Basic Information About Salt in Chemistry

Basic Information About Salt in ChemistryIf you are a beginner in chemistry, one of the very first things that you will need to learn is salt. Since this is such an important concept to understand, it is imperative that you get your salt-chemistry basics right. Read on to find out the important points you need to know about salt and how to use it for useful purposes.A regular salt is actually a crystalline mineral, or mineral compound, which consists of one or more sodium ions, usually sodium chloride. These salt compounds are actually considered to be good for your health because of their antiseptic properties. The material is usually either from natural sources, such as sea water, salt deposits in underground aquifers, or it is synthetic, produced synthetically or synthesized.If you are going to be using salt for the rest of your life, you should ensure that you know how to use it safely. This article will help you do so.Salt is a combination of hydroxide and acid. When dissolved i n a liquid, the water has two water molecules attached to the sodium ions. When the water is then filtered out, the dissolved sodium is left behind. In water, the term 'salt' is often confused with that of 'sodium chloride'. However, since this chemical is of different composition, the salt can be defined as a salt, even if it does not consist of sodium.Salt is a very useful substance in many ways. It can be used to dissolve substances, like water, which might otherwise not be soluble, because they can be very strong when they come in contact with them. They can also be used to dilute solutions of other solvents. On the other hand, too much salt can affect the body, causing serious problems when consumed in excess amounts.Common salts are commonly used in many medical procedures, as well as in kitchens for many foods and beverages. They are also widely used as fuel and cooking agents in most restaurants and households around the world.If you are a beginner in chemistry, make sure th at you have a basic understanding of the uses of salt. By doing so, you can also enjoy all the benefits that this useful substance brings to your day.

