What Is Vegan Food And Where Do I Get It

What Is Vegan Food And Where Do I Get It What Is Vegan Food? ChaptersAdopting The Vegan LifestyleVeganism - Is It For Me?What Makes A Vegan Diet Plan Different To An Ordinary Diet?An Overview Of Vegan Health BenefitsAn Introduction To Substituting Your EssentialsCan't I Just Buy Vegan Foods From The Shops?Basic Vegan Foods SummaryBut for each inconvenience of becoming a vegan, there are twice as many positives, the main one being a healthy diet and lifestyle.Here is some information on the health benefits of vegan food. For a more in-depth exploration of vegan health benefits, visit my blog Vegan Health Benefits: Things You Should Know.Meanwhile, Tesco, Sainsbury’s and The Co-Operative offer some super products and Morrison’s, Aldi and Asda too have some good finds. Even if there are not specific vegan friendly ready meals, products like quinoa, lentils, avocado, banana, hummus, spinach and potatoes are available in every supermarket so you won't be limited.Basic Vegan Foods SummaryHere is a quick roundup on the vegan alternatives to your everyday basics. Whether you want to learn some easy vegan recipes or indulge your sweet tooth with some vegan baking recipes.So, as you now know, there are a wide range of products at your disposal to make becoming a vegan easier than ever before. If in doubt about what you can use to replace a particular product in your daily life or as part of a recipe, then consult our table below summarising the key substitutions.Non-vegan productRecommended vegan alternativeDairy milkSoya, rice, oat, nuts milkCheeseTofu or vegan cheeseEggsTofu, chickpea flour, soy flour, oat flour, rolled oats, aquafabaButterVegan butter or some margarinesYoghurtVegan yoghurtMeat stockVegetable brothHoneyLiquid sweetenerSugarBeet sugar, fructose, date sugar, maple crystal and natural organic sugarChocolateVegan chocolateIce creamVegan ice creamMeatTofu or vegetarian burgers, meatballs, sausages, bacon, patties and nuggets

5 Ways to Trick Your Brain into Beating Procrastination

5 Ways to Trick Your Brain into Beating Procrastination Sign up successful 2) Start with something you know. It’s quite difficult to actually start working when there are so many more tantalizing things you could be doing! By reviewing material that you already know first, you’re easing your brain  and mindset into studying, and you’ll be less likely to procrastinate. Plus, you’ll give yourself a nice confidence boost! 3) Set a time limit. If you really want to watch TV or play a video game, then set some manageable time limits for yourself. Set a timer and commit to studying for 40 minutes non-stop, and then reward yourself with a 20-minute study break to do whatever you’d like to do. Using a timer will ensure that you stay productive and on task. 4) Break down your assignment into steps. Don’t think of the whole big picture for your assignment this can make it feel overwhelming. Instead, divert your attention to breaking down the assignment into manageable pieces. If you’re studying for a World History midterm, for example, study one culture (like the US) one day and another (Africa) on the next day. By breaking it down into smaller pieces, the challenge at hand will seem less scary, and you’ll be less likely to succumb to procrastination. 5) Plan a study schedule with a reward system. If you have trouble with beating procrastination, then reward yourself for each and every hour of work in which you stay on task. If you have a tangible reward waiting for you at the end, you will be more motivated to work harder and faster to earn your prize. If you don’t trust yourself to stick with the program, have a parent, tutor, or trusted friend dish out your reward. If someone else holds you accountable, this can also help you succeed. Implementing these five tips into your daily study routine will help you become more productive, successful, and procrastination-free in no time! Natalie S. tutors in English, ESL, History, Phonics, Reading, and Test Prep in San Diego, as well as through online lessons. She received her BA in English Education at the University of Delaware, and her MA in English Literature at San Diego State University. Learn more about Natalie 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  mrehan

