Using An Agar Plate To Conduct Experiments

Using An Agar Plate To Conduct ExperimentsIn my Chemistry chapter, I talked about how to do experiments in chemistry. The way I did the experiment was to use a sample of the substance under investigation and cover it with a sheet of rubber so that I could control the amount of evaporation that took place. That way, I could put the reagent in an agar plate and run it through.This was done so that I would be able to get the right chemicals to work and have the sample work. The better the sample, the better the result would be. I took the sample out of the flask. I then covered it with the sheet of rubber.I threw the flask into the freezer. I found the sample with evaporation still running. I warmed it up a bit and put it into a bottle. When I removed the flask from the freezer, I could then test it to see what the result would be.The flask is on the table in front of me. I am testing a sample of sodium hydroxide. When I removed the flask from the freezer, I could see that the solid sam ple had dissolved, while the gas droplet was still around it.This was a good indication that some of the air bubbles in the solid sample had not fully dispersed. When I did this test, I found that the thing that I had put in the flask after the experiment, was actually a crystal of sodium hydroxide. I filled a glass and covered it with petroleum jelly. Then I placed the flask of sodium hydroxide in the glass and waited for it to freeze.When the liquid froze, I poured out the solution and dried it out. Now, I could see that the liquid was a simple solution. I shook it and allowed it to cool down and then looked at the sample.In this next chapter, I will talk about some more experimental methods and how to do them. I will talk about some of the things that you can do to the test. I will talk about different items that I used when conducting experiments. I hope that you enjoyed this chapter.

3 Thesis Struggles and How to Overcome Them

3 Thesis Struggles and How to Overcome Them Writing a thesis a major paper or essay is no small feat. Imagine you have finished the research, gathered your data, and created your main premise: now it is time to shape all of your information into the body of a thesis. Here are three thesis struggles you might run into along the way, as well as strategies to overcome them: 1. Unclear claim A strong thesis relies on a clearly written and understood line of argument. To come up with your central claim, look for patterns that emerge across all of your data. You want to make a claim that is not completely obvious; it should add something new to your classroom dialogue on the subject. At the same time, your claim should not be too far-fetched, as these kinds of statements are typically difficult to support with evidence. Do not think too big or too small, and make sure you can back up the claim with data or other forms of evidence. If you can, run your argument by a classmate, writing tutor, or even your professor. Avoid abstractions and scale back your language as much as possible. This way, your thesis will start off on solid ground. Theseare some great tips to boostyour writing skills. 2. No structure or cohesion Once you have a central claim that you feel good about, you should organize your thesis in a logical way. Before drafting, list out your claim, main ideas, and supporting details in an outline. You may want to take advantage of templates on your word processing program or print a sample outline from the Internet. Do not limit yourself to a single sheet of paper if you like, spread notecards out on the floor or stick post-it notes on your wall. Color-code related information to make connections across ideas. If you have already started to write, an outline is still a useful tool. Dont be afraid to move information around or eliminate irrelevant ideas or sections. You can always find other resources or add information later if necessary. You may find that your thesis makes more sense if some elements are presented in a new order, or if they are slightly tweaked. Here are some great tips for writing an essayyou may find useful as well. 3. Lack of adequate and relevant support Even if you are comfortable with the claim or organization of your thesis, your main ideas may not have adequate or relevant support. Double-check that all of your examples relate directly to the main idea, which in turn should connect to the central claim. Do you have enough examples for each main idea? It is unlikely that you need the same number of examples for each, but every idea you present should be supported by a proper amount of evidence. Consider widening your research base if you do not have enough support. Look at your current sources to see where those authors found their information. You may be able to find other books, articles, or online research that will strengthen your overall thesis. Writing a thesis is an exercise in synthesizing and condensing information in a presentable way. It may seem like a solitary or highly individualized activity, but you are not alone! Along with the strategies shown here, you can consult others in your academic community. Use these tips and conquer your thesis struggles now.

Assertion is a Vital Skill Learn It NOW! - Introvert Whisperer

Introvert Whisperer / Assertion is a Vital Skill â€" Learn It NOW! - Introvert Whisperer Assertion is a Vital Skill â€" Learn It NOW! Let me emphasize that Self-Promotion doesn’t have to be obnoxious to be effective.  But, if you don’t Self-Promote you, who will?  If you ever want to get ahead, you have to learn how to Self-Promote. I want to help you accelerate your career by connecting you with your Free Instant Access to my video that shows you simple, yet effective ways to Self-Promote. Start watching now by clicking here! Brought to you by Dorothy Tannahill-Moran â€" dedicated to unleashing your professional potential. Introvert Whisperer

