The Coordinate Plane

The Coordinate Plane A two dimensional coordinate plane is a surface on which there are two axis perpendicular to each other, the horizontal axis known as the X-axis and the vertical axis known as the Y-axis. On the basis of these two axis, points are plotted on the coordinate plane. The point of intersection of the X-axis and the Y-axis is known as the origin and the point of origin is (0, 0). The coordinate axis divides the coordinate plane into 4 quadrants known as the first, second, third and the fourth quadrants. Example 1: Given 2 points, (1, 2), (-2, 4). On the coordinate plane, in which quadrants do the points lie? The coordinate plane is divided into 4 quadrants as shown above. The point (1, 2) - x = 1 and y= 2. Since both x and y are positive numbers, the point lies in Quadrant I. The point (-2, 4)-x= -2 and y= 4. Since x is negative but y is positive, the point lies in Quadrant II. Example 2: Given the points, (-3, -1), (5, -6) and (-4, 5). On the coordinate plane, in which quadrants do the points lie? The point (-3, -1)-x= -3 and y= -1. Here both x and y are negative, hence the point lies in Quadrant III. The point (5, -6)-x= 5 and y= -6. Here x is positive and y is negative, hence the point lies in Quadrant IV. The point (-4, 5)-x = -4 and y= 5. Since x is negative but y is positive, the point lies in Quadrant II.

