Solar Chemistry

Solar ChemistrySolar Chemistry is quite the advanced science as it examines the behavior of atoms in the solar spectrum. It uses special spectrographs and a solar microscope to capture images of light from the sun's surface.Solar Chemistry first began as a reaction to apply to the study of crystals by Georgius Agrippa who, in 1551, had made many discoveries regarding the structure of water. The system then expanded to include other crystals, plants, animals, and even living things. It can be said that Agrippa was the first to understand that minerals were actually composed of smaller components, each of which were in contact with one another through chemical reactions.The reaction was simple in that the smaller minerals were attracted to each other and caused them to mix with the larger ones to form a crystal. This was done because a major factor in this process was the connection that mineral forms could make with the absorption of light by the grains.There are many phenomena in Sol ar Chemistry that are used in many laboratories and home laboratories. One example of this is the 'Chlorophyll' of plants. This molecule is responsible for the absorption of sunlight by plants.The two types of chlorophyll molecules are named A and B. These A and B molecules can be treated as opposites, A being fixed and B being polar. In normal circumstances, the molecule would absorb energy from the sun.However, when these chlorophyll molecules absorb more energy, the atoms in it move closer together creating the effect of a 'bonding' in this particular molecule. This bond will cause the molecules to vibrate more efficiently and this in turn will cause them to absorb energy in the same manner.All of the atoms, including the nitrogen atom in a hydrogen atom, move in the same direction when these bonds occur. This means that the number of electrons, either positive or negative, will change depending on the amount of absorption in the molecule. All of this results in different types o f atoms and this is the basis of what is called the 'spectrum' of solar chemistry.

Adding fractions with common denominators

Adding fractions with common denominators Fractions are a very commonly used numerical representation of numbers. A fraction is number written in p/q form. Where p is the numerator and q is the denominator of the number. The denominator of a fraction cannot be equal to zero i.e. q not equal to zero. Different mathematical operations can be used to simplify and solve a fractions such as addition, subtraction, multiplication and division. While adding fractions there should always be a common denominator. Here are some examples for adding fractions with a common denominator. Example 1: Simplify and find the answer by adding the given fraction numbers 2/5 + 3/5 + 4/5? Solution: The first step is to check the denominator of the given fractions. We have a common denominator of 5 for all three fractions. Since the denominator of the fractions is same, add the numerators of the given fractions. This gives 2/5 + 3/5 + 4/5 = (2 + 3 + 4) / 5 = 9/5. Therefore, the answer for 3/4 + 5/4 + 1/4 = 9/5. Question: Multiple choice question (Pick the correct option.) What is the answer for adding the two fractions 1/7 + 6/7? a) 1 b) 6/7 c) 5/7 d) None of these. Correct answer: option a. Here the fractions 1/7 and 6/7 have the same denominator 7. Since we have the common denominator we can add the numerators. This gives 1/7 + 6/7 = (1 + 6) /7 = 7/7. The fraction 7/7 can be further simplified. Hence 7/7 = 1.

