What Is Titration Chemistry?

What Is Titration Chemistry?One of the hottest topics today is to learn about titration chemistry. Titration is the process of making a mixture more concentrated and usually consists of a very slow heat extraction, followed by high heat distillation and evaporation. There are two different methods of titration, namely physical and thermo-chemical.T titration is an abbreviation for thermodynamic situation. When we say titration, it means that we measure the concentration of a liquid by looking at its temperature. This process allows us to measure a quantity of a substance under extremely conditions in order to determine the amount of the substance that is present. In addition, it is also an important measurement method for the separation of different chemical components of a mixture.Another term that is commonly used for titration is dynamic situation. A very important stage of titration chemistry is called dynamic situation. It involves placing a sample in an environment where it wil l experience a change in temperature and pressure that is comparable to the change in temperature and pressure in the sample when the sample is heated. The change in temperature and pressure of the sample will enable the substance to come into contact with the activated carbon droplets which will let off the carbon dioxide gas from the sample and produce a bubbling effect in the sample.Active carbon is a substance that has an ionic charge and thus is capable of absorbing molecules that are heavier than it. The process that occurs when the surface of the carbon film and the activated carbon are facing each other is known as hydrolysis. In the hydrolysis process, the dissolved molecules of the active carbon absorb the molecules of the carbon dioxide and the carbon monoxide gas which form bubbles in the liquid.In the reaction, the absorbed carbon dioxide becomes oxalate ions in the presence of water. The oxalate ions then decompose the carbon dioxide to create carbon dioxide gas. This process is repeated until the ratio of carbon dioxide gas to oxalate ions is equal. The result of this is that you will end up with carbon dioxide.A final step in titration is known as treatment. The ultimate goal of the titration procedure is to break down the activated carbon precipitate into its constituent carbon dioxide and oxalate ions. Then, the remaining carbon dioxide will be extracted out of the solution using a process known as vacuum distillation.As a rule, titration is a simple but very useful way of separating a variety of chemical compounds. In fact, there are many cases where chemical analysis becomes complicated and difficult. However, with the help of titration chemistry, it becomes a piece of cake to have this procedure done and you can easily get useful and relevant information that you need.

