Programs For Learning English For Free - The Right Choice For You

Programs For Learning English For Free - The Right Choice For YouFinding programs for learning English for free is not a bad idea, you just need to look out for them. Programs for learning English for free are often either hard to get, or to find. Therefore you have two choices, pay up and/or find out where to get the courses that are offered at a very low cost. Either way is fine, but your money is being spent.A good program for free is an English as a second language course and is definitely worth getting if you cannot afford a better quality course, which could be quite expensive. A good program for free may be so easy to find that it may be all you need to know in order to find an inexpensive program for learning English for free.The first thing you need to do is find the right courses. It is always better to pay up, rather than find the best course online for free, this is why you can try to find the courses online and see if they are good enough for your family or work. Be care ful of scams and make sure that any information given is authentic.There are so many sites on the Internet that offer free websites and have all the important information about language and classes to help you along the way. Make sure that before going to the website that the site has an information box with a link to the site where you can download the course.There are so many people who are trying to learn a new language, and so many places where you can get information on how to do this successfully. Make sure that you choose the right place to find the resources that you will need to learn a new language. There are several websites, both free and paid sites, that you can go to, look at what they have to offer and then decide if they would suit your needs.So, there you have it, when it comes to finding programs for learning English for free there are a lot of options available. When looking for the right resource to use to improve your English skills, make sure that you only choo se a course that is right for you and has a proven track record.By comparing the choices for the right programs you will be able to pick the ones that will suit your needs and your budget. A good program for free should have an excellent reputation, but also include practical information to help you along the way. Make sure that you compare the prices, however, do not go for a program that is far above your budget, that may mean you are only getting a free education.

