What Is a Reagent in Chemistry?

What Is a Reagent in Chemistry?What is a Reagent in Chemistry? This is an important question to ask when studying Chemistry. We will look at the basics of reagents so that you can easily answer this question.There are many different types of chemical substances that are used in the laboratory. These substances are synthesized by man to make different chemicals, and some are used to manufacture industrial goods. There are two groups of substances. These substances are solids and liquids. The use of solids is common in all labs.Solids are always found in labs, either dry or in a liquid form. Solids can be a solid. Examples of solids are: water, oil, and wax. Every solids substance in a lab has one main property. This is its specific gravity.The specific gravity of a solid is given by the basic formula, which is the density of the substance divided by the volume of the substance in a formula called the specific gravity. A solid is usually less dense than a liquid.It should be noted that all solids are solids because they are in a liquid form. But they are also liquids because they have mass and a liquid's mass is that of a gas. When a solid is converted into a liquid, it has to lose one of its properties. This is when the solid loses its density, which is not very important for this article. The liquid does not lose density, and it does not gain weight like a solid.The other common type of solids is the liquid. When the solids are converted into liquids they are typically placed in a flask, or in some cases they are placed in a vessel. The liquids are put into a machine where they are heated until they are transformed into a liquid. One of the most common methods is known as distillation, but there are also other methods, such as steam distillation.The reagent is simply the substance that the solids are melted into. A reagent is just a one way substance and there are also no fusions, decompositions, or mergers. Because of these facts reagents can be broken down in to molecules and then you get a molecule.

Teaching Compassion to Students and Why Its Important

Teaching Compassion to Students and Why It's Important Improving Academic Performance When it comes to education, reading, writing, and ‘rithmetic, used to take center stage and were the standard menu of what was taught to students starting in elementary school. Over time subjects like social studies and history, the applied sciences, and arts and culture were added to the list. In today’s world of education, where students are exposed to seemingly endless cascades of information and are coming to terms with growing up in a world highly affected by globalization, such subjects as community outreach, service learning, and multicultural units are sought after, even in the lower grades. Bottom line? Students are learning a lot. All subject areas have their place and offer significant development and exploration for students of all ages; as education continues to develop and change and schools attempt to foster more community-focused and united environments, subjects like mindfulness and compassion have gained popularity. So what happens when we explore teaching students concepts like kindness, mindfulness, and compassion, as courses themselves? Let’s dive in. According to an article on mindful.org, which explores the benefits of creating a “kindness curriculum,” the school environment is often highly stressful, over-stimulating, and a feeding ground for both minor and major bullying. While such realities cannot be entirely eradicated, (nor should they be if one is to develop character and resilience in a sufficient way) “caring practices” such as well-wishing circles and allowing quiet time for students to self-regulate, calm the nervous system, improve focus, and cultivate compassion, all of which help foster an overall better learning environment. Compassion is a strong buzzword in today’s world, both within education and beyond, and it remains a powerful practice that helps encourage empathy and brings connection to those who otherwise might not connect. Education World explores how “active compassion” on the part of teachers can help direct students from floundering to flourishing; sometimes it is as simple as a student having that special teacher or advisor to talk to about her problems that makes her capable of overcoming and succeeding in school. Why not carry those qualities into the classroom as part of learned curriculum? Teachers can promote active compassion by maintaining positive expectations, exuding warmth (while remaining firm), courteousness to all students and faculty, allowing students to take ownership of their learning, and to avoid at all cost the temptation to make sarcastic and cutting remarks. Compassion takes practice, but much like any habit, it builds upon itself; the more practice of active compassion, the more it builds up overall. Teachers are humans, too (despite their sometimes superhuman accomplishments) and have to practice cultivating empathy and compassion as much as the next guy; everyone has bad days and is prone to mistakes, but the more teachers (and parents) can practice empathy with their students, while still maintaining standards of learning and discipline, the more equanimity will result in the classroom. Simply modeling exercises like taking deep breaths before reacting to an uncomfortable situation can allow a teacher to keep her cool while also instilling some valuable tools in her students, rather than losing her temper and reprimanding, which can create a tense and even hostile environment, depending on the school setting. Even writing these rules out as something both teacher and student can strive for and placing them visibly in the classroom can be a great motivator for a school year. Just how does one go about allowing concepts like compassion and empathy to truly sink in? Much like developing a growth mindset, having an open mind is key. In truth, compassion cannot necessarily be taught the way that solving an equation can, but it can certainly be modeled and thus a part of classroom or school community expectations. Mindsets go far. An article on Mind/Shift explores how quickly setting the tone in the classroom is perhaps the most important factor in creating a healthy educational environment. In an interview with Dr. Robert Brooks, who once taught at a school within a lockdown psychiatric unit, he keenly observed that teachers “have to start with the assumption that everything you do in the classroom can have a major impact on a child’s life, not only in the classroom but later, too.” He noticed that certain behaviors like micro-managing and overly-controlling students in an attempt to instill order actually created more chaos and disease. Instead, he proposes a mindset shift across faculty that encourages maintaining big picture “why are we here and working in this profession” awareness, not taking student behavior personally, and allowance when applicable instead of force and rigidity. He emphasizes not blaming students for struggling in certain areas, but instead modeling how they might take steps to improve and reach the consistently high expectations that should be set in both individual classrooms and school communities as a whole. This would not only help teachers ward off burnout but encourage students to develop traits like resilience, self-awareness, and both self and other-oriented compassion. The world of education is complex and intricate, and while we cannot make it perfect or perfect for all teachers and students all the time, we can certainly take steps to help improve the mindsets and dispositions of teachers and learners. Learning compassion and kindness may not fix or prevent every problem, but they certainly cannot hurt. Try implementing a bit more of this in your classroom, with your children, or as a student or child yourself, and notice how things may shift for the better. About the Author Stephanie Ingraham is a former English teacher turned writer and tutor with a BA in English from UCLA and a Masters in Education from Pepperdine University in Los Angeles. She is deeply passionate about education, psychology, child and adolescent development, literature, and writing. She believes the education world can benefit greatly from the meditation world - mindfulness and self-compassion are key! In her free time she loves reading and writing, music, baking, yoga, dance, animals, and exploring new cities. She currently lives in Chicago, Illinois. For more information on tutors like Stephanie, click here.

