What You Dont Know About Degenerate Chemistry and Its Uses

What You Don't Know About Degenerate Chemistry and Its UsesWhen I first began learning about degenerate chemistry, I was on a mission to discover the truth behind all the crazy stuff in my books. I have gone through several of my books with this goal, but all of them were filled with the ravings of a mad scientist and I just couldn't find anything useful.I finally discovered that this book was filled with nothing but nonsense that was just like some of the science stories you see on TV. I started learning a little bit more about degenerate chemistry and one thing I learned is that it's a course I can use for learning about chemistry. I found out a lot of things about it when I read the book, and I will be writing about them.The very first thing I learned about degenerate chemistry was that there is no such thing as an evil life form. I was always told by teachers at school that there are evil things in the world and you can only cure them with the good guys, but in the end they will always come back to this earth if you don't do something to stop them.When I started learning about degenerate chemistry, I figured this out after I looked into the recent scientific developments about this subject. The scientists found out that the molecules are not as dense as people think, they are actually lighter in weight than they appear to be. This is how they were able to tell a great deal of things about them.The degenerate molecules are heavier than all the other molecules because they are 'coiled'. I have heard of several degenerate substances that are poisonous if they become agitated in a certain environment. I learned about these coiled molecules when I started learning about degenerate chemistry.There are several hundred substances that have been identified as degenerate in nature. These are all the same, all products of the death and decay of organic matter. One substance I learned about is the decomposing organic matter, which includes feces, vomit, and decaying me at.Degenerate chemistry is known to contain deadly and dangerous chemicals, but they are only found in the products of decomposition. The gases produced by the decomposition are toxic to the human body, but when those gases are mixed with other components they are known to be very safe. All this has been made possible by the work of the modern scientists.

Regulating Unpaid Internships

Regulating Unpaid Internships Federal and state regulators are becoming increasingly concerned with employers exploiting college students through unpaid internships, as a means for free labor, according to a New York Times article. There has been a sharp increase in unpaid internships because of the recent economic recession. Many employers have been forced to make cuts. They have been picking up the slack and cutting costs by hiring unpaid interns. Also, there is a strong desire for many college students to pursue unpaid internships to enhance their rsums and gain valuable experience in their field. In 2008, 83% of college graduates held an internship, an increase from 9% in 1992. The federal Labor Department and other regulators are increasing their enforcement by investigating many businesses to determine if their unpaid internships violate a states minimum wage laws or other workforce laws. Some employers have already been fined for having unpaid interns in Oregon and California. Many regulators believe that firms and other companies commit violations across the nation. However, these firms continue to get away with exploiting interns because many college students are very reluctant to report wrongdoings. Students are afraid they will quickly be labeled as a problematic, unprofessional employee, which could deter their chances of landing a job after graduation. If youre a for-profit employer or you want to pursue an internship with a for-profit employer, there arent going to be many circumstances where you can have an internship and not be paid and still be in compliance with the law, Nancy J. Leppink, the acting director of the Labor Departments wage and hour division told The New York Times. Leppink also said that there are several criteria that internships must meet if they are going to be unpaid. Some of these regulations are that an unpaid internships training should be similar to what a student would receive at a college or vocational school, the interns job cannot take the place of another paid position and that the employer derives no immediate advantage from the intern. Also, an unpaid internship is likely to be illegal if it involves only mindless, unskilled, menial work like making copies or stuffing envelopes. Essentially, if an internship is going to be unpaid, the intern must benefit from the experience more than the employer. This will not immediately affect high school students. Nevertheless, it is a positive trend that is likely to benefit them once their college careers begin. Regulators are likely to continue cracking down on employers, forcing them to pay their interns, or change the interns tasks and responsibilities. This will work to many college students advantage. However, there could be a decrease in available internships. Some companies and firms are likely to cut their internship programs entirely, rather than making them paid.