How the Violin is Played in Asia

How the Violin is Played in Asia Asian Violin Practices ChaptersString Instruments in AsiaThe Violin Around AsiaEstablishments for Learning the ViolinThe Greatest Asian Violinists“We are well aware that the future of classical music is in Asia” - Didier Schnorhk, President of the World Federation of International Music Competitions.Playing the violin (or fiddle) is wildly popular in Asia. Asians represent 47% of entrants and 35% of winners in violin competitions such as the Yehudi Menuhin International Competition for Young Violinists.Of course, the violin and other string instruments like the cello and viola aren’t thought of in exactly the same way across the whole continent. In this article, we're going to have a   look at the ancient practices, how the violin differs from region to region, and how people learn to play the violin in Asia. TomViolin Teacher £25/h1st lesson free!Discover all our tutors StacyViolin Teacher 5.00 (5) £25/h1st lesson free!Discover all our tutors ValtieViolin Teacher £40/h1st lesson free!Discover al l our tutors BenedictViolin Teacher 5.00 (8) £25/h1st lesson free!Discover all our tutors TaisiiaViolin Teacher 5.00 (1) £20/h1st lesson free!Discover all our tutors AmyViolin Teacher 5.00 (1) £25/h1st lesson free!Discover all our tutors LuísViolin Teacher 5.00 (6) £40/h1st lesson free!Discover all our tutors MomokoViolin Teacher £45/h1st lesson free!Discover all our tutorsString Instruments in AsiaThe violin follows a long tradition of string instruments in Asia. While the violin first appeared in Cremona, Italy, in the 15th century, there was already a long history of bowed stringed instruments by other names on the Asian continent.Asia has its own instruments and culture, too. (Source: NeuPaddy)In a lot of countries, there are instruments similar to the violin being played:In China, the erhu is common. It has an open sound box which is often covered with snakeskin. The soundboard is a wooden plank and the strings are made of hairs which are vibrated with a bow.In India, they play the vînâ, a musical instrument that’s very common in traditional Indian music.In the Middle East, the vielle is commonly played, though it's slightly different in each country.In Japan, they play the kokyu is popular. This is like a vielle and a blend of a traditional Western violin and the Chinese erhu and is Japan’s only bowed instrument.It should be noted there have been many a disagreement between luthiers. While Europeans traditionally made the best luthiers, with big names such as Antonio Stradivari and the Guarneri and Amati families, there’s a lot of competition coming from China. Pinggu, a city near Beijing, is home to many luthiers selling violins sold outside of the country. 70% of Geng Guosheng’s sales are to countries other than China.Stradivarius isn’t the only brand of violin you should be thinking about. It's all down to what a musician prefers, after all. Additionally, if you can't play the violin, any violin will sound terrible.An Asian soloi st won’t have the same training and understanding of music as a European soloist. For example, an Asian violinist may not have grown up listening to Paganini, Bach, Mozart, etc. so their musical reference points and their teachers won’t be the same. The same is true for the sound. The violin is different all over Asia.The Violin Around AsiaAsia includes many different countries: 47 in total and the majority of Russia. This means you can’t generalise when talking about the violin.Each country in Asia has its own way of playing the violin. (Source: Free-Photos)The Violin in Southeast AsiaThere are musical influences from the following countries:IndonesiaMalaysiaThe PhilippinesSince these countries were colonised by European empires, you see the violin pop up again and again. The inhabitants of these countries are more familiar with the biola, a local variation of the violin brought by the Portuguese and the Spanish, than chamber music and symphonic orchestras.The Violin in the M iddle-EastThe violin is quite famous in the region where the violin is a part of most countries’ traditional music. We’re talking mainly about the following countries:IranIraqTurkeyIsraelJust like in North Africa, you can find Gyspy music influences. The violin, as well as the kamancheh, djoza, kemençe, and the folk violle, is played on your legs or knees without a shoulder rest or chinrest.The violin is very common in classic Turkish music as well as contemporary popular music. The violin is regularly practised and is taught in music schools just like it is in Europe and it's quite easy to see a symphony orchestra or hear a violin concerto.Passion for the Violin in China, Korea, and JapanWhile the Chinese empire seems to have used traditional bowed instruments from as early as the 8th century, Japan and Korea would take longer to adopt them. This grew from competing musically with Europe and other continents.Learning the violin and modern music training requires discipline and work, two things that are considered very important in this part of the world. As Didier Schnorhk said in South Korea, “There has been a willingness to invest in general education and culture, in particular. Incredible music schools have opened, they’ve welcomed the best teachers from abroad, and created structures which help spread culture.”These plans seem to have had a positive effect.So where can you learn to play the violin in Asia? Where can students become famous violinists?Establishments for Learning the ViolinIn order to learn the violin, you need exceptional training, music theory lessons, and a lot of practice. The main places to get all this are conservatoires and universities.Students go there to learn how to become violinists and will get training on different types of violins and can train regularly with string quartets and orchestras.A lot of Asians come to Europe to learn more about the violin. (Source: 4997826)The best way in Asia to become a violinist is to attend higher education establishments such as conservatoires, specialised music schools, and universities. You’ll be able to improve your playing abroad as well as get the opportunity to enter international competitions if you’re good enough.The most reputable establishments across Asia for learning to play the violin are:The Korean National School of Music in South KoreaThe Delhi School of Music in IndiaThe Khoshnahad Peiman Conservatoire in IranThe Bechmann-Mehta School of Music in IsraelThe Aichi Music School in JapanThe Kuala Lumpur International College of Music in MalaysiaThe Taiwan Normal University College of Music in TaiwanThe Istanbul Mimar Sinan Conservatoire in TurkeyThe Conservatoire of Hanoi in VietnamDid you know that 23% of violinists trained in Europe are of Asian origin?Each year, Asian violinists attend European institutions in order to complete their violin training. This allows them to get a similar musical training to the greats like Beethoven, Brahms, St ravinsky, and Profokiev.The Greatest Asian ViolinistsNot all violinists are created equal. Playing in a philharmonic orchestra or a national orchestra will definitely increase your chances of being one of the greats. That said, there’s still a huge number of Asian violinists winning international violin competitions.There are tonnes of famous Asian violinists. (Source: 6335159)Looking for a good performer?Here are some of the greatest Asian violinists:Ray Chen. A violinist from Taiwan has perfectly mastered modern violin techniques.Kyung Wha Chung. A famous violinist from South Korea.Vanessa-Mae. A classical Chinese-Thai violinist who became famous from a young age.Nedim Nalbantoglu. A violin prodigy from Turkey.Lakshminarayana Subramaniam. An Indian advocate of multicultural violin playing.Kayhan Kalhor. The Iranian king of the violin.How long does it take to become a great violinist?The average age of violinists, not including child prodigies, is 33. Of course, that doesn't mean that you can't learn to play the violin if you're over this age.When we consider conductors, too, there’s also:Jing Huan. A young woman from Beijing.Myung-Whun Chung. A holder of the prestigious Kumkuan award whose both a pianist and violinist.Despite the historical, social, and cultural differences, violin playing in Asia shares a lot of similarities with Europe. Additionally, the traditions of both continents are available to everyone.After all, music is international, isn’t it?Would you like to learn how to play the violin, become a violin virtuoso or composer, and see these great violinists live?If you can't make it all the way to Asia, don't forget there are private tutors available in the UK such as the tutors on Superprof. Since you're a tutor's only student (in that class), they can tailor all the lesson to you.Additionally, a large portion of the tutors on Superprof offer the first hour of tuition for free. This is a great opportunity to talk to them about how they tea ch, what they can teach you, and just to see if you get along. Whether you want to learn the violin for fun, get into a prestigious music school (in Asia or elsewhere), or become a professional violinist, you can find a tutor to help you work towards your goals.For those who live rurally or have a work schedule that doesn't allow them to get regular violin lessons, there are always online private tutorials via webcam. These are often cheaper than face-to-face tutorials as the tutor doesn't have to cover the cost of travelling in their rates.Violin is played creatively around the world, read more regarding how the violin is played in Africa or how violinists  play in America  and the influence of the violin in Europe.

