What Is a Radical in Chemistry?

What Is a Radical in Chemistry?What is a Radical in Chemistry? This is the most basic question asked by a student who wants to be an organic chemist. In this article, we will try to explain what a radical is and how it can lead to fruitful success in your science studies.A radical is nothing but a reaction product of an existing chemical compound. In other words, radicals are a reaction which results from chemical reactions that had to be performed in reverse order. However, they are an important part of nature. For example, a surfactant is a compound with a hydrophilic property (which means that water molecules will attach to it) and it is a radical.A radical, of course, is also something that happens within the body. The heart pumps around them and an enzyme in the liver are a radical.The aim of Organic Chemistry is to use the radical to our advantage. At the heart of the game is the method of rearrangement called The Atomic Model. It helps us understand how the different kinds of radicals interact with each other in nature and how it relates to changes in the physical and chemical properties of compounds.Now that you know what a radical is, it will be a great help to understand how you can become an Organic Chemist or a Chemical Chemist. Let's see some steps to getting an A-level in Organic Chemistry. We will start with a history lesson about the concept of radicals.The chemistry of radicals is nothing new. In fact, radical theory has been around for several years. If we go back in time, the relation between radicals and oxygen was well known. Then, after World War II, the concept of radicals became more prominent inphysics, especially as a result of the nuclear reactor.The idea of a radical is like having your own little generator that will provide power when the right kind of energy is applied to it. Now that you have an idea about what a radical is, it is time to start your career as an Organic Chemist. Take this opportunity to embrace the world of knowle dge and pursue your degree.

In Defense of the Thesis Statement

In Defense of the Thesis Statement If your student has had a hard time writing essays, whether for history or English class, the difficulty often comes from one single sentence: the thesis statement. A lot is riding on the thesis statement. Most teachers (and AP exam graders) expect the thesis statement to do many things well: summarize the argument, outline evidence, and inform the reader while at the same time leave them wanting more. It’s no wonder students buckle under the pressure of the thesis statement and sit staring at the glowing screen, fully writer’s blocked.In his most recent work, quirky though critically acclaimed novelist Nicholson Baker spent a year as a substitute teacher. Straddling the line between fiction and non, Substitute showcases Baker’s attempts to make sense of the contemporary education landscape. Of the both serious and light-hearted reflections that Baker presents, his offbeat take on thesis statements highlights one of the most commonly echoed complaints of a “typical” English student, namely: “More injury is done to high-school essays by the imposition of the thesis statement requirement than by any other means. The trick, kids are sometimes told, is to begin with a word like ‘although.’ No.”The last word says it all: No. And yet, the thesis statement requirement isn’t going anywhere. A Google search will provide thousands of resources about how to write a thesis and how to fix a bad one, but what you won’t find anywhere is an impassioned defense of thesis statements.Though students find the emphasis on thesis statements tedious, teachers have not hesitated to shine a spotlight on the importance of them. In some classes, students cannot even begin to write their papers until the thesis has been approved. As much as teachers tend to emphasize theses, they don’t always offer effective instruction on how to construct them, which in turn leads many frustrated students to tutoring.Tutors work diligently with students to help them craft their th esis statements. Known effective processes to improve thesis statements and to minimize the stress of composing them include brainstorming, foregrounding the search for evidence, and finding ways to visualize the argument that is to come.Our PhilosophyAJ Tutoring’s English department has worked hard to change the focus surrounding thesis statements. We know how important they are to the English classroom, and we want the student to experience writing as a process, an ongoing craft, and an opportunity to experience the possibilities of language and creativity. Our English department truly believes in the working thesisâ€"an evolving controlling idea that adapts to evidence and responds to new ideas as the student experiences them. We work with students who write in different ways, with different levels of confidence, and with different purposes in mind. To reach these varied students, we recommend multiple thesis writing strategies. In some cases, we encourage the student to compos e a working thesis first and then find supporting evidence before returning the thesis for a round of revision.Other students may respond better if they find textual evidence first, analyze the trends and patterns of those textual resources, and then begin crafting a working thesis. That working thesis may then adapt and change over the course of the writing of the paper.Though students craft theses differently and with varying degrees of enthusiasm, we know that the explicit thesis statement isn’t going anywhere. Teachers are going to continue to assign them and demand that they appear in their usual spot, bringing up the rear of the opening paragraph of the essay. We also know that thesis statements serve an invaluable purpose.Nicholson Baker calls the thesis statement, along with ethos and the unreliable narrator, “fluff knowledge, meta- ­knowledge.” Baker’s premise is predicated on utility; he compares the relative usefulness of basic math to the useless pedantry of the thesis statement. Baker’s criticism lies in the focus of these teachers. By privileging the thesis statement at the expense of nurturing a kind of wide-eyed curiosity toward reading and writing, Baker thinks teachers are missing the mark. Baker worries that “beyond these basics,” students are missing the “vast, beautiful, glittering midden of applied and miscellaneous knowledge.”It’s dangerous to take Baker too much at his word. He is a tongue-in-cheek prankster, and yet, his denigration of the thesis statement misses an important pedagogical point. Students need organization, visualization, and conceptual understanding in order to structure their writing and produce a strong finished product. The thesis statement, as controlling idea, is not “fluff knowledge.”By treating a thesis statement less as an outcome and more as a process, it becomes a quiet metaphor for the writing process itself. It is never quite finished, but always evolving. In its earlier forms, it is supple enough to adapt to new ideas, fresh feedback, and rigorous revising, but strong enough to guide the student through hesitations, false starts, and doubts. Like Baker, we want to treat the thesis statement not as an end, but as a path toward one possible end. Unlike Baker, we would like to rehabilitate the thesis statement from torturous, academic busy work and refocus what it can do for students’ writing and thinking: provide clarity, structure, and unity.If your student needs help crafting thesis statements and developing their voice for essay writing, you can read more about our English tutoring program  or give us a call at (650) 331-3251 to discuss how our English tutors can help.