Dublado versus legendado

Dublado versus legendado Quando comecei a me aprofundar no estudo do Inglês, percebi que a minha maior dificuldade não estava na compreensão escrita da língua, mas sim na minha capacidade de falar e compreender o Inglês oral. Eu era perfeitamente capaz de entender um texto escrito, porém, não tinha capacidade (ou treino) para ver um filme em Inglês sem que ele estivesse dublado ou legendado em Português. Image courtesy of Ambro / FreeDigitalPhotos.netNo Brasil, infelizmente, somos habituados a ver filmes dublados. Quando somos crianças, e ainda não temos a nossa capacidade de leitura desenvolvida, fica claro que a dublagem é necessária. Contudo, conforme crescemos, o paradigma não muda. Os filmes continuam a ser dublados, muito embora haja um movimento que luta pelo fim dessa imposição da dublagem.Claro que, se pensarmos nos níveis de analfabetismo, a dublagem continua sendo uma forma barata de trazer o que é internacional para o Brasil, sem fazer com que uma parcela da população se sinta excluída. De acordo com dados divulgados em 2012, referentes à pesquisa efetuada pelo IBGE em 2011,  8,6% da população brasileira, com 15 anos ou mais, é analfabeta. Verifica-se uma queda de 1,1% em relação a 2009, quando a taxa era de 9,7%. Contudo, ainda existem 12,9 milhões de brasileiros que não sabem ler e escrever. Por isso, faz sentido colocar a hipótese de que um dos motivos pelo qual o império da dublagem se perpetua é o número de analfabetos, ainda que países com índices de alfabetização superiores aos do Brasil também apostem na dublagem.É engraçado pensar nisso hoje em dia, mas apenas quando já era adolescente é que tomei consciência do quão prejudicial é essa cultura da dublagem. Estava tão habituada a ver os filmes assim que, quando comecei a ver filmes legendados, senti dificuldades em acompanhar a história e ler ao mesmo tempo. Até parece ridículo dizer isto, mas vivemos em um país onde as pessoas se tornam fãs de determinados atores e atrizes, muitas vezes, sem sequer ter ouvido a voz dessas pessoas! Como é óbvio, isso não acontece apenas no Brasil. Espanha e França são ótimos exemplos de países onde a dublagem de filmes e séries também é comum, mas não é porque eles fazem que a gente tem que continuar fazendo, né?Embora isso seja pouco divulgado, vários estudos (como este) apontam para os benefícios da exposição de pessoas que estão aprendendo Inglês à filmes e séries legendados, preferencialmente em Inglês, para que o aluno tenha acesso aos diálogos tanto por áudio como por texto, facilitando o desenvolvimento do seu nível de compreensão oral e escrita daquela língua estrangeira. Daí que seja fundamental, quando o objetivo é realmente aprender Inglês, que o indivíduo experimente começar a ver filmes com legendas, sejam elas em Português ou Inglês.No começo, ver filmes com legendas em Português ajuda a que você relacione o que está sendo dito com a tradução que foi feita, mesmo que, em alguns casos, as traduções possam ser enganadoras. Mais para frente, quando você já se sente à vontade com o Inglês escrito, ter acesso a filmes com legendas em Inglês permite que você associe o que está escrito com a pronúncia e treine o ouvido para construções que podem induzir a erros de compreensão, como acontece frequentemente com músicas.Tendo isso em mente, se você ainda está preso aos filmes e séries dublados, mas quer mesmo aprender Inglês, comece o seu ritual de libertação e abrace o mundo das legendas, porque, se você se aplicar no aprendizado da língua, até elas serão desnecessárias.