11 English Collocations with All ?? - Learn English with Harry

11 English Collocations with All ?? - Learn English with Harry This is Harry and welcome back to Harrys English grammar lessons and helpful tips to get you to be more confident to speak your English. Today, were going to talk to you about collocations with ALL. 11 English Collocations with All So I have 11 collocations with all for you and Ill talk you through each of them slowly, with some good examples and hopefully then youll be able to understand how exactly we can use them.So the first one is ALL OVER.So all over means everywhere.All over the world there are people starving.All over the world there are people who are rich.So one of the children comes in and they knock over a glass of water and the water goes everywhere.All over the floor, all over the table, clothes, all over your laptop.Oh my God, what has happened? Its all over.And we can also use all over in a slightly different way when we want to put some, statement or some exclamation about something.Well, the game is finished, its all over now. Meaning that was the very last kick of the game and theres nothing anybody can do about the result. Its all over. Its finished.Then we have ALL BUT.And that means almost completely, all but.Im all but out of money.Ive only a little bit of money in my pocket or in my, in my bank, I need some more.Youre driving along the road and youre looking at the little needle on your dashboard and you see that all youre in the red zone of the petrol or your fuel.Oh dear,I’m all but out of petrol, I hope I find a petrol station soon so I can fill up my car.And the next collocation we have is ALL TOO.And this usually means very. We often use it with expressions all too often or all too easy.Hes been late every day this week. He does it all too often for my liking. We should tell them something or we should give him a warning.All too easy. Its all too easy for kids these days. They get anything that they want.  Next one ALL ROUND.All round means a bit like the first one. We gave you words everywhere or around the world. Yeah. You ask one of the children to clean the house and say:Okay, look, if you want some pocket money, youre going to have to work for it. Youre going to have to do some hoovering and mind you, its not just where you see, you have to go all round the house, into the corners.So the weather in the Canary islands is warm all year round. 11 English Collocations with All The next one I have for you is specifically to do with sport and in particular is to do with football.So we use ALL  when were talking about the result  or  the score. Somebody says: Well, whats the score on the match? Its one all.Meaning one goal for one team, one goal for the other team.What was the final result? Two all, ah, an even game, equal, everybody got a point. So two all two goals for your team, two goals for the other team. So one or two, all three or et cetera. Even when theres no score in the game, zero, zero or nil all.The next collocation is ALL TOLD.Meaning to get everything together.Well, all told that wasnt such a bad presentation. I mean, it started off well, the middle was okay. Weve got a good lot of questions at the end.And the next one is KNOW IT ALL.Know it all well this is quite common and often we use it with somebody when we get a little bit annoyed with them and say:Oh, you know it all. Yeah, you think you know it all.Or your children, 16 and 17 year old s. 16 or 17 year olds, they know it all, dont they?Or indeed when you want to give somebody a little bit of a slagging:Ha, ha, you know it all dont you?When really theyve made a mistake and they didnt really get it correct.Now, there is a word, a noun. We can say a knowall. And when we try and tell, when we speak to somebody that thinks they know everything. ‘Ah, youre just a knowall.’ You mean you think you know it all.So know it all and knowall slightly different but with the same intention and the same meeting.And then the next one is TO BE ALL SOMETHING.Usually, we use this with words like to be all smiles. Or to be all innocent.So what do they mean? Well, to be all smiles as somebody whos always got a smile on face, but behind it there might lurk, a hidden meaning.The guy might not be so sincere with these smiles and say: ‘Ah, that guy, hes all smiles. But really you need to be very careful about him because he would stick the knife in when hes, when youre not looking.’ To be all innocent means when someone says: ‘It wasnt me, I couldnt have done that. Oh my God.’ So to be all innocent means somebody who denies that they had any part in anything or they are acting a little bit innocently. And again, theres something there underneath that you might think theyre not as innocent as you think they are.And this one is one of my favourites, ALL TALK.So all talk often comes with another expression all talk but no action. So you can get the hint from that.But exactly it means. So when we talk about somebody being all talk its and nah, nah, nah. But they never followed through with any specific action.When somebody is all talk, they usually tell you what theyre going to do and theyd tell you again what theyre going to do and theyll tell you again what theyre going to do.  But theres no action. They dont follow it through.And the next one we have is ALL-NIGHTER.This is the sort of a invented world. An all-nighter can be a really rough party. Ive had a f ew of those in my time, I can tell you.Were nearly there now and just one last one. ALL IN ALL.All in all it means like taking everything together.Well, all in all, it wasnt such a bad performance, was it? All in all we won the match.Okay guys. So that completes the lesson for today and we were talking about collocations with all.So as I said at the beginning, press that button and subscribe to my YouTube channel Learn English with Harry, and if you want to contact me, you can do so on www.englishlessonviaskype.comand when get there, youll find a link to my Easy Peasy English club. Its a great club to help you to learn better English, to speak better English, to make better pronunciation and above all to make you much more confident in your English.  Click here to join the Easy Peasy Club.Okay, join me again soon. Collocations with ALL - Listen Now

