College Algebra Help

College Algebra HelpCDOLlege Algebra help is also available in the form of a CD that has instructional material on a variety of subjects that may be used to supplement or even replace traditional classroom learning. With the help of this CD, students will not only be able to develop a better understanding of the topics they are learning, but also have an opportunity to obtain college level credits in the subject areas they would not have been able to at home without the CD.Calculus Online is one of the programs that can be purchased from the CD and is one of the most commonly used CDs. Students use the CD to learn about calculus concepts and to get a thorough understanding of it before moving onto the next CD. The CD includes video lectures and lessons covering the introduction to calculus, proofs, areas of analysis, and problems.Many students, especially those who may have trouble determining just what they need to study at home, find that the workbook format helps them master the t opics of their choice, as well as helping them to get better grades. This is because of the instructor that follows along with the student, giving the student extra feedback and pointing out areas that need further study.CCDalc is another of the many courses available through the CD, and it is one of the best when it comes to self-paced or accelerated lessons. These lessons provide the students with interactive discussions on math problems as well as exercises that are designed to reinforce the concepts discussed during class. While the CD itself may cover topics such as variables, exponents, functions, exponents, and differentiation, students who opt for the CCDalc courses will also learn a lot more about the various aspects of calculus.CCDalc teaches the student how to derive the derivatives of functions, with emphasis on the functional forms that appear in many trigonometric functions. When students complete a set of exercises, they can click on the solution button to see it in t he form of a graph. Students also gain an understanding of the points and limits involved with integration, while students studying CCDalc also learn about the use of a vector to derive integrals.The Calculus Helper CD is one of the best examples of using math programs to help students learn how to apply algebra principles to algebra problems. In the CD, students can access a set of videos that follow along with the lessons being taught on the CD, and then with the help of the CDCalc program, they are able to integrate the concepts being learned into their own mathematical projects.The goal of CCDalc is to provide students with a better understanding of mathematics, and it does just that. The students involved in the CCDalc program will be introduced to a greater understanding of concepts than they would otherwise, thanks to the software that accompanies the CD. This provides students with an easier way to learn mathematics and gives them the opportunity to go from one subject to th e next, whenever they please.