How to Answer the Toughest Job Interview Questions

How to Answer the Toughest Job Interview Questions Image via Pexels In a study about the job interviewing process, Come Recommended, a content agency which specializes in careers and job recruiting, found that in a survey of 2000 bosses, 33% claimed that they know within the first 90 seconds of an interview whether they will hire someone. You may shutter at that number, however, while 90 seconds may seem like a short amount of time, it is plenty to give a good impression if you answer perhaps the toughest of questions- “Tell me about yourself”. “Tell Me About Yourself” In the context of a job interview, it may be hard to figure out what segments of your life to reveal to your possible employer. According to the editor  of the Daily Muse, give them the present-past-future formula, meaning, “start with the presentâ€"where you are right now. Then, segue into the pastâ€"a little bit about the experiences you’ve had and the skills you gained at the previous position. Finally, finish with the futureâ€"why you are really excited about this particular opportunity.” When an interviewer asks you to speak about yourself, remember, you don’t have to delve into every detail about your life or recite the employment section of your resume, but rather convey why you are a perfect fit for the position based on your prior and current experiences. Image via Pexels After you’ve successfully answered the introductory question, you may face tougher questions such as: “What is Your Greatest Weakness?” Not one person likes to talk about what they’re bad at or when they made a mistake in life. Humans are prideful beings, and doing so often diminishes our confidence and pride. However, it’s important to be aware of your weaknesses, skills that need improving, and specific tasks that are challenging to you so you can grow and strengthen them. So, when an interview pops the timeless question, try to recall a trait of yours that could need improvement that isn’t a deal breaker. Allison Doyle of the Balance writes, “The  best way to answer questions about weaknesses  is to be honest, positive, and focused on solutions.” “Where Do You See Yourself In X Years?” Imagine where you, your career, or your life will be anytime in the future is a baffling and difficult thought for some. To effortlessly answer this question, consider potential goals and accomplishments you’d like to achieve within a reasonable amount of time. Don’t aim too high or too low, just think of somewhat realistic! Ruth Omoh of CNBC affirms this by stating, “Your potential employer wants to see that you plan on staying with the company for the long haul. No employer wants to spend money and resources training you just to have you leave.” Image via Pexels No one who is applying for jobs gets excited over the job interview process. It’s stressful and forces you to make a good first impression in a limited amount of time. This impression usually comes down to how you present yourself and how you answer tough questions. Despite the stressors and anxieties you may feel prior to an interview, if you effectively prepare beforehand by practicing answers and doing research on the employer, by the time you’re done, you’ll think the interview was a total breeze! As always, good luck!

