What Is a Ph.D in Chemistry?

What Is a Ph.D in Chemistry?A Ph.D. is required for a chemist. For example, if a chemist needs to do research and development, they will most likely need a Ph.D. For a government scientist, a Ph.D. is required. Not only is a Ph.D. a requirement, but in many cases, a doctorate with a doctorate is a requirement as well.There are two categories of kids in chemistry. Most people who do research in chemistry think that all kids are the same. This is not the case. There are different types of phDs in chemistry, depending on what type of research you are doing.If you are looking for a Ph.D. to earn from, then you must start by getting a doctorate from an accredited institution. This can be in a typical school or university. These institutions will offer a Ph.D. online, and you may even be able to take it at home if you go to school online. In fact, a college degree is required, but many universities now offer online degrees.You can then do your Ph.D. in chemistry in a traditional classroom setting. However, if you want to do your research and development in chemistry, then you should look into online education. There are some universities that offer online courses, including programs like the PhD in Chemistry. You should also consider taking the course over the internet to keep costs down.These online programs are very affordable, and it's more practical than going to a traditional university and taking the class in person. For those who can't afford a traditional university education, this can help you out. You'll probably save money from your tuition and other expenses, as well. It can also provide you with a closer connection to the subject, since you will get more hands-on experience.An important thing to remember when doing research in chemistry is that phDs in chemistry require more hands-on experience. So when deciding which type of Ph.D. you want, look into programs that offer hands-on experience and real-world applications. You should also make sure that the institution you choose has a good reputation, as well as a high ranking in the U.S. News & World Report ratings. These rankings have a lot to do with student satisfaction and success in their programs.You should also take the time to find out what kind of Ph.D. you want, especially if you have any interests outside of research. If you are interested in general studies, you should consider choosing a M.S. in chemistry instead. You can get your Ph.D. in chemistry, but you might not get the promotion that you want, so do your research and make sure that you pick the program that is right for you.

How to Evaluate an Online Statistics Tutor

How to Evaluate an Online Statistics Tutor Improving Academic Performance One of the results of being able to look for tutors online is that there tends to be a selection available, which means that you have to evaluate different tutors in order to be able to choose among them. If you are looking for an online statistics tutor, here are a couple of factors to base your evaluation on. Choose A Specialist Statistics is a specialized subject that not all tutors, or even all math tutors, will be proficient in. Generally, the more subjects a tutor claims to be able to teach, the less specialized he or she is. A tutor who claims proficiency in statistics and twenty other subjects is probably not as proficient as a tutor who claims to be proficient in just one or only a few subjects. Look For Reviews A good place to start is on discussion boards and conversation groups related to tutoring, because these are places where people will often discuss their experiences with individual tutors. This way you can get an idea of which tutors are the best to work with. This is especially important for online statistics tutors, since, as explained above, many tutors may claim to be able to tutor statistics, but relatively few will be truly worthwhile. Judge By Appearances Private tutors and tutoring firms usually have their own website, and the appearance of it is an indicator of how they treat their business generally. A tutor with a website that looks undeveloped or out of date either has too much business from other sources to worry about making a nice website (unlikely), or else doesn’t do much business at all. If the website looks like it receives a lot of attention, that’s a good indication that you will receive a lot of attention too. Especially pay attention to the quality of the writing displayed, since good communication skills are necessary for making complex statistical concepts easily understandable. Compare It’s best to look at at least three different tutors, and even try out their services, before settling on one. It’s hard to judge without a basis of comparison, and you will probably find that you just feel better working with some tutors than with others. It also helps to remember that you don’t have to stay with a tutor if the relationship isn’t working for you, for whatever reason. Trust Your Judgment Ultimately the best evaluation of a tutor is your own experience. You are the best judge of what works for you and what doesn’t. One factor to evaluate is how effective the tutor is for you, taking into account both cost and time. Is the tutor focused and on task? Does working with the tutor actually speed up your learning process? Another factor is how the tutor makes you feel. Does the tutor feel patient and respectful and actually make you feel good about the learning process? Do you enjoy the time you spend with the tutor? This consideration is equally as important as cost and time efficiency. hbspt.cta._relativeUrls=true;hbspt.cta.load(215486, '6baac2ae-05a3-4610-9d1f-265c8cbd809f', {});