A Dag in A Waka A Travel English Guide for New Zealand

A Dag in A Waka A Travel English Guide for New Zealand New Zealand is famous for its extreme sports, indigenous people called maori and All Blacks rugby team with their pre-game war dance called the haka. However, New Zealand is also known for its particular way of speaking English which has influences from nearby Australia, Britain (its former colonizer) and also local Maori vocabulary.Don’t feel overwhelmed. These different elements make the English spoken in New Zealand a just a little different rather than complicated.Here is a short travel English vocabulary guide to help you out:Food and drinkBreakfast might be referred to as brekkie.A cooler to keep food cold is called a chilly bin.A gathering with friends or family with food might be called a bun fight.A soft drink is called fizzy.A sandwich is called a sarnie.If you are invited to a social event where you have to bring your own food, you will be told to bring your own plate.ClothesA sweater is called a jersey.Beach sandals or flip-flops are called jandals.A raincoat is called an oilskin.A swimsuit is called togs.SocialA friendly conversation between friends is called a yack.A person who is slightly weird or eccentric or a comedian might be called a dag.If someone is happy, they are said to be chuffed.If someone is tired they are fagged out.If someone wants you to leave them alone, they might say naff off!If you are lying you are said to be spinning.RandomYou will hear native New Zealanders referred to as kiwis (after an indigenous bird of the same name).People from New Zealand’s south island are called mainlanders.If something is great it is said to be a beaut (i.e. short for beauty). It might also be said to be flash.If life is going well, everything is said to be hunky dory.You might hear a convenience store called a dairy.A child is referred to as a sprog.Somebody who thinks they’re great and loves to show off is called a skiter.Portable telephones are called cellphones.A holiday home (generally a small one) is called a crib.To steal is called to flog.An apartment is called a flat.To vomit is said to chunder.A university student could be called a scarfie.Any kind of vehicle might be called a waka.A we learn vocabulary for New Zealand, let’s listen to two of New Zealand’s most famous musical exports, The Finn Brothers (from the band Crowded House) with their solo project Won’t Give In.Did you find this lesson helpful? Feel free to share it with your friends on Facebook and Twitter.