Back to School What do Tutors Want Parents to Know

Back to School What do Tutors Want Parents to Know What do Tutors Want Parents to Know? We can assume that parents and tutors both understand the importance of effective communication and support of one another, yet sometimes this can be forgotten. Mark Maclaine, a tutor for over 16 years has interviewed over 300 tutors and answers the question “What do tutors want parents to know?” Here are a few of the best answers.COMMUNICATION “Our real aim is to make sure your child lives a happy and fulfilled life. Also that they are able to cope with the demands of the modern education system. If your goal is only grades, we’ll do our best to deliver this but please don’t ask us to do this if it will dramatically influence a child’s life for the worst.” “If we bring up any issues with regards to your child, please understand that we are doing so because it is our job and we care. Listen to what we have to say rather than attacking.” “Let us know if there are any issues at home. We will do our best to deal with bad behaviour firmly yet with kindness, however it can be very helpful to know if there’s anything else going on so we can take this into account.” “If you have any issues with a tutor please bring it to the attention of the tutor first. We will listen carefully and try to work out how to best solve the problem. Don’t go right to the agency if it’s something that we can solve between ourselves.” “We will respect your privacy and will never talk about you to other parents or the press. Please also respect our privacy and don’t gossip about us.” “If your child has any concerns about their tutor please let us know right away. Children do sometimes make things up, but if true it is always very useful for us to get feedback.” “If we’ve not brought up any issues with you then you can assume that there aren’t any. We will when and if there are any.” “If a student tells us anything that is important for you to know, endangers them or risks our work together we will tell you right away. Otherwise please respect the privacy of your child. The safe space created in our lessons is what will allow us to do our job.” “If you have some time please ask us if there’s anything you can do to help. The more you can take on the less money you spend, and the more a child gets to hang out with their parent.” “Take the time to praise your child on their hard work rather than focussing on grades. If they can learn to work hard and focus less on the end goal, they’ll not only be happier but perform better too.” “If we take the time to tell you something about your child please remember that we are just doing our job. In turn we will recognise that this is only our opinion but you’ve hired us to do a job so take the time to see if there’s anything to what we’re saying.” “If your child feels sad or angry, please take the time to empathise with them and understand what’s going on. It doesn’t mean you have to agree with them, or change anything, simply being empathised with will help alleviate these feelings meaning they don’t have to bring them into their lessons.” SUPPORT “Please make sure your child is ready and has everything they need by the time the lesson starts. It’s not always possible but in the long run it’ll save you money and allow us to cover a great deal more.” “Re-enforce the authority of the tutor in front of your child. We have a job to do and can’t do it if the child doesn’t respect us. At the same time we promise to support your authority. Working as a team we are far more likely to succeed in helping your child.” “If your child is really sick, let them recover. Avoid sending them into lessons with hope that they can catch up with school.” “If I set a punishment for a child please support me on this, if there are no consequences to their actions they will never learn appropriate boundaries within our lessons.” “Teach your child to cover their mouth when they cough. If we get sick then we can’t work!” “Don’t ask me push your child beyond where I feel they should be. Often children suffer later on if they don’t know the basics. Understand that sometimes I need to make sure they understand these before I move on.” “Remember that children will often choose to lie when the consequence of telling the truth is perceived to be greater than the risk of being caught. Help support them telling the truth by rewarding honesty, either by reducing punishments or praising it, and you’ll make everyone’s life easier.” “If lessons are happening after school please make sure your child has had some kind of snack before we start. Try to avoid sugar and sugary drinks before the lesson, as with many children these can negatively affect their concentration later on in the lesson.” “Please make sure they’ve slept well the nights of and before lessons. Don’t just assume they’ve gone to sleep, please take the time to check. It’s pointless hiring a tutor for them if they can’t concentrate.” We would like to collect parent/client comments for “What Parents want Tutors to Know” if you have some tips for tutors please email breanna@tutorfair.com If you are a Tutor, what would you want parents to know? Please write your comment below