French Grammar Rules Your Guide to Verb Tenses

French Grammar Rules Your Guide to Verb Tenses Suzy S. French verbs throwing you for a loop? French tutor  Carol Beth L.  breaks down the differences between the most common verb tenses youll study in French class French verbs can be a difficult aspect of  learning French for many students â€" but it doesnt have to be. If you can mentally organize what kinds of verbs are out there and when to use them, learning French grammar will be much easier to do. Here are the most common tenses studied in typical French grammar classes: Check out our Ultimate French Verb Guide to learn more! 1) Le Présent (The Present Tense) This tense grammatically corresponds to the English simple present, e.g. “I do,” “he goes,” “we eat.” In English, this tense is used to talk about states of being and regular, repeated actions that are in or include the present time. Le present in French often plays this role, but it also plays a role similar to the present perfect in English Jy vais for “I am going (there)” or Je mange maintenant for “I am eating now.” 2) Le Passé Composé (The Past Tense) This tense usually corresponds to the simple past in English.  It describes one-time events and actions, or things for which a definite time or time period can be defined. Je suis allé(e) au parc.   I went to the park. Jai fait mes devoirs hier soir.   I did my homework last night. 3) Limparfait (The Imperfect Tense) The imperfect tense is also in the past, but unlike the passé composé, it describes events that happened repeatedly or over a long period of time. Jallais au parc tous les jours.  I went/used to go to the park every day. Elles étudiaient a luniversité pendant quatre ans.   They studied at the university for four years. Do not use limparfait in reference to an action to which you attach any description or reference to a specific time, such as an hour, year, month, week, or other time reference like yesterday, today, or tomorrow. 4) Le futur  (The Future Tense) This tense corresponds fairly well to the English future tense, formed with the modal “will” plus the verbal root. It describes events that have not yet taken place but are expected to occur. Jirai en France la semaine prochaine.   I will go to France next week. On mangera ensemble.   We will eat together. 5) Le conditionnel  (The Conditional Tense) The conditionnel  describes actions or events whose occurrence depends (or would have depended) on something else. The “if” is key here. If there is no condition (provided by the “if” clause), there is no conditional in the other half of the sentence, either. You may see the conditional tense use in the present (e.g. I would do something if something were different) or the past (e.g. I would have done this same something in the past if something were different). The other part of the sentence usually uses limparfait. Present Conditional: Je viendrais a la plage si mes amies voulaient venir.  I would go to the beach if my friends wanted to come. Je mangerais la pomme si elle était mure.  I would eat the apple if it were ripe. Past Conditional: Je serais venu(e) a la plage si mes amies auraient voulu venir.  I would have gone to the beach if my friends had wanted to come. Jaurais mangé la pomme si elle avait ete mure.  I would have eaten the apple it if had been ripe. 6) Le subjonctif (The Subjunctive Tense) This is notoriously one of the most difficult tenses for native English-speakers to learn. We do technically have the subjunctive in English, but we dont use it much. Le subjonctif is used at times when the topic at hand is clouded or influenced by emotion. If you see the word qu introducing the sentences dependent clause, that is a signal that you likely need to use le subjonctif. Je souhaite quil vienne avec moi. I wish him to come with me. Nous voulons que vous partiez. We want you to leave. On aimerait quils attendent. We would like them to wait. Be careful not to assume that que always implies le subjonctif, however. If the topic at hand is of definite certainty, le subjonctif is not called for. For example: Cest vrai quon est allé en France cet été.   It is true that we went to France this summer. 7) Le passé simple (The Simple Past or Preterite) Le passé simple is a literary past tense in French. It used to be found more often in common speech, but for about the last century or so, it has more frequently been used in fiction. In modern times, some writers have begun to prefer more colloquial verb tenses found in everyday spoken language. Unless you plan to write fiction in French, recognition is more important. If you can recognize the passé simple of the most irregular French verbs (which are also the most common), then you will likely also be able to recognize other regular verbs based on their roots. Les étudiants parlèrent de leurs idées philosophiques.  The students spoke of their philosophical ideas. Elle vit son frère lapprocher.   She saw her brother approaching. These are the primary verb tenses you will encounter in your study of French  grammar. You may see what appear to be combinations or re-combinations of these tenses as part of the pluparfait (past of the past), passé antérieur (literary pluparfait), or Frenchs other complex tenses. French grammar also has a unique grouping of verbs called reflexive verbs that require special attention, especially when it comes to gender agreement. Mastering the seven tenses above, however, will greatly increase your proficiency and provide you with verbal functionality in the French language. For more help studying French grammar, working with a private tutor is the best way to get targeted, specific instruction and achieve your language goals. Tutors are available to work with you online via Skype or in-person depending on locations and availability. Search for your French tutor now! Carol Beth L. teaches  French lessons in San Francisco, CA. She has her Masters in French language education from the Sorbonne University in Paris and has been teaching since 2009.  Learn more about Carol Beth here! Interested in Private Lessons? Search thousands of teachers for local and live, online lessons. Sign up for convenient, affordable private lessons today! Search for Your Teacher Photo by Arslan

