolescent. Dr. Rooney's clinical interventions and research avenues emphasize working closely with parents and teachers to create supportive, structured home and school environments that enable children and adolescents to reach their full potential. In addition, Dr. Rooney serves as a consultant and ADHD expert to Huntington Learning Centers. ABOUT HUNTINGTON Huntington Learning Center is the tutoring and test prep leader. Its certified tutors provide individualized instruction in reading, phonics, writing, study skills, elementary and middle school math, Algebra through Calculus, Chemistry, and other sciences. It preps for the SAT and ACT, as well as state and standardized exams. Huntington programs develop the skills, confidence, and motivation to help students of all levels succeed and meet the needs of Common Core State Standards. Founded in 1977, Huntington's mission is to give every student the best education possible. Call us today at 1.800.CAN LEARN to discuss how Huntington can help your child. For franchise opportunities please visit www.huntingtonfranchise.com. This website does not provide medical advice, diagnosis, or treatment. The material on this site is provided for educational purposes only.

ALOHA Mind Math Offers Child Focused Franchise Business Opportunities - ALOHA Mind Math

ALOHA Mind Math Offers Child Focused Franchise Business Opportunities ALOHA Mind Math seeking owners who want to start a child focused franchise business ALOHA Mind Math is expanding beyond their current150 locations across 18 states and is offering a child focused franchise business opportunity in the United States tothose interested in helping children succeed in school and be the best they can be. The overall goal of ALOHA MindMath centers are to help children excel beyond the required reading, writing, and math competencies and achieve greatness. Parents are always on the lookout for a good quality education for their children. Globally, education in terms ofmath and reading is very low. The reason is that children find these subjects difficult and hence do not pursuefurther. Some children really need help and some children just need gentle guidance. ALOHA Mind Math enrichmentprograms are specifically designed to work with each child to help them improve. Programs are very affordable so that every family can help their child succeed. In the quest to enrich children’s learning development around the world, ALOHA Mind Math has created a structuredfranchise system, accompanied with a streamlined training program to ensure that qualified candidates have theknowledge and skills to operate a business successfully. Some of the key criteria to become a proud ALOHA MindMath franchise owner are to have the passion and commitment to help kids achieve as they develop. With a low startup investment and a complete system, franchise owners can focus on building a successful business. ALOHA Mind Math’s fun and innovative education program is backed by their proven teaching methods, qualified,and dedicated teachers, helping children understand math and reading, truly enjoy school, and dream theimpossible. These are the key reasons for ALOHA Mind Math’s continual growth, while exponentially helping childrenbring out their natural talent, excel now and later in life. Owners are proud being part of their student’s lives anddeveloping America’s elementary school age children to achieve greatness. To learn more about an ALOHA Mind Math franchise visit http://alohamindmath.com/franchise/franchise-faq. Then,if interested in opening an ALOHA Mind Math center franchise complete the initial online form and submit enquiryhttp://alohamindmath.com/franchise/franchise-enquiry.

How to Survive the First Big Test in College

How to Survive the First Big Test in College 5 tips to survive the first big test in college The first big test in college can be extremely overwhelming, or it can be an opportunity to shine. College exams are different than those in high school in many ways. For example, new college students will notice there are not as many opportunities for extra credit or bonus points on the exam, and the test questions may seem a fair amount more difficult. However, most college professors will let students know well in advance of any major test, which occur two or three times throughout the semester or quarter. There isnt a class that teaches students how to study for a college level exam, so it ends up being a learning experience for most students. However, there are some universal tips students can follow to have the best chance of success on these all important tests. 1.   Time management One of the best things new college students can do is focus on time management. Attempting to study for an exam until 2 AM the night before will results in an exhausted student and a low grade. University level exams are complicated and take at least a few days to study for. As a result, students are encouraged to start early and leave themselves plenty of extra time in case something comes up or if they need to get in touch with the professor in regards to a tricky set of questions. Time management is a challenge for anybody, but its one of the key elements to doing well at this level. 2. Create a study guide Some professors will provide a study guide as a suggestion for what topics to study. However, anything students have learned up until that point is considered fair game. Its beneficial when students create their study guide based on key elements of each chapter and topics that have been discussed extensively in class. If a professor didn’t provide a study guide; students need to start from scratch and make sure they leave enough time to update or add to their study guide as needed (READ: 4 Differences Between College and High School English Courses). 3. Clarifications If a student is ever unsure of what to study or in what format the test will be given its always helpful to clarify. Students will have access to the professor and a TA through email, class time, and office hours. Students should make sure they have enough time to get questions answered, so they have time left over to study appropriately. Many students go into their first big exam feeling confused about what they should’ve focused on or what theyll be tested on. However, this is 100% preventable as long as students have great communication with the teaching staff. 4. Reading One of the most important things college students can do to prepare for an exam is read any assigned text in full. Many professors know that students run out of time and try to take a shortcut when it comes to reading comprehension. To encourage students to read fully, professors include questions that can only be answered by students who have read the entire text. The test may include obscure vocabulary terms or concepts that are only covered within these chapters. Reading is one of the most important things college student can do to score high on any given exam. 5. Review The first semester of college can be very stressful, leaving many students with the inability to remember everything they have learned in a given day. This is normal and happens to most students who are expected to learn a ton of different subjects in a short period. As a result, leaving time for review is one of the smartest things a student can do. When students take in new information, their brains need time to digest it. If students take a break and then go back another day and review the important elements, theyre more likely to remember it completely on test day. Also, review allows students to take a second stab at difficult concepts that they didnt understand 100% the first time around. Although review is extremely helpful, it can only be done if students leave enough time to focus on it before the day of their exam. Our San Diego private test prep tutors will help you score on any test. Call us today for more information. All blog entries, with the exception of guest bloggers, are written by Tutor Nerds. Are you an education professional? If so, email us at pr@tutornerds.com for guest blogging and collaborations. We want to make this the best free education resource in SoCal, so feel free to suggest what you would like to see us write.