Why the School Day Should be Extended

Why the School Day Should be Extended The length of the school day has always been a contentious issue. It has long been debated whether extending it would have an impact on children's educational achievements, either for better or worse: would the extra time allow for a richer educational experience, or would it cause pupils' minds to 'burn out'? Although schools have slight regional variation up and down the country, the average length of the school day in the UK is from about 8:30 a.m. to 3:30 p.m. which includes 5 lessons, a morning break and lunchtime. Depending on each school's provision for extra-curricular activities, children may stay on after school (or before in some cases) for additional activities (often sports and interest groups). The question stands: Is the school day long enough? And perhaps to a lesser extent: How should we structure our school day? Many people have voiced the opinion that the school day is too short and that it needs to be extended sufficiently so pupils will improve academically; a proposition that has cross-party agreement: Michael Gove recently voiced his preference for a 10 hour school day and Stephen Twigg, the Shadow Education Secretary, said that that children should spend more time in schools to prepare them for the world of work. Predictably, this was met with backlash from teaching unions who argued that this would stretch already overworked staff and reduce the quality of their performance. The question you have to ask yourself is: in what job to workers clock off at 3:30 p.m? However, do we want to liken attending school to punching clocks and signing timesheets? Is there a way of lengthening the school day without doing this? Compared to much of the world, the UK length for the school day is on a par with many other countries. However, many Asian countries - such as Japan and China - have longer school days: they typically run from 8-5, with study sessions and supported activities often running late into the evenings. In addition to this, they may have sessions on weekends, and holidays are often spent in study camps and summer schools. This approach does seem to pay dividends for these countries as they well known for their educational success and economic weight. Could a similar approach pay off in the UK? To some extent, this has already been trialled here. Private schools often run beyond 5 o'clock as do many other selective institutions. However, these schools also benefit from increased funding and small class ratios (typically 8:1). A more interesting example is that of Great Yarmouth primary academy in Norfolk. The school day at this school runs from 7:45 to 6 p.m, meaning it adheres to Gove's ideal of a 10 hour school day. Pupils can attend a free breakfast club from 7:45 a.m., lessons run from 8:55-3:30 and from then on pupils take part in compulsory extra-curricular activities like cello lessons, first aid, sport and even rocket engineering at Cambridge University. The really nifty bit is for the final hour of school pupils get help with homework. Cynics will note that this academy is sponsored by a millionaire and other schools will not be able to finance this approach. However, teachers don't actually have to take part in extra-curricular activities and the homework help is actually provided by teaching assistants who are of course paid considerably less than teachers. This rewards staff who put extra hours in and echoes the sentiments of Unison who are in favour of a banked hours scheme where staff are pa id extra for additional hours they work. Results have improved at the school (it was once deemed a failing school by Ofsted) and, most importantly, the pupils seem to be enjoying it! There is the obvious issue of whether this would leave children exhausted and robbed of valuable family time. However, in an era where both parents work longer hours than ever before and often get home late, would pupils be actually missing out at all? Could this sort of scheme act as a form of free 'childcare' for parents, keeping their children occupied and out of trouble? Of course there are problems with this, the main one being whether staff would want to commit to these longer hours. However, from my experience with school staff, I've seen many who have been quite keen to take part in extra-curricular activities: it is a chance to get to know the pupils in a more relaxed, informal context. It also provides teachers with a break from the classroom and keeps them fresh for the next day. For pupils, it might make school seem more of a home environment, a fun place where they enjoy going. At every school I have worked, pupils have always loved extra-curricular activities. It could even be used as a behaviour management technique by removing privileges from pupils if they misbehave. Studies have also shown that pupils who take part in extra-curricular activities generally have better results than those that don't. Astonishingly, the Independent Schools Council (ISC) found that schools who offered 30 or more activities were more likely to have nearly 100 % of pupils achieving GCSE grade B or above. Implementing this approach would need a bit of creativity and may reduce the time for meetings and admin, but surely this would be beneficial for teachers and would allow them to concentrate on pupils more. Personally, I believe this approach should be applied throughout the school day as well as after school: before school, breaks and lunches you could have homework clinics and study groups which should be compulsory for pupils to attend. It keeps students occupied and stimulated and might even allow for a clearer division between school and home: completing homework and revising in supporting environments outside of lesson time will allow pupils to gain access to specialist approach which they can only benefit from. It might also allow pupils to have less work to do when they get home, leaving them time to relax. Going down this route would generate some opposition: even the scheme at Great Yarmouth Academy motivated over 100 people to sign a petition against the scheme and 13 parents to withdraw their pupils. Any change will always produce conflict, but the long term benefit of this scheme would be huge. The most successful schools I have been to have been the ones which have extensive extra-curricular provision and which are also open to pupils on weekends and holidays to use the sports facilities (perhaps casually or something organised like a soccer school/holiday scheme), and also have events such as booster classes, revision sessions and summer schools. The least successful schools I have observed have been the ones where pupils cannot wait to get out of the door at home-time and rarely stay behind for any activities. All of this seems to indicate there are certainly some benefits for extending the school day. With many authority figures also in favour of this, there could be a change in the school landscape soon. Food for thought indeed. Sam is a second year student at the Lancaster campus of the University of Cumbria. He is training to be a secondary maths teacher and has worked in schools on numerous work and volunteer placements as a teacher and teaching assistant.

