How Is Propagation of Error Chemistry Created?

How Is Propagation of Error Chemistry Created?The propagation of error chemistry is called by many different names: propagative, contextual, ergodic, and diffusive. The first part, 'propagation,' can be interpreted to mean the movement or generation of a unique instance of error in some given study. The term 'contextual' describes the process by which the unique instance of error is manifested and sustained in a given context.The term 'ergodic' refers to a group of processes that are designed to preserve the normal course of an event or series of events with respect to errors. Diffusive refers to the tendency of error to spread out from a single source. Ergodic chemistry is a type of transmission involved in natural or human-caused events. A classic example of this would be a volcanic eruption.Ergodic chemistry is a form of diffusion that has to do with the rapid propagation of error from the point of origin to the point of elimination. The sum total of errors brought about by human or natural causes is known as the propagated error and is processed to make a new piece of the original problem.Ergodic chemistry is essentially concerned with making discoveries by collecting samples from a single point and then studying them over a period of time. The collection of samples is often time-consuming and difficult to accomplish.Ergodic chemistry studies the ways in which errors propagate through the community of an organization. These errors are identified in order to prevent further problems.Ergodic chemistry is closely related to the concept of diffusion. Ergodic communication refers to a process by which the errors made within an organization are disseminated to the entire system. These distributed errors may be unintentional or intentional, depending on the intended results. Diffusion is the cause of errors by diffusion. Ergodic communication is concerned with the ability of an organization to channel error to others within its system. Diffusion is the cause of er rors by diffusion.

A Day in the Life at the University of Oregon

A Day in the Life at the University of Oregon Jesse earned his bachelors degree in human physiology and Spanish from the University of Oregon. He specializes in geometry tutoring, Spanish tutoring, and a number of other subjects. Below, he shares his experience at the University of Oregon. Describe the campus setting and transportation options. Jesse: Eugene, OR is a very bike-friendly community, which makes biking to campus a viable option. While I hardly ever took the bus to campus since I lived within walking distance, I heard from multiple people that there were several easy-to-access bus routes to campus. Although Eugene is a city of over 100,000 people, the large amount of trees and greenery on campus gives it a more rustic feel than you would expect for a campus of its size. Campus is also very safe. How available are the professors, academic advisers, and teaching assistants? Jesse:Although I didnt make as much use of office hours as I should have, the few times I did go, the professors were readily available. However, at least in my human physiology major, the TAs were more approachable than the professors. It seemed like the professors would rather be doing research than teaching. How would you describe the dorm life rooms, dining options, location, socialization opportunities with other students? Jesse:When I was in the dorms, the dining choices were decent, but somewhat limited. However, after my sophomore year, they opened up a new dorm complex with much better dining options. Most of the dorms are located close to campus, if not right on campus. I was fortunate enough to never be more than a 10 minute walk from my dorm to class. I joined a fraternity and dont remember much about other socialization options in the dorms. That being said, I do remember there being various clubs to join and other social activities that the housing staff would host. Which majors/programs are best represented and supported? Jesse:Business and journalism are hands down the most popular and some of the best-supported majors on campus. I studied human physiology and Spanish. Unfortunately, when I was a student, the human physiology major was poorly supported. The human physiology program has undergone a major overhaul since I graduated, and there are many more classes to take that focus on specific aspects of human physiology that were not available when I was a student. The Spanish program seemed to have all the support it needed. How easy or difficult was it for you to meet people and make friends as a freshman? Does Greek life play a significant role in the campus social life? Jesse:Although I met most of my friends through Greek life, its fairly easy to meet new people as a freshman between classes, clubs, and the proximity of the various dorms. My advice for someone who is not a part of Greek life is to join some sort of club or team, as it makes meeting people much easier. How helpful is the Career Centerand other student support services? Jesse:The course that I took through the career center provided tips on networking, job hunting skills, and resume polishing tips. Although I didnt find my first post-college job through them, I was under the impression that many reputable companies recruit through U of Os career center. How are the various study areas such aslibraries, the student union, and dorm lounges? Jesse:I preferred to study off campus, but when I did study on campus, there were multiple libraries to study in, as well as the student union. However, like any university, these spots get crowded around midterms and finals, so plan your study times accordingly. Describe the surrounding town. Jesse:There is a lot to do in Eugene. There are plenty of restaurants, an amazing farmers market, and some nice hiking and biking trails. However, many of these fun activities are a long walk from campus, so if you dont have a car, youll likely have to take the bus. As great as these amenities are, I didnt visit downtown much until I was a fifth-year student. So, from my experience, it seemed like students remained close to the campus as opposed to going into town. How big or small is the student body? Were you generally pleased or displeased with the typical class sizes? Jesse:Although the student body has grown considerably since I was a student, it seemed like a reasonable size when I was there. Some of my prerequisite classes were fairly big, with over 400 students. I was happy with my human physiology major courses, where the number of students was around 100. Class sizes were sometimes less than 30 for my upper division Spanish classes. Check out Jesses tutoring profile. The views expressed in this article do not necessarily represent the views of Varsity Tutors.

