Organic Chemistry

Organic ChemistryAmherst College is home to the most well-known school in the U.S. for Bachelor of Science in Organic Chemistry, commonly known as A.B.S. It offers a large number of classes for students and instructors, ranging from introductory courses to advanced ones. Because of the growing interest of students in this particular subject matter, there are always new opportunities for schools to provide great seminars and workshops. In order to meet the needs of the community, many schools have found it necessary to establish their own community outreach programs.Amherst is a great choice because it has dedicated itself to providing the best education possible for students who would like to study organic chemistry. Amherst College offers four different types of seminars to help everyone who is interested in the subject. Here are the four types of seminars available at Amherst:A Sudden Change - This seminar takes place once a year at the end of August, in order to give the students at Amherst College a chance to get together and discuss with their peers the changes that have taken place over the last twelve months in organic chemistry. It is a great opportunity for all members of the class to get together and discuss how the curriculum has changed or what they would like to change it into. This seminar is conducted by Professor Salim S. Khan, who has been teaching organic chemistry at Amherst for ten years.Student of the Year - The Student of the Year program is organized each year for all students who want to attend. Students are asked to join this program when they first begin their studies at Amherst College. In addition to learning the latest in organic chemistry from the faculty, students will also learn about life science courses, as well as courses in the college's international studies, and foreign languages programs.Faculty Lecture Series - This is an in-depth series of lectures that cover all aspects of organic chemistry at its most basic level. Prof essor Ed Benowitz has been teaching organic chemistry for twenty-five years and he continues to teach courses in organic chemistry and biology as well. The lectures cover a variety of subjects including electronics, thermodynamics, chemical reactions, and all things relating to organic chemistry.Class of the Year Lectures - This seminar is designed to provide students with lectures on topics such as organic chemistry as a single-celled organism. Students will learn all about DNA and RNA, which make up the cells of a single-celled organism, and how they are made in the laboratory. Lectures are given by a wide range of professors including Dr. Robert C. Thomas, Dean, School of Medicine, Professor Victor J. Baum, Dean, School of Business, and many others.The amount of interest that students have in organic chemistry may affect their level of interest in the field itself. This seminar aims to show students that learning about organic chemistry does not require them to leave the comfort of their homes to study the subject. In fact, organic chemistry is the closest thing that you can find to a professional degree in the sciences.If you are looking for a great place to get your bachelor's degree in organic chemistry, then you should consider a seminar at Amherst College. The opportunity to join a seminar like this will allow you to interact with other students, as well as gain valuable information about organic chemistry. You will find that you feel more prepared for your future studies if you join a seminar like this.