The Fine Line Between Appreciation And Racism

The Fine Line Between Appreciation And Racism image via http://www.cnn.com I hear you, somewhat politically and culturally aware person. You arent all like that. You arent all belittling other peoples cultures and traditions. I hear ya. What about when you participate in that fun event that has come to be known as the Color Run? Well, thats a bit iffy. People will say that its got nothing to do with Hinduism or traditionally Indian spring festivals, but the thing is that it has been commodified and stripped of all meaning. Religious, cultural and historical significance  were just erased to make it a carefree, palatable event for American tweens. Its even gained popularity in some South American countries. No harm done, right? You might be a little wrong there. When you wash a holiday so important to Hinduism, you rob the people who practice it as well as their history so that you can feel unique and have a laugh. Days of such importance should keep their original intent and origins. Its not Halloween. You cannot steal something from someone else and say you made it up. That is cultural plagiarism. Its called Holi: remember that. image via http://keepingupwiththecyperts.blogspot.com/2013/02/color-run.html Another example of cultural plagiarism is black culture. Their music, slang and manner of dress is passed off as cheap, insulting and just plain vulgar. But when a rich white girl like Miley Cyrus adopts twerking, all of white America wants to do it too. They want to be gh*tto and r*tchet because its in. You know, because before it wasnt, and thanks to Cyrus, its the latest fad. Like it didnt exist before, but it was made trendy by someone who does not understand the history of twerking, or its African roots. Kind of like when Columbus claimed to discover the Americas. In a sense, appropriating cultural traits and stripping them of their history is a form of Columbusing. Claiming that twerking didnt exist before Cyrus, or that rap has only existed since white rappers like Eminem or Macklemore is just plain disrespectful. There is indeed a thin line between homage and racism. By taking only certain elements of a culture that one regards as trendy, one is reducing an entire culture to a fashion statement. Wearing a bindi or a headdress for sheer fun, or getting dreads and forgetting the religious implications of all of the above isnt just having fun. Its taking what you want and making it into a caricature of that group of people. Take a look at some Coachella fashion, and look how this uber-Hipster festival seems to give leeway for just about anyone to sport whatever they see fit.  A headdress is earned, not just bought at a souvenir shop for you and your racist hipster friends.  Coachella is also guilty of renting out tipis to give people the full native experience. How nice of them. image via http://scissor-fingers.com Hold up, you say. They really dont mean anything by it. Theyre just cool and edgy kids who want to look cool and edgy. Yeah, thats the problem. In their attempt at uniqueness, they are mocking and openly belittling something that is very important to some peoplesomething that to some is not only sacred, but to see it used in such a manner is almost akin to sacrilege. When you dress up as a native for Halloween, youre again reducing people to a costume and to a romanticized version of what you think that group of people are. Theres a reason why you dont do blackface or yellow-face anymore without getting called on it, and why many colleges are cracking down on such blatantly racist behavior. But as long as you do it under the guise of Halloween and dressing up for that awesome costume party your friend Mike is throwing, who could say anything about it, right? If they do, theyre being oversensitive and PC and youre just going to laugh at them. Look at how awesome you look. image via http://bossip.com Why, you ask, do people care about how other cultures and minorities are represented and perceived as by the public at large? Because it says a lot about how said group will be treated in societythat their culture is disrespected and they are made into jokes or costumes tells us that they are not being taken seriously. As long as cultural theft and appropriation and ridicule are glossed over, racism and ethnic bias arent likely to end.  When you have Japanese culture reduced to Anime/Manga and people claiming to know the culture as long as they read about a very narrow aspect of it is plain ignorance. And that is where it stems from: ignorance and white entitlement. image via http://funny-pictures.picphotos.net I ask you to understand, then, why non-whites and natives will get upset and demand that others stop turning that which defines their rich history into something to make a profit from: festivals and celebrations that are white-washed, musical and dance genres that are completely and utterly re-made and only pushed into the spotlight by white artists and an entire society reduced to cartoonish depictions of its people and its customs. When they ask that you dont call natives the r-word, they mean it. When Rroma cringe at the sound of the word g*psy its because those are slurs used against them for centuries. They arent asking the impossible. They are simply asking respect and recognition. Not erasure. Not being bought or sold. Cultural appropriation isnt appreciation. If you like a particular culture, group of people or ethnic minority, learn about them, dont just try to pass yourself off as one of them or dress in their traditional clothing for your own amusement. Let actors of that group play roles that require actors from that group. Dont cast Johnny Depp as Tonto, an already cartoonish depiction of natives to begin with. Its not that difficult.