East Coast Musician of the Year Competition 2014

East Coast Musician of the Year Competition 2014 Closing date for the 2014 for The East Coast Musician of the Year Competition 2014 is fast approaching. Closing date Monday 13/10/2014. The East Coast Musician of the Year Competition 2014 will be held in November in Bridlington, East Yorkshire Closing date 13/10/2014, Heats 8/11/2014, Final 22/11/2014. There are 5 entry classes 10 and under, 12 and under, 14 and under, 18 and under and an open class for over 18. The choice of instrument and music is left to the candidates and their teachers. This year we are holding a special MASTER CLASS for pianist to be taken by Richard Uttley (Concert Pianist). His concerto repertoire includes works by Beethoven, Brahms, Gershwin, Grieg, Haydn, Mendelssohn, Mozart, Poulenc, Rachmaninov, Ravel, Stravinsky and Tchaikovsky. Recent concerto performances include with the National Symphony Orchestra and for the BBC at Maida Vale Studios, as part of a Proms Plus Composer Portrait. To be eligible for the Master Class candidates must enter the competition. Further information and Entry forms can be downloaded from www.ccmf.co.uk (see Events) or Paul Lowe 01262 677835. This is a great opportunity for young pianists.

Bad News For College Students Sugar Is Definitely Bad For You

Bad News For College Students Sugar Is Definitely Bad For You pexels.com According to newly released historical documents, back in the 1960s, it’s suggested that the sugar industry paid scientists to downplay a certain link between sugar and heart disease, placing the blame instead on saturated fat. A researcher from the University of California in San Francisco uncovered these documents from the sugar industry and published them in JAMA Internal Medicine. And what these documents suggest is that over 50 years of research into nutrition and heart disease were shaped, on a large scale, by the sugar industry. So today’s dietary recommendations quite possibly hold no merit. According to Stanton Glantz, professor of medicine at UCSF (and an author of JAMA paper), “They were able to derail the discussion about sugar for decades.” Even worse? The Sugar Research Foundation (or the Sugar Association, as it’s known today), paid three Harvard scientists $50,000 (today’s money) to publish a review on sugar, fat and heart disease that minimized the link between sugar and heart disease and instead cast the blame on saturated fat. In other words, this article was falsified to hide the real harm sugar does to the body. And while this is a seemingly isolated incident back in 1967, this isn’t the only indication that the food industry has been influencing nutrition studies and recommendations. In fact, just last year the New York Times uncovered the fact that Coca-Cola gave millions to researchers to downplay the link between sugary drinks and obesity. And the Associated Press also recently reported that candy companies were funding studies that were showing kids that eat candy weigh less than those who don’t. Of course, now the scientists from Harvard involved in the sugar scandal are no longer alive and neither are the sugar executives responsible for paying them off. And the sugar industry has since responded to the JAMA report that called them out for funding studies that benefited them, but they claimed that the 1967 review came out at a time where the researchers weren’t required to disclose their funding sources. According to the Sugar Association, the industry “should have exercised greater transparency in all of its research activities.” But even in saying that, the association continued to defend the research in saying that it concluded sugar “does not have a unique role in heart disease.” So why is this important? Lying isn’t the worst part, it’s the way it has affected the population that is now a problem. Because of these studies, the general population believed that sugar was less harmful than saturated fats, so people began consuming low-fat, high sugar foods to control their fat intake. What this has done, as sugar is actually the culprit, is fueled a prevalent obesity crisis even further. According to Glantz, “it was a very smart thing the sugar industry did, because review papers, especially if you get them published in a very prominent journal, tend to shape the overall scientific discussion.” So essentially what happened is this research, that was manipulated for the sugar companies, influenced the government’s dietary recommendations, which in turn suggested to consumers that sugar wasn’t nearly as bad as it actually was. Instead of sugar, saturated fat was seen as a major cause of heart disease, and sugar was emphasized as nothing more than empty calories. And while recently saturated fat warnings still exist, the American Heart Associate, the World Health Organization and other health authorities have warned against added sugar in large amounts for cardiovascular risks. According to Marion Nestle, professor of nutrition, food studies and public health at NYU, there is “compelling evidence” that the sugar company funded this research “expressly to exonerate sugar as a major risk factor for coronary heart disease … I think it’s appalling. You just never see examples that are this blatant.” And according to Dr. Walter Willett, the chairman of the nutrition department at the Harvard T.H. Chan School of Public Health, this is “why research should be supported by public funding rather than depending on industry funding. Given the data that we have today, we have shown the refined carbohydrates and especially sugar-sweetened beverages are risk factors for cardiovascular disease, but that the type of dietary fat is also very important.” Everything is documented through archives at Harvard as well as at the University of Illinois and other libraries. These archives are complete with statements from John Hickson, the top sugar industry executive, in which he says things such as “we can publish the data and refute our detractors” and, upon reading the review, “Let me assure you this is quite what we had in mind, and we look forward to its appearance in print.” Essentially, this looks very bad for the sugar industry. And it’s only a matter of time before the news spreads faster and there are bigger issues at hand. Moral of the story: don’t believe everything you read.

Booking a holiday don`t incur a fine by making your child miss school - Tutor Hunt Blog

