F. Scott Fitzgerald's The Great Gatsby presents the dark side of the American Dream and does so with unusual panache. The shimmering surface of Fitzgerald's prose style mirrors the daylight optimism of the dream, reflecting the ideal of a society wherein talent and hard work routinely get rewarded and upward mobility is based at least as much on merit as on luck or charm or who you know.
Ruthlessness or deceit … but who could need such things?
The narrator, Nick Carraway, likewise begins this adventure with a fair measure of this robust American optimism. He envies the high society spoons in his new top drawer of polished acquaintances, interpreting their frivolity and hedonism as an abundance of life.
Yet as the narrative progresses, this bright-eyed optimism dims. Nick sees, on the one hand, heirs to inherited wealth who are arrogant, bigoted, selfish, and only superficially cultured – Tom Buchanan and his ilk. On the other hand, he sees those who are...
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Sodium Sulfide (Na2S)
Iron (III) Nitrate (Fe(NO3)3
Na2S (aq) + Fe(NO3)3 → 2Na+ + S2- + Fe2+ + 3NO3
As long as the charges are equivalent from both sides of the equation then you are done.
We know the charges are equivalent because Na = +, S = 2+, Fe = 2-, and NO3 = -

I have been a professional Chinese teacher for 10 years.
I worked as a Chinese language teacher at OEPS in Singapore and elementary school teacher in Taiwan.
http://clairejingstudio.wix.com/hellomandarinseattle
I specialize in teaching zero beginners and helping my students speak more on class. Also training on kids and adults Chinese listening, speaking, reading, and writing skills. Looking forward to teaching you Chinese.

Well first, make it look like it is a game.
Playing just make it easier and add way more fun. Just having the idea of learning makes some breaks in the process.
Acting is one of the best way to learn, being in a situation makes more sense to students.
Singing is also another way to remember better some the sentences.
Working on accentuation, and pronunciation is more than essential. Knowing the language without knowing the pronunciation is useless.
There is some easy way to learn things such as flash cards and other little tricks that help a lot in the process of learning.

We’ll start with the easy stuff.
Multiplying by 4:
(1) Double the multiplicand you want to multiply 4 by
(2) Double it one more time
e.g. 8 * 4 = 32
8 * 2 = 16
16 * 2 = 32
Why does this work?
4 can be broken up into 2 * 2
8 * 4 = 32
8 * (2 * 2) = 32
Thanks to the associative property of multiplication, we can multiply factors in whatever grouping or order we chose and still get the same answer. We start by multiplying multiplicand we want to multiply 4 by 2 because this computation is easy for most people to do in their heads.
(8 * 2) * 2
(16) * 2
We then multiply our product by the remaining multiplicand, which is 2.
16 * 2 = 32
Multiplying by 10:
Stick a zero behind whatever number you wish to multiply 10 by
988 * 10
= 9880
Why does this work?
Consider what we’re doing in terms of place value. When...
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We’ll start with the easy stuff.
Multiplying by 4:
(1) Double the multiplicand you want to multiply 4 by
(2) Double it one more time
e.g. 8 * 4 = 32
8 * 2 = 16
16 * 2 = 32
Why does this work?
4 can be broken up into 2 * 2
8 * 4 = 32
8 * (2 * 2) = 32
Thanks to the associative property of multiplication, we can multiply factors in whatever grouping or order we chose and still get the same answer. We start by multiplying multiplicand we want to multiply 4 by 2 because this computation is easy for most people to do in their heads.
(8 * 2) * 2
(16) * 2
We then multiply our product by the remaining multiplicand, which is 2.
16 * 2 = 32
Multiplying by 10:
Stick a zero behind whatever number you wish to multiply 10 by
988 * 10
= 9880
Why does this work?
Consider what we’re doing in terms of place value. When...
read more