GCSE Poem analysis - My Last Duchess by Robert Browning

GCSE Poem analysis - My Last Duchess by Robert Browning My Last Duchess - By Robert Browning That’s my last Duchess painted on the wall, Looking as if she were alive. I call That piece a wonder, now; Fra Pandolf’s hands Worked busily a day, and there she stands. Will’t please you sit and look at her? I said “Fra Pandolf” by design, for never read Strangers like you that pictured countenance, The depth and passion of its earnest glance, But to myself they turned (since none puts by The curtain I have drawn for you, but I) And seemed as they would ask me, if they durst, How such a glance came there; so, not the first Are you to turn and ask thus. Sir, ’twas not Her husband’s presence only, called that spot Of joy into the Duchess’ cheek; perhaps Fra Pandolf chanced to say, “Her mantle laps Over my lady’s wrist too much,” or “Paint Must never hope to reproduce the faint Half-flush that dies along her throat.” Such stuff Was courtesy, she thought, and cause enough For calling up that spot of joy. She had A heartâ€"how shall I say?â€" too soon made glad, Too easily impressed; she liked whate’er She looked on, and her looks went everywhere. Sir, ’twas all one! My favour at her breast, The dropping of the daylight in the West, The bough of cherries some officious fool Broke in the orchard for her, the white mule She rode with round the terraceâ€"all and each Would draw from her alike the approving speech, Or blush, at least. She thanked menâ€"good! but thanked Somehowâ€"I know not howâ€"as if she ranked My gift of a nine-hundred-years-old name With anybody’s gift. Who’d stoop to blame This sort of trifling? Even had you skill In speechâ€"which I have notâ€"to make your will Quite clear to such an one, and say, “Just this Or that in you disgusts me; here you miss, Or there exceed the mark”â€"and if she let Herself be lessoned so, nor plainly set Her wits to yours, forsooth, and made excuseâ€" E’en then would be some stooping; and I choose Never to stoop. Oh, sir, she smiled, no doubt, Whene’er I passed her; but who passed without Much the same smile? This grew; I gave commands; Then all smiles stopped together. There she stands As if alive. Will’t please you rise? We’ll meet The company below, then. I repeat, The Count your master’s known munificence Is ample warrant that no just pretense Of mine for dowry will be disallowed; Though his fair daughter’s self, as I avowed At starting, is my object. Nay, we’ll go Together down, sir. Notice Neptune, though, Taming a sea-horse, thought a rarity, Which Claus of Innsbruck cast in bronze for me! This poem is set in 1564 and is based on the real-life Duke Alfonso II who ruled Ferrara, Italy in the latter half of the 16th century. In the poem, he’s talking about his first wife Lucrezia de’ Medici, 3 years after she died under suspicious circumstances shortly after marrying the Duke. Summary This poem is set in 1564 and is based on the real-life Duke Alfonso II who ruled Ferrara, Italy in the latter half of the 16th century. In the poem, he’s talking about his first wife Lucrezia de’ Medici, who died under suspicious circumstances shortly after marrying the Duke. In the poem the Duke is speaking to an emissary who is negotiating the Duke’s next marriage to the daughter of another powerful family. He is showing his visitor around his palace and stops in front of a painting of his late wife. The Duke then begins to reminisce about his late wife’s portrait sessions with the painter, and then about the Duchess herself. His reminiscing soon turns into a verbal onslaught of his late wife’s behaviour, where he abjectly accuses her of being overly flirtatious with everyone, and not appreciating his “gift of a nine-hundred-years-old name”. As his speech continues, the reader realises with ever more terrifying certainty that the Duke was responsible for the Duchess’s early demise, due to her worsening behaviour: “I gave commands; Then all smiles stopped together”. After making this declaration, the Duke returns back to the discussion of arranging his next marriage. As the Duke and emissary leave to return to the other guests, the Duke calls attention to his bronze statue of Neptune taming a seahorse. Structure and Language This poem is a dramatic monologue which means it’s one person speaking through the whole poem. It’s written in iambic pentameter (same rhythm as much of Shakespeare’s work) and rhyming couplets. This means each pair of lines ends with rhyming words, for example: “ That’s my last Duchess painted on the wall,/Looking as if she were alive. I call” Because it’s a dramatic monologue, this poem is structured as a long speech, which is evident in its use of varied punctuation. All of the colons  (:), dashes (-), commas (,) and full stops (.) are used to create the feeling of regular speech. This poem is loaded with rhyme because of the rhyming couplets. However, it is also loaded with enjambment which can often mask the rhymes. Enjambment is when a line of poetry ends in the middle of a thought without any punctuation. When you read the poem, you generally read straight through to the next line and so you would not pause to emphasise the rhyming words at the ends of the lines. For example, “My gift of a nine-hundred-years-old name/With anybody’s gift. Who’d stoop to blame” you would read straight through name to finish the thought which ends at the full stop in the next line: “nine-hundred-years-old name with anybody’s gift.” Thus the rhyme of “name” and “blame” is masked. The imagery in this poem is rather limited, reflecting the Duke’s admission that he is not “skilled in speech”. There is a lot of imagery about possessing objects, as well as an abundance of personal pronouns. This suggests the Duke’s selfish and self-important character. Themes of this poem reflect on wealth, status, and pride. The Duke, though a wealthy and proud character, is not seen in a good light. Despite thinking very highly of himself, the Duke comes across to the readers as arrogant and unlikable. The reader also sees that money cannot buy happiness; although the Duke is wealthy, he is insecure and paranoid about his late wife’s behavior. Overall, the author wittily shows that sometimes a person’s commentary on a subject tells you more about the person than the subject. In this case, the Duke’s repugnant personality is revealed through his commentary on his wife. For More GCSE poem analyses: Praise Song for My Mother, Nettles, The Yellow Palm, and Medusa Or for other  great GCSE resources New Maths 9-1 GCSE Five Strategies to improve Academic Performance Need anymore help with English? Find professional GCSE English tutors near you by following the link. Written by Madeleine K