4 Lessons Recent Graduates Should Carry From College

4 Lessons Recent Graduates Should Carry From College The college experience is designed to prepare students for a fruitful career and/or continued, specialized study in graduate school. If you are a recent graduate this year, here are four lessons you may have learned while in college that can help you a great deal in the future: 1. You must demonstrate initiative In higher education, professors do not peer over your shoulder or verify your progress each day. Instead, they assign you a due date and provide you with general guidance. You must complete your assignments in a timely manner. The professional world functions similarly. While your supervisor is available to offer advice, the deliverable (i.e. a document, a presentation, or a suggested course of action) is yours to produce. Resourcefulnessand willingness to add value to projectsis key. Here is some more great information on whatcollege graduates should know. 2. Each task involves a grade This lesson, while not new to you, is important to remember in the professional world. You will be judged according to the work you produce. Like college, many projects will carry significant weight, and each task counts. Your performance will likely be assessed on an annual basis, rather than per semester. Many organizations assign you grades in multiple areas, such as independence, initiative, time management, and willingness to work with others. It is in your best interests to aim for an A, or its equivalent. 3. Collaborative skills are invaluable We have all weathered a group project. Certain individuals thrive, while others dread such assignments. The professional world revolves around collaboration, and learning to work well in a team is imperative for recent graduates.These are some great tips onhow to deal with group projectsthat can help you during and after college. In the business world, however, there is one primary difference: your role is defined. One team member typically functions as the project lead, while other co-workers fill specific specialties. If you do not complete your portion of the task, no one will do your work for you. No one will make excuses for you. And if you are most comfortable assuming leadership, you must likely adapt to taking direction from others. 4. Strike a balance between the personal and professional You live with, socialize with, work with, and in certain ways, compete with your classmates in college. At times, it can be difficult to be both respected and well-liked by your peers. You will face the same conundrum in the professional world. You will spend 40+ hours each week with your co-workers, and with luck, you will attend company parties, meals, and other social events. To be successful, you must be both well-liked and respected. Typically, the person who only arrives, completes his or her work quietly, and then leaves does not advance along the business ladder. However, the class clown of the office is just as unlikely to succeed, because he or she is not seen in a serious light. Here are some great tips on how to network as a recent college gradyou may find useful. You may discover that your balance initially tips toward the professional during your first years in the working world. Ultimately, learning how to manage the two impulses will help you advance, enjoy your colleagues, and lead a satisfying life. Best of luck to recent graduates in your future endeavors!

The Ultimate Guide To Background Checks - Introvert Whisperer

Introvert Whisperer / The Ultimate Guide To Background Checks - Introvert Whisperer The Ultimate Guide To Background Checks Job-hunting can be a nerve-wracking experience. Even if you’re ordinarily confident, you may find yourself second-guessing everything you say or do. “Was this the right tie to wear with this shirt?” “Did I sound enthusiastic enough when I answered that question?” “Was the recruiter’s name Terry or Jerry?” Preparation can help alleviate these anxieties. If you’re serious about a job search, you’ve probably already done a lot of prep work. But even if you’ve put in the work on your resume, cover letter and interview skills, you’re not fully prepared until you think about background checks. A majority of employers use background checks to learn more about job candidates, and if you’re not ready for what these reports might turn up, you could be caught off guard. There’s more to these investigations than checking for criminal records. Many job candidates are surprised to learn that companies can find information on their medical histories, driving records and/or credit scores. This is why it’s important to know as much as possible about background checks and what they might reveal about you. The accompanying guide contains a number of vital facts about background checks, what they might divulge and what you can do to prepare for or react to them. Don’t let unexpected problems make your job-hunting experience more stressful than it already is, so educate yourself about what these reports can reveal.