?? A Personal Trainers Opinion What makes a great one to one tutor

?? A Personal Trainers Opinion What makes a great one to one tutor A Personal Trainers Opinion: What makes a great one to one tutor? Guest post contributedby Christopher Simon, who is a part time fitness coach part time blogger at Origym.As a Personal Trainer, I often teach people on a one to one basis. I have become accustomed to probing questions regarding my relationships with my students both inside and outside the confines of the gym. One of the most frequent questions I am asked is, “What is the most important part of being a one to one personal trainer?”In fact, just the other night during a meal my wife arranged, her friend asked me this exact question.I was initially reluctant to attend the dinner because of how it could disrupt my current diet plan. I was now even more reluctant to answer questions regarding work during my out of office hours…Finding time to formulate an educated response, I decided to savour my mouthful of ‘spaghetti al forno’ for a little longer. “I will get back to you on that”, I said.The shock was almost instantaneous. The chance to indulge in intriguing conversation had passed. I had never been able to formulate a response because in all honesty I cannot articulate the different methodologies I use in the gym. I also cannot put these methodologies into a hierarchy of importance. Each client is different, so I too have to be different at least 7 times a day. I couldn’t sum that up into one sentence without sounding arrogant. However, after having time to think about the question and the expansive nature of the answer I could not so eloquently explain, I now have a response.During this article I will be drawing on influence from my own experiences as a one to one Personal Trainer and how they can be directly related to the work of any one to one tutor.So, for the husband of my wife's friend, and for you, here is my answer to “what is the most important part of being a one to one tutor?”You must recognise that each student is an individual. This to me was one of the biggest realisations that I had when first beginning my career as a fitness coach. This is important because it will help you to understand the amount of work you actually have to do.In my case, I had to create individual fitness plans, individual diet plans, individual personalities, fitness goals, anatomies and be able to understand different strengths and weaknesses for each client. For example, if you are a guitar tutor, one student may have a goal to learn how to play fast, rock music, whilst another may be more focussed on classical acoustic. Despite the similarities in teaching basic techniques and musical theory, at a point you must be able to provide individualised learning plans for each student. You will be required to juggle this information on a constant basis. As their tutor, your students will always look to you for guidance, advice and confirmation.Understand that time is of the essence during a session. Having a solid understanding of the time each activity will take is very important. Because a client pays you per hour or per session, they will expect to be put through their paces. You want your clients to leave a session feeling that they are progressing and achieving their goals. If you spend too long on one aspect, instead of practicing it over multiple sessions, they may feel unfulfilled. While I also recommend that you build a good rapport with your clients don’t make chit-chat the backbone of your sessions. You want to balance it nicely. I speak to my clients all the way through a session because it makes exercise much easier for them by taking the focus off the strain on their body.However, I will talk to them only during exercise. You need to structure your sessions so that your client is always active and engaged. If they are not they will move on to another tutor who optimises their time within sessions. However, this brings me onto my next point... Build a good rapport with your clients. While I think it is more important to create engaging and active lessons, I also think it is just as important to buil d a good rapport. You can have a good professional rapport with your clients and it is good that you and your client have a mutual understanding of what you both want out of your sessions. However, you don’t want to be a robot.Why do business spend so much time picking a face to promote their latest product or service? It is because a face humanises the artificial nature of a company's strategy. You are the service and you can define how your clients deem this service through your rapport. Being a one to one tutor requires a lot of communication. If you communicate effectively you will see the positive effect it has on your reputation and services.Building a good lesson plan is integralThroughout your career as a tutor you will be tasked with developing a multitude of lesson plans, revision plans and session structures. You will have to cater these to either individuals or groups. There are many things that you have to take into account including which aspects of your subject you want to teach, what the client aims to learn and how to make it as engaging as possible.Below I have shared an easy to follow guide on how to create and structure individual plans during your time as a one-to-one tutor. Use this example as a basis for your own students while not forgetting the other points I made beforehand. Assess your clients' learning levelThere are a number of ways that you can assess your client’s current level of understanding. For example, as a one to one personal trainer I have to understand the limits of my client’s fitness. It is only from there that I can develop a tailored lesson plan. When I first meet a newly assigned student, I seek to understand three things:What experience my client already has?What they want to learn as a student?What they expect out of me as a tutor?By asking these three questions you are able to create a conduit of communication and, most importantly, mutual understanding. It makes the process much easier and removes the ini tial awkwardness prevalent between a teacher and a new student. This can potentially hold even more true for language tutors who have to break the first barrier of communication.My belief is it is best to meet up and talk one to one with a student because you are going to be meeting one to one for the remainder of your classes. However, other tutors prefer to develop digital questionnaires or survey’s to find out the same amount of information. Test your client’s current practical levelSome tutors call this an induction. In many senses it is. It’s important to test the waters and see whether the client is comfortable. You also need to see if the student is capable and where your student’s starting point should be. As a Personal Trainer I make sure any new clients go through a standardised fitness test. This gives me the opportunity to understand the client’s current limitations. From here on I can create a loose structure that aims to push these limitations. As a guitar tu tor you may ask your student to play a basic chord transition. You could ask them to play from G to B in a basic four beat rhythm. If they can easily do this you could ask them to play G to B and then to C. If your clients can’t complete this you know to start with the C chord. It is the same for anything else.However, you need to make sure you celebrate an accomplishment of a student. This does not require you to lie. It requires you to be a motivator. Anyone likes to be commended and your clients are no different. Be constructive with your criticism but celebrate a clients step in the right directionWork out your client’s goalsOnce you have figured out the limits of your student’s knowledge for your subject you can begin to initiate a plan that sets an achievable pace for your client. To develop a further understanding you should ask your student specific questions such as:What are your goals?What do you want out of this program?Is it achievable?Find more in-depth answers by asking deeper questions? Some questions to consider include:Do you want to lose five pounds this month?Do you want to develop a creative or journalistic writing style?What are 5 songs you want to learn to play?This additional information will support you when structuring the perfect plan for your students.This is just a short plan that will help you develop a key understanding of your client, allowing you to create plans just for them. The more practice your client has and the more your student’s knowledge improves, the more you can implement.

