Angle of Incidence

Angle of Incidence When a ray of light strikes a reflecting surface, then the angle of incidence is the angle formed when the light ray touches the reflecting surface. Angle of incidence is always taken as the measure between the light ray and the normal drawn to the reflecting surface. According to the Laws of reflection, this angle of incidence is equal to the angle of the reflection as well. Example 1: Light ray strikes a reflecting surface making an angle of 20 with the surface. Find the angle of incidence, the angle of reflection and sketch the path of the light ray. Angle of incidence is the angle formed by the light ray with respect to the perpendicular or normal drawn to the reflecting surface. Hence, angle of incidence = 90 - 20 = 70 According to the laws of reflection, angle of incidence = angle of reflection Hence, angle of reflection = 70 Example 2: A ray of light strikes a reflecting surface making an angle of 60 with the surface. Find the angle of incidence and the angle of reflection of the light ray. Given the angle of the light ray made with respect to the reflecting surface = 60 Angle of incidence is the angle formed by the light ray with respect to the normal drawn to the reflecting surface. Hence, angle of incidence = 90 - 60 = 30 According to the laws of reflection, angle of incidence = angle of reflection Hence, angle of reflection = 30

How Tension Affects Your Voice (And What to Do About It!)

How Tension Affects Your Voice (And What to Do About It!) Suzy S. As a beginner singer, its important to understand how unnecessary tension affects your tone and your breath support. Here, NY teacher  Nadia B.  shares what to keep in mind and how to combat that tension Singing is, in many ways, a very natural activity. We all have a voice, and it is meant to be used to communicate in speech and in music. However, when one delves more into the art of singing through voice lessons, practice, and performance, tension sometimes creeps in. It can seem uncontrollable and the source unidentifiable. The reasons for tension are many, but with the following tips you should be able to better identify how to sing without tension and enjoy a singing practice that is full of expression and requires much less effort. Understanding the Common Causes of Tension To combat tension, the first step is to understand some of the common causes for tension while singing. The most common ones I encounter are a mix of psychological and physical. Trying to be right and using too much effort are two of the biggest factors in tension. To identify whether these apply to you, notice as you’re singing if you’re always trying to fix something. Are you set on singing each passage perfectly, no matter what it takes? You might especially notice this in your singing lessons, when your teacher is observing you. While the intention is good, trying to sing something perfectly can lead to excess mental and physical tension. Using too much effort goes along with this idea. Although singing is a very natural activity, sometimes singers use too much effort in an attempt to sing loudly, more expressively, or faster. So, What Can You Do? Pay attention to your physical reaction and your thoughts as you approach a passage that calls for one of the above qualities. Do you notice an increase in tension, or of negative or panicky thoughts? If so, simply noticing these trends and taking steps to reduce your engagement with these unproductive methods can greatly reduce the amount of tension you’re using. Instead of placing your mental and physical energy in these methods, focus on staying open as you allow the expression to come up and out of you, connecting with the ground to sing louder, and using the breath as a means to propel a fast passage instead of muscular effort or unhelpful thoughts. What Else Causes Tension? Two additional mindsets that lead to excess tension are over-focusing and anxiousness. As you sing, are you overly focused on the voice and the vocal mechanism? While the vocal mechanism is undoubtedly important, singers can forget the rest of the body, which is an important part of resonance, power, and connection. If you are fixated on the vocal mechanism, try to bring your awareness to the whole torso, and then include the legs, arms, head, and feet as well. Similarly, feeling anxious or nervous while performing can create tension. To work with nerves while practicing or before a performance, give yourself a few breaths to notice what areas of your body are responding to the feelings of nerves, and see if you can mentally connect those areas to the whole of you. For example, while your neck might feel tight and tense, remembering that it is part of your whole spine and supported by all the buoyant connections within the spine and the ribcage can help you release the tension. Dont Let Tension Take Over! Whatever the cause of tension, it always has a physical manifestation that can be very uncomfortable and can interfere greatly with singing naturally and beautifully. As you become more in tune with how to sing without tension, use your awareness of your body to release tension in the following areas: The root of the tongue (it should be soft, not tight and hard) The jaw (release the muscles of the jaw to free the whole vocal mechanism, including the throat, the back of the neck, the head and mask and the tops of the shoulders) The soft palette (allowing it to rise up, or releasing any depression in the soft palette, can create more room for resonance) The throat (not tightening or constricting the throat allows the air to move easily) The mask (releasing any deadening in the sinuses, contraction in the eyes and forehead, and allowing the nose to be wide can create much more space for the sound) The intercostal muscles (in between the ribs; allowing these muscles to release allows the breath to move easily in and out without excess effort) The diaphragm and the back (the diaphragm’s connection to the ribs and back makes it essential for ease in singing, and the back is a wide and long swath of musculature that you can allow to expand to create more flexibility and freedom in your singing) The back line (think of this as a line that extends from your sacrum down through the buttocks and legs and into your heels; allowing it to lengthen into the ground ensures that you are not over-contracting the buttocks, legs, and ankles) With these tips, you can easily discover how to sing without tension! And in the process, you may also find even greater delight and enjoyment in exploring the craft of singing. Use these tips as a jumping off point for your own exploration of how your whole self â€" body, mind, and soul â€" acts as an open vessel for expressing everything a rich, meaningful voice has to offer. Nadia B. teaches flute and piano in New York, NY, as well as through online lessons. She  acted as principal flutist of the orchestra and wind ensemble at  California State University, Sacramento, and then went on to receive her degree in Music Performance from New York University.  Learn more about Nadia 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  Armando G Alonso