?? How should we learn in schools

?? How should we learn in schools How should we learn in schools? Wanis Kabbaj, a transportation expert, tells us how he imagines a future transport system, in which there are no traffic lights, no lanes, no speed limits and modular cars. Where did he get these ideas? Biology. Our veins and arteries.Watch the TED talk which inspired this article, here.Kabbaj suggests that the best way to find a solution to the lack of space in our cities and the unsustainable pressures on our road networks, is to look to the lessons we can learn from the 60,000 miles of blood vessels inside each of us (which is two and a half times the Earth's circumference, by the way). It seems obvious to look to this as a source of a potential solution, now he has pointed it out at least, but something I know that I would never have thought of.Is this a failing of mine? Probably. But is it one I share with others and, if so, why?It seems to me that, whilst I don't imagine everyone being able to conceptualise artery-like transport networks, this way of thinking is limited by our subject-specific approach to learning, which is prevalent in our modern education system within schools.We are all familiar with the lessons we sat in maths, English, science, geography and so forth. The linear paths of knowledge set out within these subjects are clearly beneficial for teachers and students in the way they allow for knowledge to be built upon over time, moving from the foundations of basic concepts to the intricate awnings of more complex theories. These pathways are clearly important for learning, but should they be the only structure afforded to learners?If children and y oung people are never given the opportunity to refer to learning from other subjects and combine approaches, why would they start doing so as adults? It is true that some students will develop these skills naturally, but should they not be ones that we deliberately foster in our students?Life is rarely split into segmented sections of knowledge, which are applied independently of skills acquired from other disciplines. In schools, however, there is little cross-over between subjects and children are, therefore, not given the opportunity to amalgamate the understanding they have built in geography and science, maths and design, German and art, or in all of the above (okay, so that would be a crazy project, but you can take my point).Many of you, I know, will be screaming out that this sounds like a call for the pendulum to swing back to the project-based learning of yesteryear. It is not. Clearly, as I have already stated, subject-specific learning allows for an important framework f or teaching. But perhaps the pendulum can swing too far in the other direction, if we entirely miss the value this project approach affords to students.Many schools have seen this as a problem and have adapted interesting approaches to reinstating cross-discipline thinking into the curriculum. Google is famous for it's 20% time, in which workers are given a fifth of their working hours to embark upon projects of their choosing. As a teacher at Bradway Primary School, we trialled 20% time with Year Five children, giving them two afternoons a week to work on their own initiatives. Of course, unlike Google, there was a little vetting of the ideas, as we were well aware of the likelihood of some 'less-than-educational' ideas. One group designed and made a Lego chess set.I was, however, astounded at the scale of the children's ambition and the marvellous projects they undertook, which included:A working chess set designed and made out of lego.A paper mache scale model of the solar system.A rally car race planned across Africa.They were asked to present their ideas for sign-off, and had to pitch them to teachers before being allowed to get going. Resources were sourced by themselves, or requested at least 24 hours before the next lesson, demanding project management and co-operation between team members.By allowing children the freedom to choose their own projects, they were wonderfully excited about the afternoons.Most importantly, it gave the pupils a chance to pull together their knowledge from all of their learning and combine it to solve problems or develop new concepts of their own.Some of the projects were dismal. I won't rose tint the picture, as this certainly wasn't an escape from planning or mark ing - these afternoons were some of my most tiring as a teacher! But those who struggled, were the children who had not developed the skills of independent thinking which our modern world demands of them.And it was not always the children who did well in individual subjects who flourished - after all, those children had learnt best in a more structured setting.I am not suggesting that every teacher now starts to give children 20% time, or that we rush to find similar initiatives to launch in every school. Perhaps, however, we should all be contemplating the opportunities we afford children to be freer in their thinking?If we continue to focus solely on the subjects we are individually responsible for, or seek to neatly box ideas as being subject-specific, we miss out on the beauty of the solutions more creative, interdisciplinary thought can achieve. And then who will design our artery-like driverless cars of tomorrow?