Henri Matisse

Henri Matisse Henri Matisse and his Many Modes of Art ChaptersEarly Years and Tentative ExplorationsHello, Fauvism!Matisse: Life Beyond the CanvasSunset: Matisse’s Final YearsLegacyMatisse had a name fairly meant for the Parisian art scene, if only because it is a near homophone of the French word ‘artiste’.He stumbled upon painting through an unusual set of circumstances but once he declared himself a creator of art, there was no turning back.Rather little is known of his early life other than he was first-born into a wealthy family. His father was a grain merchant and his mother enjoyed dabbling in painting.Young Henri showed little inclination for art; he studied law in Paris before returning to his hometown in northern France to work as a court clerk and administrator.When he was 20 years old he was stricken with appendicitis that led to a prolonged episode of recovery during which he could not work. To help him pass the time, his mother gifted him a trove of art supplies.  She had no idea that simple act would completely chan ge her son’s life, deeply disappointing her husband in the process.The art world, on the other hand, delighting in having Henri Matisse break new ground in artistic expression and direction.Superprof now looks at the 60-year art career that Henri Matisse enjoyed and how he continuously reinvented himself to remain relevant. FernandoPainting Teacher 5.00 (8) £30/h1st lesson free!Discover all our tutors EmmaPainting Teacher 5.00 (5) £75/h1st lesson free!Discover all our tutors DavidPainting Teacher 4.75 (4) £40/h1st lesson free!Discover all our tutors NatashaPainting Teacher 5.00 (7) £37/h1st lesson free!Discover all our tutors StefaniaPainting Teacher 5.00 (4) £40/h1st lesson free!Discover all our tutors SakinaPainting Teacher 5.00 (1) £12/h1st lesson free!Discover all our tutors LorrenPainting Teacher 5.00 (2) £18/h1st lesson free!Discover all our tutors Off2themoonholliePainting Teacher £8/h1st lesson free!Discover all our tutorsEarly Years and Tentative Exploratio ns As he learned more about colour theory, Matisse soon abandoned his dark portrayals Source: Wikipedia“In painting, I have discovered a kind of paradise” Henri MatisseOnce he was fully recovered from his attack of appendicitis, Matisse returned to Paris for a second round of studies â€" not of the musty subject of Law but of art.He enrolled at Académie Julian, a private art school, where he learned intricate brushwork through landscape painting and still lifes.At the outset, his painting technique was quite traditional but his eyes kept straying to the works of other French artists like Manet and Chardin; in fact, he often spent his free time at the Louvre copying works by other famous artists.Matisse approached his art education intellectually rather than by any drive to create. He sought out the best teachers, even travelling to meet them and learn from them.Such was the case when he set out to meet Australian painter John Russell, who was staying on the island of Belle Isle. Th ere, he was introduced the brightness of van Gogh paintings; an experience that completely changed his palette.Mimicking the Dutch impressionist artist, he abandoned dark colours in favour of more realistically-hued works, such as Blue Pot and Lemon, displayed at the Hermitage museum in St. Petersburg.In a further tribute to Vincent van Gogh, Matisse painted a Vase of Sunflowers; he also executed Study of a Nude, employing elements of pointillism.Matisse, fully realising he was a novice among great painters, always followed advice from those he saw as his betters. So it came to be that, when Camille Pissarro suggested he travel to London to study the works of British painter William Turner, he readily complied.Fully enthused by life in the art world, upon returning to Paris, he nearly bankrupted himself buying up fellow artists’ works: Rodin, Gauguin and Paul Cezanne. The van Gogh that he had been given at Belle Isle also adorned his walls.In spite of showing well at Salon â€" the French government bought two of his oil on canvas paintings, Matisse needed something to advance his carefully-studied career.Hello, Fauvism!