Learning Disabilities, Dyslexia and Dyscalculia

Learning Disabilities, Dyslexia and Dyscalculia What is a learning disability? Learning Disability is not a specific term; it is a category containing many specificdisabilities, all of which cause learning to be difficult. The following definition of “learning disability” is used for legislative, financial, and educational purposes only. It is NOT a definition of dyslexia, which is one specific learning disability. The term ‘learning disability’ means a disorder in one or more of the basic processes involved in understanding spoken or written language. It may show up as a problem in listening, thinking, speaking, reading, writing, or spelling or in a person’s ability to do math, despite at least average intelligence. The term does not include children who have learning problems which are primarily the result of visual, hearing, or physical handicaps, or mental retardation, or emotional disturbance, or of environmental, cultural, or economic disadvantage. Simple Definition of Dyslexia Dyslexia is an inherited condition that makes it extremely difficult to read, write, and spell in your native languageâ€"despite at least average intelligence. Revised definition from the International Dyslexia Association Dyslexia is a neurologically-based, often familial, disorder which interferes with the acquisition and processing of language. Varying in degrees of severity, it is manifested by difficulties in receptive and expressive language, including phonological processing, in reading, writing, spelling, handwriting. Dyslexia is not the result of lack of motivation, sensory impairment, inadequate instructional or environmental opportunities, or other limiting conditions, but may occur together with these conditions. Although dyslexia is lifelong, individuals with dyslexia frequently respond successfully to timely and appropriate intervention. Research definition used by the National Institutes of Health Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition, and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge. Cause of Dyslexia Dyslexia is an inherited condition. Dyslexia results from a neurological difference; that is, a brain difference. Dyslexia runs in families. f/MRI studies have shown that people with dyslexia do not activate sufficiently the same part of the brain when reading as other people. Studies by NIH (National Institute of Health) and other prominent researchers have demonstrated that dyslexic persons are deficient in phonemic awareness. Phonemic Awareness Quotes from prominent NIH researchers: “The lack of phonemic awareness is the most powerful determinant of the likelihood of failure to learn to read.” “Phonemic awareness is more highly related to learning to read . . . than tests of general intelligence, reading readiness, and listening comprehension.” “Phonemic awareness is the most important core and causal factor separating normal and disabled readers.” NIH research has repeatedly demonstrated that lack of phonemic awareness is the root cause of reading failure. Phonemes are the smallest unit of SPOKEN language, not written language. Children who lack phonemic awareness are unable to distinguish or manipulate SOUNDS within SPOKEN words or syllables. They would be unable to do the following tasks: Phoneme Segmentation: what sounds do you hear in the word hot? What’s the last sound in the word map? Phoneme Deletion: what word would be left if the /k/ sound were taken away from cat? Phoneme Matching: do pen and pipe start with the same sound? Phoneme Counting: how many sounds do you hear in the word cake? Phoneme Substitution: what word would you have if you changed the /h/ in hot to /p/? Blending: what word would you have if you put these sounds together? /s/ /a/ /t/ Rhyming: tell me as many words as you can that rhyme with the word eat. If a child lacks phonemic awareness, they will have difficulty learning the relationship between letters and the sounds they represent in words, as well as applying those letter/sound correspondences to help them “sound out” unknown words. So children who perform poorly on phonemic awareness tasks via oral language in kindergarten are very likely to experience difficulties acquiring the early word reading skills that provide the foundation for growth of reading ability throughout elementary school. Phonemic awareness skills can and must be directly and explicitly taught to children who lack this awareness. Phonological Processing and Phonics Phonemic awareness must exist or be explicitly and directly taught BEFORE phonics (or phonological) instruction begins. Otherwise, the phonics instruction will not make sense to the dyslexic child. Phonological processing starts by knowing which speech sounds are represented by which written letters. The goal of teaching phonics is to make phonological processing fluent and automatic. Phonics teaches how the written letters blend together to produce words, how the sounds of the letters change depending on the letters that surround them, the rules regarding adding suffixes and prefi xes, and so on. In other words, phonics teaches students the internal linguistic structure of words. How can parents recognize it? A reading disability A kindergarten child may have difficulty remembering rhymes and recognizing words that rhyme, naming shapes such as square, triangle and circle, and learning the names and sounds of letters. Most young children confuse the letters b an d but it is symptomatic of dyslexia if they continue to read and write them incorrectly at age eight. An older child or adult may demonstrate many of the following symptoms. Checklist of Classroom Behavioral Characteristics for Preliminary Identification of Dyslexia Reads at a level significantly below his peers… Aways, Occasionally, Never? Knows many words by sight for a short time but forgets them later… Aways, Occasionally, Never? Reads orally in a mechanical fashion without expression or intonatio… Aways, Occasionally, Never? Math Disability Characteristics of Dyscalculia Unable to understand relationship concepts of: time, space, and measurement. Unable to memorize simple number facts and multiplication tables. Lacks understanding of place value for carrying and borrowing. Forgets the procedures for addition, subtraction, multiplication, division. Arrives at the correct answer, but only after an inordinate amount of time. Counts on fingers for simple number facts well after the appropriate age. Works very slowly on work pages. Close observation will reveal that he has worked out the answer to a supposedly memorized fact in this fashion: 4X8= 2×8=16 2×8+16 32 Makes many simple computing mistakes. Learns to compute without understanding the concept and therefore does not use the appropriate algorithm for word problems. May reverse the digits in writing: 31 for 13 Carries the unit digit instead of the tens digit because does not understand place value. Ignores math symbols or misreads them. Unable to tell the time by age nine. When distracted in the middle of a math problem, has to start over from the beginning. Looks for any excuse to escape math class. Feigns boredom or fatigue when asked to work on math. Lacks the needed computational skill in shopping, making change, and figuring his expenses. Does not understand the relative cost of items. May become more hyperactive during math period. Covers the bottoms, margins and backs of arithmetic papers with marks for counting up to answers because lacks the ability to compute. Unable to estimate time, space, costs. Does not discover or invent strategies for calculating. What are the treatments for Math disability Dyscalculia Treatment for dyscalculia focuses on many specific instructional methods and at present can follow any structured mathematics program. Dyscalculic persons must have far more opportunities to practice in concrete ways the association of numbers with actual situations. For example, Teachers should not assume that children have understood place value simply because the have learned, to carry the digit on the on the left side of a two digit number and add it to that column. In multiplication they may have learned to move the second row of products one place over, but not understand that they are actually now multiplying the ten’s column. Principles of Instruction for Dyscalculia Start at the student’s success level. Ensure understanding of terms used. (bigger, smaller, more, less, before, after, etc) User concrete objects to introduce all new concepts (blocks, beads, playing cards, cuisinaire rods, stearns blocks, lego, etc.) Continue to have concrete objects available as long as the student needs them. Follow a structured program. Give homework only for reinforcement when you are sure his answers will be correct. Move to semi-symbolic level (pictured objects, rulers, dominoes, etc.) Give massive practice before moving on. Review the work done during the last lesson before introducing the new material. This will reassure the student that he is ready to go on as well as provide some reinforcement. Published Programs Key Math Teach and Practice Program Published by American Guidance Service. AGS What are the treatments of learning disability/ dyslexia? Treatment programs for dyslexia, a specific learning disability, should be linguistically based, highly structured, provide for massive practice for each new element to be learned, and stress phonemic awareness and syllabic decoding. Several such programs are available in the USA. Among the better known programs are: Orton-Gillingham, Wilson, Let’s Read, Scottish Rite. Students may continue to be somewhat slower readers and may be eligible for extra time when taking exams such as the College Boards if it is proved- by diagnostic testing- that reading accuracy and comprehension are within the normal range and only reading speed is affected. How can tutors help a child with learning disabilities? A qualified and experienced tutor for children with dyslexia should provide specific instruction several times a week and use a recognized, scientifically based and approved program. Two to three years are usually required to bring the student up to his or her age level in reading and spelli ng. What are the skills and qualifications for a teacher of children with learning disabilities? The teacher must first meet all State teacher requirements and then possess a master’s degree in Special Education or have taken all courses required for certification as Teacher of Children with Special Learning Needs by their particular State. Most tutors are also trained in one or more of the recognized programs for the remediation of dyslexia.