14 Phrasal Verbs with Talk Learn English with Harry ????

14 Phrasal Verbs with Talk Learn English with Harry ???? Learn 14 phrasal verbs with TALK here. Learn talk at somebody meaning, talk around something meaning, talk back meaning, talk something down meaning, talk down to somebody meaning . with examples and infographics. 14 Phrasal Verbs with Talk TALK OVER SOMETHING?? Meaning: to discuss somethingAfter picking up my friends we went out for dinner and pizza to talk over our weekend plans.TALK AT SOMEONE?? Meaning: to speak to someone without listening or letting them to speakShe talked at me the entire time. Didnt ask how I was, how life was, didnt ask me anything at all really. TALK AROUND SOMETHING?? Meaning: to avoid discussing the important parts of a problem or issueA few of them just talked around the subject with little reference to the case study.TALK BACK?? Meaning: to reply to someone in a rude or impolite manner, usually small children do thisMy son used to talk back to the teacher when he was small. 14 Phrasal Verbs with Talk TALK SOMETHING DOWN?? Meaning: to speak or think of something as having less importance or worthThe secretary has talked down the importance of sealing a global deal on climate change before the end of the year.TALK DOWN TO SOMEONE?? Meaning: to talk to someone in a way that makes them feel as if they are not as good or less intelligent than you areThis professor talks down to his first year students as if they are small children.TALK SOMETHING OUT?? Meaning: to discuss something in detail in order to find a solution or reach an agreementIm glad we talked it out. Now Im confident that we can work through any problem.TALK SOMEONE DOWN?? Meaning: to speak to and calm someone down, to prevent them from doing something life threateningWhen I came to the clinic, everyone was very caring and they talked me down out of my crisis. 14 Phrasal Verbs with Talk TALK SOMEONE INTO SOMETHING?? Meaning: to persuade someone to agree to soemthingI came in with pictures of what I thought would look good on me and she talked me into this style that I hadnt even thought of.TALK SOMEONEOUT OF SOMETHING?? Meaning: to persuade someone not to do somethingId like to go fishing, but my girlfriend is trying to talk me out of it.TALK SOMETHING THROUGH?? Meaning: to discuss something in detail, to help someone understand somethingAs we talked through the issues, I asked if I could get some proper training.TALK SOMEONE ROUND?? Meaning: to persuade someone to do something that they were againstI was against going to ballet, but Sarah eventually managed to talk me round. TALK SOMETHING/SOMEONE UP?? Meaning: to talk about something or someone in a way that makes them seem more important, successful, or better than they really areMy husband was excited to be going because I had talked up the event all week.TALK ABOUT (DOING SOMETHING)?? Meaning: to consider doing something or make plans for the futureJessica keeps talking about moving to a different country to get experience.Can you think of any examples with phrasal verbs with talk? Write them down in the comments section below ????

