Chemistry Impact Factor - Why it Matters

Chemistry Impact Factor - Why it MattersIn order to rate a chemistry assignment, students are likely to look at the impact factor. This is an important figure that students should consider in terms of the impact of a subject and how important it is to the class. It is essential that students pay attention to this figure because it is the difference between a good grade and a failing grade.If students understand that the impact factor is an important factor in a chemistry class then they will understand how important it is to them. In most cases, the impact of a certain area is more important than the impact of another area. This is so because the impact of a subject is much more significant than the impact of a class. The impact of a subject or class can be changed by the presence of some other elements that will change the way that the subject or class is taught. For example, a lecturer can change the composition of a lecture in order to include some other material in it.Many people mistakenly believe that the impact factor in a class is the average impact that is given by students in the class to the overall impact that the class has. In reality, the impact of a class is always the average impact that students have on the course. Therefore, if students do not take the class seriously, it is obvious that their average impact will be lower than that of other students.Before students start studying for an assignment, they need to determine the impact factor of the class. In many cases, this can be done by simply taking a copy of the impact factor formula from the syllabus. This is often helpful because the impact factor formula is usually provided in a table.If a professor has this formula on the syllabus, then it is easy to convert the impact factor into a figure for each individual student. For instance, the impact of a certain subject in the class will be determined by the class average impact. The impact of different subject in the class can be determined by the class average for the subject in the class.Students need to keep track of the impact factor each time they do a final assignment. They need to take this figure into consideration in order to get the best possible grade for the assignment.Students who study the impact factor will find that they will get the best grade when they put the highest value on it. Students who are prepared to do so will find that they will enjoy a great deal of success in chemistry classes. This can result in students who are happy with their course, whereas those who do not take the subject seriously will find that they find it less enjoyable.

Why Advanced Degrees Are Becoming More Popular

Why Advanced Degrees Are Becoming More Popular Employers have raised their standards to the point where many now require a masters degree instead of a bachelors degree, according to an article in the New York Times. Employers can be very selective in whom they hire as the unemployment rate rises. Combine that with the fact that a higher percentage of people now have bachelors degrees than they did 10 years ago, and careers are just looking bleak for recent college graduates. The masters is now the fastest growing degree, as 657,000 were awarded in 2009, twice as many since the 1980s. The rate has skyrocketed in the past few years as many with bachelor degrees could not find jobs. About 2 out of every 25 people (aged 25 or older) now have masters degree, which is about the same ratio that had bachelors degrees or higher in the 1960s. Some education experts attribute the rise to more specific degrees. Typically, a bachelors degree is a very general degree in business or marketing. However, masters degrees are becoming much more specific than they used to be. Students can earn masters degrees in supply chain management and in managing mission-driven organizations, which prove to be very useful because employers know they do not have to take a business major or a marketing major and mold him/her into a supply chain manager. Specific masters degrees can help employers select more qualified employees and cut down on training time. This type of job-specific education has helped create a new degree, the professional science masters or P.S.M. Only a handful of schools offered this degree a few years ago; however, 239 programs now offer it, making the P.S.M. the fastest growing degree in America. Many of the P.S.M. degrees are in the STEM areas (science, technology, engineering and math) because these fields have grown to be very specific and complex. College administrators figured that their students need to get jobs once they graduate. So, they are now adjusting their degrees to make their students more qualified to enter the labor force, rather than giving them a broad education. Some economists believe that the college degree is devaluing. They argue that colleges have become too lenient in admissions and are simply turning out more graduates than the economy can handle. Therefore, students need masters degrees to stand out. Some employers admit that people dont need masters degrees to be successful in their fields. Some even say that bachelors degrees are not even necessary. But, when all three candidates are available at about the same price why wouldnt they hire the most educated ones?