Scalene Triangle

Scalene Triangle Scalene Triangle As Geometry is the study of various shapes and their properties, we come across different types of figures and structures. Among them, triangles are one of the most commonly observed shapes. A triangle belongs to the polygon family of shapes and hence just like other polygons, it is also a 2-dimensional closed figure bounded by straight line sides. As the name suggests, tri-angle implies three angled. So a triangle is a figure which consists of 3 sides and hence 3 angles. We observe that triangles are classified into different types based on their sides measurement and their angles measurement. Based on triangles angles, we have 3 categories as shown below: a) Acute-angled triangle: A triangle in which all the 3 angles measure less than 90. b) Obtuse-angled triangle: A triangle which has one angle greater than 90, with other two angles less than 90. (Since the sum of all the 3 angles in any triangle must be equal to 180, hence there cannot be more than one obtuse angle in a triangle). c) Right-angled triangle: A triangle in which one of the angles is equal to 90. Based on triangles sides, we have 3 categories as shown below: a) Equilateral triangle: All the 3 sides of the triangle are equal to each other. In this triangle, all the 3 angles are also equal to each other. Each angle measure 60. b) Isosceles triangle: Any two sides of the triangle are equal to each other. Hence, the angles opposite to the equal sides are also equal. c) Scalene Triangle: A triangle in which all the 3 sides (and hence 3 angles) are not equal to each other. Definition of a Scalene Triangle:A Scalene triangle is a triangle in which all the 3 sides do not equal each other in measurement. As the sides are not congruent to each other, hence the 3 angles are also not equal to each other. In the figures below, we can see that the triangle consists of 3 unequal sides. Properties of a Scalene Triangle: 1) A scalene triangle has no two sides equal to each other. 2) A scalene triangle has all the 3 angles unequal to each other. 3) Sum of all the angles in any triangle = 180 4) A scalene triangle does not have any line of symmetry. Example: Given that two angles of a scalene triangle PQR are equal to 56 and 88 as shown in the figure on the right. What is the measure of the third angle of the triangle? Given that angle R = 56 and angle Q = 88 Sum of all the angles of a triangle = 180 Hence, angle P + angle Q + angle R = 180 So, angle P + 88 + 56 = 180 Angle P + 144 = 180 == angle P = 180 - 144 Therefore, angle P = 36 Example: If the angles of a scalene triangle are (2x+ 20), (x + 50) and (x + 10), then what is the measure of each angle of the triangle? Sum of all angles of a triangle = 180 Hence, 2x + 20 + x + 50 + x + 10 = 180 == 4x + 80 = 180 == 4x = 100 This gives: x = 100/4 == x = 25 Now the angles are 2x + 20 = 2*25 + 20 = 70 x + 50 = 25 + 50 = 75 and x+ 10 = 25 + 10 = 35 Therefore, the 3 angles are 70, 75 and 35. Triangle Inequality Theorem: The Triangle Inequality Theorem states that any side of a triangle is always shorter than the sum of the other two sides. This applies for every triangle, including the Scalene Triangle. If a, b and c are the side lengths of the three sides of a triangle, then according to the theorem: a b + c b c + a c a + b This theorem can be understood by looking at two cases: I. If one side is longer than the sum of the other two sides, then the other two sides will not meet each other to form a triangle, as shown in the figure below. II. If one side is equal to the sum of the other two sides, then a triangle is not formed. In fact, this happens when the three points are collinear (points which lie on the same line). Therefore for a triangle to be formed, the sum of any two sides of the triangle must always be greater than the third side! Example: Can a triangle be formed with the side lengths 12m, 18m and 22m? Let the side lengths be a = 12m, b = 18m and c = 22m. Now, 12 18 + 22. Hence a b + c 18 22 + 12. Hence b c + a 22 12 + 18. Hence c a + b Since the Triangle Inequality Theorem is satisfied, hence yes with the given side lengths we can form a triangle. Perimeter of a Scalene Triangle: Perimeter of any triangle is the sum of all the sides of the triangle. Therefore, to calculate the perimeter of a scalene triangle we have to simply add up all the side lengths of the given triangle. If the lengths of the sides of a scalene triangle are a, b and c: Then the Perimeter of the Scalene triangle = a + b + c Example: Calculate the perimeter of a scalene triangle whose side lengths are 12m, 16m and 17m. Perimeter of a Scalene triangle = Sum of all the side lengths of the triangle. Perimeter = 12m + 16m + 17m = 45m Therefore, perimeter of the given scalene triangle is 45m. Area of a Scalene triangle: Area of a triangle is the space occupied within the boundaries of a triangle. This area can be calculated by using the following methods: 1) Area Formula: If the base length of a triangle and the height (which is the perpendicular line drawn from the vertex to the opposite side) of a triangle are given, then we can find the area of a triangle. If the base of a triangle is b and height of the triangle is h, then: Area of a triangle = 1/2 * base * height == Area = 1/2 * b * h 2) Herons Formula: If the side lengths of a triangle are given, then the area of a triangle can be calculated using the Herons Formula. If a triangle has side lengths as a, b and c, then the semi-perimeter, s = (a + b+ c)/2 Then, Area of the triangle = [s* (s-a)* (s-b)* (s-c)] Example: Find the area of a triangle given side QR is 10m, and the perpendicular PN is 7.5m. Given the base QR = 10m Height is the perpendicular line drawn from the vertex to the opposite side of a triangle. Since PN is the perpendicular line from the vertex P to the opposite base side QR, hence height is PN = 7.5m. Area of a triangle = 1/2 * base * height = 1/2 * 10m * 7.5m = 37.5m2 Hence, Area of the given triangle is 37.5 square meters. Example: In triangle XYZ, side XY is 5m, side YZ is 8m and side XZ is 7m a shown in the figure on the right. Is XYZ a scalene triangle? What is the area of the triangle XYZ? Given the side lengths of triangle XYZ. Since the lengths of the sides are not equal to each other, hence XYZ is a scalene triangle. Let a = 5m, b= 7m and c = 8m. Then s = (a + b + c)/2 = (5 + 7 + 8)/2 = 10 Now according to Herons formula: Area of the triangle, A = [s* (s-a)* (s-b)* (s-c)] Hence, Area = [10* (10- 5)* (10- 7)* (10- 8)] = (10 * 5 * 3 * 2) = 300 = 17.3m2 (approximately) Therefore, the area of the triangle XYZ is 17.3 square meters.