Building Childrens Confidence in School

Building Children’s Confidence in School School doesnt come easy for every child. It can be a challenging experience, and one that requires persistence and patience. Unfortunately, however, when school work becomes overly difficult, many children lose faith in themselves as students. Left uncorrected, this can have a lasting detrimental effect on a childs performance in school and overall attitude and demeanor. To pave the way for school success, parents should work to build their childrens self-confidence. Confident children do not shy away from hard work and will generally see failure as an opportunity to make changes and try again. How can you develop your childs confidence? Here are several tips: Be supportive. Children typically trust what their parents say as the truth, so its essential that parents regularly let them know that they believe in their abilities. To grow into capable, confident students, children need to feel supported by parents, not controlled. Let your child take the reins on homework and school and be on hand for help. Work together on goal setting. The process of goal setting helps children take control of their success, resulting in a greater willingness to attempt hard things and increased confidence that their efforts will yield good results. Encourage your child to lay out what he or she wants to achieve and the barriers standing in the way, as well as a plan to work around those obstacles. Foster independence. Whenever possible, parents should offer their children the chance to make decisions for themselves. Set high but achievable expectations, then put trust in your child to tackle tasks on his or her ownfrom homework to household chores. This will cultivate your childs sense of responsibility. Every accomplishment, however small or routine, gives your child the assurance that he or she is capable. Encourage doing new things. Parents who nudge their children to put themselves out there to try thingsfrom joining a new club to taking challenging classesare helping them grow and adapt to new situations. Always support your childs attempts to acquire new skills and learn from challenging endeavors. While parents cannot simply make their children confident, they can take note of their childrens strengths and encourage them to work hard, take initiative, persevere, and learn from their mistakes. These types of actions inspire children to go for what they want and strive to improve themselves as students and people, taking calculated risks along the way. Confidence, after all, is one of the building blocks for academic achievement. By making your child feel empowered and skilled, you are equipping him or her with the tools for lifelong school and career success. About Huntington Huntington 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 succeed and meet the needs of Common Core State Standards. Founded in 1977, Huntingtons mission is to give every student the best education possible. Learn how Huntington can help at www.huntingtonhelps.com. For franchise opportunities please visit www.huntingtonfranchise.com. 2018 Huntington Mark, LLC. Huntington Learning Center, the three-leaf logo, and 1 800 CAN LEARN are registered trademarks of Huntington Mark, LLC. Each franchised Huntington Learning Center is operated under a franchise agreement with Huntington Learning Centers, Inc.

