Chemical Origins at Regents Chemistry Labs

Chemical Origins at Regents Chemistry LabsRegents Chemistry Labs offers students with opportunities for fun and educational experiences. Teachers and staff members are motivated to develop one-on-one learning opportunities to engage students in science-based learning. The laboratories are designed around several different aspects of chemistry, including acids, bases, carbons, halogens, solutions, melting points, molecules, ions, and solids.Students in the hands-on experiences will learn how to use the different tools available to create and perform experiments. Students will also learn how to evaluate data to determine how well they understand the material. Students will use a variety of lab techniques in order to investigate the properties of different elements and compounds.The Regents Chemistry Labs can be accessed by taking a study tour. Tour guides are located on the first floor of the Academic Center. The tours are offered each quarter. Students are given the opportunity to rev iew lab instructions, follow-up projects, and special hands-on learning projects.Students will have the opportunity to come to a meeting with one of the teachers in the classroom. They will meet with an adult to discuss the semester's schedule, assignments, and research topics. The instructor will talk about the current year's class schedules, important dates, and upcoming field trips.The center contains a water system for the use of students. Students may bring their own drinking water from home or have bottled water delivered to the Academic Center. Students should remember that the chemical solvents they may use are flammable and toxic. The safety of the students and faculty is paramount.The classroom activities in the chemistry labs are suitable for all grade levels. The center contains several work stations that include large boards that serve as a means for students to display their chemistry experiments.Chemistry is a rewarding subject. Regents Chemistry Labs offers students with an exciting and fun way to learn chemistry.

4 Tips for Connecting with Your Online Instructor

4 Tips for Connecting with Your Online Instructor The Internet has made possible a plethora of activities that could once only be done in person. Online learning is one such area. Online learning is an appealing alternative to the traditional classroom setting for a variety of reasons. The relative affordability, flexible scheduling, and overall convenience of online courses attract thousands of new students each year. But while online courses are gaining more recognition than ever before, students may have reservations about the seemingly impersonal nature of e-learning. However, connecting with your online instructor is a goal that students can reach by participating in live lectures, posting on discussion boards, and reaching out to the instruction through email. 1. Connect with your online instructor by actively contributing to discussion threads Most online courses have a forum component that counts toward a students participation grade. The instructor may pose questions for students to respond to, or students may be expected to formulate their own questions or topics for discussion. In either case, actively participate in the forum by both creating original posts and reacting to the posts of others. Directly ask your instructor questions that show you are completing all the assignments and thinking critically about the big picture of the course. Most instructors love to see dynamic dialogues in the forum and will respond to comments that are directed at them. [RELATED: How Online Learning Helps Students] 2. Connect with your online instructor by participating during live lectures Frequently participating in the live virtual classroom also makes a positive impression on your instructor. Participation can include using the raise hand feature, speaking or activating video when the instructor gives permission, and writing in the chat box or on the virtual whiteboard. Writing relevant, thought-provoking comments in the chat box during lecture is likely to get your instructors attention. However, avoid writing comments that are silly, offensive, or off-topic. Instructors tend to remember and connect best with students who are vocal with their ideas and encourage other students to become involved. Participation shows that you are an eager, conscientious student, which translates well to your rapport with the instructor. [RELATED: 5 Benefits of Using Videos to Learn] 3. Connect with your online instructor by periodically sending the instructor an email If you are the type of student who enjoys a more personal level of interaction, you can write your instructor an occasional email. Start with sending an email at the beginning of the course to introduce yourself and to say how interested you are in the class. Following your initial email, you can send a brief message every few weeks to ask how you are doing in the class and to see if your instructor has personalized advice for you. Instructors are often impressed by students who seek out self-improvement. As always, though, mind your email etiquette: Do not type in capital letters, as they can read harshly to the recipient. Always greet and end with a proper farewell, and use words like please and thank you when appropriate. [RELATED: 4 Ways an Online Tutor Can Help You Succeed This School Year] 4. Connect with your online instructor by keeping in touch To stay connected with your online instructor in the long term, keep in touch even after the course ends. Your instructor can be an excellent source for recommending other classes, methods for obtaining an internship or a job, or general academic advice. Online learning is different in many ways from in-person classes. Luckily, there are a variety of ways to develop a relationship with your instructor. Building that connection is in your hands. Any topics you want to know more about? Let us know! The Varsity Tutors Blog editors love hearing your feedback and opinions. Feel free to email us at blog@varsitytutors.com.