Shanghai Vanke Bilingual School

Shanghai Vanke Bilingual School Shanghai Vanke Bilingual School AboutVanke Bilingual School Shanghai Vanke Bilingual School grew out of the International Bilingual Program of Fudan Vanke Experimental Private School. At present, there are students from 20 countries and regions, including the United States, Canada, Britain, Singapore, South Korea, Hong Kong, Macao, Taiwan, and Mainland China. Founded in 2006, International Bilingual Program . We aims to merge the Chinese education essence with Western education essence. We cultivate students the international perspective and international communication ability in hand while rooting in Chinese culture. The Chinese teaching and English teaching respectively accounts for 50%. Small class size with 20 students contributes to an intimate and harmonious teacher-student relationship. Every child is respected as an individual learner. They are fully cared and encouraged by the adult staff at school. Through practice and exploration, students are equipped with not only good learning habits, but also diversified thinking ability. The Chinese-English language ability of the grade-6 students has reached the level of twin mother-tongues. In Chinese language ability examination, the students are among the best of Minhang district. The English proficiency assessment of the students is based on the American ITBS. According to the historical test performance, students of every grade are better than American students of the same age in English proficiency. The test scores of Grade 9 students exceed the average scores of the American Grade 10 students. The mission of Shanghai Vanke Bilingual School is to Inspire Unlimited Potential (I UP). Through the rich and challenging bilingual, multicultural and integrated curriculum, we are devoted to cultivating studentswell-balanced personality, lifelong learning ability and innovative leadership, thus laying a solid foundation for a sound and fruitful life for all our students.