Early Years Teaching Jobs Abroad

Early Years Teaching Jobs Abroad Teach Away is hiring Early Years teachers in countries around the world. Early Years teachers with a variety of experience are encouraged to create a profile with Teach Away at any time - even if you don't see your dream job advertised now. IB teachers, Montessori teachers, and instructors experienced in standard American, Canadian, or British curriculum are in demand for schools across the globe.Requirements will vary by position, so interested teachers should take some time searching the Teach Away Job Board for current job openings and their minimum requirements. In general, though, teachers applying for Early Years teaching jobs abroad should have a valid teaching license with a specialization in Early Childhood Education. Many jobs - though not all - will also require 1-2 years of previous related experience.*Teaching jobs for Early Years teachers may be in private schools or public schools abroad. Your expertise and experience could lead you to a new adventure teaching overseas !*Previous related experience generally refers to full-time experience (not student teaching or substituting), teaching children of the relevant levelCurrent Overseas Teaching Jobs for Early Years TeachersTeach Away's current openings for Early Years teachers include the following opportunities:English teaching positions in Hong Kong, starting July 2013This private school in Hong Kong uses a bilingual co-class teaching approach, and is looking for English teachers for students from nursery years to upper grade levelsRequirements: Teaching license; Bachelor's degree in Early Childhood Education; 1 year of experienceView more detailsKindergarten Teacher in Kuwait, starting  September 2013Teach Away is looking to hire a kindergarten teacher for this private international school. The school uses an American curriculum and provides its students and staff with state-of-the-art facilities.Requirements: Teaching license; Bachelor's degree in Education; 2 years of experience with American c urriculumView more detailsEarly Childhood Coordinator in Thailand, starting August 2013Providing a beautiful environment for its young learners, this private international school is hiring a coordinator for its Early Childhood program.Requirements: Teaching license; Bachelor's degree in Education or Early Childhood Education; 10 years of experience; past experience working with the Reggio ApproachView more detailsKindergarten Teachers in Saudi Arabia, starting August 2013Teach Away is accepting applications for kindergarten teaching positions in this private international school, which uses a curriculum focused on comprehension and creativity.Requirements: Teaching license; Bachelor's degree in Early Childhood Education; 2 years of experienceView more detailsEarly Years English Teachers in China, starting July 2013This private school, which operates with an IB PYP curriculum, is hiring English teachers for children aged 2-6.Requirements: Teaching license; 2 years of experience OR a 120-hour TESOL/TEFL certificateView more detailsView more teaching jobs for Early Years teachers abroad.ApplyTo apply online with Teach Away, please create an online profile at /teacher/register.Have you already applied with Teach Away and want to be considered for one of the positions above? Email una(at)teachaway.com directly to state your interest.

French @ Italki Challenge halfway there!

