Chemistry PKA Course

Chemistry PKA CourseChemistry PKA at the University of Calgary is a great choice for students who are interested in more in the sciences and working with chemistry. You can find a huge variety of science courses offered at the university and these include chemical engineering, biochemistry, forensic science, mathematics, biology, chemistry, physics, earth sciences, computer science, life sciences, medical science, forensic science, veterinary science, ecology, and much more. All the classes are based on proper education in chemistry, and all the students are provided opportunities to take the tests in chemistry PKA. This course will open your eyes to possibilities that you may not have even thought of before.A chemistry course in Calgary is composed of three parts, the basic courses, the anatomy laboratory, and the courses in labs. You can choose between the courses offered by the university or the online mode of learning which can be the only option if you are looking for your caree r with the chemical industry. The Anatomy Laboratory focuses on the human body, starting from human development to physiology, growth, and feeding.You have to complete the three courses, which include course in Organic Chemistry, Organic Physics, and Organic Microbiology, in order to complete your syllabus. But there are many more topics that you can choose from as well, for instance you can choose the courses in the anatomy laboratory for Biochemistry, Forensic Science, or Medical Science. There are so many things to choose from, that the more you learn about chemistry the more you will be benefited by.There are also the other courses offered in chemical engineering, bioengineering, biochemistry, forensic science, and the rest. You can work on your degree by choosing the ones that you find interesting or most suitable for you. You can work at the University in the office of the chemistry department, in one of the department of the bioengineering, or in one of the department of bioc hemistry.Another option is the option of getting available online, as you can choose the course that suits you the best and you can do your coursework online. Once you finish with the course, you will have to register for the final exams and you will then get the certificate of completion, and you will receive your diploma.If you have a strong interest and a passion in chemistry, you can enroll in the online form of learning. You can choose from the courses offered by the university, the online courses offered by universities, or the online courses offered by colleges and universities. For example, you can choose the course in biochemistry, forensic science, and the rest.Whatever method you choose, please be sure that you have all the knowledge of chemistry PKA before you go out and enroll for the course. You should also ensure that you have a thorough understanding of the chemistry concepts that are involved in the course so that you can succeed.

Kinds of Triangles

Kinds of Triangles On the basis of the length of their sides triangles can be classified into three types: 1. Scalene triangle: The triangles having all their sides of different lengths are known as scalene triangles. 2. Isosceles triangle: The triangles that have two of their sides equal in length are known as isosceles triangles. 3. Equilateral triangle: They have all the three sides equal in length to each other. Example 1: Identify the following triangles as scalene, isosceles or equilateral triangle. a. Triangle PQR with sides PQ = 15 cm, QR = 15 cm, RA = 15 cm. b. Triangle DEF with sides DE = 11 inches, EF = 10 inches, FD = 11 inches. c. Triangle ABC with sides AB = 5 cm, BC = 7 cm, CA = 6 cm. Solution: a. The lengths of all the three sides of the triangle are equal. Thus triangle PQR is equilateral. b. Since the lengths of two sides DE and FD are equal to each other, thus triangle DEF is isosceles. c. In triangle ABC all the sides are of different lengths, so this triangle is scalene. Example 2: The sum of the three sides of triangle XYZ is 36 cm. If YZ = 12 cm, ZX = 13 cm then what type of triangle is XYZ? Solution: It is given that the sum of the three sides of a triangle is 36 cm. Thus, XY+YZ+ZX = 36 XY+12+13 = 36 XY+25-25 = 36 - 25 XY = 11 Since the length of all the sides of triangle XYZ is different, this triangle is scalene.

TESL Canada Innovation Award

TESL Canada Innovation Award On June 9th, 2017, TESL Canada awarded my  Actively Engaged Series of ESL textbooks with the TESL Canada Innovation Award. See my other awards here. The Awards Committee said this about my  three books: The Actively Engaged series for intermediate level students in academic preparation and college level English courses integrates reading and listening activities with grammar lessons, card games, information gaps, simulations, and writing projects. Throughout the books, language structures are taught and practiced step-by-step for meaningful use in the complex speaking and writing tasks required at the intermediate level and above. The varied activities are interactive and motivating. The books themselves are easy to navigate and well designed. Nicholas Walker with his Actively Engaged Series and the 2017 TESL Canada Innovation Award Please follow and like us:

Critical Reasoning Question 16-Editorials - Private Tutoring

Critical Reasoning Question 16-Editorials BobbiM Feb 17, 2014 This editorial cannot be a good argument because it is barely literate.  Run-on sentences, slang, and perfectly dreadful grammar appear regularly throughout.  Anything that poorly written cannot be making very much sense. Which of the following identifies an assumption in the argument above? A.  This editorial was written by someone other than the usual editor. B.  Generally speaking, very few editorials are poor in style or grammar. C.  The language of an argument is indicative of its validity. D.  Generally speaking, the majority of editorials are poor in style and grammar. E.  The author of the editorial purposely uses poor grammar to disguise what he knows is a bad argument. Think you know the answer? The correct answer is C. The authors claim that the editorials argument is no good because it is poorly written depends on the assumption hat an arguments validity is related to its use of language.  After all, if an arguments language didnt indicate its validity, the authors argument wouldnt make any sense at all. (A)s not assumed because the argument doesnt concern whos to blame for the bad editorial.  (B) and (D) fail because the argument addresses this editorial only, so theres nothing assumed about what happens generally.  And (E) goes too far: The author neednt assume that the writer deliberately wrote badly to hide a bad argument, just that, as (C) says, the poor writing indicates a poor argument.

My Summer Memories in Elementary School

My Summer Memories in Elementary School As a child, I remember that summer was not much different from the regular school year for my family and I. My parents would still wake me up at 6:30 in the morning and take me and my brother to summer school so that they could go to work. I was raised in a middle, working class environment, so this is what I was used to doing. I didn't know any different anyways. Many of my friend's families were the same way, so, for many years, summer just felt like a season where it was hot and we didn't have to do as much homework as the regular school year. Looking back on it now though, I realize that those summers that I spent in summer school benefited me in a way that not even my parents could understand it.I remember that many kids in my class would return to the classroom in late August and joke around about how they had forgotten how to write because it had been so long since they had actually done any schoolwork. On the other hand, I had spent the majority of my summer practicing my pen manship, working on my times tables, doing cool science experiments, reading books and presenting book reports about them, and even going on educational field trips. We never necessarily learned anything new during summer school, but it did help me reinforce what we had learned the previous school year. I remember coming into the new school year prepared to tackle whatever was going to be thrown at me in the coming nine months.Now, I understand that nowadays, many families and parents have the privilege to stay home with their kids whenever they have breaks from school and I think that is fantastic! I am not trying to convince you to send them off to summer school for the entire break because it will make them smarter. No. I am just trying to get across that when students take long breaks from education, sometimes they can stray off the tracks and start to fall behind. I encourage you to take just a few hours a week with your students over the summer and give them a refresher on wha t they have already learned. You can do things like take them to museums, art galleries, and even the local library to have them pick out a book or two to ready over the summer. The internet is also a wonderful source where you can print out times tables for them to practice or educational programs you can download to keep them up to speed. If you are a high school or college student, I encourage you to do the same thing and keep up to date on everything that you have studied. Happy Summer everyone and Good Luck on the rest of the school year that is remaining :)-Michael Minkoff