5 Major Hurdles to Polyglot Language Learning and How to Jump Them

5 Major Hurdles to Polyglot Language Learning and How to Jump Them 5 Major Hurdles to Polyglot Language Learning and How to Jump Them It doesnt matter how many languages youve learned before. Sometimes, that next one is surprisingly difficult to start.Before you got started, you were thinking: This next language should be easy!After all, youre already fluent in (at least) one. You can hold conversations, read magazines,  watch movies effortlessly  and much more.So why are you finding it so hard? Why Youre Struggling to Start That Next LanguageSo tell me, whats holding you back from  learning this  new language?Go on, give me four  reasons.Lets see if I can guess them:1. You think you just got lazy since you learned the last one.2. You have less time than you had before.3. Your brain cant fit any more new languages. Sure, other people can learn lots. But, youre not one of those people.4. Youre not good enough at your previous languages yet. When youre 100% fluent  youll be able to  learn a new language.Did I get any of them right?Maybe I did, maybe I didnt.But whatever you reasons you gave, these are all just glor ified excuses. Believe me, I tell myself these types of excuses when Im starting a new language. But theyre not true.The real hurdles to learning that next language are much simpler.5 Major Hurdles to Polyglot Language Learning and How to Jump ThemThe biggest hurdle to learning anything is often right at the start.When youve already learned a language, starting the next one can sometimes seem so surprisingly difficult you might consider just giving up. After all, youve proven you can learn a language, maybe you should just quit while youre ahead.Thankfully,  learning a second foreign language really is easier than the first one. The hurdles, too, are easy to jump when you know how.Hurdle 1: Youve gotten too used to feeling like an advanced learnerWhen I was 12 years old I moved from little school to big school.In one day everything changed. I went from feeling like the biggest, oldest, most grown-up kid in the whole school to feeling like a baby in a crowd of giants.Thats what learn ing a new language feels like when youve already learned one.Youre used to knowing exactly what to say in a foreign language. Now your brain goes blank. Youre used to making up for lost vocabulary with your great grasp of the basics. Now you cant string a sentence together.I know. It sucks to feel like a beginner again. The good news is that youve been here before. You just need stop thinking like an advanced learner.Learning a new language means switching your brain back into beginner mode.Go on! Put your hand behind your ear and switch that imaginary language learning knob from Advanced Language Wizard to Bumbling Beginner.Click.Sorted.Now go and make tons of rookie mistakes in your new language. Enjoy it, it wont last for long.Hurdle 2: Youve forgotten how you learned last timeWe often forget how we went about learning the first time. Youd think that wed be even better at learning this time around since we already went through the learning journey once. However, the truth is that we usually only remember what we learned and not exactly how we learned it.Buried deep in your memory is priceless knowledge about what worked best for you last time you learned a language.Use these five questions to unlock the knowledge from your previous learning experiences. Think deeply and list at least five answers for each.1. When were your Aha!! moments?Aha!! moments are those moments in your language learning experience where suddenly something clicked. Suddenly something  in this new language seemed to make perfect sense.2. What hasnt worked for you?There are hundreds of language learning techniques, but not all of them work for everyone. Perhaps  youve tried flashcard apps and they just dont work as well for you as they do for other people.3. What has worked great  for you?So maybe flashcard apps didnt work for you. But, maybe you found learning with podcasts worked really well.4. What have been the most scary moments?Yeah, weve all had them. Those moments of  learning a new language which have made us want to run and hide. As uncomfortable as they are, those scary moments are great for language learning. Take that fear and leverage it.5. When have you been flying high on great fluency?Remember those moments when you felt Yes!! Now Im Fluent! in your previous  language. You want to maximize this type of situation in your new language. What were you talking about at the time? What were you doing? Who were you talking to?Now, use those answers to  maximize  your learning in the new language.Try and recreate the Aha!! moments in the new language and see what clicks this time.Avoid the learning methods that didnt work last time. Choose the methods that worked really well.Expose yourself to as many scary moments as possible, but this time be prepared for them.Get yourself into situations where youre flying high on fluency. Talk about the same sorts of things or do the same activities.Hurdle 3: Youve got different  motives from last timeThink back to you r previous new  language. Why did you choose to learn it?You can probably remember quite this clearly. If it was your first foreign language then you likely  had quite strong motives for learning it.This time things are different. Youve decided to learn this new language for different reasons, and maybe they arent as clear as last time.Its important to clarify why youre learning this language. You can ask yourself:1. What do I want to get out of this new language?2. Why this language in particular, and not any other language?3. Is it only because I think itll be easy? (it will be easier, but not effortless)4. Am I only learning it to become a polyglot, and is this enough motive for me?Without clear motivation,  you wont maintain your drive to learn.Hurdle 4: Youre not sure which level to start atIts sometimes hard to tell at what level to start learning.This is particularly true when your next foreign language is related to one of your previous ones.When I started learning Portugues e, I could already speak Spanish. I could hold a fairly basic conversation with a local talking Portuguese and me talking Spanish. So, when I started learning, I didnt feel like a total beginner.But actually, because of pronunciation differences, I was a total beginner.The important thing with learning a new language is to just start. It doesnt matter at what level.Choose some topics you want to talk about and learn some vocabulary.One great, simple way to find a good starting level is to use FluentU.FluentU takes real-world videosâ€"like music videos, movie trailers, news and inspiring talksâ€"and turns them into personalized language learning lessons.It groups the videos into six different learning levels: Newbie, Elementary, Intermediate, Upper Intermediate, Advanced and Native.Watch a few videos at different levels and see what feels comfortable, then just keep learning from there.Hurdle 5: Your goals are unclearOnce youve started learning your next language, the biggest hurdles to jump are fuzzy  goals.Lack of clear, achievable and sensible goals can lead to very ineffective learning.The problem is, if youve reached fluency in your previous language, your goal setting has probably gotten a bit lazy. You no longer need to set learning goals because most of your learning happens without you even noticing.Our previous post on goal setting gives a great, in-depth look at this valuable skill. But, in short, your goals need to be:1. SMART goals. Specific, Measurable, Achievable, Realistic and Timely.2. Clearly defined.  Create a distinct milestone for each goal with a definitive end date. For example, By the next time I go to Portugal I want be able to talk to the builder about construction supplies.3. Challenging.  Dont just stop at achievable, keep pushing! Youll learn even faster this way. Your new language should be challenge. Otherwise, why do it?4. Be broken down into clear, SMART, subgoals.Thats it!Now that you know how to overcome the five major hurdles of polyglot language learning, youre ready to start that next language.Good Luck!