French @ Italki Challenge halfway there! Siskia L. runs a popular language learning blog called The Polyglotist and is taking part in our New Years Language Challenge to learn French. We found this great post about her experiences with the language challenge and wanted to share this with other Challengers!  Reprinted with permission. Original post here. Incredibly, last Thursday I did my 12th hour of French for the italki Language Challenge (out of 20 required to complete it). More incredibly, I also got pretty sick this very week, so I didn’t actually do as many hours as I had expected to. Anyway, here’s… A QUICK UPDATE I think it’s the first time I’ve put such intensity into one language. I don’t mean to say I’m more interested in French than I’ve been in any of my other languages (both serious attemps and light dabbling), but since I started this language I’ve progressed in a very natural way. Putting in one hour of conversation and anywhere between 30 min and 3 hours of self-study into this project just feels right. This reminds me that as of late, I’ve been more conscious about my study hours than usual. This is not because I suddenly felt I should be more mathematical about my study methods, but rather because I am currently participating in the 6 Week Challenge, which requires its participants to log their study hours through a Twitter bot. In the beginning I thought this wouldn’t really influence me to study any more or any less than I was in the first place, but the effect of participating in what’s in essence a “race” has been quite interesting in the sense that knowing I’m in this with other people stimulates me to try harder. I’m not so interested in knowing in what place I am currently (although it’s fun to race other people learning my language as well, haha) rather than knowing how I’m distributing my study hours, doing what, and how. All these things one can keep track of through the challenge, so it’s good statistical data. Partly because of participating in this challenge, partly because I’ve realized structure and form lead to better results, I’ve been trying to improve the way in which I administer my time and agenda. (Not that I did a very good job at that this week, what with work and school and more work and feeling pretty damn under the weather, but anyhoo…) TALKING THE TALK! I’m actually talking in French for about 75-80% of my italki sessions, only going back into Spanish or English when I am absolutely at a loss for words: I’ve noticed that this isn’t when I try to use regular words: for the most part, it’s when my mind tries to translate a colloquial expression from English into French. Unless I’ve heard that expression before and know its French equivalent, my brain’s language monitoring center usually goes on full blown red alert and tells me not to use that expression. I have got to stop being so cautious and just dive in. I know better than anyone that making these particular mistakes is essential for the learning process, but old habits die hard. The funny part is, this doesn’t happen with regular words, only with expressions where I mean to imply something figuratively or where cultural references come into play. Speaking of words, I’ve noticed two interesting things about my French: my source for words I haven’t heard before tends to be English (knowing that a good deal of the English lexicon derived from French), while my reference for correct French grammar tends to be Italian. By this I mean that when I speak in French and try a new word I haven’t used before, my first impulse is to look for it in my mental English database, and only when I notice the word doesn’t sound French, do I look for it in a dictionary. While I’m hard pressed to say this always works, several English words have turned to be the same in French, so while I build a better lexicon in this language, this may not be a bad method to keep the conversation in French territory (instead of jumping back into English every so often) . My theory now is that as a language student, one will use whatever one’s got in the pantry to hold on to the language while at the same time creating a more accurate linguistic base through classes, study, tutoring, etc. Maybe that’s the reason why we tend to translate our thoughts literally? SO MANY RESOURCES, SO LITTLE TIME… After some hits and misses, I’ve run into incredibly good teachers that focus on monitoring both my vocabulary and pronunciation. Getting the pronunciation right has been a gruelling task, and I’m incredibly far from having it down pat, but at least I’m being pointed in the right direction all the time. Probably one of the things I’m enjoying the most about this language project is the HUGE resources gap between French and my last language, Nahuatl. After spending most of 2014 pretty much doing detective work, looking everywhere for hints of where to learn Nahuatl and how, finding self-study resources in French is turning out to be a walk in the park. Right now I’m enjoying several different listening-comprehension resources. I’m planning to summarize the best and most effective ones in a later post, but here’s just a little bite of what I would recommend to anybody wanting an ear-workout in French: Apprendre le français avec TV5MONDE and 7 jours sur la planète: level-graded videos, with transcripts, exercises and explanations of recent, up-to-date and useful vocabulary. 7 jours has an app (available for both iOS and Android), excellent for taking your comprehension exercises on the road. FluentU: although officially in beta right now, it’s an excellent video-based resource to listen to French (also available for Chinese, Japanese, German, Spanish and English). It’s based on phrase-by-phrase video segments, using a type of “subtitle” technology that stops the video when you hover over a word you don’t know. It also has vocabulary exercises available, and when you use these, the system remembers what words you remember and what you don’t. Since these are saved in your account, your word database applies to all the videos in the system, meaning that the system is able to suggest videos perfect for your vocabulary level! Français Authentique: this is a very complete site and I honestly recommend Johan’s learning materials to ANYONE, but the part that I use the most is his podcasts. In these, he explains complex concepts and ideas in slow, easy-to-understand French, and they’re available completely free of charge in his website and in the Podcast section of Itunes. Well, that’s it for now. I have several very interesting ideas and projects lined up for The Polyglotist, and I’d love to share them with you… but not yet! ;D French @ Italki Challenge halfway there! Siskia L. runs a popular language learning blog called The Polyglotist and is taking part in our New Years Language Challenge to learn French. We found this great post about her experiences with the language challenge and wanted to share this with other Challengers!  