Anaheim Physics Tutor Tip What is a Joule - TutorNerds

Anaheim Physics Tutor Tip What is a Joule - TutorNerds Anaheim Physics Tutor Tip: What is a Joule? A Better Understanding of Energy Anaheim Physics Tutor Tip: What is a Joule? A Better Understanding of Energy A common difficulty for physics students is conceptualizing new measures and what they represent.   It’s easy enough to understand meters and seconds since we’re used to these concepts of distance and time.   Other units, however, that aren’t as common in our day-to-day can be harder to understand.   As an Anaheim physics tutor and physics teacher, I’ve found that if students have a strong understanding of units and learn to trace and connect different units, that it dramatically in both their physics understanding and their physics grades. We have already discussed this concept when reviewing the concept of the Newton.   Now, we will be discussing another common contributor to physics confusion: the Joule. The joule is a measure of energy.   This is probably a concept you are familiar with, but not in specific scientific terms like it is used in physics.   Here, energy is the unit that is transferred in order to do work on something or to heat something.   However, this definition is not usually very helpful in helping students understand what one joule is.   Instead, let’s try to get a better picture by looking at some of the equations that include it: Our first equation is one that you will work with often in introductory physics classes which is the equation for kinetic energy.   Here, kinetic energy is defined as one-half of the mass times the velocity squared.   This represents the energy that a moving object has.   That’s why our only variables are mass and velocity.   The heavier a moving object is, the more energy it has; and the faster an object is, the more energy it has.   Now, let’s break these variables down into their units: As we just discussed, the unit for energy (including kinetic energy) is the joule.   The unit for mass is kilograms, and velocity is meters per second.   By squaring the velocity units like in the equation, we get to this simplified unit definition of joules (note that the “one half” isn’t a variable and doesn’t have units â€" it’s just a number). We’ve now seen one explanation of the joule as it’s used in kinetic energy.   However, in physics, we use lots of equations for joules.   If a joule is always a unit of energy, then it should be the same regardless of which equation we use.   Let’s try again with another common introductory physics equation: potential energy. Potential energy is determined by the weight of an object and how far it is from the ground.   Specifically, this is called gravitational potential energy â€" it’s the energy caused from separating objects with mass from each other where there is a force from gravity.   In most introductory physics applications, the gravity we are talking about is from the earth, which is approximately 9.8 meters per seconds squared. Again, our unit of energy is the joule, mass is kilograms, the acceleration from gravity (“g”) is meters per seconds squared, and height is measured in meters.   Again, we only care about the units, so we’ll drop the 9.8 and multiply the units to get our simplified definition: Notice that we got the same answer when using both kinetic energy and potential energy: even though they’re different equations, they lead to the same definition.   Let’s try one more time with a different equation. Remember that energy can be defined as the ability to do work.  As such, we often use equations that involve equating work and energy.   So, we may have an object with a starting kinetic energy, but some of that energy is lost when it does work.   This means that work is measured in joules, but how can that be if the equation looks so different?   Work is the applied force multiplied by the distance it is applied for (specifically the displacement).   Let’s see what happens if we break it down into the units. Work is measured in joules, force is in newtons, and distance is in meters.   However, we already learned that newtons can be broken into its definition in basic units (***see here again for newton post*****). Newtons are now written as kilogram*meters per seconds squared.   This clears up our equation a lot, because now if we multiply by the last unit of meters we get our simplified equation: Which is the same as our definition that we found when using the kinetic or potential energy equations. For fun, you can also think about the famous physics equation (that is not often used in introductory physics classes) of E=mc2.   This equation is also for energy, and is measured in joules.   Here, “c” is the speed of light, which â€" since it’s a speed â€" is measured in meters per second.   See what you get if you break this equation into its fundamental units and if it is the same as our definitions above. Learning how these new units can be broken down into fundamental units can help with your understanding of physics and your execution of equations when taking tests or solving problems.   Take the time to break up your equations into fundamental units and you may be surprised at how related many of them are. Book your private Anaheim physics tutor today! Michael C. is currently a private math, science, and standardized test tutor with TutorNerds in Irvine and Anaheim. All blog entries, except for guest bloggers, are written by Tutor Nerds. Are you an education professional? If so, email us at pr@tutornerds.com for guest blogging and collaborations. We want to make this the best free education resource in SoCal, so feel free to suggest what you would like to see us write.

Wellington College China

Wellington College China Wellington College China Wellington College China is a partner of Wellington College in England. It has five schools and two nurseries in China, all in exciting, international cities. Our schools provide an outstanding education for 2,150 local and international children aged between 2 and 18 years old. Success in public examinations is important and we celebrate it. However, at Wellington College, excellent exam results and great university destinations, in the UK and worldwide, are only part of the picture. We want our pupils to be the very best people that they can be: to be kind, to have integrity in their actions, to take responsibility when necessary, to have respect for their environment, for others and themselves, and finally to show courage when needed. The Wellington values frame the way we think about what it is be a Wellingtonian, including the ways we work and what we hope to become. Our Huili Schools combine Wellingtons holistic, British approach to educating the whole child, with the enduring strengths of the Chinese curriculum and focus on learning. We talk about giving our pupils the best of both worlds. Half our lessons are in English and half in Chinese. Half our teachers are English-speakers and half are Chinese. It is our desire to imbue every pupil with our five core values: courage, integrity, respect, kindness and responsibility. We encourage and expect our Chinese pupils to develop the Wellington identity: to be inspired, intellectual, independent, individual and inclusive. Wellington College International Shanghai Huili School Shanghai Huili Nursery Shanghai Wellington College International Hangzhou Huili School Hangzhou Huili Nursery Hangzhou Wellington College International Tianjin Wellington College China Wellington College China Wellington College Bilingual Hangzhou Wellington College International Tianjin Wellington College International Shanghai Wellington College Bilingual Shanghai Wellington College China has built a vibrant community where all pupils strive to reach academic excellence and engage in a comprehensive wider range of opportunities in music, performing arts and sports within the co-curricular and Academy programmes. The campuses offer the very best educational facilities: fantastic teaching buildings, state-of-the-art classrooms, IT facilities, laboratories and theatre, tennis and basketball courts, football and cricket pitches, and a 25m swimming pool. We only employ teachers who are genuinely enthused and excited about their subjects at Senior level, or about the broader sweep of enquiry-based class teaching at Junior level. We also look for plenty of relevant experience of the curriculum elements in use here. We expect our teachers to share our high expectations and aspirations, for themselves and their pupils, and to be demonstrably fully committed to the all-round education that our Wellington Aptitudes approach embodies.