Follow 3 Principles To Improve Your GMAT Score

Follow 3 Principles To Improve Your GMAT Score GMAT MBA Admissions Blog Improving your academic performance, and really any type of performance (i.e., athletic, musical, professional, personal â€" you name it), is a function of following three important principles: Fuel your mind and body habitually Employ strategies methodically Practice the right skills deliberately My belief in these rules is based on my personal academic and professional experiences, my observations and discussions with MyGuru’s students and GMAT tutors, and from methodical research and review of books, articles, presentations, and podcasts on topics related to each of the rules. First, let’s introduce the rules in general (this post), and then discuss how to apply them specifically to improving your GMAT score (our next post). We’ll try to keep things short and simple in these blog posts, while fully covering the main ideas. Rule # 1: Fuel your mind and body habitually Adopt a “growth” mindset There is tons of research that shows your mindset can have a huge impact on how you perform in school, in sports, in music and the arts, and in anything else. People tend towards, in various aspects of their lives, two mindsets: fixed or growth. With a fixed mindset, you believe intellect, abilities, talents, and skills are very much “given” at birth. You have it, or you don’t. Mistakes are seen as evidence that you “don’t have it.” You can read more about how mindset influences success atmindsetonline.com. As a result, you avoid activities that you aren’t good at, and in which you are likely to make mistakes or perform poorly. For example, you may think you aren’t very good at standardized tests, and as a result you might be dreading the GMAT. With a growth mindset, you believe that ability, talent, skill, and intellect are things you can improve over time with practice, feedback, and guidance. Mistakes are viewed as opportunities to improve and learn, and you embrace the struggle. As a result, you tend to learn more, improve faster, and build skills in new areas. Believe in the link between nutrition, exercise, sleep, and performance All else equal, the person who eats better, exercises more, and gets more and better rest, will: Have higher cognitive function Perform better in athletics Get along better with others There are lots of studies and research on these topics, but they often seem so obvious that they are assuming to be minor or important. But, they really aren’t minor. For more information onhow cognitive function can be positively impacted by exercise, proper nutrition, and sleep, visit mindfull.spc.org. Adopting the growth mindset and improving your nutrition, exercise, and sleep are changes best made by building new habits slowly over time, to ensure they stick. Rule # 2: Employ a strategy methodically In one of the most popular blog articles of all time on Harvard Business Review’s web-site, Heidi Grant Halvorson, a PhD from the Columbia Business School, wrote about the nine things that successful people do differently. In that article, she writes that “decades of research on achievement suggests that successful people reach their goals not simply because of who they are, but more often because of what they do.” But, in an accompanying podcast episode where she talks about this blog post, she describes this a little differently. Instead, she says, quite simply, successful people use strategies to reach their goals. Indeed, in my former life as a business strategy consultant we often defined strategy as a clear explanation or description of what you will and will not do to achieve a goal of increasing the market value of a company. When developing business strategy, that meant making decisions about products and services to offer (or not), capabilities to build (or not), assets to buy (or not), etc. The outcome was a prioritized list of decisions and actions covering where and how the company was going to complete in the marketplace. The process of developing a strategy tends to involve: Setting a goal Gathering all of the information required to understand how to meet that goal Prioritizing a list of issues that will have the greatest impact on your ability to meet your goal Developing alternative courses of action (i.e., different paths you could take) Evaluating those alternatives using whatever criteria are relevant Choose the best alternative (or designing one that integrates the best of several) Developing a detailed plan of action to execute that alternative Rule # 3: Build the right skills deliberately As was mentioned in rule #1 and #2, contrary to popular belief, success comes from doing specific things differently, not from being intrinsically smarter or more talented. It turns out that even in highly intellectual fields, like mathematics, people viewed as geniuses have, in fact, spent hundreds or thousands more hours than anyone else in their field practicing their craft with an intense, focused, and mistake-embracing way. They have built their skills methodically and deliberately over time. In fact, Einstein once said, “it’s not that I’m so smart, I just stay with the problems longer.” To be clear, simply working hard or working for a long time is actually not enough. The research shows that skills are built by practicing in what is called a “deliberate” fashion, where you break skills down into component parts, practice with intense focus, get feedback, and learn immediately from mistakes to build good habits. This is the way to build skill in all areas of life: mathematics, reading comprehension, music, basketball, etc. More on deliberate practice and how it builds skills can be found on the Talent Code Blog. In in our next post, we’ll apply these three rules to improving your GMAT score specifically. Also, please visit our GMAT tutoring page to learn more about how MyGuru can help you achieve your best score possible.