Activity based fun with Math - Aloha Mind Math - ALOHA Mind Math

Activity based fun with Math Here is a greatposton fun activities for kids. It is so great to be able to have some activity based fun with kids, and if you can add math to the picture, it can have some added advantage of helping them with the subject too. Here are some great activities that can help connect kids to math by making it fun for them: Puzzles:Math based puzzles are a great way to ignite your child’s curiosity, and you can easily make or find ones that are appropriate for kids of all ages. This can also be a great indoor activity for those rainy or cold days that the kids can’t play out of doors. You can find a lot of puzzle sites online, or even make your own that will also be an interesting craft project with your child. Food can be fun:Take your kids along to the supermarket and ask them to guess how many tomatoes make a kilo. Then move to the onions â€" you get the idea. Weighing each vegetable or fruit, and assessing numbers, then seeing the result on the scale will help your child get a clear idea on weights and balances at an early age. http://www.flickr.com/photos/rightee/4309558/ Algebra through play:The Montessori method has some great learning materials such as thebinomialand trinomial cubes, which help to improve motor skills in young children, as well as teach them the basics of the algebraic equations that they’ll find much easier to understand once they have understood the pictorial representation. Visual approach:Boards are now available in a variety of choices â€" from the old school blackboards which are still so much fun, to magnetic or those meant for sanded letters. Use any one you want to draw or stick objects when you want to explain to your kid what basic concepts like addition or subtraction are about. Starting with visual understanding, and then moving to the mental calculation will imprint the concept very well in your child. I hope these will make a good start to having fun with math, for you and your kids. When they are 4-5 years of age, they are also ready for concepts like learning math through Abacus, which can also help them with the subject at school. Do check out more details about our classes at:http://www.aloha-usa.com