Congratulations, Heart Students and Tutors! 98% Meet Growth Goals - Heart Math Tutoring

Congratulations, Heart Students and Tutors! 98% Meet Growth Goals - Heart Math Tutoring Congratulations, Heart Students and Tutors! 98% Meet Growth Goals Congratulations, Heart Students and Tutors! 98% Meet Growth Goals June 14, 2017 As summer begins, we celebrate what was accomplished in the 2016/17 school year by hundreds of Charlotte-Mecklenburg Schools (CMS) students who were part of Heart Math Tutoring, supported by their tutors and schools. The following are some highlights: · 98% of 642 Heart Tutoring students met program growth goals in math, growing in two or more building block concept areas. · On average, students doubled the goal â€" growing in 4.9 concept areas. The goals were set with guidance from math specialists at Charlotte-Mecklenburg Schools and UNC Charlotte. · Students grew from mastering 26% to 59% of the skills needed, based on grade-level standards; cutting the skills gap in half. · 94% of surveyed teachers observed conceptual growth in math, and 85% believe Heart Tutoring had an impact on class work and tests. · 94% of surveyed teachers believe students showed increased confidence/enthusiasm in math as a result of Heart Tutoring. · 64% of surveyed teachers said students became more confident and enthusiastic in subjects other than math as a result of the program. · 100% of over 500 surveyed Heart volunteers rated their experience as positive and 99% would recommend the program to a friend or colleague. “We are extremely happy for our students and thankful for Heart Math Tutoring volunteers, knowing that students are in a better place now than when they began at the start ofthe school year,” says Emily Elliott, executive director of Heart Tutoring. “These results are a testament to all the hard work and efforts of our volunteers, students, school partners, staff and supporters. The skills that students gain through our Heart program are proven to be critical building blocks for success in math, other subjects and for the future of these children.”