Writing about Charts, Graphs, and Diagrams

Writing about Charts, Graphs, and Diagrams Make sure to organize your IELTS Task 1 essay so that the reader can navigate it easily. Step 1: Give a clear overview of what the figure is about, showing that you understand the main message it conveys. Step 2: Describe the data in a systematic way (left to right, top to bottom, biggest to smallest) using numbers and words from the figure. Step 3: Compare significant elements of the figure, mentioning any trends or changes in the past, extrapolating for the future if you can. Useful chart, graph, and diagram vocabulary Some words are likely to appear in a discussion of a chart, graph, or diagram. Use the target structure checker with the following list of common chart, graph, and diagram vocabulary to see if you are using the vocabulary your readers (the examiners) are expecting to see. above, according to, apparent, are compared, are presented, bar graph, below, can be seen, chart, climbed, comparable, compares, considerable, considerably, decline, decrease, demonstrates, detailed, details, difference, dipped, diving sharply, downward, dramatic, dropped off, evident, falls, fell, fluctuation, fluctuations, gap, gradual, graph, greater, grew, grows, high, higher, highlighted, highlights, highs, histogram, illustrated, illustrates, increase, indicates, jump, leads, led, level, leveled, levelled, leveling, levelling, levels, lists, low, lower, lows, moderate, narrowed, note, number, observe, peak, peaks, period, photo, pie chart, pinpoints, plummeted, presents, proves, rapid climb, rates of, reports, reveals, remained, remains, rise, rises, rose, shown, shows, significant, slid, slight, steady, summarizes, results, value of, to every, to the left, to the right, total, trend, upward, we can see, widened, widening, widens Please follow and like us:

U.S. Parents Participate in the Education of their Kids

U.S. Parents Participate in the Education of their Kids American education does a lot to make every teacher and every parent understand the need for parental involvement in their educational process. Historically the role of parents in American school has been changing. And up until 1960 the prevalent opinion was that parents should not interfere in the work of the school. Some of the reasons for this situation was: the low level of education of many parents, their fulltime work, etc. In the seventies and especially in the eighties a movement for engaging parents in school affairs rose up. Modern parents are interested not only in family financial support, but also in the rise of academic achievement of their children and the development of positive self-esteem. Statistical studies conducted in the early 90s, proved that the development of school reform in the U.S. is slowing down due to low parental involvement in childrens education (89% of people involved in school reform, called it the main reason). Not only were teachers dissatisfied with such state of affairs, but also parents (40% of them said that they pay poor attention to the education of their kids, and 80% expressed their desire to participate actively in the work of the school) and children (72% of children aged 10-13 years and 48% aged 14-17 years indicated that they would like to talk more with parents about school, 82% of high school students believed that parents should be actively involved). Parent Enabling Policies for States, 1991, was trying to convince teachers that: · Parents have the right to take part in the selection of programs, methods and forms of education for their children, · Parents know their children better than anyone else, and this position can help professionals (teachers and psychologists) in their work, · Good parents and good teachers are equally important for the development of children, · Sometimes parents need help, additional knowledge on how to deal with children, and the teacher can help parents in that task. Here are some of the principles of working with parents, that have been formulated by the Department of Education of the State of New York (Parent Partnership, 1991): 1. Each family is unique in its way to support a child and collaborate with the school and the community. The uniqueness of the family should be respected. 2. Family, community, school they all play an important role in supporting and developing child’s mind. The basis of their partnership is trust, confidentiality and mutual respect. Participation of parents in their childrens education is to be welcomed. 3. The main task of any teacher is to provide social and emotional support to parents, a mutual exchange of information, strengthening and rainforcing parent-child dialogue, the involvement of parents in the education of the child in school and at home and support for children in further education and professional growth. 4. Establishing equal relations among school and community are not possible without the establishment of personal relationships between parents and teachers as well as between teachers and students. Some booklets describe the simplest steps to help reach out to parents. An example is the questionnaire for school personnel (adapted version) (The Parent Institute: Whats working in parent involvement, 1993): Are we friendly with parents? Is it easy to get to school? Is it easy for parents to find a teacher, head teacher and the office of the principal? Is the school open for meetings, supplementary education courses for parents and students, etc.? Do we know how to talk to the parents on the phone? Is the entire school friendly with the parents? Are we educating parents? Are we making open consultations or workshops for parents on children’s homework, discipline, motivation, etc.? A. Henderson in one of the teachers guide (North Central Regional Educational Laboratory, 1990) underlines that in order for the child to be successful in school, and then later in life, the most important thing is not his IQ, income, or social status of the family, but how his parents are involved in his (or her) education. In order to support parents in this difficult and long process, there are some of the rules for the school staff: School staff should be familiar with each child. Class instructor(leader) must regularly interact with students in the class, The teacher must personally contact each family in her class at least once a month (by phone, in person or at school events) Parents should at least once a month be able to come to school. In addition to meetings, it may be holidays, open day, volunteer work, picnics, etc. For parents who want to participate in the life of the school, the school doors should be opened at any time. They can attend classes, talk with teachers and the administration and use the library and the cafeteria, etc. Also there are some guidelines and recommendations for teachers to develop contacts with the family and real life in the school. For example family photos that children bring to school, interview family members, works on the participation of family members in various events, etc. Teachers can assign homework that is not possible without the participation of the parents in order to develop the role of parents in their childrens education and to strengthen the school community. Of course, the problem of getting parents to actively participate in the learning and growth of children in the U.S. has not been solved completely. But the principles underlying it, the presence of the legal framework, the theoretical and statistical studies of various kinds of training programs and manuals, a variety of recommended methods and ways of working, as well as its intensity indicates a greater probability of success in the actual practice of the school.