Solving Challenging Behavior Problems with the Collaborative and Proactive Solutions Model

Solving Challenging Behavior Problems with the Collaborative and Proactive Solutions Model The Collaborative and Proactive Solutions (CPS) model (described in a previous post)is a treatment approach that views challenging behaviors as a symptom of a gap between a childs skills and an adults expectations. The CPS model doesnt target challenging behaviors directly by emphasizing rewards and punishments. Instead, it focuses on identifying problem areas and the skills that a child needs to develop and/or the expectations that adults need to adjust. Once the problem areas are identified, the CPS approach outlines three ways parents and teachers can choose to respond. Plan A represents a common response to challenging behaviors. When a child doesnt do what they have been asked, parents and teachers simply announce their solution to the problem without engaging the child. Teachers may announce that classwork must be done before the child can have free play. Parents may announce that the child has 20 minutes to get ready in the morning, and if they are late getting out the door, they will lose their tablet for the rest of the day. These announcements are often made in the heat of the moment, in a raised tone of voice, and with more than a little frustration. While parent- or teacher-driven solutions are often necessary for children with ADHD, they need to be planned out in advance and implemented calmly and consistently. Plan C focuses on the adults expectations and actually emphasizes dropping an expectation temporarily if it consistently leads to problem behavior. While this may seem counterintuitive, dropping an expectation can be helpful when its done within the context of a larger plan. Kids with ADHD have many skill-expectation gap areas and it is simply not possible to address all of these areas at once. Dropping lower-priority expectations in the short term will help you make progress on high-priority expectations more quickly. Plan B is comprised of three basic steps that form the core of the CPS approach: Step 1: Practice empathy. The adult is focused on hearing the childs perspective on the problem. In this step, the adults only job is to hear what the child has to say, ask clarifying questions if needed, and empathize with the child. Step 2: Define adult concerns. In this step, the adult expresses their point of view and concerns about the problem. They do this without blaming the child but may highlight ways in which the situation is negatively affecting the child, the adult, or others. Step 3: Invite the child to discuss solutions. Here, the child is invited to participate in a brainstorming session with the adult to identify possible solutions. In most situations, the brainstorming sessions will result in at least one identified skill that the child can develop. Other strategies will include things like simplifying routines, getting things done the night before school so mornings arent so hectic, keeping an extra set of school books at home if the child repeatedly forgets materials needed to complete homework assignments, and so on. This step, when done well, ultimately results in a clear, actionable plan that the child and the adult can easily follow through on. As part of this step, the child and adult agree to engage in a follow-up brainstorming session if their strategies and solutions dont go according to plan. The CPS model is a flexible approach that can be applied to a wide range of challenging behaviors associated with ADHD. It also teaches problem-solving skills that, if practiced repeatedly, become a tool that your child can eventually use on their own. These skills will be especially valuable as your child gains independence while navigating the challenges that come with middle school, high school, and beyond. If you would like to learn more about how to use the CPS model with your child, check out the Lives In the Balance website, maintained by a non-profit organization founded by Dr. Green, the developer of the CPS approach. 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.

The Final Phonecall

The Final Phonecall Most of the best tutors I know make time to call a student after they have finished working together. I’ve done this consistently for the last decade and have found it not only good for business but… …hugely fulfilling on a personal level. Every student is different, however there are a number of things that most of these calls have in common. I usually thank them for working hard, ‘for making my job easier by putting in the effort’, and give them credit for how far they’ve come. If I’ve done my job well, there will have been changes in their studies. Even if this isn’t reflected in huge grade increases, it will be evident in their attitude to school and work in general. Most of my students start off hating Maths and/or Science, so this can be something else to mention: ‘I want to acknowledge you for putting the work in even though it’s a subject you hate so much!’ I will then ask them if there’s anything they want to ask or say to me. Usually there isn’t much to be said, but it does allow them to get anything that’s been worrying them off their chests. Things like, ‘I don’t know if I worked hard enough.’ Your job at this point is mostly to listen to them and understand why they may feel this way. Maybe they could have worked harder, but sometimes part of your job is to encourage them to ease up a little. Don’t invalidate their feelings by saying something like, ‘You’re wrong’. If you do disagree with them, instead say something along the lines of: ‘I understand why you might feel that way. Actually I think you could not have worked any harder.’ Very often I find myself saying how much I’ve enjoyed working with them. I try to give specific examples of what I’ve learnt from them, too. It’s rare that I meet a student who I don’t learn something from (even if it’s about Pokemon cards). Finally, I will end the call by thanking them for trusting in me and wishing them good luck in the future. There are three reasons why these phone calls can be a good idea: 1. Positive reinforcement for the student. One of the greatest lessons a person can learn in life is that working hard is far more important than grades. Grades should be a reward of working hard, but not the only focus of a student. By acknowledging how hard they’ve worked and how far they’ve come, you’re helping them to see that in the future (especially when they’re struggling with something) they can overcome it with perseverance. This is particularly effective if you can remind them of a specific topic or exam question they couldn’t do in the beginning and now can.  2. It provides both of you with closure on your time together. When any relationship comes to an end, including the working relationship between tutor and student closure can be important for both of you. There are a number of papers and articles (most available online) that discuss this topic in great detail. You might find it useful to look at papers that specifically deal with the  need for cognitive closure in education. 3. Positive memories. Very often the student’s last memory of you is in the context of a stressed and hurried final lesson just before an exam. By making this phone call you can leave the student (and their family) with a positive memory of you. This is also comes in handy when they recommend you to friends or if younger siblings eventually need a tutor. It can take time to get used to making this kind of call, but it’s often during these conversations that I’m reminded of why I love tutoring so much.