English Expressions about Friendship English Lesson via Skype

English Expressions about Friendship English Lesson via Skype Where would we be without friends? Friendship is very important for everybody. Today, lets have a look at some English expressions about friendship. These expressions will help intermediate English students to talk about friendship in English correctly. English Expressions about Friendship TO MAKE FRIENDS EASILYWhen someone has a pleasant personality and is quite easy going and everyone wants to be his/her friend. They are said to make friends easily.Example: Declan was looking forward to going to University. He did not mind leaving home. In a few weeks he would be having a good time. He found it easy to make friends wherever he went.TO HIT IT OFFWhen two people really like each other from almost the first minute they meet we can say they hit it off immediately or they really hit it off.Example: John was introduced to Kevin at the party. They had a lot in common and agreed to meet for a beer the next week. Within a short period of time they were very good friends. They hit it off  from the first time they met.STRANGE BEDFELLOWSIn the previous expression to hit it off we referred to two people who get along immediately as  soon as they met each other.However,  we sometimes can not see the reason why two people such  as these would be friends at all. We do not see anythi ng in common or anything that we feel would  make them become so friendly.In this situation we say they are strange bedfellows. What have they got in common?GET ALONG WITH or GET ON WITHAnother way to describe when someone has no difficulty making friends with other people.Example: Sally is a really nice girl. She is always helping others. She is easy to get along with (or easy to get on with). Everyone likes her. English Expressions about Friendship CLICKEDAn informal word used to describe how two people became friends very quickly.ex. They clicked the moment they met. So Barry and Yvonne were celebrating their 10th  Wedding Anniversary. They had been together for 12 years. They liked each other the first moment they met. Neither of them could explain it really they  just clicked!HAVE YOUR BACK or LOOK OUT FOR YOUThese are English expressions about friendship that used by really good friends.It means they are there to support each other through good and bad. When you are going through a tough time it is good to know that you have a friend who will protect you. Someone who has your back.ex. David and Tom had been friends since their school days together. They did everything together. They played on the same team, went out at weekends. They were quite protective of each other. They promised to look out for  each other (protect) no matter what took place. I will always have your back Tom said to David, Likewisereplied David.Friends is the very common word used to described those closest to us who are not family members. We can also use several other words that have the same meaning:BUDDY American EnglishMATE (plural MATES)  British EnglishPALSCHUMSOther English expressions about firendship include  best friends or close friends.We can also be childhood friends (a long time) or school friends.When we have these sort of friendships the adjectives we can use to describe the friendship in English include:inseparable   always togetheror a noun to describe such a relationship is:a bromance a relatively new English word which is a combination of Brother and Romance.Scroll down for English Idioms and about Friendship + infographic English Idioms and Expressions about Friendship A SHOULDER TO CRY ONWhen there is a serious crisis in our lives and we really need a friend to help and listen to us we  often look for a shoulder to cry on.  Someone friendly and helpful who will listen to our woes  (problems).Example: Joanna had just lost her mother (her mother died suddenly) and now she had learnt that her father needed immediate surgery. She called Kate, she could always rely on Kate to give her a shoulder to cry on when she needed it.TWO PEAS IN A PODHave you ever taken peas out of their pods when they are growing in your garden?The peas are identical. It is very difficult to see any difference.When two friends are very close, like the same things, do the same things people will say:Example: Oh look at those two. Always together always doing the same thing they are like two peas in a pod.JOINED AT THE HIPSimilar in meaning to like two peas in a pod.Joined at the hip refers to two friends who are always seen together. They are always hanging out together (in each others company). They are inseparable.Example: Those two are joined at the hip. Where ever one is the other is sure to be close by.THROUGH THICK AND THINWhen a friend has shared all our ups and downs  (positives and negatives)  with us and we have  shared all of his/hers we can genuinely say we have been through everything together. We have  been through thick and thin. We have seen the positives and the negatives. True friendship.  Example: Antonio and Jaime had been friends since they were children. They went to the same school. They studied at the same university and had shared many other life experiences. They had been through thick and thin together.A friend in need is a friend indeed! English Idioms about Friendship - Infographic Enjoyed this infographic? Here’s what you can do next:Share on reddit

Tips for Requesting High School Recommendation Letters

Tips for Requesting High School Recommendation Letters At some point in your teens life, its likely that he will need to request a letter of recommendation. Many top-tier colleges and universities require or strongly encourage applicants to submit such letters. Or, your teen might need one for a scholarship, internship or pre-college program application. These letters can seriously bolster your teen as a candidate, so its important to take them seriously. Huntington offers a few essential guidelines for requesting recommendation letters: Build relationships. Before teens even get to the point where they need letters of recommendation, they should work on cultivating good relationships with teachers and superiors. That means being engaged in class, being a good classmate or teammate, and giving all endeavors, from school to extracurricular activities to part-time jobs, their very best effort. Ask the right person/people. Its imperative that students request letters from appropriate teachers/mentors. They should ask individuals who know them well enough to speak to their academic performance, character and willingness to persevere in the face of adversity. High school students should avoid asking for recommendation letters from the teacher who doesnt know them very well or the guidance counselor theyve only visited once during high school. Also, its important to pay attention to the guidelines offered by the college (or scholarship or other organization), as the committee reviewing applications might want the writer to focus on certain traits, such as the students communication or critical thinking skills. Give some background. Many teachers/coaches/mentors are willing to write recommendation letters, but students shouldnt assume those people know everything about them. They have lots of other students, after all. When requesting the letter, students should provide a resume if they have one (or a list of their accomplishments and activities) and a little background that the teacher might not know, such as their career plans or personal background. Allow plenty of time. Teachers and other recommenders are busy people and will likely receive requests from other students too. They need time to think about and write every letter requested of them. Giving notice is a good idea, and the earlier the better. Students might even consider making a soft request via email to confirm the teacher/other individual is willing before following up with a more formal request after they agree to the task (with all of the aforementioned details). Again, students should make sure the teacher has the application deadline (and recommendation letter, if different). Share any specific guidelines. Students can make things easier on the teacher/counselor/other individual that they ask by providing a rundown of the guidelines of the letter of recommendation. They should also include the application deadline and the website where the letter should be submitted or the address where the letter should be mailed. Be appreciative. Last and certainly not least, high school students should write thank-you notes or emails to the people who write letters of recommendation for them. Doing so shows their professionalism and appreciation and can help strengthen those relationships for the future. Theres an art to requesting recommendation letters. Encourage your teen to take this seriously, as arming those individuals from which they request letters with all the right information will result in a well-written letter that articulates your teens best assets.