“Impressionism is the newspaper of the soul.” Henri MatisseUp to the turn of the century â€" for the first few years of Matisse’s career, he was considered an impressionist painter; whether he disdained that designation or not is in question still today. However, the above quote gives an indication of his feelings about impressionistic art in general.He felt that impressionist paintings are themselves a blank canvas upon which the viewer projects his own emotions and ideas or, conversely, find their ideas and feelings reflected in them, validating them in some way.As the movement's creator, Claude Monet would tell you, impressionism was, in effect, representational. Fauvism, by contrast, called for strong colours and more than a touch of abstraction.The Fauves â€" wild beasts in French, were young painters, themselves seen as unrestraine d in their creation of art, as though they were the beasts in question.Henri Matisse was a leader of the Fauvist art movement, along with André Derain. He  had sojourned in Tahiti, where he had picked up a predilection for bright colours; a bias that served him well as a Fauve.This style of painting advocated for the use of bold colours whether they were representative of the subject matter or not, meaning that artworks of this period, while audacious, did not reflect mainstream sensibilities.In other words, Fauvism was condemned virtually from the start.Naturally, this did not do a good turn for any Fauvist. Each of the three exhibitions of Fauvist works garnered nothing but criticism, with Matisse’s work singled out for special wrath.By this time Henri Matisse was married and had children to feed. His work being consistently panned made it very difficult for him to support his family so, when Gertrude Stein bought his most reviled painting, it not only lightened his mood but fl oated his family along until that most ill-received of art movements came to an end.Yes, that is the same Gertrude Stein who was Spanish painter Pablo Picasso’s patron. And there is another Picasso link: Georges Braque, the co-father of Cubism, was initially a Fauvist.Henri Matisse and that Spanish artist met at the height of the Fauvist period, in 1906. In spite of their age difference, they would become lifelong friends and gentle rivals. Henri Matisse was always looking for greater technical challenges; here he tries his hand at pointillism Source: WikipediaAll of this inventiveness â€" finding new ways of expressing his artistic vision served him well, especially toward the end of his life.Sunset: Matisse’s Final Years“It has bothered me all of my life that I do not paint like everyone else.” MatisseContrary to the frenzied brushstrokes an expressionist painter in full passion for his work, Matisse had always been methodical â€" in learning how to paint and in depicting his subject matter.His diligence, fastidious manner and regimented work schedule earned him equal parts of scorn and admiration in the Paris art community; even as he lingered at the Galette, he wished he could fit in better with the famous painters idling there.Matisse what diagnosed with abdominal cancer in 1941. France was already occupied by that time but, fortunately, the Germans found Matisse’s work pleasant so they helped him secure an operation to remove the cancer.Unfortunately, he suffered serious post-operative complications that left him bedridden for the next few months but, undeterred, he set about creating art differently: decoupage became his new medium.Matisse had cut painted paper into abstract shapes before; first as the stage designer for Igor Stravinsky’s The Nightingale and again for the Paris-based Russian Ballet.He had always seen paper-cutting as separate from his work as a painter but now, seriously incapacitated and unable to paint or sculpt, he relented in his assessment, ultimately increasing the size and his output of cut-outs.Matisse continued to work in whatever capacity he could until the 3rd of November, 1954, when he succumbed to a heart attack. We can see van Gogh's influence in Matisse's early work By Henri Matisse via WikipediaLegacyLike Italian Renaissance painter Leonardo da Vinci, Henri Matisse refused to let illness, injury or old age slow him down.A French impressionist at the outset, he created the most famous paintings of his career after Fauvism but before he relocated to Nice. Still, he was always ready to experiment with another medium or movement... as long as it did not offend his sensibilities.One of the blandest compliments ever paid him was: “Matisse’s art is eminently reasonable.” but, as it turns out, it is true - and the artist himself knew it.Today, Matisse is considered one of the vanguards of modern art; he ranks among the most famous artists of the early 20th CenturyAlthough his are not the most expensive paintings, they can be found in multiple countries, in their museum of art. They are generally appreciated, with little indication of the turmoil or trouble the artist might have endured in pa inting them... possibly because there was not much trouble.Now discover other famous works of art and the most famous painters in art history...