6 interview tips that will get you the job - straight from a teach abroad recruiter

6 interview tips that will get you the job - straight from a teach abroad recruiter So the date for your teach abroad interview is set - it’s time to make your mark! While competition can be fierce, there’s no need to stress. Here are a few of my tried-and-tested tips to make sure that you stand out from the crowd during your teaching job interview. Psst: Before you can ace your interview, you actually have to get the interview. Check out these posts for tips on getting your application in top shape: Why you need to complete your teacher profile Tips for taking a great profile picture 1) Research the school and position you're applying for. This doesn’t mean that you need to be a subject matter expert, but a familiarity with the hiring school or program will smooth out the process. Check out the school website or profile on Teach Away, as well as any social media accounts they might have. This will give you a good idea of their mission and values, which will help you figure out the type of teacher they’re looking for. It will also help you narrow down the themes you might be asked about - popular topics you might be asked include a lesson plan, how you communicate with parents, your classroom management style, are all likely to crop up over the course of your interview. You can also avoid embarrassment by looking up how to pronounce the country name ahead of time. Knowing which continent is on is also a must! Also know what topics to avoid - the last thing you want is to unwittingly offend your interviewer. For example: Discussing a Christmas lesson would be inappropriate for a school in the Middle East. 2) Talk about what you do, not what you’ve studied. What makes your class your class? It’s easy to rattle off some education buzzwords, but being able to confidently and concretely explain how you use those practices in your classroom is interview gold. Expect teacher interview questions that explore your experience with classroom management and differentiated instruction as well ESL and subject-specific teaching strategies and be ready to answer confidently, drawing on specific examples. 3) Tell brief, but personal, anecdotes. It’s worth keeping a mental folder full of past anecdotes and teaching experiences that show your strengths as an educator. Don’t be afraid to make these personal. Share something you’re proud of or a funny (but appropriate) classroom incident, to stand out in the interviewer’s mind and let them get to know you. While they want to get to know your teaching history, they also want to get to know you as a person. You might get asked to tell them more about a teacher who personally inspired you or what made you decide to become a teacher in the first place. Not only is this an opportunity for you to shine - emphasizing your shared passion for education will also also forge a stronger connection with the interviewer on the other side of the table. 4) Don’t shy away from a little self-reflection. There’s nothing wrong with admitting you don’t have experience in a certain area, especially if you can logically follow up with why it wouldn’t hold you back. Turn that negative into a positive! If you get thrown by a question, it’s perfectly fine to ask for a moment to consider your answer. And if you find yourself really stuck, be honest rather than try to ramble your way through an answer. Speaking of rambling... 5) More isn’t always better. It’s a good idea to practice some self-editing before your interview. Succinct and concise answers are easier for an interviewer to process. You’ll want to tie your answers back to your skills and accomplishments by providing examples of results you’ve achieved in the classroom. Try to limit answers to only a few sentences, though - unless you are prompted for more, or the topic is more involved. 6) Be willing to accept feedback. As teach abroad recruiters, we want our applicants to succeed and will work with you to help your chances. Hiring schools abroad are looking for best fit and want to be sure that they hire the candidates most likely to succeed and stay at their school for the longer term. If you’ve followed these job interview tips, you’re in great shape to nail your next interview and get that dream teaching job offer. If you receive coaching or notes on your responses from us before the interview, it is not meant as personal criticism of you as an educator, but rather an opportunity for you to refine your application. This might seem like a lot to absorb, but that’s what practice interviews are for. Sit down with a trusted friend or colleague and work through the above tips. Sign up to Teach Away today for access to the latest teaching jobs around the world. Try not to memorize your answers, but get comfortable speaking candidly - your interviews might try to throw you curveballs to see how you react. Wowing them with your knowledge and poise will get you that much closer to your dream teaching adventure abroad. Best of luck with your application!