Master the Difference Between Do and Make In a Week

Master the Difference Between Do and Make In a Week The difference between do and make can be extremely frustrating to any English Language Learner. This blog is to help you master the difference in one week. If you follow the instructions and do the work everyday you will grasp the difference a lot more strongly.Day 1:The first thing  you need to do is learn the definitions of do and makeDo/Did/Done there are two definitions you will need to know about. Do is a verb and Do is an auxiliary.Do the verbto  perform (an action, the precise nature of which is often unspecified): something must be done about the citys traffic | she knew what she was doing | what can I do for you? | Brian was making eyes at the girl, and had been doing so for most of the hearing.• perform (a particular task): Dad always did the cooking on Sundays.• work on (something) to bring it to completion or to a required state: it takes them longer to do their hair than me | shes the secretary and does the publicity.• make or have available and provide: hes doi ng bistro food | many hotels dont do single rooms at all  he decided to do her a favor.• solve; work out: Joe was doing sums aloud.• cook (food) to completion or to a specified degree: if a knife inserted into the center comes out clean, then your pie is done.• (often in questions) work at for a living: what does she do?• produce or give a performance of (a particular play, opera, etc.): the Royal Shakespeare Company is doing Macbeth next month.• perform (a particular role, song, etc.) or imitate (a particular person) in order to entertain people: he not only does Schwarzenegger and Groucho, he becomes them.• informal take (a narcotic drug): he doesnt smoke, drink, or do drugs.• attend to (someone): the barber said hed do me next.2 [ with obj. ] achieve or complete, in particular:• travel (a specified distance): one car I looked at had done 112,000 miles.• travel at (a specified speed): I was speeding, doing seventy-five.• achieve (a specified sales figure): our bestselling album did about a million worldwide.• spend (a specified period of time), typically in prison or in a particular occupation: he did five years for manslaughter.• [ no obj. ] informal finish: you must sit there and wait till Im done | [ with present participle ] : were done arguing.• (be done) be over: the special formula continues to beautify your tan when the day is done.• (be/have done with) give up concern for: have finished with: I would sell the place and have done with it | Steve was not done with her.3 act or behave in a specified way: they are free to do as they please | you did well to bring her back.• make progress or perform in a specified way; get on: when a team is doing badly, its not easy for a new player to settle in | Mrs. Walters, howre you doing?• [ with obj. and complement ] have a specified effect on: the walk will do me good.• [ with obj. ] result in: the years of stagnation did a lot of harm to the younger generation.4  be suitable or acceptable: if hes anything like you, hell do | [ with obj. ] : a couple of bucksll do me.Do the AuxiliaryDo the auxiliary is used for questions and negatives.Make1 form (something) by putting parts together or combining substances; construct; create: my grandmother made a dress for me | the body is made from four pieces of maple | baseball bats are made of ash.• (make something into) alter something so that it forms or constitutes (something else): buffalos milk can be made into cheese.• compose, prepare, or draw up (something written or abstract): she made her will.• prepare (a dish, drink, or meal) for consumption: she was making lunch for Lucy and Francis | [ with two objs. ] : Ill make us both a cup of tea.• arrange bedclothes tidily on (a bed) ready for use.• arrange and light materials for (a fire).• Electronics complete or close (a circuit).2 cause (something) to exist or come about; bring about: the drips had made a pool on the floor.• [ with obj. and compl ement or infinitive ] cause to become or seem: decorative features make brickwork more interesting | the best way to disarm your critics is to make them laugh.