LSAT Tip of the Week Analytical Reasoning Practice Problem #3

LSAT Tip of the Week Analytical Reasoning Practice Problem #3 LSAT Law School Blog This week, we will focus on an example of how to setup an analytical reasoning (logic games) question. Our practice question will be from the June 2007 LSAT. This is Section 1, Question 11. A cruise line is scheduling seven week-long voyages for the ship Freedom. Each voyage will occur in exactly one of the first seven weeks of the season: weeks 1 through 7. Each voyage will be to exactly one of four destinations: Guadeloupe, Jamaica, Martinique, or Trinidad. Each destination will be scheduled for at least one of the weeks. The following conditions apply to Freedom’s schedule: Jamaica will not be its destination in week 4. Trinidad will be its destination in week 7. Freedom will make exactly two voyages to Martinique, and at least one voyage to Guadeloupe will occur in some week between those two voyages. Guadeloupe will be its destination in the week preceding any voyage it makes to Jamaica. No destination will be scheduled for consecutive weeks. First, we know there are 7 weeks: _ _ _ _ _ _ _ With 4 possible destinations: G J M T We are also told each one shows at least once: G J M T 1-1-1-1 We can infer that there are 4 weeks of at least one of these, and the 3 extra weeks can be a variety of options (G could be visited 4 times/G could be visited twice and J twice/etc.). Let’s go through the rules now. Rule 1: Jamaica cannot be in week 4 T will be in week 7. _ _ _ _ _ _ T (Note that T can be in another week as well) J =/= 4 Rule 2: M will have exactly two trips at least one G in between the two Ms. M â€" G(1 or more) â€" M Rule 3: Every J will have a G before it. So, we can infer that GJ must be together at least once. We also know that J cannot be first from this rule. Rule 4: No destination will be in consecutive weeks. Let’s try Question 11: Which one of the following is an acceptable schedule of destinations for Freedom, in order from week 1 through week 7? (A) Guadeloupe, Jamaica, Martinique, Trinidad, Guadeloupe, Martinique, Trinidad (B) Guadeloupe, Martinique, Trinidad, Martinique, Guadeloupe, Jamaica, Trinidad (C) Jamaica, Martinique, Guadeloupe, Martinique, Guadeloupe, Jamaica, Trinidad (D) Martinique, Trinidad, Guadeloupe, Jamaica, Martinique, Guadeloupe, Trinidad (E) Martinique, Trinidad, Guadeloupe, Trinidad, Guadeloupe, Jamaica, Martinique We are not given any new information or rules, so we will implement what we have already inferred. First, we know each (GMJT) must appear at least one time. So, let’s quickly go through each option and see if any destinations are missing. All of the options seem to clear this test, so let’s continue. Rule 1 states that T must be in week 7, which is broken in option (e), so we can eliminate that. Rule 1 also states that J cannot be in week 4, which is broken in option (d), so we can eliminate that. Rule 2 states that M will have exactly 2 and there will be at least 1 G between. Going through the options we see that this is violated in option (b), so we can eliminate that. Rule 3 states that every J must have G before it (GJ). And this is violated in option (c), so we can eliminate that. This leaves us with option (a) as the correct choice. In order to continue to prepare for the logic games section of the LSAT, BluePrintLSAT makes a list of other games to play to exercise those important brain muscles in the months or weeks leading up to your exam.