Extended Test Time for Kids with ADHD

Extended Test Time for Kids with ADHD When kids and teens with ADHD qualify for accommodations at school, either through and IEP or 504 Plan, extended time on exams is often one of the academic accommodations provided. On the surface, providing students with ADHD with extended time on exams can seem like a great idea. After all, these students often take longer to complete assignments than students without ADHD, and on exams, they may only complete half the questions when their classmates without ADHD complete the entire test. So, extended time on exams seems like a reasonable accommodation that would give them the time they need to demonstrate their knowledge without being penalized for their ADHD symptoms. A closer look at the effects of extended time on academic performance, however, paints a picture that is much less straightforward. Lets start by talking about what extended time actually entails. Extended time typically translates into time-and-a-half (for example, 1 hours for a 1-hour test) or twice the allotted exam time. In addition to having more time to take the test, kids receiving this accommodation also take the exam in a separate room, either alone or with other students who have the same accommodation. Now lets take a look at some of the pros and cons of extended time: Being pulled out of class for exams. Taking exams in a separate room can be both a positive and a negative for students with ADHD. On the positive side, if they are in a room alone or with only a few other students, they may have an easier time staying focused. They may also have less anxiety if they are bothered by seeing other students finish first. On the negative side, students (particularly older elementary students and teens) who are sensitive to the stigma that can come with being singled out from your peers may resist the extended time accommodation altogether or feel uncomfortable with the situation. Addressing the underlying issue. There are many reasons why students with ADHD dont finish exams on time. Sometimes they have poor test-taking or reading comprehension skills; other times, they struggle to stay focused and work productively on a relatively boring task for even 10 minutes (and extending the length of the task doesnt improve their productivity); in other cases, anxiety is the culprit, and extended time doesnt reduce anxiety effectively. In some cases, slow processing speed is the underlying issue, which may actually be addressed by extended time. For students who have deficits in areas related to test-taking skills or who have test anxiety, addressing the underlying issues will be more effective than an extended time accommodation. Does it really improve academic performance? While only a handful of studies have looked at the effects of extended time on test grades and academic performance in students with ADHD, the findings generally show that there is no academic benefit.1 One exception is a study that looked at test performance in students with ADHD who had poor reading comprehension skills. Those students did seem to benefit from extended time. The one caveat here is that these studies were largely done in controlled environments and not in a typical noisy classroom setting. So, the real-world academic benefits for an individual student may be different from what this limited research has shown. Overall, extended time on exams is an accommodation to carefully consider for your child or teen with ADHD. It may be beneficial for some students and not beneficial for others. If you decide to include extended time as part of your childs 504 or IEP plan, monitor their progress. Are they showing academic improvement? Do they say that its helpful to take their exams in a separate room? Or do they find the pull-outs disruptive or stressful? When extended time is provided, its important to make sure that the underlying test-taking challenges are also addressed, whether thats treating the test anxiety, teaching strategies for improving the rate of information processing, or coming up with creative ways to improve concentration during exams (e.g. wearing noise-cancelling headphones while taking exams in the classroom). As is often the case with ADHD, there is rarely a one-size-fits-all solution, and its up to parents and teachers to find creative and comprehensive ways to help students r each their full potential. 1Brown, T.E., Reichel, P.C., Quinlan, D.M. (2011). Extended time improves reading comprehension test scores for adolescents with ADHD. Open Journal Of Psychiatry, 1, 79-87 Pariseau, M.E., Fabiano, G.A., Massetti, G.M., Hart, K.C., Pelham, W.E. (2010). Extended time on Academic Assignments: Does Increased Time Lead to Improved Performance for Kids with ADHD? School Psychology Quarterly, 25, 236-248. Lovett, B.J. Leja, A.M. (2015). ADHD symptoms and Benefit from Extended Time Testing Accommodations. Journal of Attention Disorders, 19, 167-172. ABOUT DR. MARY ROONEY Mary Rooney, Ph.D., is a licensed clinical psychologist in the Department of Psychiatry at the University of California San Francisco. Dr Rooney is a researcher and clinician specializing in the evaluation and treatment of ADHD and co-occurring behavioral, anxiety, and mood disorders. A strong advocate for those with attention and behavior problems, Dr. Rooney is committed to developing and providing comprehensive, cutting edge treatments tailored to meet the unique needs of each child and adolescent. Dr. Rooney's clinical interventions and research avenues emphasize working closely with parents and teachers to create supportive, structured home and school environments that enable children and adolescents to reach their full potential. In addition, Dr. Rooney serves as a consultant and ADHD expert to Huntington Learning Centers. ABOUT HUNTINGTON Huntington Learning Center is the tutoring and test prep leader. Its certified tutors provide individualized instruction in reading, phonics, writing, study skills, elementary and middle school math, Algebra through Calculus, Chemistry, and other sciences. It preps for the SAT and ACT, as well as state and standardized exams. Huntington programs develop the skills, confidence, and motivation to help students of all levels succeed and meet the needs of Common Core State Standards. Founded in 1977, Huntington's mission is to give every student the best education possible. Call us today at 1.800.CAN LEARN to discuss how Huntington can help your child. For franchise opportunities please visit www.huntingtonfranchise.com. This website does not provide medical advice, diagnosis, or treatment. The material on this site is provided for educational purposes only.