• carry out, perform, or produce (a specified action, movement, or sound): Unger made a speech of forty minutes | anyone can make a mistake | we made a deal.• communicate or express (an idea, request, or requirement): I tend to make heavy demands on people | [ with two objs. ] : make him an offer he cant refuse.• [ with obj. and complement ] appoint or designate (someone) to a position: he was made a colonel in the Mexican army.• [ with obj. and complement ] represent or cause to appear in a specified way: the sale price and extended warranty make it an excellent value.• cause or ensure the success or advancement of: the work which really made Wordsworths reputation.3 [ with obj. and infinitive ] compel (someone) to do something: she bought me a brandy and made me drink it.4 constitute; amount to: they made an unusua l duo.• serve as or become through development or adaptation: this fern makes a good houseplant.• consider to be; estimate as: How many are there? I make it sixteen.• agree or decide on (a specified arrangement), typically one concerning a time or place: lets make it 7:30.5 gain or earn (money or profit): hed made a lot of money out of hardware.6 arrive at (a place) within a specified time or in time for (a train or other transport): weve got a lot to do if youre going to make the shuttle | they didnt always make it on time.• (make it) succeed in something; become successful: he waited confidently for his band to make it.• achieve a place in: these dogs seldom make the news | they made it to the semifinals.• achieve the rank of: he wasnt going to make captain.Day 2The RulesOk. So now you can learn about the rules of make or do. Im going to give you a warning.first you need to learn the rules or more precisely tips about the two verbs. Day 3 will consist of learning and m emorizing the most common exceptions to the rules. I know!  So frustrating, but keep with it. Here are a few hints/tips/rules that I give to my students to help them know the difference.Tip 1. Do with our head.Make with our handsDo homework, do math, do calculations,make a cake, make a dress, make the bed, make love;)Tip 2.Same letterDo the dishesmake moneyTip 3.When  do  or  make  are used as main verbs it can be confusing to ESL learners. The verb  makegoes with some words and the verb  do  with other words.Do We use the verb  do  when someone performs an action, activity or task.do a crossword do the ironing do the laundry do the washing do the washing up Do  is often used when referring to work of any kind.do your  work do homework do housework do your  job !Note   these activities do not usually produce a physical object.Do for General IdeasUse the verb  do  when speaking about things in general. In other words, to describe an action without saying exactly what the action is. T his form is often used with the words something, nothing, anything, everything, etc.Im not doing anything today. He does everything for his mother. Shes doing nothing.Important Expressions with DoThere are a number of standard expressions that take the verb do. The best solution is to try to learn them.do badly do business do the dishes do a favour do good do harm do time (to go to prison) do well do your best do your hair do your nails do your worst Make We use the verb  make  for constructing, building or creatingmake a dress make food make a cup of tea / coffee Make  is often used when referring to preparing food of any kind.make a meal breakfast / lunch / dinner !Note   these activities usually create something that you can touch.Important Expressions with MakeThere are a number of standard expressions that take the verb  make. The best solution is to try to learn them.make amends make arrangements make believe (to pretend) make a choice make a comment make a decision make a difference make an effort make an enquiry make an excuse make a fool of yourself make a fortune make friends make a fuss make a journey make love make a mess make a mistake make money make a move make a noise make a payment make a phone call make a plan make a point make a profit make a promise make a remark make a sound make a speech make a suggestion make time make a visit make your bed (to prepare the bed for sleeping in)