Prioritizing Your Commitments For Health And Happiness

Prioritizing Your Commitments For Health And Happiness Image via Pixabay This is one of the largest, most common distortions college students have. True, we are powerhouses and we are at an age where we are most efficient and capable of doing a lot. Doing a lot in college is not a bad thing at all in general, until it becomes too much. The question of “what do you really have time for?” does not mean “how many activities can you fit into 18 hours before and after a six-hour sleep?” It means “what do you comfortably have time for?” Students burn out when they least expect it sometimes, and it can take a toll on mental and physical health. Be realistic when thinking about how much you can take on in a given term, and make sure to say no if you need to   even if you’re saying no to yourself. College students who know their limits and approximate energy levels will be better able to gauge the number of involvements they can comfortably handle in addition to their college coursework. It’s a horrible feeling to overcommit yourself to the point where you truly don’t have time to complete all your work and still feel in command of your life. What makes you excited? When you’re involved in a lot of organizations, chances are some of those involvements make you more excited than others. Maybe you’ve been executive director of your university’s television station for two years and you’re just now realizing that you lost interest after one year, or maybe something that you used to enjoy doing just isn’t working for you anymore. Check in with yourself to see which voluntary involvements you have that aren’t making you excited for life, and consider cutting back your time with that organization (or cutting it out of your life altogether). If you find yourself having trouble with this question, pose scenarios in your head where you imagine not doing one of the primary activities you’ve been doing for awhile. Does it make you sad to imagine not being part of the counseling center’s student advisory board? What about if you didn’t go to senate meetings anymore? Image via Flickr Testing out hypothetical scenarios against your feelings is a good way to intuitively get a sense of which activities mean the most to you. You’ll enjoy your days much more if you weed out activities that bring you down, stress you out excessively, or bring inconvenience to your schedule. What makes you grow? What develops you personally? Staying stagnant in the same position for four years is a lot less valuable than being in two dynamic environments that challenge you over the course of four years. Think about all the activities you do, the jobs you work, the organizations you work for, and consider whether those positions are actively helping you grow or pushing you in any effective or useful ways. If your answer is no, you might consider resigning from that activity or reassessing what you’re getting out of it. Additionally, if you ever feel (even unconsciously) that you’re doing a certain activity just for an item on your resume, know that this won’t be a good use of your time. Anyone looking at your resume likely assumes that whatever they see on there is something you invested yourself in out of personal interest. Plus, wouldn’t you rather have a resume full of involvements you’re proud of? Are you letting your health slide? Here’s an important truth we often forget: if your body isn’t well, you can’t work, go to meetings, go to classes, or do anything you enjoy. This should put things in perspective for students who have been putting their health secondary to their calendars. Consider reprioritizing your time if you find yourself without enough time to cook healthy food for yourself or sleep enough that your eyes don’t sting in the mornings. A healthy balance of positions and obligations in your life should leave you with a comfortable amount of time to stay rested and devote time to meal planning. The sooner you prioritize your commitments as a college student, the more quickly you’ll find yourself enjoying every day of your life you’ll be doing the things you want to be doing (for the most part), or at least less of the things that don’t serve you constructively or capture your interest. No matter which activities you do or how packed your schedule is, remember how important it is to carve out time to relax and maintain your well-being.

Futian International and Fine Arts School

Futian International and Fine Arts School Futian International and Fine Arts School Hong Kong Ngai Lam Education Group is a well-known music education brand in Shenzhen and Hong Kong. Focusing on providing quality education for more than 30 years, this group has a set of well-developed, enriching, fun and creative curriculums and teaching methods. Such curriculum is reinforced by the use of authoritative assessment grading systems offered by the Associated Board of Royal Schools of Music (ABRSM),delivered by experienced and qualified instrumental/vocal music teachers, all of which forms a comprehensive music education system from kindergarten level to university level. Located in beautiful mangrove bay, Futian International Fine Arts School (FIFA) has been operated by the Hong Kong Ngai Lam Education Group since 2004. Our school now has more than 700 students and teachers; each comes from a diverse background and different parts of the world. This makes us a truly international and multicultural family. Within the environment, our school continues to uphold our edu cational philosophy to educate well-rounded global citizens and creative talents drawing on the best of both Western and Chinese values. To achieve our educational philosophy, our school elementary curriculum draws from two cultures through the medium of three languages (English, Chinese and music) within a small class environment to deliver differentiated effective teaching. American CCSS Curriculum:CCSS (Common Core State Standards) is an American national curriculum developed English language arts and Maths based on the strengths of educational standards from various states, and informed by other top-performing countries to prepare all students for success in our global economy and society. Today, 42 states in the United States have voluntarily adopted and are working to implement the standards. Our school utilizes English language arts and Math textbooks developed based on CCSS, taught by experienced international teachers. This set of curriculum ensures that our students will b e equipped with critical thinking and higher order thinking skills necessary to be ready for any international programs in middle and high school in China or abroad, ready to succeed in the future global economy. Chinese curriculum:Our Chinese curriculum covers a wide range of knowledge about Chinese as a language, literature, history and culture. It aims to foster students abilities to master and apply Chinese as a native language, to embrace Chinese cultural heritage, to gain knowledge in Chinese history as an ancient civilization, and to appreciate Chinese literature through reading and creative writing. Compared with a traditional Chinese curriculum, our school values the importance of:The use of language instead of exams-orientated teaching methods.Fostering interests in Chinese learning and utilizing various teaching methods to foster encourage students enjoyment of learning.Learning Chinese classical literature as a form of heritage while fostering students international hori zons using progressive teaching methods.Fostering reading interests and promoting reading comprehension through breadth of genres to build up vocabularies, knowledge foundation and fundamentals of language. Multiple intelligence curriculum:based on the multiple intelligence theory, our school designs a multiple intelligence curriculum that offers rich experiences for our students whose talents can be fostered and excelled. Various opportunities in ABRSM music theory, musicals, drama, arts, and outdoor sports activities are both offered as part of the school curriculum and extracurricular activities.