Whats a Good ACT Score

What’s a Good ACT Score ACT SAT Prep and College Admissions Blog Recently, a parent contacted MyGuru about ACT tutoring. Her daughter’s first session with the tutor went well, but because she was scheduled to take a practice ACT test in school the next week, they waited to schedule another session until the results of that test were available. Unfortunately, her daughter did worse than expected on this practice ACT test, and so the parent contacted MyGuru to confirm a desire to invest in ACT tutoring and schedule additional sessions. In the course of the discussion, this parent asked a targeted question to which I didn’t have an exact answer on the spot. I figured that I should find the answer to this seemingly basic question, as other parents or students will probably ask it. The question was, “what is the minimum ACT score required for admission to common Illinois universities, like the University of Illinois, Illinois State University, Northern Illinois, etc.”? There’s a reason I didn’t know the answer to this question off the top of my head â€" it’s a bit of a trick question. A little basic research reminded me that most colleges and universities really don’t have minimum ACT scores. Instead, they report the average ACT score for the middle 50% range of admitted students. Here’s what this means. First, line up all of the admitted students at a given school and rank them according to ACT score. Then, remove the top 25% of students, as well as the bottom 25% of students. What you have left is the middle 50% of students â€" essentially, you have a bottom and top end ACT score for the “average” admitted student. For example, at the University of Illinois, the middle 50% ACT range is 27 to 32 for admitted students. Then, in terms of what this means for admission, what most colleges do these days is say something like â€" Here at College XYZ, we have a holistic application review process. GPA, ACT/SAT, activities, coursework, etc. all play a part in the process. So, we don’t have a minimum requirement. But, here’s the ACT range for the middle 50% of admitted students. If you fall below the middle 50% range, you should make sure the rest of your application demonstrates your ability to succeed here. For example, at Illinois State University, the ACT range is 22 â€" 26, and the GPA range is 3.1 to 3.8. On their admissions web-site, they write “The chart below shows the middle 50 percent of students who were offered admission to the University for fall 2012. It may be in your best interest to submit an academic personal statement if you fall below or in the lower end of one or both of the ranges listed.” In other words, if you aren’t in those ranges, you need to explain yourself a bit via the optional “academic personal statement.” The Sliding Scale of GPA vs. ACT score In my opinion, informed by personal experience and conversations with admissions counselors, some of the larger, more selective universities have a “sliding scale” of GPA vs. ACT score. In other words, assuming you took high school classes with a reasonable level of difficulty, if your ACT score is relatively low, you can make up for this by having a relatively high GPA, and vice versa. But, if you fall outside of the “acceptable” range according to this sliding scale, you probably won’t get in. However, at smaller schools, they really do take a more holistic look at you as an applicant. For example, someone with great extracurricular activities and a really high ACT score might have a much better chance of getting into a prestigious smaller liberal arts school than their large state university, even though the liberal arts school is actually “ranked” more highly and is considered more selective. So, here’s how you can evaluate your ACT score or determine your required ACT score: Identify a list of schools you might want to attend Find the middle 50% range at potential schools See if your ACT score is within or above that range Here are some example ACT score ranges for popular Illinois colleges: To keep things simple, let’s take a quick look at three Illinois universities: University of Illinois â€" Urbana:A very selective school that’s consistently ranked in the top 50 by U.S. News and World report Middle ACT Range â€" 27 to 32 Illinois State University: A less selective state school, but one that only accepts motivated, intelligent students capable of pursuing a rigorous college education Middle ACT Range â€" 22 - 26 Southern Illinois University: A state school with a similar mission to Illinois State, but one which is even less selective Middle ACT Range â€" 18-24 What if your ACT score isn’t very good? How low can you go? Well, that depends. ACT, Inc. hopes students and colleges use the ACT to determine college readiness. They write that â€" “Only the ACT reports College Readiness Benchmark Scores â€" A benchmark score is the minimum score needed on an ACT subject-area test to indicate a 50% chance of obtaining a B or higher or about a 75% chance of obtaining a C or higher in the corresponding credit-bearing college courses, which include English Composition, Algebra, Social Science and Biology. These scores were empirically derived based on the actual performance of students in college.” The College Readiness Benchmark Scores are: English: 18 Math: 22 Reading: 21 Science: 24 Average: ~21 So, if your composite score is below 21, or any of your sub-scores are below the above numbers, you can probably expect all but the least selective colleges to think twice before admitting you. Of course, a strong GPA can certainly make up for weak ACT scores. Feel free to leave a comment if you have any questions or thoughts. hbspt.cta._relativeUrls=true;hbspt.cta.load(215486, '6baac2ae-05a3-4610-9d1f-265c8cbd809f', {});