Decomposing Is Better Than Recycling

Decomposing Is Better Than Recycling Recycling is a zeitgeist of our days. In recycling we make more efficient use of our limited natural resources. But in recycling is only useful if the materials are actually re-used. Perhaps even better than recycling is the use of materials that are naturally decomposable. Exactly that is the core idea of Leefgedanken a company founded by the German entrepreneur and scientist Claudio Vietta. Vietta uses large leafs that have fallen from trees in India. These dropped leaves are not only plentiful and inexpensive, they are also natural. After the collection, Vietta washes the leaves and shapes them by means of a steam press. The result are beautiful, clean and natural plates of various sizes. Viettas plates can simply be thrown away. Within months they naturally rot and become nutrients to the soil. Such plates environmental footprint is essentially zero. Quite literally, Viette borrows these leaves from the nature. The nature appreciates this fact. And so can BBQers who enjoy eating from these beautiful and natural plates.  Decomposing is better than recycling. Viettas created his decomposable plates by borrowing concepts from Industrial Engineering and Environmental Engineering. Should these topics interest you, tutoring help for these subjects can be found on TutorZ. If you want to speak to Claudio Vietta in German, we offer help through our German tutors.

Seasons Bilingual Kindergarten

Seasons Bilingual Kindergarten Seasons Bilingual Kindergarten Seasons Bilingual Kindergarten is a high-end private Bilingual Kindergarten that covers 25 acres, located next to the Fuzhou Strait Olympic Sports Centre, built by the Fujian Huawei Group. Our kindergarten has convenient traffic advantages and more than 85% greenery rate. Equipped with advanced and elegant facilities, our kindergarten combines Bilingual Education, Montessori Elements, Positive Discipline Philosophy, and Nature Theme teaching. A hundred years of life starts from early childhood. Lets tear down the fence, return to seasons and share nature with our children... Let the children grow into outstanding citizens of the world while being healthy and happy with an international perspective in a multicultural environment! We aim to give our children bright and happy surroundings in which children would no longer be confined to a restricted, dreary and colourless environment, but a natural setting that supports and encourages childhood imaginations. Using natural light our kindergarten has a clean environmental atmosphere that is encircled by magnificent trees, plants and purpose-built gardens. Based on childrens law of psychological development and growth needs, we designed every corner of our kindergarten to fully inspire childrens imagination and vitality. Our kindergarten already has more than 150 kids and 25 native teachers and 5 international teachers.

Keystone Academy China

Keystone Academy China Keystone Academy China Keystone Academy is an international school based in Shunyi, Beijing. Teaching students from grades 1-12, Keystone Academy offers a bilingual curriculum for its primary school students, with more intensive instruction in English through middle and high schools. An IB Diploma and IB Middle Years program school, Keystones academic program is international in scope with a strong and intentional central Chinese focus on national identity, language, culture, and history. The school focuses on inquiry-based learning, critical thinking and creative problem solving in a rigorous intellectual environment. This prepares Keystone students for the challenges of the modern integrated world. The school includes a boarding program, optional in grades seven and eight, and mandatory in grades 9-12. Keystone Academy China Keystone Academy China Keystone Academy is an international school based in Shunyi, Beijing. Teaching students from grades 1-12, Keystone Academy offers a bilingual curriculum for its primary school students, with more intensive instruction in English through middle and high schools. An IB Diploma and IB Middle Years program school, Keystones academic program is international in scope with a strong and intentional central Chinese focus on national identity, language, culture, and history. The school focuses on inquiry-based learning, critical thinking and creative problem solving in a rigorous intellectual environment. This prepares Keystone students for the challenges of the modern integrated world. The school includes a boarding program, optional in grades seven and eight, and mandatory in grades 9-12.