Kumon Runs Deep for this Trio of Siblings

Kumon Runs Deep for this Trio of Siblings Kumon Runs Deep for this Trio of Siblings Meet the Rodrigues familyâ€"Sheridan (13), Rania (11), and Haydn (9). Their parents, Chantal and Dominic, decided to enroll them in the Kumon Math and Reading Program three years ago. Thanks to their hard-work and the guidance from Instructor Gulnar Surani at Kumon of Summerlin, today all three of them are studying above their respective grade levels and achieving remarkable success outside the classroom. Sheridan’s time in Kumon is impressive. He enrolled when he was 10 years-old and quickly completed the entire math and reading program in one short year. That means he was studying Shakespeare and calculus at 11-years-old! And the most impressive thing about his accomplishment is that he did that while also a member of the US Youth Olympic Development Program for Nevada, participating in state piano competitions, and winning many regional and state academic awards. “Kumon provided Sheridan with an incredible foundation that goes beyond merely the curriculum of the math and reading programs,” said Chantal, Sheridan’s mother. “It extends to the fundamental process of seeking and gaining knowledge, being consistent, learning independence, being motivated, trying hard and sometimes failing, building perseverance, setting goals, measuring yourself, and ultimately succeeding.” Rania was 7-years-old when she first enrolled in Kumon. She immediately fell in love with the Kumon Math Program and completed the entire program by the time she was 11. As the second sibling to become a program completer, she was studying three years above her grade level in Kumon. Not to mention balancing competitive soccer and musical activities. Rania may be the middle child between her two brothers, but she is definitely her own person. “Rania is like the little engine that could,” said Dominic, Rania’s father. “She sets high goals and big dreams for herself, and they truly are her own, not ours or her brothers’. Some may be realistic, and some may not be; however, she embraces all of them as if they were of the same importance to her.” Did we mention that she consistently ranked in the top 20 of top performing Kumon Math Students in all of North America? The youngest of the three siblings, Haydn was just 5-years-old when he enrolled in the program. Now at 9-years-old, he’s studying three years above his grade level in math and reading at Kumonâ€"discovering trigonometric functions and analyzing literary characters while improving critical reading abilities. “Haydn is an inspiration to us because of what he has achieved in the Kumon Program at such a young age,” said his parents, Chantal and Dominic. “The youngest of our three children in Kumon, he has worked smartly and quickly to progress to the upper levels in just a few years.” Haydn also plays competitive soccer and the violin. He consistently ranks in Kumon North America’s Top 20 in both the math and reading programs. A healthy dose of sibling rivalry is good for the competitive soul, but it’s obvious that this trio of siblings are just as proud of each other’s accomplishments. We look forward to seeing their continued success inside and outside of the classroom. Discover even more student success stories. You might also be interested in: These Siblings Share a Common Bond Through Kumon Angel, age 10: Alison Mori, Kumon Instructor Meet Marco, a Program Completer, Who Inspired Other Family Members to Reach their Highest Potential with Kumon Advancing Beyond Grade Level in the Kumon Math Program Kumon Runs Deep for this Trio of Siblings Kumon Runs Deep for this Trio of Siblings Meet the Rodrigues familyâ€"Sheridan (13), Rania (11), and Haydn (9). Their parents, Chantal and Dominic, decided to enroll them in the Kumon Math and Reading Program three years ago. Thanks to their hard-work and the guidance from Instructor Gulnar Surani at Kumon of Summerlin, today all three of them are studying above their respective grade levels and achieving remarkable success outside the classroom. Sheridan’s time in Kumon is impressive. He enrolled when he was 10 years-old and quickly completed the entire math and reading program in one short year. That means he was studying Shakespeare and calculus at 11-years-old! And the most impressive thing about his accomplishment is that he did that while also a member of the US Youth Olympic Development Program for Nevada, participating in state piano competitions, and winning many regional and state academic awards. “Kumon provided Sheridan with an incredible foundation that goes beyond merely the curriculum of the math and reading programs,” said Chantal, Sheridan’s mother. “It extends to the fundamental process of seeking and gaining knowledge, being consistent, learning independence, being motivated, trying hard and sometimes failing, building perseverance, setting goals, measuring yourself, and ultimately succeeding.” Rania was 7-years-old when she first enrolled in Kumon. She immediately fell in love with the Kumon Math Program and completed the entire program by the time she was 11. As the second sibling to become a program completer, she was studying three years above her grade level in Kumon. Not to mention balancing competitive soccer and musical activities. Rania may be the middle child between her two brothers, but she is definitely her own person. “Rania is like the little engine that could,” said Dominic, Rania’s father. “She sets high goals and big dreams for herself, and they truly are her own, not ours or her brothers’. Some may be realistic, and some may not be; however, she embraces all of them as if they were of the same importance to her.” Did we mention that she consistently ranked in the top 20 of top performing Kumon Math Students in all of North America? The youngest of the three siblings, Haydn was just 5-years-old when he enrolled in the program. Now at 9-years-old, he’s studying three years above his grade level in math and reading at Kumonâ€"discovering trigonometric functions and analyzing literary characters while improving critical reading abilities. “Haydn is an inspiration to us because of what he has achieved in the Kumon Program at such a young age,” said his parents, Chantal and Dominic. “The youngest of our three children in Kumon, he has worked smartly and quickly to progress to the upper levels in just a few years.” Haydn also plays competitive soccer and the violin. He consistently ranks in Kumon North America’s Top 20 in both the math and reading programs. A healthy dose of sibling rivalry is good for the competitive soul, but it’s obvious that this trio of siblings are just as proud of each other’s accomplishments. We look forward to seeing their continued success inside and outside of the classroom. Discover even more student success stories. You might also be interested in: These Siblings Share a Common Bond Through Kumon Angel, age 10: Alison Mori, Kumon Instructor Meet Marco, a Program Completer, Who Inspired Other Family Members to Reach their Highest Potential with Kumon Advancing Beyond Grade Level in the Kumon Math Program