How To Manage Your Fall Internship

How To Manage Your Fall Internship Photo by moriza on flickr.com Practice time management Time management is essential to any internship, but especially fall internships when you’re likely to have a number of different responsibilities and obligations to maintain. You have to ensure you make time for everything without sacrificing your physical and mental health, so be certain to plan your schedule ahead of time. This might include scheduling down time in addition to your internship and classes, so you will definitely have time to relax around your busy schedule. Balance your internship with your studies What you take in school is important not just for satisfying course requirements, but for maintaining a healthy work-life balance. Since internships can run the gamut from relaxing to demanding, pair the classes you take with the rigors of your work. If you’re internship involves a lot of busy work, you’re probably better off taking less intense classes on the days you’ll be interning. Supplement your internship with classes Most students apply for internships without having much knowledge of the field they’re trying to gain experience in; in fact, that’s often why some students apply for internships in the first place. Just because you’re going into something unfamiliar doesn’t mean you shouldn’t try to do your homework literally: Consider taking classes that will increase your knowledge of the field you’re interning in. For example, if you’re interning at a law office, a political science or even a philosophy course might give you some valuable insight into the field. Be flexible Internships can be unpredictable; you might sign on with certain expectations or duties, only to find that those have changed by the time you begin. In other cases, you might advance in your internship to acquire greater responsibility. It’s important you be mindful about how this will affect school, your schedule and all of your other obligations. You have to be flexible. Though most fall internships require less time than their summer counterparts, they might still make demands of you that your schedule might not accommodate. Be sure to negotiate time for your work before entering into any agreement. Bio: Harrison Kratz is the Community Manager at MBA@UNC, the accredited online mba program offered through the University of North Carolina which also some of the nation’s leading executive MBA programs. Harrison also sticks to his entrepreneurial roots as the founder of the global social good campaign, Tweet Drive.

Shreya, Age 9; Jenny Valdecanas, Instructor

Shreya, Age 9; Jenny Valdecanas, Instructor Shreya, Age 9; Jenny Valdecanas, Instructor When you see the results of your effort, the practice and time taken to get there makes it all worthwhile. This is what Shreya increasingly learned after her parents enrolled her in the Kumon Math and Reading programs. A Kumon student since kindergarten and now a fourth grader, she confidently attributes her consistent good grades to the solid study skills she developed at her Kumon learning center.   “Slowly seeing my good grades in school, I realized my efforts were not wasted. Kumon made me a better student overall and my teachers and parents are proud of my results,” says Shreya. Her parents noticed the responsibility and ownership Shreya has taken in her school work and the willingness to think more independently. “Because of Kumon, she spends minimal time in her math activities at school which helps her devote more time on other subjects and sports activities,” says Shreya’s dad, Samir.   Shreya plays basketball and tennis, loves to dance and swim and has competed in basketball and taekwondo tournaments. Recently Shreya reached a Kumon milestone, studying two years above her grade level in math. She also landed a Kumon “Mathlete” award for studying algebra in Kumon before entering middle school. By studying at her own pace Shreya will soon reach her next Kumon goal, studying factorization, at least by the time she reaches the sixth grade, predicts her Kumon Instructor, Jenny Valdecanas. One day Shreya hopes to become a doctor. With the self-confidence she developed, it will be no surprise this will be another one of her achieved milestones. You might also be interested in: This Student Learned the Power of a Routine with Kumon Advancing Beyond Grade Level in the Kumon Math Program Pranav, age 13; Haruyo Tanaka, Instructor Angel, age 10: Alison Mori, Kumon Instructor Shreya, Age 9; Jenny Valdecanas, Instructor Shreya, Age 9; Jenny Valdecanas, Instructor When you see the results of your effort, the practice and time taken to get there makes it all worthwhile. This is what Shreya increasingly learned after her parents enrolled her in the Kumon Math and Reading programs. A Kumon student since kindergarten and now a fourth grader, she confidently attributes her consistent good grades to the solid study skills she developed at her Kumon learning center.   “Slowly seeing my good grades in school, I realized my efforts were not wasted. Kumon made me a better student overall and my teachers and parents are proud of my results,” says Shreya. Her parents noticed the responsibility and ownership Shreya has taken in her school work and the willingness to think more independently. “Because of Kumon, she spends minimal time in her math activities at school which helps her devote more time on other subjects and sports activities,” says Shreya’s dad, Samir.   Shreya plays basketball and tennis, loves to dance and swim and has competed in basketball and taekwondo tournaments. Recently Shreya reached a Kumon milestone, studying two years above her grade level in math. She also landed a Kumon “Mathlete” award for studying algebra in Kumon before entering middle school. By studying at her own pace Shreya will soon reach her next Kumon goal, studying factorization, at least by the time she reaches the sixth grade, predicts her Kumon Instructor, Jenny Valdecanas. One day Shreya hopes to become a doctor. With the self-confidence she developed, it will be no surprise this will be another one of her achieved milestones. You might also be interested in: This Student Learned the Power of a Routine with Kumon Advancing Beyond Grade Level in the Kumon Math Program Pranav, age 13; Haruyo Tanaka, Instructor Angel, age 10: Alison Mori, Kumon Instructor