Booking a holiday don`t incur a fine by making your child miss school Booking a holiday? don`t incur a fine by making your child miss school Booking a holiday? don`t incur a fine by making your child miss schoolSchoolsIn case you missed the news bulletin, spring officially began last Wednesday, on the 20th march. The long winter is finally over, and people are already talking about their holiday plans. The travel brochures are coming out, hotel guides are being perused, and conversations are turning to the summer. Perhaps a trip around Europe would be nice, or even a holiday in America, if we book a ticket now it won`t be too expensive. If you are a parent with a child at school, you should ensure you don`t make a booking that clashes with their term time. It`s actually against the law to make your child absent without permission from the school - and a holiday is not an acceptable reason to have them miss classes. Those parents who choose to break these regulations may face criminal charges, and will almost certainly be presented with a hefty fine when they return from their vacation. The number of fines issued to parents has been growing steadily over the last few years, as ever more parents choose to contravene regulations, and take their children on holiday during term time. The rise has indeed been precipitous, with the number of penalties actually doubling during just a single year. The Department for Education (DfE) has said that `Unauthorised family holiday absences` have risen by 93% to almost 223,000 between 2017 and 2018. You may recall a notorious case during 2015, where a father took his daughter on holiday to Disneyland during term time, and was actually convicted of failing to secure his child`s regular attendance. The father, Jon Platt, took his case all the way to the supreme court, eventually losing the legal battle in 2012, having to accept a 12-month conditional discharge and a fine of 2,000. At the moment councils are empowered to fine parents 60 for each child taken out of school without proper permission. If payment isn`t received within 21 days the fine rises to 120; and if after 28 days no action has been taken the parents can expect prosecution. Many people have decried the overly authoritarian steps taken by schools and councils, protesting that they have a right to enjoy holidays with their children, and that trips abroad offer their own kind of education. An understandable complaint regards the price increase slapped on by airlines and hotels during the holiday period - which means many parents simply can`t afford to go abroad during the summer, Easter or Christmas breaks. During the 2017-18 academic year there were 260,877 penalty notices issued by the council for unauthorised absences from school. These certainly aren`t small numbers, exceeding as they do a quarter of a million; and it would be distressing to think that hundreds of thousands of children are missing out on weeks of their education. I suspect that the penalty notices concern only a few days, perhaps at the start or end of a school term - but the fact remains that these schoolchildren are missing out on important lesson time. Out of all the penalty notices issues During 2017-18 there were 19,518 prosecutions, so around 7.5% of parents or guardians refused to initially pay the fine. This figure is up sharply from 13,324 only the year before, where 5.0% refused to make payment. The Campaign for Real Education has expressed the view that fines should only be used as a `last resort`. It maintains the policy though that it`s irresponsible and damaging to a child`s education for them to miss out on schooldays to go on holiday. Chris McGovern, chairman of the Campaign for Real Education and a retired head teacher, said making a child miss lessons simply to go on a `cheap holiday` was a `remarkably selfish action`, that could well have a lasting detrimental effect on their education. One wonders how he determined that parents committing these `selfish` acts always choose low budget holidays - but he went on to say: `Teachers are distracted from their regular teaching by having to help the absentees to catch up,` and added that term time holidays were mostly `for the benefit of the parents, rather than the children`. Of course even just missing a single lesson can be a huge impact for a child, one they may struggle to catch up on - but it would be a shame if many children lost the opportunity to travel with their families. Travelling abroad brings its own kind of education, especially for a child. Being in amongst the hustle and bustle of another country, another culture, can bestow a learning and knowledge that cannot be found in the classroom. 11 months ago0Add a Comment

How does Kumon help prepare students to become successful standardized test-takers