Your Semesters Financial Stressor Buying Course Materials

Your Semester's Financial Stressor Buying Course Materials via Pexels Course materials are ridiculously expensive, so many students say they make sacrifices in order to be able to afford what they need for their classes. While some students go without food, others sign up for fewer classes at a time or change their major altogether. About one-third of college students say they dont take trips home to visit with their family and friends because they have to pay for expensive course materials. Students are beginning to demand more and more accessible textbook options, stating that having electronic versions of textbooks would have a positive impact on their grades. Simply having access to the material is more important to our college students than actually owning the textbooks. For this reason, students spend a large chunk of time researching cheaper ways to get their textbooks at the beginning of the semester. Textbooks may seem like a small part of todays college experience, but theyre actually a large part of the financial burden our college students are feeling. When it comes to gender differences, women feel that expensive textbooks are more of a financial burden to them than men. This same Cengage survey found that female students will use scholarship money to pay for their books, take out student loans, or buy outdated versions of textbooks just to save money. A larger percentage of female college students feel that textbooks are a financial burden in comparison to men. While the majority of college students feel that course materials and textbooks are way overpriced (87%), its part of the college experience in todays society. College tuition seems to be getting more and more expensive by the day, but so are textbooks! Most students are struggling to pay their tuition, much less get their hands on all the material they need for their courses. Cengages survey brings concrete data to the center of this conversation. Students are struggling to pay for college but they are especially struggling to pay for their textbooks. Are you worried about how youre going to pay for your textbooks this semester? Check out Cengages new subscription service, where you can pay a semester fee and get access to thousands of educational materials. Its called Cengage Unlimited. Check it out here.

Mistakes are the portals of discovery - ALOHA Mind Math

Mistakes are the portals of discovery All parents have different ways of dealing with children’s mistakes. One of the common approaches nowadays it to make light of them, so as not to affect the child’s psyche by pointing them out too much. It is debatable whether this is the best way to prepare a child to face the future and bigger challenges in life. Experts in child development suggest that it is better to let children understand mistakes and figure out a way to resolve the issue themselves. We as parents would probably be surprised by the inventive problem solving skills that this leads to. It is also a great natural method of improving the intelligence and IQ of a child, since it helps the child figure what the problem is all about, rather than just learning from rote. Once such an outlook is fostered in the child, give him a math problem, and he will strive at arriving at the solution despite making mistakes. Such a practice enables children to be more independent with their homework. Along with encouraging a child to be independent and learn from their mistakes, it is also equally important to praise their efforts. Developmental theories show that children may have different learning styles, and each one may take their own time to handle such an approach.By enabling your child’s self-efficacy, you will be preparing and encouraging him/her to be his/her own person and handle even high-stress situations with confidence. When faced with a situation such applying for as a scholarship, such a child will not back away or be worried about failure, but will think of applying multiple times to succeed. To put all that in a nutshell, we need to Give children the space to learn from their own mistakes and not jump in to do everything for them. Not harp on earlier mistakes, but discuss the one at hand and what might have gone wrong, so that the child gets a hint of what went wrong and to correct themselves. Encourage and praise children when they solve problems on their own. Support their independence by letting them treat their mistakes as stepping stones. Abacus is a great way to improve your child’s confidence and to improve his mental math abilities which in turn will have a positive impact on his attitude to learning too. For more information visit:http://www.aloha-usa.com For more updates on your child’s learning development, follow us on Facebook at: https://www.facebook.com/aloha.usa