Do Video Games Cause ADHD

Do Video Games Cause ADHD Do an online search for causes of ADHD and youll find plenty of discussion about video games being a driving factor in the rising number of kids being diagnosed with ADHD each year. With so many people weighing in on the causes of ADHD, it can be difficult to separate fact from fiction. Lets start by talking about why people suspect that playing video games leads to the development of ADHD. In general, this idea stems from the belief that video games train the brain to focus only on activities that involve a high level of stimulation. Almost every parent of a child with ADHD has observed a big difference in their childs ability to focus when theyre playing video games versus when theyre doing just about anything else. When kids with ADHD are playing video games, they can be so focused that it almost seems like they dont have ADHD at all. So, its natural to wonder if playing video games has altered their ability to focus on anything that does not involve a high level of stimulation. But does existing research support the notion that video games cause ADHD? Overall, the answer is no. Time and time again, studies point primarily to genetic causes of ADHD, with a role for other environmental influences like prenatal factors or exposure to lead or other toxins during childhood. That said, there are numerous studies suggesting that excessive video game playing (usually defined as more than one or two hours per day) can make ADHD symptoms worse for kids who already have an ADHD diagnosis and cause higher levels of oppositional behavior. Why would video games make ADHD symptoms and oppositional behaviors worse? Interestingly, its not really the video games themselves that are to blame. Its the difficulty that kids with ADHD, and their parents, have with monitoring and moderating the use of video games. Once kids with ADHD start playing video games, they typically become hyperfocused, so much so that they have a hard time stopping when its time to do something else. This means that they: Are more likely than kids without ADHD to play video games late into the evening, leading to insufficient sleep. Study after study shows that poor sleep makes symptoms significantly worse for kids with ADHD. Are more likely to have conflicts with their parents. The challenges that parents have with trying to monitor and limit their childs video game playing often leads to serious conflicts between parents and kids with ADHD. Over time, these conflicts escalate and take a toll on family relationships. Whenever family relationships are negatively impacted, oppositional behavior increases. Experience greater opportunity costs. Playing video games excessively comes with what psychologists refer to as opportunity costs. Every minute that a child spends playing video games is a minute that they are not spending engaged in another activity. When the missed activity includes an opportunity to play with other kids offline, then they have missed a chance to improve their social skills. When the missed activity is related to academics (like reading, participating in an after-school science program, etc.), then theyve missed an important opportunity to improve their academic skills. When the missed activity is something physically active, then theyve missed an opportunity to get exercise that would help keep ADHD symptoms in check throughout the day. Over time, these missed opportunities accumulate and lead to ADHD symptoms and functional deficits that are worse for kids who play video games excessively than kids who dont play video games or only play them in moderation. So, knowing that playing video games dont cause ADHD, but can make ADHD symptoms worse, what should parents do? Should they keep their child from playing video games altogether? There isnt really a one-size-fits-all answer to this question. If a child already plays video games regularly, can they play in moderation without constant arguments and negotiations with their parents? If thats the case, then a moderate amount of video game play (for example, 30 minutes a day or limiting video games to one hour a day on the weekends) should be fine. If this is not the case, and parents find that their child is only interested in playing video games, doesnt seem to find anything else interesting or enjoyable, or there is a high level of conflict at home around video games, then playing in moderation might not be an option at least not right now. In these situations, I highly recommend that parents work with a mental health professional to figure out a plan for eliminating video games for a s pecified time (somewhere from 3-6 months) before gradually reintroducing video games with a very clear set of ground rules. It can be very challenging to make these changes successfully if your child has been playing video games excessively. If you are concerned about the impact that video games are having on your child and your family, then reach out to a mental health professional for help. 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.