Abroad International School Okayama

Abroad International School Okayama Abroad International School Okayama We are an International School offering an English educational setting for infants (1-year-old) to Kinder ( 5-yearolds)age students. Abroad International School - Okayamaprovides a comprehensive education in English which follows the IB PYPcurriculum at the moment. We maintain a low student to teacher ratio allowing for a strong student-teacher relationship. At the PreschoolSchool, we aim to make children confident and learn in a fun way. We provide many opportunities for students to demonstrate what they have learned. We are seeking teachers who are enthusiastic, energetic, and ready to contribute to oureducation. Mission Statement: Our mission is to develop each student into bilingual, knowledgeable, compassionate and inquiring people who are ready to entertain new ideas and sensitive to national values as well as being respectful to foreign cultures by providing an outstanding international education for overall success in a caring, peaceful and courageous environment from early years through to university entrance. Full-time position Location: Okayama(Near to Okayama stations)

All About JAF

All About JAFThe Journal of Agriculture and Food Chemistry (JAF) is the leading journal for the science of food and agriculture. JAF has three aspects: the content, the practice and the society. It has published, in its first year, about 25 issues and will continue to publish and continue to add to its articles.The contents of the Journal of Agriculture and Food Chemistry are basically threefold: recipes, entries on the science of food and the contributions of practitioners. The recipes are composed of ingredients, their attributes and the methods to prepare them. The entries on the science of food came from the reporting, analyzing and interpreting the results of the scientific research into foodstuffs. Also published in the journal are scientific books and scientific newsletters. The society comprises the members of a group of students studying the relation between the science of food chemistry.In these journals, each entry has been thoroughly checked for the validity of the inform ation and has been made available for publication or for reference purposes. The contents have been reviewed by eminent members of the society and other people who are recognized as leading authorities in their particular field of interest.The process of inclusion and exclusion is similar to that of the acceptance and rejection of submissions by the editorial board of a magazine. Any entry with which an author is opposed to being published is automatically rejected. When this happens, there is a risk that the author of such an article may not be able to find a position for himself in the academic community, even if he is chosen for a post by his university or institute.There are instances when the articles appearing in the journal of agriculture and food chemistry may not even be published by the editors of the journal. But such cases are rare and the entry has at least been sent to a number of journal editors. If it is accepted, the writer of the article has a greater chance of mak ing a career in academia.The journal aims at giving importance to both the practice and the science of food processing. As far as practice is concerned, JAF tries to maintain a balance between the research and the practice, between the author's job and the requirements of the society as regards respect for professional ethics and practices.The Society is governed by a group of students, the Society Directors, appointed by the editor. The aim of the Society is to preserve a culture of fair play and balance among the different types of people who participate in the scientific community.