What is the Kumon Method

What is the Kumon Method What is the Kumon Method? The Kumon Method instills in students the skills and mindset for learning new materials without being directly taught. The Kumon Program is a home-based education system that aims to develop students’ academic ability and independence. Kumon materials incorporate methods for introducing new content in a way that enables students to learn without directly being taught even after advancing beyond school grade level. Students are given an example when a concept is introduced for the first time in the worksheets. The worksheets increase in difficulty in small increments in order for students to learn on their own more easily. This makes it possible for students to form connections in their minds between the new concepts and topics they have already studied. Through individualized instruction, Kumon pursues the potential of each child to fully develop his or her academic ability and independence. The Kumon Instructor motivates students to have a sense of ownership and positive attitude towards study. During class, the Instructor observes and individually guides students by providing hints and helpful feedback. This instructional approach develops the students’ ability to reason and think logically. To fully experience all of the benefits of the program, Kumon strives to cultivate confident students who are learning material three years or more beyond grade level. Advancing beyond school grade level provides an opportunity for students to be introduced to new concepts earlier than at school in order to stay one step ahead. Being able to learn independently is a valuable skill that can drive success in school and then beyond. You might also be interested in: Why is Dual Enrollment in Kumon Math and Reading Important? How is Kumon Different from School Math? Instructor Spotlight: Lillian Brijeski No, Kumon Isn’t Tutoring What is the Kumon Method What is the Kumon Method? The Kumon Method instills in students the skills and mindset for learning new materials without being directly taught. The Kumon Program is a home-based education system that aims to develop students’ academic ability and independence. Kumon materials incorporate methods for introducing new content in a way that enables students to learn without directly being taught even after advancing beyond school grade level. Students are given an example when a concept is introduced for the first time in the worksheets. The worksheets increase in difficulty in small increments in order for students to learn on their own more easily. This makes it possible for students to form connections in their minds between the new concepts and topics they have already studied. Through individualized instruction, Kumon pursues the potential of each child to fully develop his or her academic ability and independence. The Kumon Instructor motivates students to have a sense of ownership and positive attitude towards study. During class, the Instructor observes and individually guides students by providing hints and helpful feedback. This instructional approach develops the students’ ability to reason and think logically. To fully experience all of the benefits of the program, Kumon strives to cultivate confident students who are learning material three years or more beyond grade level. Advancing beyond school grade level provides an opportunity for students to be introduced to new concepts earlier than at school in order to stay one step ahead. Being able to learn independently is a valuable skill that can drive success in school and then beyond. You might also be interested in: Why is Dual Enrollment in Kumon Math and Reading Important? How is Kumon Different from School Math? Instructor Spotlight: Lillian Brijeski No, Kumon Isn’t Tutoring

5 Principles to Help Your Child Excel - ALOHA Mind Math

5 Principles to Help Your Child Excel We thought we would share the following 5 essential education and life principles to help your children excel as they prepare to go back to school. Teach Your Child to Reach for the StarsHave them write down their hopes and visions each year. Throughout life we have the tendency to let go of our lofty goals because of fear. Lead them to talk openly about their hopes and dreams. Be supportive. Encourage your child to not give up, especially during challenging times and, especially when obstacles get in the way. Support your children to dream big. Parents can create a book of their vision. Ask them to draw what they want to be, write a brief paragraph explaining what they would do, and what it would mean to them to achieve their dream. By them putting their ambitions on paper helps the child visualize their aspiration. Allow and Teach Your Child to be Inquisitive-Inventors like Ben Franklin and Steve Jobs were innately curious about why and how things worked. Provide your kids opportunities to think outside the box. Take them to a Science and Industry Museum or a Children’s Discovery Museum. Provide options where active learning can take place up close in different environments. Teach Your Child the Importance of Education-Obtaining a college education and buying a house are some of the American dreams. Attending college may seem like a lifetime away to children or an un-achievable dream, but once achieved no one can take away your diploma or degree. Children need to be self-assured in who they are to ask probing questions. In order for a child to be inquisitive it is also important he or she feels comfortable asking and answering questions â€" either in class, after class, after school, and at home. Teach Your Child to Accept Mistakes and Learn from Them They are starting a new school year which means new teachers, friends, and new concepts. They may meet many challenges in the school year. Teach your child to allow themselves to accept, but learn from their mistakes. The next step is to instruct them on how to solve their own problems. Teach Your Child to Realize They Can Do Anything They Put Their Mind to Do The mind is miraculous. Parents usually see the capabilities and talents of their children long before they do. This is likely why some children may by surprised of their own successes when others knew they had the ability all along. Give them nudges of encouragement. Provide constructive feedback. Most of all consistently tell your children they can be whatever they want to be and achieve whatever they want. How did Howard Schultz, founder of Starbucks, who grew up in the projects in Brooklyn achieve success and build a household name? In his own words, I wasnt afraid to create a company that no one initially believed in… Dream more than others think practical. Expect more than others think possible. Care more than others think wise. What are your dreams? What else should we add to this list that you teach your children?