Immeasurable Fun At Highland Renaissance Academy

Immeasurable Fun At Highland Renaissance Academy Immeasurable Fun At Highland Renaissance Academy Immeasurable Fun At Highland Renaissance Academy March 27, 2015 HEART tutor Eleanor Funderburg and her student at Highland Renaissance Academy got creative with the cubes recently while working on estimating and measuring with the Counting Notebook. The goal for the student is to know more than just the rote memorization of the list of numbers. He needs to understand one-to-one correspondence, so he practices picking up one cube with each number. He learns that each number is represented by a group of cubes, and he determines what a numeral looks like in writing, on fingers, and in terms real objects. In this activity, he practiced using estimation to guess how many cubes long an object would be. This exercise helps him to practice reasonableness (and basic counting!) as well as to know what a pile (or train) of 15 looks like versus a pile of five. He learns to count to find out how many,” rather than just counting and saying the last number where he “lands”â€" he learns that that numbers represent quantities. Want to try this at home? Ask your child to practice counting out a specific number of objects to see how many (i.e., How many forks are on the table?) and a specific group (i.e., Make me a pile of 10 spoons).

Kumon Student is Committed to Spreading Kindness

Kumon Student is Committed to Spreading Kindness Kumon Student is Committed to Spreading Kindness Rishika, 13-years-old, Math Level M There are two types of people in the world. Those that make things happen and those who watch things happen. Rishika is a ‘do-er.’ When she was just nine years old, she founded the nonprofit organization Little Helpers. Her mission was to inspire young children to help those who are less fortunate. “Something inside me kept telling me to share my blessings with others,” said Rishika. “Little Helpers was born with the motto of helping others and inspiring others to help. I wanted to make a difference not just by myself but as a group.” Since its creation, Little Helpers has made a difference in thousands of lives in the greater Cincinnati area and beyond. Some of the Little Helpers’ service projects include donating over 2,800 new toys to the Cincinnati Children’s Hospital and packing food for orphans around the world. Rishika’s philanthropic spirit and passion for her organization has been an inspiration to her fellow classmates to also get involved. Because of her  desire to help others, she was recognized as a “Distinguished Finalist” at the Prudential Spirit of Community Awards. “My lifetime goal is to spread kindness and keep those around me happy and smiling,” said Rishika. “Our lives are not just about satisfying ourselves and getting what we need. Our lives are about inspiring and changing others during our journey.” When Rishika is not volunteering, she enjoys putting her math skills to the test with her fellow Kumon Students on a Lego Robotics Team â€" the Robo Rangers. The team has competed in various FIRST Lego League Robotics Challenges using STEM applications to develop solutions to real-world problems. Rishika was one of 56 students selected for Kumon’s 3rd Annual Student Conference in Chicago, Illinois. The recognition proves to be a source of motivation for Rishika, as she continues her Kumon journey. “It is always motivating for me when my work gets recognized, and attending the Student Conference was a huge encouragement,” said Rishika. “Now, I’m even more motivated to complete the Kumon Math Program.” Rishika shares highlights from the Student Conference and her plans to continue making a difference in the future. How do you continue to stay motivated in Kumon? As I reach higher levels, the worksheets become more challenging. I always look back at how far I’ve come, and that motivates me to keep going. I’m motivated to work harder, and the harder I work, the more I achieve. I always believe in myself and say, “I CAN do it!” What do you want to be when you grow up? I would like to become a doctor in outer space and help astronauts out. I will be the first pediatrician on Mars! What’s your favorite book and why? My favorite book is “Hidden Figures” by Margot Lee Shetterly. This is such a great book and talks about women being a part of a critical space mission. Not many females are a part of the STEM field, but this book proves that anything is possible. Who’s your biggest inspiration and why? My biggest inspiration is my mom. She has always been my backbone. Any time I need anything, I can always count on her. I look up to my mom and want to be just like her in the future. I dedicate my achievements to her and consider myself lucky to have her in my life. What was your experience like at the 2019 Kumon Student Conference, and what was your favorite part? The Student Conference was a memorable experience! I learned so many things while having loads of fun. There were so many great parts of the conference, including meeting Mr. Mino Tanabe, President of Kumon North America. Discover even more student success stories. You might also be interested in: Cross Country Star Committed to Reaching Goals Motivation is the Key to this Kumon Student’s Success From Struggling Student to Kumon Dual Program Completer Inspired by a Kumon Program Completer, This Student Became One Himself Kumon Student is Committed to Spreading Kindness Kumon Student is Committed to Spreading Kindness Rishika, 13-years-old, Math Level M There are two types of people in the world. Those that make things happen and those who watch things happen. Rishika is a ‘do-er.’ When she was just nine years old, she founded the nonprofit organization Little Helpers. Her mission was to inspire young children to help those who are less fortunate. “Something inside me kept telling me to share my blessings with others,” said Rishika. “Little Helpers was born with the motto of helping others and inspiring others to help. I wanted to make a difference not just by myself but as a group.” Since its creation, Little Helpers has made a difference in thousands of lives in the greater Cincinnati area and beyond. Some of the Little Helpers’ service projects include donating over 2,800 new toys to the Cincinnati Children’s Hospital and packing food for orphans around the world. Rishika’s philanthropic spirit and passion for her organization has been an inspiration to her fellow classmates to also get involved. Because of her  desire to help others, she was recognized as a “Distinguished Finalist” at the Prudential Spirit of Community Awards. “My lifetime goal is to spread kindness and keep those around me happy and smiling,” said Rishika. “Our lives are not just about satisfying ourselves and getting what we need. Our lives are about inspiring and changing others during our journey.” When Rishika is not volunteering, she enjoys putting her math skills to the test with her fellow Kumon Students on a Lego Robotics Team â€" the Robo Rangers. The team has competed in various FIRST Lego League Robotics Challenges using STEM applications to develop solutions to real-world problems. Rishika was one of 56 students selected for Kumon’s 3rd Annual Student Conference in Chicago, Illinois. The recognition proves to be a source of motivation for Rishika, as she continues her Kumon journey. “It is always motivating for me when my work gets recognized, and attending the Student Conference was a huge encouragement,” said Rishika. “Now, I’m even more motivated to complete the Kumon Math Program.” Rishika shares highlights from the Student Conference and her plans to continue making a difference in the future. How do you continue to stay motivated in Kumon? As I reach higher levels, the worksheets become more challenging. I always look back at how far I’ve come, and that motivates me to keep going. I’m motivated to work harder, and the harder I work, the more I achieve. I always believe in myself and say, “I CAN do it!” What do you want to be when you grow up? I would like to become a doctor in outer space and help astronauts out. I will be the first pediatrician on Mars! What’s your favorite book and why? My favorite book is “Hidden Figures” by Margot Lee Shetterly. This is such a great book and talks about women being a part of a critical space mission. Not many females are a part of the STEM field, but this book proves that anything is possible. Who’s your biggest inspiration and why? My biggest inspiration is my mom. She has always been my backbone. Any time I need anything, I can always count on her. I look up to my mom and want to be just like her in the future. I dedicate my achievements to her and consider myself lucky to have her in my life. What was your experience like at the 2019 Kumon Student Conference, and what was your favorite part? The Student Conference was a memorable experience! I learned so many things while having loads of fun. There were so many great parts of the conference, including meeting Mr. Mino Tanabe, President of Kumon North America. Discover even more student success stories. You might also be interested in: Cross Country Star Committed to Reaching Goals Motivation is the Key to this Kumon Student’s Success From Struggling Student to Kumon Dual Program Completer Inspired by a Kumon Program Completer, This Student Became One Himself