How to Comment on Student Writing

How to Comment on Student Writing Suggestion 1: Use the voice of the reader instead of the voice of authority Suggestions for commenting on student writing Good writers understand their readers and the effect their choices have on a readers experience of their writing. In contrast, novice writers struggle to anticipate difficulties readers face with imperfect prose. The purpose of a teachers comments is, therefore, to dramatize the presence of a reader (Sommers, 1982, p.148), letting the writer know what has worked and what has notinsights that motivate revision and improvement on the next draft or assignment. If, however, the meager comments students receive from their teacher arouse resistance, there will be less revision in the long run, and all that time the teacher spent writing comments will have been wasted. If you want your comments to count, here are two suggestions that can help. Suggestion 1: Use the voice of the reader instead of the voice of authority Resist the urge to be the authority figure telling students what to do. Comment instead as a subjective reader who shares his or her experience of the text. The moment you notice yourself looking for problems to fix, stop. Express your experience of the difficulty you are having in the most conversational way you can. Let the writer know where you are in the text, and then express the effect it is having on you. Here are two examples of short comments teachers often write in the margin  from Peter Elbow (2001, p.2)  and his suggestions for rephrasing voice-of-authority comments into voice-of-the-reader comments: Worse:  Voice of Authority      Better:  Voice of the Reader       Unconvincing   Awkward Unconvincing for me I stumbled here. I'm lost. This felt strange. As you can see, the comments expressed using the voice-of-authority and their voice-of-the-reader equivalents identify the same problems with the text. The corrective messages have not been weakened with down-toners like sort of or somewhat.  They express exactly the same corrective intent, with the same degree of precision and conviction.  The difference is that academic judgments have been expressed as subjective experiences. Words like awkward and unconvincing can sound very judgmental and hurtful when scrawled in the margin. Rephrasing these judgments as experiences helps to take the sting out of the criticism. As teachers concerned with student motivation, this is one very simple way to ensure that negative  affect  does not impede effort. Just as comments in the margin can be rephrased into voice-of-the-reader equivalents, end comments that report on your global experience of reading the students text can benefit from a more personal tone, too. Reflect on the piece as a whole, not in terms of final judgments on an academic product or negative points in an autopsy (Elbow, 2001, p.2)  but as your turn in a conversation about writing, as your part of an ongoing communicative exchange. Here are further examples from Elbow (2001, p.2) that illustrate the shift in tone: “I started out sympathetic to what you were saying, but in the third paragraph I began fighting yougetting irritated and starting to disagree with the very point I was ready to accept in the beginning, For the whole first page I was wondering what your opinion was about this volatile issue, and I couldnt tell. But it wasnt bothering me; it was kind of intriguing. I was hoping you wouldnt plop down with a flatfooted black or white position, and it was a great relief to see you torn or conflicted,”  (Elbow, 2001, p.2) The examples given above of effective comments are consistent with at least two of Straub and Lundsfords (1995) seven principles for commenting on student texts: 1) comments should aim to be well-developed and 2) they should employ a non-authoritative tone. Notice their potential to draw the writer into a conversation about writing with a to be continued feel. Comments like these let the writer know  that good writers  dont just spend a lot of time reading and writing; they spend a lot of time talking about reading and writing. Suggestion 2: Record your voice Another way to ensure that you avoid the kind of terse marginalia and authoritative tone that rankles students so is to record your comments using a microphone. Apart from making your comments more personal, an advantage to recording your voice is that audio recorded comments will likely be more developed and targeted to the individual writer, (Bauer, 2011, p. 66), providing the student with more thorough feedback, and a rich learning experience, (Cavanaugh, 2006, p. 2). Whereas for first language writers, feedback on grammar mistakes may strike students as an overeager reaction to simple accidents of discourse (Sommers, 1982, p.15),  with second language learners, talking about a recurring grammar problem along with global concerns is both effective and welcomed. There is evidence that feedback on both form and content is more effective than feedback on form alone (Biber, Nekrasova Horn, 2011).  Also, Hamp-Lyons and Chen (n.d.) report that second language learners want both kinds of feedback, especially when the grammar feedback comes with explanatory comments. Audio recordings allow you to go into greater depth. Whether your comments are grammar explanations or reactions to larger concerns with content, Bauer reports better student engagement with audio feedback than with written comments. Students listen to audio recordings repeatedly when and where the student feels most comfortable, (Bauer, 2011, p. 67). Furthermore, recording yourself speaking into a microphone can help to emphasize that your comments on writing are meant, not as corrections, but as suggestions to convince the writer that his or her work is worthy of taking through another draft, (Bauer, 2011, p.67). Barriers to Better Comments Reflecting on these two suggestions, I am plagued with doubts that they will ever be implemented by the majority my fellow ESL teachers. While  the voice-of-the-reader  suggestion is the easiest to implement, it may be the most difficult to sustain. With 120-60 midterm papers to respond to at a time. I expect good intentions will desert even the most dedicated college ESL teacher, reverting in short order to the terse and time-saving efficiency of voice-of-authority marginalia and autopsy end-comments. Some teacher may lack the wherewithal to  download and install software, install  MP3 codecs, record, render, track, upload and attach files to emails or insert links to files and send them to each student individually via email or college messaging system. Despite all the pedagogical advantages, many teachers will no doubt struggle with the technology and revert to the written mode before even one audio comment has been sent. Thats why I created a PDF Tool for the Virtual Writing Tutors grammar checker. To use it, you will have to be a member, but membership is 100% free. Find out how the Virtual Writing Tutor can help you comment more effectively below. Grammar Checker Solutions In both cases, teachers would be more likely to implement these pedagogical improvements with the help of a grammar checker that supported MP3 recordings and written comments by the teacher. You can send feedback on grammar and spelling to someone else with the Virtual Writing Tutor Grammar Checkers PDF tool. You must login for this to work. Click on Check Grammar, scroll to the bottom of the feedback, click Comment and send a PDF, write a comment, record a message, and click Create PDF. If you lose the URL to the PDF, click My Feedback and PDFs and navigate to the PDFs tab. https://VirtualWritingTutor.com is a 100% free grammar checker created for English Second Language Language Learners. Video Please follow and like us:

How to Craft and Deliver the Perfect Pick-Up Line

How to Craft and Deliver the Perfect Pick-Up Line via Pixabay.com 1.  Wordplay Wordplay is defined as a “literary technique and a form of wit in which words used become the main subject” and it is primarily intended for amusement. Wordplay includes puns, oddly formed sentences, clever rhetorical excursions and double entendres. Using a unique and clever play on words is a great way to impress a potential love prospect because creativity is often associated with intelligence. Whether your pick-up line includes wordplay that is thoroughly thought out or a little lame, it’s the thought that counts and anything original will surely impress someone. A couple of my favorite pick-up lines that use clever wordplay include “I have all these forks and knives only now all I need is a little spoon” and “Is your name Coca-Cola? You’re So-da-licious”. 2.  Compliment You can never go wrong with a pick-up line that includes a genuine compliment. Complimenting someone is a great way to break the ice because they make people feel good and know that you genuinely are attracted to them and would like to get to know them better. According to a study done in 2012, praise induces a positive mood and increases motivation to perform a motor task. In our case, including a compliment in a pick-up line is an effective way to guarantee a response back. A couple of my favorite pick-up lines that incorporate compliments include “If you were a vegetable you’d be a cutecumber” and “Did the sun just come out or did you smile at me?” 3.  Use Humor, but Don’t be Vulgar When using pick-up lines, be careful not to cross a line and go too far. Although some pick-up lines that are a little suggestive can be funny, make sure to not be too vulgar because it can make both parties very uncomfortable. Some people do find suggestive pick-up lines funny though so if you do want to try it out, don’t be discouraged if it backfires. This can also be a good way to figure out if a love prospect has a similar sense of humor as you or not. 4. Be confident No matter the pick-up line you’re using, the most important thing to do when courting a potential love interest is to be confident, but not cocky. If you say something with confidence and act comfortable introducing yourself to someone, the pick-up line more or less doesn’t matter so much. Delivering an amazing pick-up line poorly because you are not confident is much worse than delivering a lame pick-up line with all of the confidence in the world. According to Psychology Today, this is because people are attracted to those who are comfortable with themselves, making them charming, assertive and generally pleasant to be around. Cheesy pick-up lines can be a fun and creative way to break the ice with a potential love interest if done correctly. Over a few years of being single, I have received my fair share of pick-up lines and have noticed trends that work and don’t work. If you choose to use a one-liner to break the ice, the most important thing you can do is say it with confidence. However, keep in mind that using clever wordplay, being humorous without being too vulgar and giving compliments are also very important things to consider when selecting the perfect pick-up line to use!