We’ll start with the easy stuff.
Multiplying by 4:
(1) Double the multiplicand you want to multiply 4 by
(2) Double it one more time
e.g. 8 * 4 = 32
8 * 2 = 16
16 * 2 = 32
Why does this work?
4 can be broken up into 2 * 2
8 * 4 = 32
8 * (2 * 2) = 32
Thanks to the associative property of multiplication, we can multiply factors in whatever grouping or order we chose and still get the same answer. We start by multiplying multiplicand we want to multiply 4 by 2 because this computation is easy for most people to do in their heads.
(8 * 2) * 2
(16) * 2
We then multiply our product by the remaining multiplicand, which is 2.
16 * 2 = 32
Multiplying by 10:
Stick a zero behind whatever number you wish to multiply 10 by
988 * 10
= 9880
Why does this work?
Consider what we’re doing in terms of place value. When...
read more

Hello! I call myself a Natural Teacher because different positions in corporate america always led me to be the one that everybody goes to when co-workers needed help with a new task. This is why I became a computer software trainer and was very happy in that position for over 15 years. I enjoy teaching and am now able to provide instruction on not only a more personal level, but in a way to benefit the community I live in!
I've been told that I have the patience of a saint - which is sometimes required and I see that as a challenge to find the best method that works for each student. I can be very creative and determined - because nothing is more rewarding than seeing the "light bulb" go on with a smile on a student's face.
Thank you!

Hello All Programming Fanatics and Math Fanatics,
My name is Gustavo, I have been a math tutor for two years and have decided to start teaching Java Programming. In case you did not already know, Java is an object oriented computer language that is perfect for beginners who seek some knowledge in programming, it is also a great way to express your creativity with the use of math.
I offer tutoring in Java at a high school level as well as lessons, I cover all the basic topics as well as some intermideiate topics from data types and logic all the way to graphics and keyboard listeners. Some requirements needed for Java programming include a proper understanding of algebra and a computer running windows 7 or higher/ Mac running a form of OS X Yosemite.
If interested or if you have any questions please feel free to contact me.

I had a burst of math-fueled nostalgia earlier this week when I found out that one of my favorite
'edu-tainment' games from my childhood has just been re-released for modern systems, and I'd like to take this week's Ellen's Choice to tell you about it.
Allow me to introduce the Zoombinis.
“The Logical Journey of the Zoombinis” was a PC game back in the 1990's that combined surprisingly challenging problem solving with adorable animations and catchy music to create an incredibly memorable experience. In the game you serve as a guide for the Zoombinis, a peaceful, fun-loving race of little blue creatures who need to escape persecution by traveling to a faraway utopia called 'Zoombiniville.' You guide the little guys in groups of 16, leading them through four different legs of the journey, each of which contains obstacles in the form of three different logic puzzles you must solve to get them past. As you get better at the puzzles the difficulty gets harder, so...
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To paraphrase the Disney song, the struggle is as old as time: how to get boys interested in reading? An avid reader my whole life, I never understood my male friends and cousins who fidgeted and giggled all the way through reading time. Even now, after several years of working with students, I still feel a bit disconnected from people who have never found themselves swept into the throws of a good story. What is it like to miss out on wandering Hogwarts’ moving staircases or journeying to Amsterdam with Hazel Grace and Augustus?
After spending four years studying some of the greatest literature ever written—both fictional texts for my literature classes and philosophical arguments in my government courses—I have come to realize that many of us wringing our hands are missing the point. It is not that boys are reading less but that they are consuming their “literature” in different ways. Platforms like video games, text messaging, and social media are so ubiquitous in our everyday...
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As per Wyzant's request, I'll give my five cents on what makes a tutoring session fun.
1. Liveliness: What better way to garner enthusiasm than to be enthused. It truly can be contagious.
2. Movement: Cognitive science evidences that our brains are not entirely at work while we're at rest. Moving around keeps things interesting, and, of course, complements the liveliness and enthusiasm that creates a memorable session.
3. Games: This one goes without saying. Games generally have entertainment value, but they can be useful educational tools as well.
4. Connections: Making things relatable, learning about the student, building a tutor-tutee connection makes each session more enjoyable.
5. Pneumonics: Pneumonic devices, particularly silly ones, can make a session both fun and memorable. Retention is key.