5 Ways to Retain Information for Final Exams

5 Ways to Retain Information for Final Exams 5 Ways to Retain Information for Final Exams Students at any grade level and studying any subject will have a textbook with hundreds of pages of pertinent information. Those pages will also contain things that are not covered on final exams but can easily distract students from the core elements or events they need to study. With all of this information to sift through its easy for students to become overwhelmed and give up. However, there are some excellent ways for students to recall whats important in their textbook, so they know what to focus on for those all-important finals. In many cases the teacher will have provided a study guide but, even if they didnt, the textbook would let students know whats important. 1. Bold and highlighted terms Any term or phrase that is in bold or highlighted is important. Students who are still learning how to discern important information can simply use the highlighted elements of the textbook. This can be especially helpful for students in younger grades who are still learning how to figure out which information is important and which information is not. Additionally, if students are studying for a cumulative exam, they may become immediately overwhelmed at the thought of reviewing 300+ pages. However, if students are only focusing on the essential items, those 300 pages will probably be more like 50 to 75 pages total (READ: 5 Tips to Avoid Burnout During Finals Week). 2. The glossary Nearly every textbook has a glossary. Most students dont use the glossary or dont even know that it exists. However, its one of the most crucial elements when it comes to recalling information within the textbook. It can be very frustrating for students to flip through page after page looking for the definition to a term from earlier in the semester. Students dont need to do this. Rather, they can simply refer to the glossary for every vocabulary word that was listed within the book. For the most part, the glossary will include every bold term throughout the textbook. 3. Charts, graphs, and timelines Students should also pay special attention to any graphs, charts, or timelines presented within the textbook. These things are shown in a visual element to emphasize that they are extra important. Additionally, students who respond well to visual study will be able to get a better grasp on these items. If students are looking at a timeline, for example, they will be able to tell when different events happened and how they correlate. Most students tend to skip over these items, but they are some of the most helpful elements when it comes to remembering important topics in a textbook (READ: 4 tips to study for a reading final). 4. The teachers study guide If a teacher has provided a study guide, students should use this as their primary organizational tool. In many cases, the teacher will choose not to have a cumulative exam but rather focus on more recent chapters or pick chapters they feel are most important to test student’s knowledge of. For instance, students might be tested on chapters 6 to 7, 10 to 12, and 18 through 21. If this is the case, students wouldnt want to waste time reviewing chapter 8 and 9. Students should always review the teacher’s study guide before starting their textbook review. 5. Determining key information from unnecessary information One of the most difficult study skills to pick up, regardless of the subject, is to determine which information is not important and which information is crucial. Although students can use the teacher’s study guide and look at the highlighted term already provided by the textbook company, they will eventually need to develop this skill independently. First, students should pay attention to names and dates in history, for instance. Important figures are mentioned by name, and important events include a specific date. Students can also look at how detailed the information is. If the textbook’s authors simply want to give a general idea or background of a topic, they will probably only discuss it for one or two paragraphs. Alternatively, something described in great detail in eight sections will probably be important information. With summer around the corner, make sure you book your Irvine private summer tutor from TutorNerds today. From SAT/ACT prep to foreign languages, weve got you covered. All blog entries, with the exception of guest bloggers, are written by Tutor Nerds. Are you an education professional? If so, email us at pr@tutornerds.com for guest blogging and collaborations. We want to make this the best free education resource in SoCal, so feel free to suggest what you would like to see us write.

Assessing your cultural competence A checklist for culturally responsive teachers