Sylins learning 20 languages with italki (trying to speak around 30)

Sylins learning 20 languages with italki (trying to speak around 30) If youre having a hard time learning just one foreign language, take a break and watch this video. We were so impressed with this video italki student Sylin made of herself speaking 33 languages as an encouragement to language learners worldwide to try online learning! Congratulations (to her and, to all of her italki teachers)! Here is a list of all the languages she speaks. The numbers are the time in the video where you can find each language. Can you find yours? 1. Urdu: 0:00 2. German: 1:17 3. Polish: 3:00 4. Hindi: 4:45 5. Punjabi: 6:30 6. Tamil: 7:00 7. Telugu: 8:00 8. Gujarati: 10:10 9. Hungarian: 10:40 10. Hebrew: 11:50 11. Bulgarian: 12:30 12. Czech: 14:20 13. Romanian: 15:30 14. Italian: 17:40 15. Turkish 19:55 16. Greek: 20:50 17. Brazilian Portuguese: 22:50 18. Spanish: 25:05 19. Quechua: 29:00 20. Russian: 31:06 21. Dutch: 33:40 22. Norwegian: 34:50 23. Swedish: 34:50 24. Swahili: 36:35 25. Arabic: 37:40 26. Indonesian: 39:00 27. Japanese: 41:10 28. Khmer: 41:35 29. Cantonese: 43:40 30. Mandarin: 45:35 31. French: 50:10 32. English: 52:00 33. Farsi: 57:30 Do you have a success story to share? Check out our italki stories for inspiring, real stories and hopefully write one yourself! Sylins learning 20 languages with italki (trying to speak around 30) If youre having a hard time learning just one foreign language, take a break and watch this video. We were so impressed with this video italki student Sylin made of herself speaking 33 languages as an encouragement to language learners worldwide to try online learning! Congratulations (to her and, to all of her italki teachers)! Here is a list of all the languages she speaks. The numbers are the time in the video where you can find each language. Can you find yours? 1. Urdu: 0:00 2. German: 1:17 3. Polish: 3:00 4. Hindi: 4:45 5. Punjabi: 6:30 6. Tamil: 7:00 7. Telugu: 8:00 8. Gujarati: 10:10 9. Hungarian: 10:40 10. Hebrew: 11:50 11. Bulgarian: 12:30 12. Czech: 14:20 13. Romanian: 15:30 14. Italian: 17:40 15. Turkish 19:55 16. Greek: 20:50 17. Brazilian Portuguese: 22:50 18. Spanish: 25:05 19. Quechua: 29:00 20. Russian: 31:06 21. Dutch: 33:40 22. Norwegian: 34:50 23. Swedish: 34:50 24. Swahili: 36:35 25. Arabic: 37:40 26. Indonesian: 39:00 27. Japanese: 41:10 28. Khmer: 41:35 29. Cantonese: 43:40 30. Mandarin: 45:35 31. French: 50:10 32. English: 52:00 33. Farsi: 57:30 Do you have a success story to share? Check out our italki stories for inspiring, real stories and hopefully write one yourself!