What its really like to teach English in Japan A teachers perspective

What it’s really like to teach English in Japan A teacher’s perspective Teaching English in Japan is unlike teaching, well, anywhere else in the world. Not only is it a country full of magnificent sites â€" both natural and historic â€" but it also has a rich culture with many beautiful customs. While we have previously covered a few tips and tricksfor getting ready to teach English in Japan, our team here at Teach Away wanted to dive deeper into how to best prepare for teaching English in Japan. While country research is key to understanding your next home away from home â€" and tips and life hacks are important to creating convenience in your day to day â€" we believe there is nothing like learning from other teachers’ personal experiences to truly prepare you for your next adventure. That’s why we spent some time getting to know Alex Barnes from Benesse BE studio. We wanted to learn what took him all the way from North Carolina to Japan to teach English to some very little and very special young learners. Alex’s Story Originally from North Carolina, USA, Alex Barnes studied Japanese at university, which is when he first became interested in this beautiful country. It wasn’t until he started tutoring Japanese exchange students in the English language that he really found his passion for teaching English. This work led him to eventually move to Japan, where he has been working in the English teaching industry since 2011. His success and life there has been so rewarding that he is now keen to share his experiences with others thinking about, or already looking into, teaching English in Japan. He told us: “I’m really interested in sharing with others how [teaching] English works, and I feel like I learned a lot more about my native language by teaching it.” When Alex started applying for teaching positions in Japan, he had a variety of interview experiences. He found that some interviews were information sessions followed by group interviews, sometimes involving quite a bit of travel. Whether in a group or individual setting (or both), interviews usually involved a recruiter giving an explanation of the company and job. Then applicants were often asked to model part of an English lesson. One unique thing that Alex did during this recruitment process, which really helped him stand out from his peers, was preparing some sample lesson plans and teaching materials ahead of time. That way, he was ready in case he was required to use his own material. “Eventually, I accepted a position for an English conversation school in a city called Tsukuba, about one hour outside of Tokyo,” says Alex. He was there for a while before he took a position with a company that had a focus on teaching English to young learners in Japan. “I started at Benesse BE studio in May 2018. I was brought in to head up training, observations, and employee care for the Instruction Section,” he says. He notes that “since BE studio is focused on teaching children, especially younger learners, the training and school atmosphere is very fun. Games, songs, and crafts are a big part of lessons, so teachers that enjoy these types of activities and enjoy teaching young children are the kind of people working here. Teachers might have a lot of students, but schools tend to be small, so a typical work environment is more personal and friendly than many large private conversation schools or public schools.” Alex was a quick study and soon settled into his life at BE studio, a company that he says “has a different company culture and lesson style. I was pleasantly surprised that BE studio places a lot of importance on employee care and communication with instructors. We also have regular workshops to improve teaching skills, and because new and experienced teachers come to share ideas, it’s a very supportive environment.” Alex explains that many of the large companies in the industry don’t have the time or resources to see instructors often after initial training. Usually, this means that the head office only gets involved when a teacher, or their school, have a problem. The philosophy at BE studio is different, however, and Alex tells us that the staff are very committed to continuing to support teachers and building their teaching skills long term. This kind of work environment was exactly what Alex needed and hoped for, as it lends itself to a long career. Some of the foreign employees at the company have been working there for more than 20 years! Alex did say that teaching English to young learners in Japan may not be a great fit for everyone. “This may seem self-obvious, but you need to enjoy working with younger children. Some people think that they’ll have a good time, but find the job not to their liking when they actually have to teach children every day,” Alex says. “If you love working with kids of various ages, you’ll be fine.” Teaching English to young learners in Japan is definitely a unique experience. Alex says of his work: “you’ll often find that kids have high enthusiasm for English and want to involve fun in the lessons. That’s not to say you won’t find that with adult students. Many beginner adult students will enjoy games and learning English as well, even if the type of enthusiasm is different from children. The biggest difference is probably in how you approach teaching those students. When teaching kids, you will have to take into account their personality and learning style more often. Whereas teaching adults is often focused more on their goals and purpose for studying English.” Alex tells us that it is extremely rewarding work for him: “When you see the ‘oh, now I get it’ look on a student’s face, or a parent tells you their child had a conversation with foreign tourists last weekend, or a student finally passes the English test they’ve been studying for, it makes it all worth it.” For Alex, teaching English to young learners in Japan with a company like BE studio was a dream come true. He was fulfilled in his work, his company was supportive and he could see a clear career path for himself that would allow him to stay in the country he fell in love with as a University student. That said, when it comes to embarking on teaching English as a foreign language career in Japan, it’s best to understand what to expect. Alex’s main advice for those reading his story is setting expectations of working for a Japanese company. “You have to take everything with a grain of salt and manage your expectations. Step one is accepting the major differences between working in Japan and working, in say, the US or Canada.” He says it’s important to not only really understand the country’s culture, but to specifically be prepared for a very different working culture. That’s the best way to set yourself up for success. Preparing for the little things After learning first-hand from Alex’s success story for working and living in Japan, we began to see that sometimes it’s the smallest things in life that can really trip you up. Based on his experiences, here are four things to consider before your boarding call. Paperwork, paperwork and more paperwork Before you’ve even left on your trip, make sure to have all your paperwork in order. The last thing you want is to travel for 15+ hours only to discover that you need a certain form signed by someone back home! When you first arrive in Japan, there is naturally going to be a bit of running around getting this, that and the other thing. Alex’s sage advice is: “Make sure to prepare well for initial costs as much as possible. Getting through all the paperwork (city hall, phone contracts, etc.) can