Kumon Tutoring Cost - Why Kumon Is the Best Way to Learn Japanese?

Kumon Tutoring Cost - Why Kumon Is the Best Way to Learn Japanese?When seeking the best in Japan's Kumon tutoring system, a prospective student must weigh the cost versus the quality when choosing to travel to Tokyo. This is a reason why online learning is popular in Japan where a person can study at his or her own pace and at his or her own convenience.As an educational institution, Kumon, otherwise known as the Japan International Training Organization (JITO), was established to equip and train teachers. The purpose of this program is to be able to provide new teachers with the skills necessary to run any educational establishment and to provide teacher's aides to help them to help out their students.Today, there are many companies that are setting up in Japan to offer quality private teaching programs and teaching positions for their junior high school teachers. These companies work hand in hand with the JITO as part of their mentoring program, which allows the instructor to be a part of the coaching process.For students who seek Kumon tutoring, a Japanese language tutor must be chosen as they will be used to answer all of the questions that might arise. This is a great advantage as it can make scheduling quite easy. Since the classes are structured by the instructor, an instructor could simply send out a set of lesson plans and expect the student to turn in the correct work.The course of study begins with a basic education in the language and then proceeds to advanced education such as vocabulary, sentence structure, grammar, and reading comprehension. Although there are some classes that are specially designed for ESL students, there are plenty of classes which are open to all.Online classes have grown in popularity in Japan as well. The majority of the online classes are conducted in English and are taught through a variety of web sites and e-books.It is also important to remember that Kumon tuition includes English as a second language, which provides fl exibility is essential for any career. Online courses are generally more affordable than the usual tuition offered in a classroom and will certainly be more convenient for the student.

Apothem Length

Apothem Length Apothem length in a triangle is the length calculated from a vertex of the triangle to the midpoint of the opposite side of the vertex. Apothem is always the perpendicular drawn from the vertex to the midpoint of the opposite side in the triangle. Similarly apothem in a circle is the length calculated from the center of the circle to the midpoint of the chord drawn in the circle. Example 1: Find the length of the apothem in a triangle if a side of the triangle is 6m and area of the triangle is 45m2. Given side length or base length of the triangle, b = 6m Area of the triangle, A = 45m2 Formula to find the area of the triangle, A =1/2 * base length * apothem Hence Area of the triangle, A: 45m2 = 1/2 * 6m * apothem 45 = 3 * apothem In order to solve for apothem, we divide 3 on both sides Apothem = 45/3 = 15 Hence apothem of the given triangle = 15m Example 2: Find the length of the apothem in a triangle if a side of the triangle is 4cm and area of the triangle is 24cm2. Given side length or base length of the triangle, b = 4cm Area of the triangle, A = 24cm2 Formula to find the area of the triangle, A =1/2 * base length * apothem Hence Area of the triangle, A: 24cm2 = 1/2 * 4cm * apothem 24 = 2 * apothem In order to solve for apothem, we divide 2 on both sides Apothem = 24/2 = 12 Hence apothem of the given triangle = 12cm