Womens History Month Celebrating Women Whove Made a Difference - ALOHA Mind Math

Women’s History Month Celebrating Women Whove Made a Difference While March is officially Women’s History month, ALOHA believes in celebrating and building confidence in girls and women all year round. Over 100 years ago, the seeds of U.S. Women’s History Month, were sown when International Womens Day was launched on March 8, 1911. At that time women in most countries including the United States were not allowed to vote in elections, often they could not own property in their own name. In 1981, Womens History Week was created, and in 1987, the week became an entire month to celebrate the contribution of women and has remained so since then. You can find details at http://womenshistorymonth.gov/. The best resource for kids on this topic is: http://www.timeforkids.com/minisite/womens-history-month. Other notable woman celebrated During Women’s History Month, or Any Time: On March 23, 2015 the search engine Google featured a woman mathematician on their homepage Google logo doodle. The mathematician was Emmy Noethers, in celebration of her 133rd birthday. Albert Einstein apparently considered her “The most significant creative mathematical genius thus far produced.” Click this link to learn more about her and her mathematical work. Sandra Day O’Connor, the U.S. first woman Supreme Court Justice, was appointed in 1981. In 1952, when she graduated from law school, she was initially unable to find a job, in part because she was a woman lawyer. After 24 years on the Supreme Court, her influence has been widely felt. Marie Curie, a French woman scientist (1867 1934), discovered that some elements give off radiation. A 1903 winner of the Nobel Peace Prize in physics, she also won the prize in 1911 in chemistry. As an early woman scientist, her notable work made it easier for the next generation of female scientists. More recent history, Time For Kids readers selected Malala Yousafzai as their Person of the Year. She was just 17 years old in 2014 when she won the Nobel Peace prize for her work to promote the right to attend school for girls in her home country of Pakistan, which was being threatened by the Taliban’s takeover of her region. Malala is the youngest person to win the peace prize. She shared the prize with an adult children’s rights activist Kailash Satyarthi “for their struggle against the suppression of children and young people and for the right of all children to education,” according to the Nobel Prize Committee. Celebrating all Women and Girls, not Just those who are Famous, Every Day One site, http://www.historynet.com/famous-women-in-history, also pointed out that women’s history is not just about those women who became famous for something that they did. But it is the countless lives of women choosing to do what they see needs to be done in their own lives, families, communities, and world. It is about outstanding people who happen to be women. Yes, these famous women have shown that women and girls can have a large impact and effect change on a large scale. They have shown others by their examples. But it is up to each individual to step forward and do the best at what she can do.