6 Ways a Summer Camp Job Will Boost Your Resume

6 Ways a Summer Camp Job Will Boost Your Resume Photo Via: Pixabay.com 1. Showcases soft skills Working at a summer camp can boost your resume in that there are certain soft skills, not necessarily listed on your resume, that this job suggests are present. For instance, while you may not directly state you’re flexible and adaptive verbatim in your resume, having a role such as this shows employers that you have those qualities. Summer camp roles require patience and dedication, both of which are soft skills that you can’t list out on your resume. There are countless other soft skills that employers look for in your interview, but having these skills spoken for by a simple job title is a great place to start. 2. Requires organizational skills An important quality to have on the job market at the moment is organizational skills. Employers want to see people that are organized and efficient, and holding a summer camp job can show that. Many counselors etc. need to plan every day’s activities ahead of time and manage their time throughout the day. These are important attributes to include on your resume and that this job will help you to highlight. 3. Management/customer service experience While many summer jobs offer customer service experience, summer camp jobs offer an additional level to that in people management. While this doesn’t necessarily mean you have direct reports in your role, it does mean that you can manage a small to large group of campers effectively. When you’re looking for an entry-level position, this experience will help to set you apart and show a potential employer that you have the skills necessary to grow internally. 4. Demonstrates dedication Summer camp counselors typically return to the job every summer throughout their college career. For those of you in this situation, this reads very well on a resume. Longevity is always a plus on a resume, as it shows your dedication to a position. When you’re looking at career employment, this longevity will help to showcase your potential dedication to a company, something that many employers are valuing now more than ever. 5. Potential for promotion Summer camp jobs typically offer a lot of growth for returning counselors. If you prove your abilities, there is a potential to work your way up year after year. In this way, you can also use this position to show potential employers your ability to commit and work your way up in a company. When employers are seeking to fill a full-time position, their goal is to keep someone in the role for a long time and, if all goes well, to keep them in the company and help them to grow professionally, internally. In this way, it’s in their best interest to hire an individual that will fit into this type of environment. If your resume shows your ability to move upwards, it will read well to a potential employer and could just set you apart from any competition. 6. Suggests creativity Finally, camp counselors typically require a certain level of creativity in their role. Whether it’s developing new games or working around difficult schedules, camp counselors need to be flexible and creative in all decision-making processes. The same goes for the job market. Employers look for individuals that can adapt to changing requirements or that can think creatively in order to problem-solve, troubleshoot or simply market products. Creative thinkers are a hot commodity, and not all summer positions will show this skill. Therefore, camp employees have an advantage in that they can articulate these creative processes and use them to their advantage on their resumes. Summer jobs aren’t necessarily ideal, though they do help you to pay the bills and build a resume. That being said, summer camp jobs are typically much more useful when it comes to your resume. The above six ways a summer camp job will boost your resume are just a start, as there are countless more ways in which having a summer camp job is a positive marker of your candidacy in the job market. So again, whether you have experience in this capacity or are simply looking for a new summer job, considering summer camp as an option is in your best interest financially and for your resume as well.