Kumon Staff Pick The Snowy Day

Kumon Staff Pick The Snowy Day Kumon Staff Pick: The Snowy Day RRL Title: The Snowy Day by Ezra Jack Keats Grade/Kumon Level of Book: K-2/2A-11 Why do you personally enjoy this book? The Snowy Day is reminiscent of the sense of wonderment and awe that you feel as a child when experiencing the first snowfall of the season. The bright and colorful illustrations remind us of the transformation that occurs when things are blanketed in white snow. This title, also illustrated by the author, was awarded the Caldecott Medal in 1963. Why do you think students would enjoy this book? Peter, the main character, is a young boy exploring the snow outside of his home and truly making it an adventure.  It takes me back to when I was a small child and went out to play in the deep snow for the first time. Peter creates his own fun: crunching his feet in the snow, knocking snow off trees and making tracks with a stick, building a snowman, and making snow angels. He longs to join in the snowball fight with the older boys, but he knows that won’t happen this year. His attempt to keep a snowball in his pocket suggests that he is longing to preserve a memory of his snowy day. He evens dreams about the snow melting that night and is relieved in the morning to see that more has fallen. Peter is eager to start another adventure, this time with a friend from across the hall. What skills and/or values might students gain by reading this book? Even students that haven’t experienced snow can imagine the fun-filled activities and world of make-believe that Peter enters into through this story. It inspires creativity and provokes the imagination. Students can dream about what they would do if they woke up to a winter wonderland. You might also be interested in: Kumon Staff Pick: Clown by Quentin Blake Kumon Staff Pick: Roll of Thunder, Hear My Cry Kumon Staff Pick: My Father’s Dragon Kumon Staff Pick: Fever, 1793 Kumon Staff Pick The Snowy Day Kumon Staff Pick: The Snowy Day RRL Title: The Snowy Day by Ezra Jack Keats Grade/Kumon Level of Book: K-2/2A-11 Why do you personally enjoy this book? The Snowy Day is reminiscent of the sense of wonderment and awe that you feel as a child when experiencing the first snowfall of the season. The bright and colorful illustrations remind us of the transformation that occurs when things are blanketed in white snow. This title, also illustrated by the author, was awarded the Caldecott Medal in 1963. Why do you think students would enjoy this book? Peter, the main character, is a young boy exploring the snow outside of his home and truly making it an adventure.  It takes me back to when I was a small child and went out to play in the deep snow for the first time. Peter creates his own fun: crunching his feet in the snow, knocking snow off trees and making tracks with a stick, building a snowman, and making snow angels. He longs to join in the snowball fight with the older boys, but he knows that won’t happen this year. His attempt to keep a snowball in his pocket suggests that he is longing to preserve a memory of his snowy day. He evens dreams about the snow melting that night and is relieved in the morning to see that more has fallen. Peter is eager to start another adventure, this time with a friend from across the hall. What skills and/or values might students gain by reading this book? Even students that haven’t experienced snow can imagine the fun-filled activities and world of make-believe that Peter enters into through this story. It inspires creativity and provokes the imagination. Students can dream about what they would do if they woke up to a winter wonderland. You might also be interested in: Kumon Staff Pick: Clown by Quentin Blake Kumon Staff Pick: Roll of Thunder, Hear My Cry Kumon Staff Pick: My Father’s Dragon Kumon Staff Pick: Fever, 1793

Review us well donate $5 to Education Without Borders

Review us we’ll donate $5 to Education Without Borders Every year we place tons of teachers around the world and we’re excited as many of our teachers prepare for the upcoming school year. We’re also excited about Education Without Borders, a Canadian non-profit organization committed to fostering educational opportunities and providing educational facilities in disadvantaged regions of the world.That’s why, from now until June 15th, for every Facebook review we receive, we’ll donate $5 to EwB. Plus, you’ll be entered for a chance to win an Amazon Kindle valued at $119.  *Full details: From June 1st, 2016 to June 15th, 2016, for every Facebook review received, Teach Away Inc. will donate $5 to Education Without Borders. Maximum donation of $2,000. Winner/Prize: The winner will be picked via random draw on June 16th and contacted via Facebook. The winner will receive an Amazon Kindle Paperwhite valued at $119 CAD, and the prize must be claimed within 48 hours or the prize may be forfeited at Teach Away’s discretion.

How I Learned Survival Japanese in Under 30 Days.