be frustrating, but you just need to have patience.” This part of the process is certainly not unique to Japan. When it comes to paperwork and settling in, relocating anywhere to teach English abroad is going to require some calming deep breathing techniques. But Alex adds one key tip for arriving in Japan: “after you’re all set up, find your closest 100-yen store (think dollar store); you’ll be pleasantly surprised by how many everyday goods you can buy there!” Learn the language Kajsa, another English teacher at BE studio, says that what surprised her the most when she arrived in Japan is “how little people speak English.” While being fluent in Japanese was definitely an asset for Alex Barnes, it’s not necessarily required in order to be fully prepared for life in the country. That said, knowing a handful (ok, maybe a few more than a handful) of key Japanese phrases will definitely be handy. It’ll help you get oriented and manage some of those day-to-day tasks, which can seem insurmountable when faced with the inability to communicate in the local language. Check out these great resources for learning some Japanese before you take off: Japanese Phrasebook Dictionary Memrise Duolingo Get to know the culture You could probably read endlessly about Japanese culture to try to understand everything this amazing country has to offer. Reading up on Japanese cultural practices on our blog is one place to start. Or you could do what Erin, another BE studio teacher, did before her move: “I mostly prepared by checking out videos about living and working in Japan.” But in her experience, it seems that it’s best not to take everything you hear about Japan too seriously. She says: “There was some content that didn’t match what I actually experienced. For example, they talked about manners in Japan a lot, like not eating and walking at the same time, but I see people doing that all the time.” As for Alex Barnes, he says that based on his experience in Japan, “life is very comfortable, the food is great, and the people are polite and helpful. The culture is very different from back home, but that’s what drew me to Japan in the first place.” Sign up to Teach Away today for access to the latest teaching jobs around the world. What it’s like working in Japan Where Alex thinks you might find the biggest shock, and where he indeed was perhaps most challenged, was adapting to the work culture in Japan. For example, if you’re like us and roll into the office at 9:01, then you’re going to need to rethink your approach to punctuality in order to be successful in a Japanese work environment. Alex kindly warned us that “Japanese employees typically arrive at least 15 minutes before their shift starts, and showing up only a few minutes before work starts, or being right on time, is considered late.” He explained that for Japanese people, work time is paid time. Therefore, they believe that everyone needs some time to catch a breath and get ready for their shift: “The main idea is that everything is prepared and you are actually ready to start working when the shift time begins.” In addition, Japanese people like to keep their workplace tidy â€" not that you can blame them! No one likes a messy desk; it’s distracting. In Japan, Alex says “many workers place a lot of importance on cleaning the work area and expect everyone to contribute.” While he didn’t technically have to contribute, what he discovered was that “it made relationships with my co-workers so much better once I started pitching in with the cleaning.” Alex also noted about his job: “In the Eikaiwa (English conversation school) industry specifically, it’s important to remember that you’re working for a business; it’s not 100% teaching lessons. You might be asked to hand out fliers or help promote the school in similar ways. So as long as you keep a flexible attitude about assigned tasks, you’ll avoid a lot of problems and have better relationships with Japanese co-workers.” These tips might seem very specific, but as our friends at BE studio reminded us, in Japanese culture, not everything is communicated directly, so you need to learn to ask the right questions. As we mentioned in our article about teaching young learners in Japan, the presence of foreigners is quite limited, which means the average person has fairly low exposure to different ways of doing things. We suggest taking the time to really read up on what to expect. Because the more you know, the better prepared you’ll be. Find a community! Speaking of getting prepared, there is nothing like having a support network to ensure you’re in the know and set up for success. There are definitely going to be many other English teachers just like you, who you can meet and learn from. Don’t underestimate the kindness of strangers. We learned this from another BE studio teacher named Mary Kate, who shared with us her biggest surprise in Japan: “People have been really willing to help a lot. I was surprised by how helpful everyone wanted to be. People just come up to you and ask if you’re doing okay, or if you need anything.” If you want to make some friends before you leave, you can join the Teach Away Community Facebook Group to connect with other English teachers getting ready to ship out. Then you can plan to meet up with them when you arrive. Happens all the time! To wrap it up In short: make sure you’re as prepared as possible! That includes everything from understanding your workplace, to ensuring you have your TEFL certificate for authentication purposes. A TEFL is not always necessary, but a really great way to get prepared for teaching English abroad. Of course, one person’s experience can be very different from another’s. We urge you to read up on Japan and learn as much as possible before deciding to explore opportunities for teaching English abroad. Even for Alex, it wasn’t a totally clear path: “I didn’t know completely that I wanted to teach English overseas. I knew I wanted to work in Japan and use the Japanese language in my job long term, but I was open to the idea of working in other industries in the future. However, I found that teaching became a passion for me, and working my way up to training felt like a natural progression from my love of teaching. While being involved in training and employee development satisfied my desire to teach, I also studied Japanese with the intention of using it for work. With my current position, I really enjoy the challenge of using Japanese on a daily basis, and I’ve warmed to a management position more than I would have thought when I first came to Japan.” He admits that: “My experience might be a bit rare specifically as a foreign manager, but those who do move up here are the ones who are dedicated to learning the language and accepting and working with cultural differences in the workplace, which is likely true in any country.” Regardless of your career path, teaching English in Japan can be one of the most important and valuable things you can do for your future. As Alex told us in his interview, “those I’ve talked to who made careers in other industries or careers back home have said that the transferable, non-teaching skills they learned here came in handy in unexpected areas. In addition to people who have used teaching or Japanese language skills in work back home, skills such as customer service, content creation, and intercultural communication have often opened doors to a variety of careers for many people I have met through work.” Ready to teach English abroad in Japan? Check out all the latest job opportunities. Specifically interested in teaching English to young learners? See what’s available.