Inner City Education Foundation Public Schools

Inner City Education Foundation Public Schools Inner City Education Foundation Public Schools ICEF's Mission The mission of ICEF Public Schools is to prepare all students to attend and compete at the top 100 colleges and universities in the nation. ICEF (Inner City Education Foundation) operates 10 charter schools educating over 3,500 students in grades TK through 12. ICEF is the first charter management organization in Los Angeles and has become a leader in California for raising African-American achievement and closing the achievement gap. ICEF serves an 82 percent African-American and 16 percent Hispanic student population. Over 80 percent of ICEF students are eligible for the federal free and reduced price lunch program, a nationally recognized measure of economic poverty. ICEF’s success makes it a model of education reform. In just over a decade, ICEF established a K-12 model that ensures all students are prepared to compete and succeed in college. In 2012, 98 percent of our seniors that started the 2011-12 school year with ICEF graduated from high school, and 99 percent of these students have been accepted to collegeâ€"more than 92 percent of them to four-year universities. This is in stark contrast to the performance of traditional public schools in the neighborhood, where more than 50 percent of high school students drop out, and less than 10 percent go on to graduate from college. ICEF started with the proposition that every student must be accepted into and competitive in college. In addition to academic rigor, ICEF stands out from the crowd by providing our students with rich extracurricular offerings. ICEF gives students the opportunity to participate in athletics and an outstanding performing and visual arts program that enriches and supports their academic experience. At ICEF, music, dance, sports, and drama are not options “extras.” We truly believe that by encouraging our students to participate in these activitiesâ€"along with their academic studiesâ€"we are developing not just stellar students, but interesting and talented members of society.

Homeschool

Homeschool Homeschool INCREDIBLE opportunity with an AMAZING family in GORGEOUS St. Lucia! Were looking for a happy, energetic, resourceful, creative, adventurous, educated/experienced, and kind homeschool teacher for our two young children (8 and 6). We are originally from New York City but moved to the beautiful island of St. Lucia 3 years ago. We LOVE it here but the school system is not up to our standards. So, were in need of someone who can really add not only the missing links in their education, but do so in a way thats exciting. This island is a hub of incredible resources- a perfect landscape to explore, play and learn. A little about us! Andrew is a musician and technology expert currently working as an technology consultant to clients around the world. When on the island hes most often kite-surfing. Rena worked for 10 years in the music biz and then received her LMSW from NYU. On the island, she spends her time hanging with her kids, playing music and painting. Elia (8 in Jan. 17) is very active, very inquisitive and very bright. He loves books, art, capoeira, fishing, and soccer. He considers himself a real island boi and loves to explore in nature. Bowie (6 in 17) is very funny, very kind and very creative. She too loves books, being a monkey (she climbs everything!), making up songs and dances and can get completely absorbed in her imaginative play. A little about St. Lucia. Well, its GORGEOUS (as already mentioned). Thepalm-fringed beaches, the incredible waterfalls, the miles of unspoiled rainforest, the majestic Piton Mountains, and the extremely friendly locals along with the opportunities for adventure, entertainment, and learning (as well as relaxation) makes this island one of the greatest destinations in the world. The job is offering $28k plus apartment plus car. We are looking for someone for whom English is a first language. Applicants should have at least 3 + years as an educator. They should be licensed with a degree in education. Thank you! We look forward to hearing from you!