How I Learned Survival Japanese in Under 30 Days. Hi, my name is Sam Bleakly, and Im the community manager here at italki.com. Im also an enthusiastic traveler, and an amateur language learner. I am currently learning Mandarin Chinese, as I live and work in China, but I dont speak Spanish, German, French or any other Romance language fluently so Im certainly not a linguist. Im just a regular guy who is lazy at the best of times. In May, however, I finally got motivated to learn a new language. Read on to find out how I did it! THE ORIGIN OF MY INTEREST In May, I found out that I was going to have an opportunity to go on a short trip to Tokyo with some friends. I had always dreamt about going to Japan. Growing up in Milwaukee Wisconsin, my older brother, Mike, was crazy about Japanese animation, and in my teenage years I myself developed a similarly unhealthy obsession to a Japanese arcade game called Dance Dance Revolution [Im pleased to report that I was able to cross playing DDR in Tokyo off of my bucket list]. THE CHALLENGE At italki, we had an idea for a Japanese language challenge to see how much functional Japanese I could learn before I went on my trip. I decided to take on the challenge, because I thought that having a goal and a stop-loss deadline would help to keep me motivated and accountable. For 30 consecutive days, I took casual conversational lessons with a Japanese  community tutor on italki and studied hard for 5 days before I left. THE RESULTS Im pleased to report that, as a result of 30 one-hour lessons, I was able to do the following with confidence: Take a cab and direct them to a subway station. Ask for directions to a subway station. Ask for directions to a park. Ask for directions to a bathroom. Ask people for their name. Ask people if they knew English or Chinese. Explain that I was visiting a friend. Explain what I did for work. Explain where I was from. Explain where I lived. Greet People. Ask for Tea. Order Food. Ask the cost of items. Ask if a shopkeeper had an item. Tell people that I couldnt speak/understand Japanese. While visiting YoYogi Park we were able to see an amazing duo of University Students who were signing and playing popular song covers on Guitar. After their performance I asked to record a small video of me attempting to speak Japanese with her. THE SIDE BENEFITS One of the side benefits of learning Survival Japanese was the heightened level of service and respect I felt I received. This reminds me of the following quote: When you speak to a man in a language he understands, that goes to his head.  When you speak to a man in his native language, that goes to his heart.  Nelson Mandela After this trip, I really believe in Mandelas quote as it turned the people I was interacting with into fast friends who were eager to help and guide me in my travels. THE TAKE-AWAYS FOR LANGUAGE LEARNERS This trip and the challenge taught me a number of things that I think can be useful for other language learners. #1 Anyone can learn a language. If I can do it, so can you ! #2 Setting a goal is key! Because I had a deadline [my trip to Japan], it really pushed me to learn. If you have no goal, and no pressure [be it a personal goal, or a real situation where you will need to speak a language], then the chances of you staying motivated and disciplined become a lot harder. Make your goal now [Some goal ideas: Record a youtube video in 30 days of me speaking in a foreign language; Plan a trip abroad and use that timeline to push you; Take a test in that language, like the HSK for Mandarin Chinese]. #3 Learning a language can open up so many opportunities Because I could speak Japanese, I was able to communicate with so many more learners that if I couldnt speak a word. It made Japan more accessible to me, and made the experience unforgettable! I hope that my experience can motivate other language learners to set and reach a goal. If you have interesting ways in which you keep yourself motivated, set them below. How I Learned Survival Japanese in Under 30 Days. Hi, my name is Sam Bleakly, and Im the community manager here at italki.com. Im also an enthusiastic traveler, and an amateur language learner. I am currently learning Mandarin Chinese, as I live and work in China, but I dont speak Spanish, German, French or any other Romance language fluently so Im certainly not a linguist. Im just a regular guy who is lazy at the best of times. In May, however, I finally got motivated to learn a new language. Read on to find out how I did it! THE ORIGIN OF MY INTEREST In May, I found out that I was going to have an opportunity to go on a short trip to Tokyo with some friends. I had always dreamt about going to Japan. Growing up in Milwaukee Wisconsin, my older brother, Mike, was crazy about Japanese animation, and in my teenage years I myself developed a similarly unhealthy obsession to a Japanese arcade game called Dance Dance Revolution [Im pleased to report that I was able to cross playing DDR in Tokyo off of my bucket list]. THE CHALLENGE At italki, we had an idea for a Japanese language challenge to see how much functional Japanese I could learn before I went on my trip. I decided to take on the challenge, because I thought that having a goal and a stop-loss deadline would help to keep me motivated and accountable. For 30 consecutive days, I took casual conversational lessons with a Japanese  community tutor on italki and studied hard for 5 days before I left. THE RESULTS Im pleased to report that, as a result of 30 one-hour lessons, I was able to do the following with confidence: Take a cab and direct them to a subway station. Ask for directions to a subway station. Ask for directions to a park. Ask for directions to a bathroom. Ask people for their name. Ask people if they knew English or Chinese. Explain that I was visiting a friend. Explain what I did for work. Explain where I was from. Explain where I lived. Greet People. Ask for Tea. Order Food. Ask the cost of items. Ask if a shopkeeper had an item. Tell people that I couldnt speak/understand Japanese. While visiting YoYogi Park we were able to see an amazing duo of University Students who were signing and playing popular song covers on Guitar. After their performance I asked to record a small video of me attempting to speak Japanese with her. THE SIDE BENEFITS One of the side benefits of learning Survival Japanese was the heightened level of service and respect I felt I received. This reminds me of the following quote: When you speak to a man in a language he understands, that goes to his head.  When you speak to a man in his native language, that goes to his heart.  Nelson Mandela After this trip, I really believe in Mandelas quote as it turned the people I was interacting with into fast friends who were eager to help and guide me in my travels. THE TAKE-AWAYS FOR LANGUAGE LEARNERS This trip and the challenge taught me a number of things that I think can be useful for other language learners. #1 Anyone can learn a language. If I can do it, so can you ! #2 Setting a goal is key! Because I had a deadline [my trip to Japan], it really pushed me to learn. If you have no goal, and no pressure [be it a personal goal, or a real situation where you will need to speak a language], then the chances of you staying motivated and disciplined become a lot harder. Make your goal now [Some goal ideas: Record a youtube video in 30 days of me speaking in a foreign language; Plan a trip abroad and use that timeline to push you; Take a test in that language, like the HSK for Mandarin Chinese]. #3 Learning a language can open up so many opportunities Because I could speak Japanese, I was able to communicate with so many more learners that if I couldnt speak a word. It made Japan more accessible to me, and made the experience unforgettable! I hope that my experience can motivate other language learners to set and reach a goal. If you have interesting ways in which you keep yourself motivated, set them below.