Teens Resistant to ADHD Therapy

Teens Resistant to ADHD Therapy When your teenager is struggling, you naturally want to do everything that you can to help them. For many teens with ADHD, that means working with a therapist as part of their treatment plan. But what can do you do as a parent if you know that your teen needs therapy, but they refuse to attend sessions? How can you get them the help they need if you cant even get them into the therapists office in the first place? Its very common for teenagers with ADHD (and teenagers without ADHD for that matter) to be resistant to the idea of working with a therapist. There isnt usually one single factor driving the resistance, and the underlying reasons vary from teen to teen, but there are usually some similar themes. For starters, some teens are generally opposed to anything that they perceive as being their parents idea. They want to be in control of their own decisions, and they certainly dont want to do something just because their parents tell them its in their best interest. For teens with ADHD who have a history of Oppositional Defiant Disorder, this reason alone may be why they are refusing treatment. Other teens dont want to meet with a therapist because they have misconceptions about what therapy is, or they view therapy as a sign that there is something wrong with them. While this line of reasoning may not be accurate, it can be hard for parents to convince their teen to change their point of vi ew. Lastly, there are some teens who worry that the therapist wont be able to help them and sessions will be a waste of time, and others who fear feeling uncomfortable in sessions if they are asked to discuss things they would rather avoid. So, as a parent, what should you do? With any one of the scenarios above, how do you convince your teen to go to therapy? And if you succeed in getting them to see a therapist, how do you make sure that your teen will cooperate once they are in the session? There is no easy one-size-fits-all solution here, but there are a few strategies that may help. Approach the situation from the teens point of view. When it comes to getting your teen to go to therapy sessions, talking to them about the reasons why you think they need treatment is not going to work. Instead, look at the situation from the teenagers point of view. Think about the things that are most important to them, and which of those things may not be going very well right now. Maybe they cant participate in extracurricular activities because of poor grades, are struggling with friendships, are worried that they wont get into college, or are tired of arguing with their parents all the time. Whatever it is, talk to them about how therapy can help improve these aspects of their lives. Engage a respected peer or adult. Often teenagers are simply not in a mental space where they are able or willing to hear what their parents are saying to them. No matter what their parents say, they refuse to listen. To really get through to your teen, they may need to hear about the benefits of therapy from a respected peer or adult in their life. Ideally, this person will have had experience with therapy themselves and can talk about their experience. Sometimes it just takes the right messenger to get a teenager to listen. Provide incentives. If all else fails, consider providing incentives or rewards for your teen if they attend therapy sessions. Remember that the primary goal at this stage is to get your teen into treatment. If incentives, either in the form of privileges (e.g. a later curfew on the weekends) or tangible rewards (e.g. gift cards or money toward a big-ticket item that they would like to buy), do the trick, then it may be a short-term solution that ultimately gets them one step closer to accepting the help that they need. When you succeed in getting your child to attend therapy sessions, try not to worry too much about how they behave once they are actually in the room. It can be frustrating to think that your teen may be wasting valuable time and money by not giving 100%, but as a parent, there really isnt much you can do to control what your teen does during therapy sessions. Fortunately, good therapists who have experience with adolescents can form close bonds with even the most resistant teens. The best thing you can do as a parent is research therapists ahead of time and find one who seems like they will be a good fit for your teen. If, after a couple of months, the therapist and teen tell you that your teen isnt participating in sessions, then it may be time to look for a new therapist. In the meantime, do what you can to get your teenager into the therapists office, and then let the therapist take the lead from there. 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.

Congratulations to the italki Language Challenge Winners!

Congratulations to the italki Language Challenge Winners! In January, our 2nd italki Language Challenge took place, with participants from all over the world, learning languages from Russian to Arabic.  They all had a common purpose in taking the Challenge to motivate themselves to improve their foreign language skills.  And, it looks like it worked! Read on to find out how it helped our students. Here is a quick overview of how the italki Challenge helped our students: Motivation A large majority of our successful participants mentioned how the Challenge had given them that extra push to learn. Big thanks to italki for initiating the challenge. Its been the kick up the backside that I needed!  Hejoro from New Zealand Progress italkis goal for the Language Challenge was to allow learners to see clear progress in the language they were learning. We were very happy that many were able to clearly see the benefits. I took the italki challenge to motivate myself to study more diligently. Taking lessons regularly has kept me committed despite having a busy schedule. I’ve progressed much faster than I would have studying alone or in a large class. Although I’m still a beginner, my comprehension has improved tremendously.  David from the US Routine Not only did it help learners get started, but it also helped them to continue. The language challenge was motivation for me to start a new language and progress with another. Although the language challenge is over, I plan to continue booking sessions and supplement them with language exchanges.  Bionca from the US We hope that all of our challengers not only progressed in the language(s) they were learning, but also found new motivation and discipline towards language learning. We would also like to thank OpenLanguage for sponsoring the Challenge with their fantastic lessons. Just to finish off, here is a little video shout-out to all our Challenge winners ?? Congratulations to the italki Language Challenge Winners! In January, our 2nd italki Language Challenge took place, with participants from all over the world, learning languages from Russian to Arabic.  They all had a common purpose in taking the Challenge to motivate themselves to improve their foreign language skills.  And, it looks like it worked! Read on to find out how it helped our students. Here is a quick overview of how the italki Challenge helped our students: Motivation A large majority of our successful participants mentioned how the Challenge had given them that extra push to learn. Big thanks to italki for initiating the challenge. Its been the kick up the backside that I needed!  Hejoro from New Zealand Progress italkis goal for the Language Challenge was to allow learners to see clear progress in the language they were learning. We were very happy that many were able to clearly see the benefits. I took the italki challenge to motivate myself to study more diligently. Taking lessons regularly has kept me committed despite having a busy schedule. I’ve progressed much faster than I would have studying alone or in a large class. Although I’m still a beginner, my comprehension has improved tremendously.  David from the US Routine Not only did it help learners get started, but it also helped them to continue. The language challenge was motivation for me to start a new language and progress with another. Although the language challenge is over, I plan to continue booking sessions and supplement them with language exchanges.  Bionca from the US We hope that all of our challengers not only progressed in the language(s) they were learning, but also found new motivation and discipline towards language learning. We would also like to thank OpenLanguage for sponsoring the Challenge with their fantastic lessons. Just to finish off, here is a little video shout-out to all our Challenge winners ??