Kumon Dual Program Completer Aims to Become an Assistant at her Local Center

Kumon Dual Program Completer Aims to Become an Assistant at her Local Center Kumon Dual Program Completer Aims to Become an Assistant at her Local Center Nehal, 13-years-old, Dual Program Completer Nehal is only in 8th grade but already taking AP Calculus AB. After she completes the AP Calculus BC course next year, she will be done with all her math requirements. This National Junior Honor Society Member is thriving academically. By the time she’s in high school, she will already have seven HS credits accumulated and be working towards an early graduation. For fun you can find Nehal perfecting her fencing and archery skills. However, most of her time is spent at Kumon. “Kumon is one of my top priorities, so I am never too busy for Kumon unless I am sick or on a trip,” says Nehal. As a recent dual program completer, Nehal is now focused on transitioning into the role of a Center Assistant. Nehal is amazed by the idea of one day becoming a Center Assistant at her local center. She can’t wait to help students reach their maximum potential inside and outside of the classroom. For now, she’s practicing by helping her peers at school. “Having completed both the Math and Reading Program at Kumon, I’m looking forward to joining the Kumon team as a Center Assistant and helping other students. I’m already helping my high school classmates with their AP Calculus AB course and would like to become a Center Assistant who can help explain these concepts to students,” says Nehal. Regardless if people are her age, younger, or older, she’s constantly willing to provide the same support to others like Kumon was able to provide to her. Just as Nehal values Kumon, we value her. She was one of 56 students selected for Kumon’s 3rd Annual Student Conference in Chicago, Illinois. As her commitment to Kumon continues to grow, we can’t wait to see her achieve her goal of becoming a Center Assistant at her local Kumon Center. Learn a bit more about Nehal and what she’s passionate about: What do you think of Kumon’s method of thinking for oneself? Kumons method for thinking for oneself is good, as you must evaluate the process and steps yourself. Since we must do it by ourselves, it is harder to forget once we figure it out. What do you enjoy most about Kumon? The thing I enjoy the most about Kumon is my Kumon Instructor and Center staff. This is because they are always there to support me and help me when I’m stuck. Also, there is no pass or fail in Kumon. Its always focused on how to improve and do better than last year. The daily assignments help bring structure and discipline in one’s mindset. What is the most beneficial thing you’ve learned in Kumon thus far? The most beneficial thing I’ve learned in Kumon is the cross method in algebra. That made it so much easier to factor. While everyone in my class takes at least five minutes to factor the algebraic problem, it takes me only 30 seconds. What are some activities you enjoy doing outside of school and Kumon? I regularly train and participate in fencing and archery activities. These activities help me connect with my past while we, as kids, are preparing to build our future. I also love walking my dog and reading books. What is your favorite book and why? I love all books, but one of my favorites is Call of the Wild. Its kind of sad, but it shows how different people bring out different parts of you and different emotions. Another of my favorite books is Escape From Mr. Lemoncellos Library. I like it because it tests your logic skills and your brain with puzzles and riddles. The main characters are trying to escape using clues and symbols around the library. Discover even more student success stories. You might also be interested in: Dual Program Completer Shares Passion for Fencing with Local Community Dual Program Completer’s Love of Music Leads to Giving Back From Struggling Student to Kumon Dual Program Completer Meet Elina, a Dual Program Completer Who Has Developed Independence in Kumon Kumon Dual Program Completer Aims to Become an Assistant at her Local Center Kumon Dual Program Completer Aims to Become an Assistant at her Local Center Nehal, 13-years-old, Dual Program Completer Nehal is only in 8th grade but already taking AP Calculus AB. After she completes the AP Calculus BC course next year, she will be done with all her math requirements. This National Junior Honor Society Member is thriving academically. By the time she’s in high school, she will already have seven HS credits accumulated and be working towards an early graduation. For fun you can find Nehal perfecting her fencing and archery skills. However, most of her time is spent at Kumon. “Kumon is one of my top priorities, so I am never too busy for Kumon unless I am sick or on a trip,” says Nehal. As a recent dual program completer, Nehal is now focused on transitioning into the role of a Center Assistant. Nehal is amazed by the idea of one day becoming a Center Assistant at her local center. She can’t wait to help students reach their maximum potential inside and outside of the classroom. For now, she’s practicing by helping her peers at school. “Having completed both the Math and Reading Program at Kumon, I’m looking forward to joining the Kumon team as a Center Assistant and helping other students. I’m already helping my high school classmates with their AP Calculus AB course and would like to become a Center Assistant who can help explain these concepts to students,” says Nehal. Regardless if people are her age, younger, or older, she’s constantly willing to provide the same support to others like Kumon was able to provide to her. Just as Nehal values Kumon, we value her. She was one of 56 students selected for Kumon’s 3rd Annual Student Conference in Chicago, Illinois. As her commitment to Kumon continues to grow, we can’t wait to see her achieve her goal of becoming a Center Assistant at her local Kumon Center. Learn a bit more about Nehal and what she’s passionate about: What do you think of Kumon’s method of thinking for oneself? Kumons method for thinking for oneself is good, as you must evaluate the process and steps yourself. Since we must do it by ourselves, it is harder to forget once we figure it out. What do you enjoy most about Kumon? The thing I enjoy the most about Kumon is my Kumon Instructor and Center staff. This is because they are always there to support me and help me when I’m stuck. Also, there is no pass or fail in Kumon. Its always focused on how to improve and do better than last year. The daily assignments help bring structure and discipline in one’s mindset. What is the most beneficial thing you’ve learned in Kumon thus far? The most beneficial thing I’ve learned in Kumon is the cross method in algebra. That made it so much easier to factor. While everyone in my class takes at least five minutes to factor the algebraic problem, it takes me only 30 seconds. What are some activities you enjoy doing outside of school and Kumon? I regularly train and participate in fencing and archery activities. These activities help me connect with my past while we, as kids, are preparing to build our future. I also love walking my dog and reading books. What is your favorite book and why? I love all books, but one of my favorites is Call of the Wild. Its kind of sad, but it shows how different people bring out different parts of you and different emotions. Another of my favorite books is Escape From Mr. Lemoncellos Library. I like it because it tests your logic skills and your brain with puzzles and riddles. The main characters are trying to escape using clues and symbols around the library. Discover even more student success stories. You might also be interested in: Dual Program Completer Shares Passion for Fencing with Local Community Dual Program Completer’s Love of Music Leads to Giving Back From Struggling Student to Kumon Dual Program Completer Meet Elina, a Dual Program Completer Who Has Developed Independence in Kumon