This piece was originally written for a composition teaching journal in April 2015.
Considerable hullabaloo accompanies what some deem incorrect usage of language. Seriously, did he just write hullaballoo in an academic piece? Hopefully you see what I mean. Seriously, did he just use second person? Is he engaging in meta-discourse? Composition instructors, some of whom might have throated some deep consternation in the opening lines of this discussion, tend to face the expectation that they erect themselves on mountains among a network of so-called authorities on the English language, and from such heights, prescribe, as a doctor would medication, remedies for the “diseases” of the English language. For these administrators and “language mavens” alike, one of the principle concerns of the 21st century—the age of text messages and tweets—is the shortage of correct grammar, correct, of course, in terms of standards often set by the same group of people. This, I posit,...
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I am an experienced French language instructor and have been teaching French language classes for all ages and levels for last 15 years. I currently teach at Bellevue College as French instructor and run also French workshops such as French for Travelers, etc. I am also a Montessori school specialists and very accustomed to classroom with multi age, multi level students in elementary, middle and high school.

I have recently been working with a lot of students that have ADD. Many of them need some type of active time with my lessons to relieve their extra energy! Now this article demonstrates the creativity of teachers! Reading while exercising!
www.upworthy.com

Thank-you for your consideration of my profile! I am a Biologist with multiple years experience in tutoring, most notably math. The physical areas I wish to work within include Collinsville, East St. Louis, Highland, and Alton school districts. I do have experience working with children with behavioral disorders. I have also had students from age 2 through to age 24. If you have any questions or concerns, please do not hesitate to e-mail me. Thank-you!

Tutoring doesn't have to be boring for the child nor does it have to feel like how their classroom is at school. These are the top 5 things that make my tutoring fun and effective:
1. No Worksheets!!! Worksheets are used in the classroom almost 90% of the time to assess children. There are more ways to assess other than worksheets!!!
2. Hands-On!! A lot of my lessons will be hands-on where the student will be able to physically touch manipulatives or materials to help enhance learning and make the student more engaged!
3. Lots of Fun!! My tutoring sessions are full of learning but in a fun and enjoyable way so that the student doesn't lose interest and can really make a connection with what is being taught.
4. Take home practice!! After each tutor session I will provide the child with something they can work on and practice until our next session. This is not considered homework, but instead something the student can do if there is time after they...
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Unfortunately, the way economics is typically taught today is extremely confusing for many students. The frustration that results even in introductory level classes is often palpable. If that describes your experience, don't beat yourself up. The primary problem is not with your understanding: the problem is that academic economics is completely divorced from common sense! Let's reason together:
Economics is based on several core assumptions that are in place so that the math works out smoothly.
A. People are always rational (okay...)
B. People always maximize utility (what's utility?... well, money I guess)
C. People are essentially the same (whatever...)
Please note that the real wold, if anything, tells us that the exact opposite of these assumptions is true. No wonder it is difficult to get an understanding of economics: it's modeling a fictional world! The good news is that if we get underneath all the formal jargon of the subject, there are...
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If you work in the corporate world, you are probably familiar with PowerPoint Presentations. Are you being tasked to create a training or a presentation? Would you like to make your presentation interesting and informative? Try to pick a design that doesn't use too many colors and animations. You want the audience to listen to your words as well as watch your slides. Most likely, the audience wont be able to read a lot of words in the presentation due to seating arrangements. It's a good idea to have an outline printed and distributed to the audience beforehand. This is useful for taking notes and going back to the subject that they've just seen.
There are many designs, infinite combinations of colors, animations, fades you can use in PowerPoint. Choose the best design for your business, such as darker colors for serious subjects and brighter colors for a more light subject. Use your creativity, and insert pictures or sounds at the right moment in your presentation,...
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Long, long ago I was in middle school. My ears and nose were bigger than they needed to be. Some of my friends had discovered make up and clothes. I was still riding my bike to the beach and skinning my knees. I was talking a class in Algebra. My teacher was Mr. Hewitt. He had scruffy hair and fabulously geeky glasses. The only thing necessarily attractive about Mr Hewitt was his eyes. They were alive. The minute he started talking you were riveted. He LOVED math.He was slightly baffled we didn’t. He did not totally mind though, he loved it enough for all of us.
He teased us into word problems by switching around the letters in our names and putting our alter egos in creative situations. There was never a train one and train two. It was rockets and pizza and martians and the beach. He buried the answers to a test and gave us a massive set of Algebra to solve to figure out their locations. He was patient when we didn’t understand things from his first explanation. He...
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