Reprinted with permission. Original post here. Incredibly, last Thursday I did my 12th hour of French for the italki Language Challenge (out of 20 required to complete it). More incredibly, I also got pretty sick this very week, so I didn’t actually do as many hours as I had expected to. Anyway, here’s… A QUICK UPDATE I think it’s the first time I’ve put such intensity into one language. I don’t mean to say I’m more interested in French than I’ve been in any of my other languages (both serious attemps and light dabbling), but since I started this language I’ve progressed in a very natural way. Putting in one hour of conversation and anywhere between 30 min and 3 hours of self-study into this project just feels right. This reminds me that as of late, I’ve been more conscious about my study hours than usual. This is not because I suddenly felt I should be more mathematical about my study methods, but rather because I am currently participating in the 6 Week Challenge, which requires its participants to log their study hours through a Twitter bot. In the beginning I thought this wouldn’t really influence me to study any more or any less than I was in the first place, but the effect of participating in what’s in essence a “race” has been quite interesting in the sense that knowing I’m in this with other people stimulates me to try harder. I’m not so interested in knowing in what place I am currently (although it’s fun to race other people learning my language as well, haha) rather than knowing how I’m distributing my study hours, doing what, and how. All these things one can keep track of through the challenge, so it’s good statistical data. Partly because of participating in this challenge, partly because I’ve realized structure and form lead to better results, I’ve been trying to improve the way in which I administer my time and agenda. (Not that I did a very good job at that this week, what with work and school and more work and feeling pretty damn under the weather, but anyhoo…) TALKING THE TALK! I’m actually talking in French for about 75-80% of my italki sessions, only going back into Spanish or English when I am absolutely at a loss for words: I’ve noticed that this isn’t when I try to use regular words: for the most part, it’s when my mind tries to translate a colloquial expression from English into French. Unless I’ve heard that expression before and know its French equivalent, my brain’s language monitoring center usually goes on full blown red alert and tells me not to use that expression. I have got to stop being so cautious and just dive in. I know better than anyone that making these particular mistakes is essential for the learning process, but old habits die hard. The funny part is, this doesn’t happen with regular words, only with expressions where I mean to imply something figuratively or where cultural references come into play. Speaking of words, I’ve noticed two interesting things about my French: my source for words I haven’t heard before tends to be English (knowing that a good deal of the English lexicon derived from French), while my reference for correct French grammar tends to be Italian. By this I mean that when I speak in French and try a new word I haven’t used before, my first impulse is to look for it in my mental English database, and only when I notice the word doesn’t sound French, do I look for it in a dictionary. While I’m hard pressed to say this always works, several English words have turned to be the same in French, so while I build a better lexicon in this language, this may not be a bad method to keep the conversation in French territory (instead of jumping back into English every so often) . My theory now is that as a language student, one will use whatever one’s got in the pantry to hold on to the language while at the same time creating a more accurate linguistic base through classes, study, tutoring, etc. Maybe that’s the reason why we tend to translate our thoughts literally? SO MANY RESOURCES, SO LITTLE TIME… After some hits and misses, I’ve run into incredibly good teachers that focus on monitoring both my vocabulary and pronunciation. Getting the pronunciation right has been a gruelling task, and I’m incredibly far from having it down pat, but at least I’m being pointed in the right direction all the time. Probably one of the things I’m enjoying the most about this language project is the HUGE resources gap between French and my last language, Nahuatl. After spending most of 2014 pretty much doing detective work, looking everywhere for hints of where to learn Nahuatl and how, finding self-study resources in French is turning out to be a walk in the park. Right now I’m enjoying several different listening-comprehension resources. I’m planning to summarize the best and most effective ones in a later post, but here’s just a little bite of what I would recommend to anybody wanting an ear-workout in French: Apprendre le français avec TV5MONDE and 7 jours sur la planète: level-graded videos, with transcripts, exercises and explanations of recent, up-to-date and useful vocabulary. 7 jours has an app (available for both iOS and Android), excellent for taking your comprehension exercises on the road. FluentU: although officially in beta right now, it’s an excellent video-based resource to listen to French (also available for Chinese, Japanese, German, Spanish and English). It’s based on phrase-by-phrase video segments, using a type of “subtitle” technology that stops the video when you hover over a word you don’t know. It also has vocabulary exercises available, and when you use these, the system remembers what words you remember and what you don’t. Since these are saved in your account, your word database applies to all the videos in the system, meaning that the system is able to suggest videos perfect for your vocabulary level! Français Authentique: this is a very complete site and I honestly recommend Johan’s learning materials to ANYONE, but the part that I use the most is his podcasts. In these, he explains complex concepts and ideas in slow, easy-to-understand French, and they’re available completely free of charge in his website and in the Podcast section of Itunes. Well, that’s it for now. I have several very interesting ideas and projects lined up for The Polyglotist, and I’d love to share them with you… but not yet! ;D