4 Thoughts Students Have on the First Day of a New Job

4 Thoughts Students Have on the First Day of a New Job via Pixabay Every year, several million students graduate from college and are expected to enter the real world of hard work. Each month, at least several thousand students submit applications and resumes to various job boards and “we’re hiring” companies in the hopes of making the cut. Looking for a job is exhilarating and pain-staking all at the same time. Once you land a job, congratulations! But beware that a different kind of excitement followed by a little (or a lot) of anxiety takes hold. Trust me, you’ll get through fine as millions of young and old people before you have had to cross this way. You may be feeling nervous about beginning a new job or working somewhere for the very first time. And such feelings are completely normal. Making the move from full-time student to full-time professional employee can be a huge jump from the pool to the ocean. In college, much of your time was structured. Classes were set at specific times, and the same went for sports practice, live games, and bedtime if you lived in a campus dorm. You were also, for the most part, only responsible for yourself which included class attendance, health, homework, and grades. You had coaches, professors, mentors, and guidance counselors to serve as a booster along the way. Now, in the working world, things are different very different. You are still responsible for yourself and for your work but the whole company or department is relying on you to hold up your end of the deal. A mistake could be costly, even damaging to the reputation of the company and your co-workers. That’s another thing: you now have co-workers, bosses, supervisors, team leads, and managers that you have to choose to get along with. It would be great if we all could fast forward a month after we’ve settled into our new jobs, but it doesn’t work out that way. Here are some thoughts students have on the first day of their new job and a few suggestions on how to make for a more pleasant experience. 1. I don’t know anyone. Will my co-workers and supervisor like me? I hope I can fit in. If any of these thoughts have crossed your mind, it’s normal. You’re the new kid on the block and will be for a while, and that is always an awkward position to be in. But soon, you’ll get the hang of your job duties and fit right into the team. Just don’t give up too soon. A good rule of thumb is to be open and personable beforehand. For example, you could find out some of the people you’ll be working with beforehand, connect with them on LinkedIn or friend them on Facebook, let them know you’re a new employee, and ask to meet them for coffee or lunch one day at their convenience. This way, you’ve put your best foot forward and made some connections ahead of your first day. Doing this can give you an extra boost of confidence and make the first day less stressful. 2. Am I wearing the right things? Is my clothing professional enough? If you already interviewed and received the position you applied for, you should have a good basic idea of what type of clothing is expected in the workplace. Sometimes the dress is business casual while other times it is more laid-back. Still, some companies want their employees to be creative and forward while other companies prefer a more reserved look. It is all in the research. How was the recruiter or the interviewer dressed? That may give you some ideas to begin with. As always, when in doubt, don’t be too bashful to ask. Asking what is appropriate attire beforehand can make you feel better about starting your new job on day one. 3. I look lost, fearful, afraid, or feel like I don’t belong. It is very important to counter feelings with fact. You may not know everything that you will know within a few months. Since you have to start somewhere, it may be a little scary starting out, but just knowing that many other people have walked in your shoes can be comforting. Remember, you applied for the position and you got hired for the position. That is an accomplishment within itself. Therefore, you do belong. If you begin to feel overwhelmed, remember what you’re there for and what you will learn. 4. I don’t know or understand something. Ask. Ask. Ask. You may feel as though you are being an annoyance by asking your co-workers or boss a lot of questions or asking for help or checking in with someone to see if you’re on the right track. It may feel that way, but you’re not. You get ahead by asking questions, getting help, and learning from others. You’re new and there are a few perks to being new including that the people around you who know more than you within the company are obligated to answer your questions and offer their help. Being the new employee the rookie is both exciting and challenging. Like anything else in life, you will have to do some things by trial and error and you will be faced with opportunities and problems. Your goal is to make the best of every situation. Learn all you can. Work as hard as you can. Keep an open mind and make a good impression.