Dar es Salaam International Academy

Dar es Salaam International Academy Dar es Salaam International Academy DIA opened its doors in 2003 with only four students, and has been growing since then. Every academic year DIA has evolved, and currently is an IB World School (authorised to deliver the IB MYP since 2010 IB PYP since 2014). DIA has 35+ nationalities within our learning community, inclusive of students and staff and currently has approximately 245 students enrolled. We value our family-like feel and our links to our host country. DIA is a relatively small school and we put great empahsis on differentiation as well as small classroom sizes. DIAs parent/guardian community is a vital part of the school. Parental involvement is encouraged, and regular workshops are conducted by the PYP and MYP Departments to ensure that parents/guardians feel part of the school and their childs learning process. It is extremely important that communication and cooperation is regular between school and home. DIAs teaching team and staff are the heart of the school. Hailing from all over the world, they bring with them a multitude of knowledge and skills. With over 40 teaching staff and 15 administrative and support staff, DIA is always abuzz with activity. With our open door policy DIAs staff is always available to answer and concerns or questions. The Arts at DIA is an essential part of our community, and a focus throughout the school, both within the classrooms as well as our external environment. As the world becomes more and more linked, DIA students are encouraged to utilize technology in ways that not only help them academically, but also to stay tuned to what is going on in the world around them. Teachers use technology within their classrooms to support teaching and assessing. Within the MYP students are regularly utlising the computer labs, as well as their personal computers, they have access to various online resources and many of their assessments, teaching and learning is directly linked to technology that they use in their daily lives. Teaching responsible digital citizenship is a vital skill for todays students. View our Brochure

Help With Substitution in Algebra

Help With Substitution in AlgebraHelp with substitution in algebra is not too difficult to understand. It simply means that you will be using algebraic expressions as substitutes for the real numbers. For example, we will use the word 'last' as a substitute for the letters 'L'. This is pretty simple to understand, but there are some other things to consider when doing substitution in algebra.The most basic, and the most common substitution, are simply substituting one thing for another. For example, if you add two nines, the last number will be one. So when you substitute this number for a letter, the resulting phrase will be zero, which can be used to get the number in the substitution for the letter.Subtraction is also another type of substitution. For example, if you subtract two nines from the number, the resulting number will be zero. So when you subtract this number from a letter, the resulting number will be zero.A few more types of substitution can be found, but all of them a re really fairly easy to understand. You can divide any sums of more than one number by a number and then subtract the result from the original number. For example, you can say 'divide the number of Nines by the number of Zeros'. The resulting number will be the original number divided by the amount of the zero that was subtracted from the original number.In addition to using the last number as a substitute for any other number, you can also use the last letter as a substitute for any letter. If you say 'If I use the last letter 'A' as a substitute for the letter 'L', and then remove the second letter from the right side, the resultant is zero', then you have the formula 'A+L=Z'. There are many other substitutions that you can make. The only issue that you might have is that it can be difficult to learn all of these substitutions. You may not be very familiar with the process of algebra. This is actually a good thing, because it can be easier to learn a substitution if you understan d the logic behind it.As you can see, when you do substitution in algebra, it can be a lot easier to understand if you can first understand the process of substitution. Once you have some basic knowledge, you can use this knowledge to save yourself some time when doing algebra.