How does Kumon help prepare students to become successful standardized test-takers How does Kumon help prepare students to become successful standardized test-takers? To be successful on standardized tests, students must possess effective test-taking strategies. Through long-term study, Kumon students build a strong academic foundation in mental calculation, critical thinking, and reading ability, while developing these important test-taking strategies and skills: Follow instructions and read questions carefully. Reading the instructions and questions carefully is a simple, yet important, test-taking strategy. A typical issue on standardized tests is that children do not follow the directions because they are not accustomed to interpreting them. Kumon students routinely practice reading the directions and examining the questions on their own.   Manage time wisely. When children do not know how to manage their time well, they can spend their time inefficiently on difficult items and may struggle to finish the test. Kumon students learn how to manage time wisely by fitting Kumon into their schedule. In addition, students learn to solve quickly through timing their daily assignments. On test day, they tend to solve quickly, which can give them extra time on a test to verify their answers. Demonstrate stamina in concentration. Through the Kumon program, students improve their concentration ability and develop the stamina to focus continuously. Standardized tests typically run all day, and concentrating for hours is challenging for many children. When there is no “gas left in the tank”, children are unable to concentrate for hours, thus possibly leading to a poor result, even if they are adept with the content. Have confidence and feel relaxed. On test day, it’s very important for children to feel relaxed and confident. From the beginning of Kumon study, students develop confidence in their abilities and a positive attitude towards studying. Students who are comfortable with being timed have an advantage over those for whom a timed standardized test creates anxiety. As students complete their daily worksheets, or their Achievement Tests, Kumon can cultivate a greater awareness of their speed, and can reduce anxiety surrounding timed tests. You might also be interested in: 5 Easy Tips to Prepare for Standardized Testing Season Three Tips for Easing Test Anxiety The SAT, Redesigned These Kumon Instructor Brothers Will Do Whatever It Takes To Motivate Their Students How does Kumon help prepare students to become successful standardized test-takers How does Kumon help prepare students to become successful standardized test-takers? To be successful on standardized tests, students must possess effective test-taking strategies. Through long-term study, Kumon students build a strong academic foundation in mental calculation, critical thinking, and reading ability, while developing these important test-taking strategies and skills: Follow instructions and read questions carefully. Reading the instructions and questions carefully is a simple, yet important, test-taking strategy. A typical issue on standardized tests is that children do not follow the directions because they are not accustomed to interpreting them. Kumon students routinely practice reading the directions and examining the questions on their own.   Manage time wisely. When children do not know how to manage their time well, they can spend their time inefficiently on difficult items and may struggle to finish the test. Kumon students learn how to manage time wisely by fitting Kumon into their schedule. In addition, students learn to solve quickly through timing their daily assignments. On test day, they tend to solve quickly, which can give them extra time on a test to verify their answers. Demonstrate stamina in concentration. Through the Kumon program, students improve their concentration ability and develop the stamina to focus continuously. Standardized tests typically run all day, and concentrating for hours is challenging for many children. When there is no “gas left in the tank”, children are unable to concentrate for hours, thus possibly leading to a poor result, even if they are adept with the content. Have confidence and feel relaxed. On test day, it’s very important for children to feel relaxed and confident. From the beginning of Kumon study, students develop confidence in their abilities and a positive attitude towards studying. Students who are comfortable with being timed have an advantage over those for whom a timed standardized test creates anxiety. As students complete their daily worksheets, or their Achievement Tests, Kumon can cultivate a greater awareness of their speed, and can reduce anxiety surrounding timed tests. You might also be interested in: 5 Easy Tips to Prepare for Standardized Testing Season Three Tips for Easing Test Anxiety The SAT, Redesigned These Kumon Instructor Brothers Will Do Whatever It Takes To Motivate Their Students

Writing Exams - How To Avoid Fallacy Times!

Writing Exams - How To Avoid Fallacy Times!During the first semester, students of Cal State College of Liberal Arts (CSULA) had to decide whether they were going to work hard or work smarter. Some students worried that if they studied and did homework well, their grades would go up. They decided that it was a good idea to keep studying and did not pay much attention to their grades. I found this to be a very unfortunate situation for students as the grades in the class increased rapidly and students lost confidence.This same situation happened during the first semester of the semester, when students and professors lost confidence in each other. When your instructor is not able to give you the correct answers to your assignments, then your grades will suffer. If you study harder and get a better grade in your final exam, then you can be sure that your grades will increase.To address this problem, I suggested that students write down what kind of grade they expected. Then students shou ld remind themselves of their expectations and make their goals more realistic.Before the second semester began, students should have written down what they expected to get. Students should ask themselves 'What do I really want out of the class?' If they find out that they are more interested in getting a B or even an A, then they should change their goal to getting a great grade. If they change their goal from a good grade to a great grade, then students may be more motivated.Students should also take an inventory of all the tutors they have seen. Students should know how much time they have spent with the tutor and should consider their attitude. For example, students who work hard might find out that their time with the tutor is so short that they feel rushed to finish the work before the end of the class.When the semester ends, students should analyze why they felt so overwhelmed by their instructor during the first semester. Students should identify the negative feedback they r eceived and reflect on why they had become such a bad student. Students should make a list of all the courses that they missed because of the first semester. Once they have done this, they should start working to work on those classes.After this semester, students should consider the classes that they did finish during the first semester, which should not have been a problem, as the topics were not important to the curriculum. Remember that the instructor's opinion matters less than your own. If you have strong opinions about something, you should voice them, but do not rely on them to determine your class participation. The professors have the authority to give you the grade you deserve, and you do not need to listen to anyone else's opinions if you do not agree with them.