HEART Tutoring Adds Math To Name, Changes Logo

HEART Tutoring Adds “Math” To Name, Changes Logo HEART Tutoring Adds “Math” To Name, Changes Logo HEART Tutoring Adds “Math” To Name, Changes Logo April 17, 2015 Following feedback from funders, volunteers, and schools, and with a grant from Reemprise Fund, HEART Tutoring completed a branding study in 2014 and will now be Heart Math Tutoring. The goal of the branding study was to find a name and image that captures Heart’s focus on math and professionalized, measured results while maintaining the warmth of the tutor/student relationship that is core to our work. Heart’s team and key stakeholders worked with Wray Ward, a Charlotte-based marketing communications agency beginning last summer. Many thanks to all of our volunteers, schools, and supporters who spent time last summer providing input and guidance! Charlie Elberson, primary advisor for the Reemprise Fund, a donor advised fund held at Foundation For The Carolinas, explains why working with Heart Math Tutoring on this project fit the Fund’s venture philanthropy work. “The Reemprise Fund has a legacy of providing transformative grants to visionary social enterprises. Heart’s model for math intervention and volunteer management has tremendous potential to scale in Charlotte and beyond. Looking toward that horizon, the organization needed a brand identity that was a true reflection of its extraordinary premise. This new program will give them an edge, propelling Heart Math Tutoring’s marketing for various audiences in years to come.” In Heart’s new brand, the colors are updated; the shapes suggest math and geometry; and the subtle image of a butterfly evokes the feelings of growth, change, and transformation that we hope to inspire in our students and in the community. The original acronym has been dropped and a new tagline adapted: “Connecting Students Volunteers for Results that Count.” We hope you like it! Special thanks goes to Bellaworks for  refreshing  Heart’s website  and to Crystal Dempsey with  From The Hip Communications for helping us tell our story with our blog, social media, and email. Most of all, thank you to Reemprise Fund for the grant award to make all of this possible. We are excited about the way these developments will help Heart bring one-on-one math tutoring to more students in Charlotte.

Partnering with your Childs Teacher for a Successful School Year

Partnering with your Child's Teacher for a Successful School Year How can you effectively collaborate with your child's teacher? By fostering positive and productive communication throughout the year. Just as it is important to talk with your child about school, communicating with his or her teacher is crucial as well. Read on for a few pointers on how to develop a positive parent-teacher relationship and make the most out of it all year long. Go to parent-teacher conferences. Take advantage of parent-teacher conferences, which offer regular opportunities for you to talk with your child's teacher face to face. To get the most out of these meetings, jot down any issues you'd like to discuss before you go. If your child is struggling with school or homework, ask his or her teacher lots of questions, such as: Does my child seem focused during class? Does my child come prepared for class Does my child complete all homework and classroom assignments Does my child get along with his or her peers? What are my child's best subjects? What subjects does my child struggle with? Does my child participate in class? Does my child pay attention in class? Has my child had absences from school that I may not be aware of? What tests will my child take this school year? What do these tests measure? Of course, your child's teacher may have a few questions for you as well. If your child is experiencing problems at home, with friends or in other areas of his or her life, be sure to share this with your child's teacher. Together, the two of you can brainstorm ways to lessen the impact of outside factors on your child's school performance. Keep interactions positive and collaborative. Not every parent-teacher relationship will be perfect. Topics such as homework, tests and learning environment may rouse disagreement between you and your child's teacher, particularly if your child is struggling to keep up or has difficulty completing assignments. However, it's best to approach your child's teacher with a cooperative attitude, avoiding assigning blame or criticizing. First, attempt to understand the situation. Remember that your child's teacher also has your child's best interests in mind. Ask teachers what you can do to help your child at home. Whether at parent-teacher conferen ces or in a separate meeting or discussion, be sure to ask your child's teacher for suggestions on how to help your child get the most out of homework and improve his or her study habits. Your child's teacher will likely have several helpful suggestions and be more than willing to help you devise an action plan to enhance your child's learning at home. Be mindful of a teacher's schedule. Keep in mind when calling your child's teacher or requesting meetings that he or she likely interacts with many other students' parents on a regular basis as well. Ask your child's teacher what is the best way for the two of you to communicate. Some teachers may suggest using email to stay in touch when quick questions arise, saving in-person meetings for bigger issues. In the end, you and your child's teacher have the same goal: to provide your child the best education possible. Do your part to make it a great year by keeping the lines of communication open. Huntington is here to help every step of the way. If your child needs additional help, turn to us. We can address areas where your child may be struggling and tailor a program based on his or her learning needs.