Assessing your cultural competence A checklist for culturally responsive teachers As classrooms become increasingly diverse, cultural competency has quickly become a key concern for educators all over the world. When it comes to creating a culturally-inclusive learning environment and closing the achievement gap in our classrooms, culturally responsive teaching is, arguably, more critical than it’s ever been before. In our society, it’s common for people either to hold cultural biases or to fail to acknowledge the differences in cultures around us. And while teachers aren't immune and may also subscribe to these attitudes, it is always to the detriment of their students. In schools, especially within the classroom, it’s crucially important that educators consciously work against putting up metaphorical blinders to other cultures. To truly engage our students, we need to remember that their culture matters. Looking to make your classroom a more culturally-inclusive space? Here are some important questions to start asking yourself when assessing your level of cultural competence: Are you aware of your own cultural bias and behavior? In order to be open to other cultures, we need to have an understanding of our own culture and how it has affected us. You’re constantly immersed in your own culture, and it’s easy to become numb to how it’s affecting your behavior as an educator. Understand what makes your culture unique, so you can also appreciate the differences in others. Are you ready to challenge any assumptions or stereotypes that you may hold? Are you aware of the assumptions you may hold about people from other cultures? Let go of any stereotypes you may have been holding and encourage an open mind for yourself and your students. This is not an instant process, but consistency is key and will pay off in the long run. Can you acknowledge how culture impacts the daily life and activities of students? Your hobbies, daily routine, preferred entertainment, job - there’s an endless list of things that culture affects every day. Are you accepting and willing to learn to understand how a student that recently immigrated from another country seems to be struggling with the school routine? Bear in mind that a student's culture can affect their everyday life, through religious commitments or simply their daily schedule. Although you may not understand or be aware, it’s important to recognize that a student may be used to spending their day differently. Can you understand how cultural norms influence communication? Did you know that in Japan, direct eye contact is seen as a sign of disrespect? Or that sitting cross-legged is considered offensive in Ghana and Turkey? Students from different cultures communicate in many different ways and it’s important to acknowledge that some forms of communication may be very different from yours. Rather than perceiving these negatively, use these cultural differences as a learning opportunity rather than passing judgment. Do you make an effort to learn about other cultures? You cannot become culturally competent if you don't learn about other cultures. Ask questions and be open to hearing stories rather than making assumptions. This is a perfect opportunity for students to teach you something, in turn! Can you effectively intervene when you see a student behaving in a discriminatory manner? Teachers must be able to identify when conversations in the classroom have taken a wrong turn, and be able to defuse the situation. As someone in a leadership role in the classroom, teachers should quickly address derogatory comments and use the situation as a teachable moment for their students. Are your teaching styles adaptable to students of multiple different cultures? Are your lessons structured to be understood by students of many cultures? Now more than ever, teachers will likely be teaching students from many different nationalities and cultures. Does it seem like students in your class who are relatively new to the country are struggling with grasping concepts? Teaching styles that may be easy to follow for one student may be totally foreign to another. Do you allow for communication between you as your students' families? Familycan obviously have a huge impact on a child's behavior and interactions with others. Establish open communication with families and educate them on what their child will be doing in school, and take this as a chance to learn from them as well. Remember, cultural competence is a continually-evolving practice and is something you continue to learn over the entirety of your teaching career. Cultural competency in schools is more than achievable, and the change starts with teachers who want to make their classroom a welcoming place for all students. Did you find yourself ticking a lot of the checklist above? Or do you realize that maybe you should start making some changes towards a more culturally-inclusive teaching style? Let us know in the comments below!

American International School

American International School American International School The American International School Kuwait is a rigorous and college-preparatory Pre-K through grade 12 school offering three International Baccalaureate Programmes; the PYP, MYP, and DP. We pride ourselves in offering a challenging academic curriculum rooted in nurturing students to thrive and to be balanced. Our school Mission embodies our commitment to our local and international student body: AIS Kuwait inspires students to become critical thinkers and contributing world citizens through rigor and balance in a nurturing educational environment. Over the course of a PK-12 education, the AIS community works collaboratively to support graduates reach the various aspects of our Profile of the Graduates. Ideally, AIS graduates will become contributing global citizens, who: take initiative to organize ideas and apply thinking skills independently. explore concepts, ideas and issues that have significance to local and global systems, and develop their natural curiosity. are positive people who value a strong work ethic, self-reliance and volunteerism. become flexible and adaptable members of a global community, accustomed to seeking and evaluating a range of points of view, and willing to grow from the experience. understand the importance of intellectual and emotional balance to achieve personal well-being for themselves and others. show empathy, compassion and respect towards the needs and feelings of others. express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. set goals which are supportive of their learning and personal development and they approach unfamiliar situations and uncertainty with courage and forethought, and have the persistence and adaptability to explore new roles, ideas and strategies. AIS is a large school with a student population diversity of47 nationalities, the majority being of an Arabic background. Our local and international teaching staff are representative of the English-speaking world with the majority American or Canadian. AIS is a collaborative community with opportunities for extensive professional learning and growth.