What College Students Learn From Taking the MTA to School

What College Students Learn From Taking the MTA to School Via Pixabay Commuting via the MTA is one of the cheapest options students have in terms of transportation. There’s no doubt that this system is the only one that can take one from Queens to Manhattan in forty minutes during rush hour. A city like New York that constantly revolves around a 9-5 schedule creates waves of commuters that crowd the trains from 6 a.m. to 9 a.m. in the mornings and 3 p.m. to 7 p.m. in the afternoons. Among those commuters are high school students, tourists, people who work, and college students. Therefore, it is important for students to plan ahead and prepare for things like not fitting into the trains and finding themselves crammed between a multitude of people all going somewhere. During rush hour, one can easily be caught so far into the crowded train, that one can miss their stop altogether. It’s no surprise that students often use excuses such as “my train was delayed because it was really crowded” or “my train kept stopping due to signal problems”. If there’s anything that the MTA can teach college students, it’s time management skills and quick thinking skills. When it comes to deciding whether or not to squeeze into a small corner at the entrance of the train, or to whether or not to run to the train door when it is already at the platform, commuters think quickly and act immediately. College students can expect to learn to estimate quicker as well as gain an understanding of physics as they decide on a pose that will allow them to stand and avoid falling over to the side once the train lurches. Planning skills are also crucial for every commuter because every second counts when there is only a minute left for the train to pull up to the station and one is attempting to buy a metro card at the machine. Without the MTA, college students would never be able to gain these skills.