An Organic Chemistry Tutor Slope Intersept

An Organic Chemistry Tutor Slope InterseptAn organic chemistry tutor slope intersept is a wonderful method for helping students gain knowledge and understanding of the elements and their properties, elements, and atoms. These instructors guide students as they journey through classes and labs, while advising and assisting in any way necessary.An instructor's training and experience are crucial in understanding and present a difficult topic. If an instructor is familiar with the subject matter, he or she can provide advice and assistance in ensuring that the student's course performance remains consistent, particularly if they are struggling. On the other hand, if an instructor is inexperienced, they will be able to focus on the important aspects of the subject and help ease the student's burden.Most organic chemistry tutor slope intersepts are carefully designed to serve the needs of their students. Their structure and focus are designed to ensure that the instructor can provide stud ents with a structure of learning, the structure of study, the structure of laboratory work, and structure of lab experiments. By providing these structures, students can then use them to plan their own study and examination schedules, so that each day is one that they enjoy and spend time with their friends.The organic chemistry tutor slope intercept structure helps students organize their own schedule by making it easy to plan their study time. The structure allows them to choose between group or individual work, allowing them to make sure that they don't take more time than they need, but also making sure that they get all of their work done in the allotted time.While the organic chemistry slope intercept structure provides a structure of study, it also provides structure of laboratory work. This structure allows students to keep track of the progress of their lessons and projects. The organic chemistry instructor can also assist students with research projects, lecture notes, qu izzes, and other useful materials as well. For any student who is unable to find a mentor to guide them through their studies, an organic chemistry slope intersept can help them feel confident that the instructor will have their best interests at heart. They will be able to stay focused and motivated, knowing that their instructor will make sure that they are getting all of the materials and instruction that they need. Having a structured structure will ensure that all of the material, students, lectures, and lab work is taken seriously and is viewed as an integral part of the coursework and curriculum.A structured organic chemistry tutor slope intercept structure can assist students as they tackle the hardest classes, classes, and labs. By making sure that the structure is in place, students can find time to enjoy themselves and spend quality time with their friends, as well. When students are able to find the structure, the results will be a successful graduate who has learned a g reat deal, as well as a diploma with meaningful educational value.