How to Manage When Your Kid Wants to Play the Guitar Some Tips

How to Manage When Your Kid Wants to Play the Guitar Some Tips How Do You Introduce Music to Children? ChaptersThe Benefits to Kids of Learning the Guitar.The First Steps to Teaching Your Child How to Play GuitarFinding the Right Teacher for Your Child.And Knowing How Many Lessons They'll Need.The Important Question: How Do You Make Kids Play Guitar Quietly?Your child wakes up one morning full of enthusiasm, and tells you all about their sudden passion and determination to learn to play guitar.Good God - what do you do? How do you begin? Have they succumbed to the siren call of music already? What do you need to do? Are they too young? What are the first steps?Deep breaths. Calm. Send them off to school and have a Google. 'Guitar tips for the young beginner guitar player'. Good. You're now here.The ability to appreciate music, and especially to learn to play an instrument like the guitar, is something that most children will have a natural aptitude for - given their natural curiosity, imagination, and thirst for knowledge.With all of these qualities to help them, it is very possible t hat your child will quickly master the basics of guitar and fall in love with the instrument.But then what happens? If you've invested a bit of dosh in the whole process, how can you be sure that they are going to carry on with the pentatonic, the guitar chords and the guitar solos? Are they going to need to know the theory of tablature, the major scale and arpeggio, and the chromatic stuff?Are you going to actually get them to keep going to their guitar lesson? And how on earth do you make them do their guitar practice? Should you even make them?With any luck, they may, from now on, spend half their time holed up in their room, strumming away and playing the guitar. And with more luck, one day, you'll see them up on stage, pumping out some amazing jazz guitar, blues guitar, or rock guitar. A little Jimi Hendrix.Maybe that gushy feeling of pride will make all this stress worthwhile.Is There a Right Age to Play Guitar?You don’t need to spend too much time googling 'guitar lessons f or beginners'. The answer too this one is pretty simple: no, there is no required age to learn guitar or to begin guitar lessons for your child. As long as they can actually hold the guitar, and get their fingers round the fretboard, there is no age too young to start playing power chords or barre chords, fingerpicking, or learning their favorite songs through guitar tabs.Your child could grow up to become a guitarist.In general, it’s best for children to be about 6 or 7 years old when they begin learning guitar - any younger and children lack the physical maturity to play (their fingers won’t be strong enough to press on the strings and play them) or the intellectual maturity for the discipline and concentration that guitar lessons will require.Children must have a sense of coordination in order to play the chords and learn more advanced techniques like fretting, finger picking, and chord progressions.Learning guitar has many benefits for children.The neck of an electric guitar is similar to a folk guitar but the difference between the high notes is more noticeable.All of the strings are metallic.This type of guitar is very popular amongst musicians because it has lots of possibilities and can play blues, rock, funk, pop, and metal.But be careful when you’re choosing a specific model, electric guitars are generally more expensive than acoustic or folk guitars.Even if an acoustic guitar might seem  more suitable for a child, especially with its nylon strings, some parents prefer to start with an electric guitar because the neck is shorter, and the noise is easier to control since the child can wear headphones instead of using an amp.Don’t hesitate to ask for help from a music professional like a guitar teacher or a specialist salesperson in a guitar store.Each Child will Have their Own ‘Right’ GuitarOnce your child has decided what kind of music they want to play, you need to take into account their size and age.For children 4-6 years old (less tha n 3 1/2 feet tall), you usually use a 1/4 guitar, which looks a bit like a toy.For 6-8 year olds (about 4 feet), a 1/2 guitar will be the right size.For children between the ages of 8-12 (about 4 1/2-5 ft), a 3/4 guitar will be perfect.Children older than 12 and adolescents can go straight to a full size guitar.All of these sizes don’t always stay the same in the store however; the best thing is to have your child try several different guitars and see which ones they like and which ones fit them the best.Other Advice as Your Child Embarks on Guitar Lessons:The style, musical tastes, and personality of your child will make a difference when determining which guitar is right for themAs far as the look of the guitar, let your child choose the colours or designs that they like, it will help increase their pleasure in playingWhat brand should you choose? There’s a lot to choose from, so be  sure to get some advice from a salesperson at a music store, or your child's guitar teacherWel l regarded brands that you can choose from include Ibanez, Fender, Takamine, Yamaha, Cort, Gibson, Vigier, etc.Get as much advice as possible, and if your child is really fixed on a specific brand, do some price comparison shopping online or in other storesAnd finally, don’t forget to encourage your child. Learning to play guitar will help with their personal development, through socialisation, sharing of interests, relating to new teachers and professionals, being exposed to different ideas, and general cultural enrichment.