Benefits of Having an In Home Tutor

Benefits of Having an In Home TutorOne of the benefits of hiring in home tutors is that you will save money as opposed to paying for a private tutor. The government provides reimbursement for some expenses, but there are no such laws for non-profit organizations that pay for a teacher. However, private tutors do have some constraints when it comes to reimbursement because they have to put up a payroll.Most kids have to wait until their senior year of high school before they can go to any of the local public schools. However, this does not mean that you cannot enroll your child in college or vocational school or any other program that he would be interested in. There are many advantages to enrolling your child in a program at home rather than enrolling him in a public school.One of the first things that students like about in home tutoring programs is that they are more flexible than public schools. It is not like they have classes all the time and you have to come to school on a cert ain day. Your child can set his own schedule and plan his own class times and sometimes these are even times that he could use.Another advantage of in home tutoring programs is that it is safe. In a public school, there are many students who are truant from school, which is usually caused by financial problems. This is usually avoided with in home tutoring programs because you do not have to worry about funding issues because they are free.Online tutoring programs are another way to get an individualized education. They have become very popular recently and parents and educators are switching over to using them. The convenience of this is that you can learn at your own pace and when you want to.Online tutoring is also convenient for parents, because they can simply sign up with their child's school and have their child do this at home. It is much less stressful for them since they do not have to spend any time in a school setting.It is also much easier for parents to provide their c hild with a program because they do not have to go through the stress of trying to find a program that fits their child's needs. This is why it is important to choose an in home tutoring program that is right for your child. That way you will be doing your part in raising a responsible, well-rounded student.

What is a Torr in Chemistry?

What is a Torr in Chemistry?You may be wondering what the letter T means when you read about studies in 'What is a Torr in Chemistry?' Well, the answer to that question depends on who you ask. That is the first rule of nature.In my opinion, the answer to that question is no one person has been able to 'know' for sure that everyone else's choices are wrong. Everyone's choice has a chance of being right. The problem is most people's choices are not right. They are right only because they don't know better.This leaves some people having to pay for the knowledge they do have or feel that it is their right to buy all the scientific and educational products out there. My opinion is that this is silly. Some knowledge is necessary to make sense of the world around us. Even knowledge that leads to more knowledge is not wasted.I would not argue with those who believe in giving out scientific knowledge for free, as long as they use the knowledge as they see fit. If someone does not want to watc h me lecture, then they can do without my lectures.If someone does not want to listen to free information on the radio, then they can do without my listening information. Perhaps they will turn on their television. At least they will be hearing something that they like. At least they are being entertained.So, what has led to so many people misunderstanding the difference between science and religion? I think it is that too many people are taught things that are too hard for them to understand.Those who are in charge of the education experts should just get rid of textbooks. Or at least make them only available to those who have a passing grade in the subject matter. In the end, only those who are willing to study hard and commit themselves to mastering the subject matter are going to have any use for the textbook.