Making Homework Relatable

Making Homework Relatable Growing up as a student, I struggled in many classes. Not to say that I suffered from a learning disability, however it was very hard for me to make course material I was learning feel relatable or even applicable to the real world. I was also a very visual person, and unfortunately many of the classroom settings that I grew up in did not have sufficient technology, and tended not to focus on this aspect of learning too heavily. I studied hard. However I constantly felt the need to read and reread my textbooks and notes just to memorize information. Courses that focused on listening comprehension and auditory cues were not my friends, and as a result I often found it strange how a classroom would be staged to reward and benefit those who were able to memorize information over those who tended to think outside the box. A good example of how I might describe this experience can be seen when asking for directions. If you live in an area for a long enough you start to develop a mind map of your surroundings. Landmarks just as much as major street names become important when navigating. In fact, most of the time it even makes things easier. We all inform people and give them direction based on these visual and non-visual cues, and needless to say, both are equally important. It is for this reason that finding a way to make information relatable becomes key in helping struggling students over come fear and anxiety with problem solving in school. Below is a link to a TED Talk by high school math teacher Dan Meyer. In his talk he describes the aversion kids have to facing and solving mathematical problems and how much, if not all of it, can be overcome by prompting people to approach the subject matter in a more practical way. https://youtu.be/qocAoN4jNwcHis message is simple and yet very effective in stating that we have numerous resources at our disposal to help students succeed. Obtaining knowledge can be approached in many different ways and everyone works and learns at their own pace and ability. Having good, supportive and relatable teachers always helps. And in the end, it becomes incredibly rewarding when you help students figure out an approach to problems that works best for them.

Meet the Teachers David Zora teaching in Pavlodar Kazakhstan

Meet the Teachers David Zora teaching in Pavlodar Kazakhstan Canadian teachers, David and Zora, began their Teach Away placement with Nazarbayev Intellectual Schools in Kazakhstan in January 2015. We caught up with them to learn how they're enjoying her teaching abroad experience in Pavlodar so far.What initially interested you in teaching abroad?My wife and I are both long-time teachers, and we both love adventure. We have taught in the UAE twice, in several parts of Canada, and now in Kazakhstan. Teaching abroad was a natural choice for us.Why did you decide on Kazakhstan and the NIS program?The NIS program came to our attention through my contact with Teach Away on another possibility. We leapt at the chance and don’t regret it!Describe the school that you teach at.The school is great, and the kids are amazing! I have taught in many different environments, and I have never met a group of students who are ALL so eager, friendly, welcoming and extremely nice. It is a genuine pleasure being in a classroom with these kids!What does the typica l workday look like?We (the international teachers) teach 18 40-minute periods in a five-day week, Monday to Friday. We also have to make up a number of hours of ‘extra-curricular’ activities. These may include English lessons with our co-teachers, tutorial sessions, clubs, or other activities. This year, my classroom time consisted of three Grade 8 classes with a Russian-speaking co-teacher, and one Grade 9 class with a Kazakh co-teacher. Class time was roughly split between us, usually in our relative languages. My co-teaching experience has been wonderful this year … classes were a real combined effort, both in planning and delivery. Between classes was time for lesson prep, personal responsibilities such as banking, medical appointments, etc. and collaboration. We are required to be in school from 8am to 5pm, with one hour for lunch between 12 and 2. There are also some required cultural events to attend on the weekends, but these are usually great fun. There are also Kaza kh and Russian language lessons once a week.What's the cost of living like in Kazakhstan?We are living in Pavlodar, and the cost of living is pretty low. We understand that it is more expensive in big cities like Astana or Almaty. Also, we have been told that the salaries are higher outside of the big cities. It doesn’t really matter to us, because we don’t like city living and LOVE Pavlodar! We have been to more cultural experiences in four months than in four years teaching in Northern Alberta. The kinds of events we’ve been to include some excellent Russian dance troupes (look up Todes), a jazz evening, concerts, the ballet, and more!Do you have any tips for teachers who are looking to apply to teach abroad or for the NIS program in particular?It is a wonderful experience! Kazakhs are a lovely, warm and welcoming people. NIS seems to be a super place to work. I highly recommend working abroad, in general, and working for NIS in particular. However, to anyone who is used to a set plan/schedule and is ‘rigid’ by nature - you really must be totally flexible, and ‘go with the flow’ to survive. Any final pieces of advice or suggestions?Yes! Where do I start… 1) You are paid essentially for an 11-month year. Paid leave days are accrued and can be applied either to Christmas or summer vacation. Remember the rest of your leave is unpaid. 2) In terms of medical and dental care, you are covered for most things if you go to an approved clinic. You will have to locate one yourself and take a translator. It has often been easier to just find a good one close by and pay ourselves as health costs are quite low compared to home. 3) You MUST keep original receipts (preferably credit card statements) and original boarding passes in order to be compensated for travel to Kazakhstan and for vacations. I had a huge problem because I paid cash, and had only my boarding passes and e-tickets, which was not considered enough evidence.Long and short, we love it here, both working and living, and although there are little idiosyncrasies to overcome, we recommend it very highly!Inspired by David and Zora's experience? Take a look at our current teaching positions with NIS.