Words...Their Way

Words...Their Way If you teach Kindergarten, or any primary grade, have you ever noticed that sometimes the students really struggle with common patterns in words? Something as simple as rhyming can sometimes be a huge task. Words and word parts can be such an abstract concept for little minds to grasp. Luckily, there is help! Words Their Way is a fabulous resource that I first learned about while completing my bachelor’s degree. I used it during my final internship and fell in a deep, academic, slightly nerdy love with it. It is a resource that teaches orthography to benefit spelling, vocabulary, reading and writing. This is an amazing tool for differentiated instruction and to allow students to engage in word meaning and word patterns as opposed to simply memorizing the spelling.I am currently using this version:I purchased this copy from Amazon because I know that all of my little Kinder Friends are emergent spellers without using the diagnostic assessment. If you teach a mixed level or ESE group s, you absolutely need to purchase the book that has all of the assessments and how to score them. This will let you know which book and whichword sorts to use with your students. It may sound like a lot of purchasing in the beginning, but it is well worth every penny!At the beginning of the school year, each of my students decorate their Sort Book. I found these adorable labels on Pinterest.I have found that labeling every notebook really helps my students with organization and being independent.We begin the school year with sorting pictures that begin with like sounds.Words Their Way designed their productlike thisso the students get comfortable with the idea of sorting. Each page in their notebooks has a new sort and they get progressively harder as the year goes on. Also, I often am able to find themed sorts on Teachers Pay Teachers. We have done sorts with the theme of Thanksgiving, Christmas, Valentine’s Day, syllables, rhyming, fiction and non-fiction illustrations and even sorts from other content areas. I include all of these in their sort book.The sort we completed today piggy backed off of the classic nursery rhyme “one, two, buckle my shoe…three, four, shut the door…” Weused theillustrations provided from the bookto help us create rhyming words with numbers. I could not believe how much the students loved this! were singing the little rhyme for the majority of the day.Currently in my classroom, weare completing one sort a week that compliments our phonics work of the week (short and long vowel sounds, rhyming, dipthongs, digraphs). One of my goals for next school year is to take Words Their Way one step further and to incorporate the sorts in our lessons as spelling lists and to create meaningful games for small groups.This would also be a fun and E A S Y activity for students to do while on summer vacation. It will keep the little wheels running in their minds without feeling like they are doing work, work, work.

International School of Amsterdam

International School of Amsterdam International School of Amsterdam The International School of Amsterdam is a private, nonsectarian, day school designed to provide an English-language academic programme to the children of the international community in and around Amsterdam. ISA was the first school in the world to have been approved to offer all three IB programmes. The school is governed by a Board of Governors. The school offers the International Baccalaureate Primary Years, Middle Years and Diploma programmes and an American-style High School Diploma. Students may take, PSAT, SAT, ACT, TOEFL tests and the Cambridge Preliminary, First Certificate and Proficiency examinations. English as an Additional Language classes are offered for students in pre-kindergarten through to grade 10. Mother tongue instruction is available in many languages through the schools language academy. The High School programme emphasizes preparation for entrance to universities. Staff members are fully qualified and experienced. Many of the teachers have advanced degrees. Average length of service is eight years. The student body is drawn from 50 nations with the largest groups coming from the United States, Japan, Korea, UK, India, The Netherlands and Scandinavia. The school year runs from mid-August to mid-June. Classes meet Monday through Thursday from 08.30 to 15.30 and on Friday from 09.30 to 15.30. A diverse extra-curricular programme of sports and other activities is offered. The school is housed in a new 28,800 m building in the Amsterdam suburb of Amstelveen. Facilities include classrooms for all levels, three libraries, a 400-seat theatre, eight science laboratories, five gymnasia, design and food technology laboratories and specialized rooms for music, art and drama. The school has moved away from computer centres and has a 1 to 1 IPad programme from Grade K - 5 and 1 to 1 laptop programme from Grade 6 - 12. The school is accredited by NEASC in the United States and by CIS and is fully authorised by the International Baccalaureate Organization.