?? What is a Growth Mindset

?? What is a Growth Mindset What is a Growth Mindset? Above:Darcie, a Year Six pupil at Mereworth Community Primary School, outlines the difference between a fixed and growth mindset.Any teacher or tutor must surely believe that intelligence is something that can be improved over time, otherwise they are probably in the wrong profession - but many children simply do not feel this.We will not spend time debating the word ‘intelligence’, but hope you can gloss over that to take the point we are making - it is an important one.Carol Dweck, a renowned Educational Psychologist, compares what she describes as fixed vs growth mindsets. Dweck suggests:‘In a fixed mindset, people believe their basic qualities, like their intelligence or talent, are simply fixed traits. They spend their time documenting their intelligence or talent instead of developing them. They also believe that talent alone creates success - without effort. They’re wrong.In a growth mindset, people believe that their most basic abilities can be developed through dedic ation and hard work - brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment. Virtually all great people have these qualities.’A fixed mindset demands that pupils continually prove themselves to be smart. Imagine that you have one fixed level of intelligence, and you were given a test. If you do badly, and don’t believe you can change, this is a summation of your intelligence forever. With this mindset, given the choice, would you take an easy paper on which you would do well and can easily prove yourself, or a challenging one, where you will probably fail but will learn more? The answer, for most, will be the easy paper, and understandably so.Proponents of a growth mindset do not ignore the nature vs. nurture debate and recognise the importance of genes, however, it is widely accepted that the real key is hard work, training and experience. These will ultimately decide how far this natural aptitude takes you. Initial aptitude is merely the starting point for learning, with failure being a ‘springboard for growth and for stretching our existing abilities.’A fixed mindset asks, ‘How good am I?’A growth mindset asks, ‘How can I get better?’ Teaching a growth mindset is vital.This is far from simple. We all have a notion of our ‘natural’ intelligence, however, Dweck suggests that students must be taught to recognise their fixed mindset voice. If they can realise the hinderance of telling themselves, ‘This is a risk, you might look stupid,’ or, becoming agitated at receiving negative feedback, they can fight against it. We have all heard students say, ‘I can’t do it. I’m stupid.’ But what if we could develop resilience in these students to say, ‘I can’t do it now, but, with help and practice, I could in future.’ Well, any failure will be temporary and learning becomes a path to success that just takes time.For more information on developin g a growth mindset visit Dweck's site.

How to Prepare For the ACT General Chemistry Final Exam

How to Prepare For the ACT General Chemistry Final ExamA student taking the American College Testing (ACT) General Chemistry final exam must perform his or her best. The test is the final measure of whether a student has learned enough about chemistry to earn a college degree. While taking the test, it is important to remember that the test is graded based on the student's performance, not the subject matter. As a result, a student must know the material well enough to pass the test.Taking the General Chemistry test may be the first step toward earning your college degree. In addition to the American College Testing (ACT) General Chemistry exam, you will also have to take the test for every subject you wish to study. A good prep course can help prepare students for the exams and for the college entrance exam.Students with previous experience studying for the test will do better than those who have never taken an ACT test before. In addition to the exam preparation courses available o nline, some ACT testing centers offer certain classes specifically designed for individuals who have never taken the ACT General Chemistry exam.The test itself is structured to make it easy for students. You will not have to worry about remembering many difficult elements of the test, such as the percentages of hydrogen and oxygen in water. It is more about taking a few questions at a time and trying to answer them correctly.Most students will have a number of tips they can use to prepare for the test. Some students find that practicing the topics covered on the test before taking it can improve their test-taking skills. Others will be able to recall much of the material during their practice sessions. After all, it is often more effective to study what you know and less about what you don't know.For those students who have not taken the test before, they may be more nervous than usual. If this is the case, try to put yourself in a relaxed environment where you won't be interrupted. Allow yourself some time to enjoy some snacks or reading a book. Also, don't be afraid to make mistakes or test yourself more.These tips are useful to students who have never taken the test before. Following these tips will help you make your exam preparation as simple as possible.