American International School of Monrovia

American International School of Monrovia American International School of Monrovia The American International School of Monrovia Liberia Over 40 years ago -- with the arrival of a large expatriate community involved in everything from missionary work to mineral excavation -- a need arose to provide an education for expatriate children. Thus, American Cooperative School came into being. Starting out with just a handful of students, ACS evolved into a school of over 600 students and was known as one of the top American-International schools in Africa. Shareholders of the school were, and continue to be; multi-national companies, members of the diplomatic community, and qualified local Liberians in search of a quality U.S. Education. A change in the economic and political climate during the late 1980s and 1990s discouraged many of the multi-national companies and diplomatic community from remaining in Liberia. When they left the country, the school population declined, and with the onset of Liberian Civil War, the school closed in 1988. On October 8, 2007, after five years of peace in Liberia, the school reopened under a new name: The American International School of Monrovia. For the 2014-2015 school year, AISM anticipated over 150 students. However, the Ebola Crisis of 2014 led to a virtual shut down of essential services in the city of Monrovia, which led most international missions and embassies to issue an ordered departure. As a result, the Board of Trustees took the difficult, but prudent, decision to close AISMs doors (under Government Decree that all schools in Liberia be closed until further notice) to ensure the safety of its teachers and pupils. It was with great excitement that the Government of Liberia allowed all schools to open once again in early February of 2015, for AISMs eight continual year of operation, signaling the containment of the Ebola virus, and the resumption of normal life, in the country of Liberia. The crisis, however, did take a toll as the American International School of Monrovia looks to open its doors for the 2015 School Year with between 70-80 students in our Early Childhood Education program (ECE) through Upper School. Recently, as the economic, political and health situation in Liberia have turned the corner and business conditions have improved, there has been a direct increase in enrollment due to the fact that companies and the diplomatic community brought in more expatriate workers and their families. The American International School of Monrovia is a modern air-conditioned facility that, in the future, could once again enroll well over 600 students. Presently, there is ample classroom space for all of our students. In addition to the main school building, our facilities include a basketball court, gymnasium and weight room, and a soccer/baseball field. The curriculum is North American, the medium of instruction is English, and the student/teacher ratio is 6.7/1. AISM is in the pre-accredited stage by the Middle States Association of Colleges and Schools. We have completed our 5-year strategic improvement plan, which will culminate in a visit from educational experts from around the world, in April of 2016, and result in a renewed U.S. certification for the next five years. Monrovia is Liberias largest city with a population of just under a million. Although we are a capital city, Monrovia has a rustic urban feel. There are modest swim and tennis clubs; there are several nice restaurants, adequate shopping close at hand, two fitness gyms, and high-quality housing with central air conditioning. On long weekends and vacations there is a diversity of environments to explore. Picturesque African beaches, the highlands of the dense jungle interior, and rain forests are all within driving distance.