What Type of Science Is Chemistry?

What Type of Science Is Chemistry?Chemistry is a very interesting science that deals with the nature of atoms and molecules. It deals with the properties of all the atoms, molecules and a single nucleus in the matter. It also covers many other properties, which are not just limited to atoms, molecules and nuclei. And chemistry is the only branch of science, which is the basis of all other sciences.Chemistry is the subject that has been around for centuries. It is very popular as a subject, even today. It has existed since before recorded history. It is the oldest of all sciences in the modern sense of the word.A particular experiment might be performed to make the properties of a substance, to ascertain its chemical structure. Then this material is subjected to tests, in order to determine whether it is a gas or liquid. The process of testing can be of two types. They can be a chemical test, or radiometric test.It is necessary for the students to understand some common and similar qu estions in relation to the subject. There are other related questions, that you must answer, if you wish to study this subject at school. The type of chemistry that you learn at school will decide your future.It is very important to know that every science has many sub-types. Chemistry is one of them. Once you are into chemistry, you will never leave it, unless you join a graduate school.Another aspect that you must know is that science in general, is very essential, because it is responsible for producing a whole lot of things in the world. Chemists are the ones who discovered the principle of evolution. Some of the other scientists have discovered the origin of life, the atomic theory of matter, the formation of stars, life on earth and so on. The list can go on. If you want to become a chemist, the training provided by the school should be of great importance.You need to study the subject, if you want to qualify for a doctorate in the science. Many universities now offer training for various subjects, in order to provide high quality education to their students.

Algebra 2 Complete the Square - Tips To Help YouStudy For It

Algebra 2 Complete the Square - Tips To Help YouStudy For ItAlgebra 2 Complete the Square can be a tough challenge for a student. Here are a few tips and strategies to help you get through this tough math class.First, find a quiet place in the classroom. This helps your body relax, because in a stressful environment it can actually make you tense. If you feel stressed out during algebra, try to avoid going to class.Second, try to stay organized. When you are finding solutions to problems, consider giving yourself enough time to practice solving different directions.The best way to stay organized is to keep a notebook with you. Make sure that you have one at your desk or in your bag so that you will not forget to write down your solution in a safe place.One tip that helps when studying for difficult problems is to answer every easy questions that you can. This way, you will already be used to how to answer each type of question so that you won't have to learn too much on your own.Thir d, try to spend time in all areas of the class. If you are bored with the subjects you are studying, try to move to another topic. Some students find algebra very boring but if you take your time and get some things done, you may find algebra helpful at the end of the day.While studying for algebra can be a challenge, it's also important to know that you can't help but help yourself. Many students let a professor dictate their lives, but they can still make changes on their own. Follow these tips and strategies to help you study for algebra 2 complete the square.