The Best Ways How to Get Bitcoin for Free

Earning Bitcoin

What is Bitcoin?

Bitcoin is an absolutely new revolutionary concept: digital currency of a new era, product of an open-source project created by Japanese geek Satoshi Nakamoto, called “Bitcoin: A Peer-to-Peer Electronic Cash System”. 

Bitcoin is a new currency that was created in 2009 by an unknown person using the alias Satoshi Nakamoto. Transactions are made with no middle men – meaning, no banks! There are no transaction fees and no need to give your real name. More merchants are beginning to accept them: You can buy services, Cars or Trade Forex.

Bitcoin Units Conversion

Here are bitcoin units conversion from the smalest to the highest.

0.00000001 BTC = 1 satoshi

0.0000001 BTC = 10 satoshi

0.000001 BTC = 1 uBTC (micro)

0.00001 BTC = 10 uBTC

0.0001 BTC = 100 uBTC

0.001 BTC = 1 mBTC (milli)

0.01 BTC = 10 mBTC

0.1 BTC = 100 mBTC

1 BTC = 1 BTC

10 BTC = 10 BTC

100 BTC = 100 BTC

1.000 BTC = 1 kBTC (kilo)

10.000 BTC = 10 kBTC

100.000 BTC = 100 kBTC

1.000.000 BTC = 1 MBTC (mega)

10.000.000 BTC = 10 MBTC

Not sure how to use bitcoin?

If you've never actually used bitcoin before, you won't be able to take advantage of the sites listed below since you don't yet have a bitcoin wallet (think of a bitcoin wallet as a debit card). If you'd like to sign up for a bitcoin wallet, you can do so through Blockchain (the most reputable and reliable bitcoin bank).

Creating a Blockchain account allows you to receive and store your bitcoin safely (just like a real bank), as well as send and transfer bitcoin when you need to. You can also use Coinbase to buy and sell bitcoin for US dollars.

If you're looking for simple ways to get free bitcoins, you've got tons of options.

Whether you're a new bitcoin user looking to get your hands dirty with your first bitcoin wallet, or just looking for additional ways to earn free bitcoin for performing simple tasks, this site contains an up-to-date list of the best free bitcoin websites.

Each of the sites below allows you to earn free bitcoin: some by answering captcha challenges. If you're looking to earn some free bitcoin, you came to the right place.

My Favourite Free Bitcoin Sites

1. BitcoinAliens

The higest free bicoin site. Kill alien to get free satoshi every 5 minutes. Rewards from 200 to 10000 satoshi.

2. StartBit

Timer 3 minutes for each spins. Reward from 99 to 999 satoshi.

3. GoldsDay

Timer 10 minutes for each spins. Reward from 150 to 1000 satoshi.

4. CoinCollecting.ws

Scratch and win Free Satoshi every 10 Minutes,  66 to 999 satoshi + Dynamic Jackpot 

5. 777bitco.in

Roll every hour to win free bitcoins each time! Rewards from 901 to 90146007 satoshi.

6.  Usafaucet.tk

Claim every 4 hours to win free bitcoins each time! Rewards from 450 to 18000000 satoshi.

That's all the best and trustworthy sites in earning free bitcoint. Although there are more sites except above, but i can't guarantee as easy them.

My last transaction summary

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School Visits

English Articles School Visits

Visits by parents and their children to evaluate a school and determine whether it is appropriate for one or more of their children. Evaluative parental visits are usually somewhat unwelcome in public schools, where administrators believe that parents have little choice but to send their children to a particular school. However, parents do have a wide range of SCHOOL CHOICE, and, as in visits to private schools, visits to public schools can simplify that choice by providing such information as whether the school is accredited by the appropriate regional ACCREDITATION ASSOCIATION, how students are doing academically and the colleges to which the school’s graduates have been admitted. Visits also elicit such information as the quality of the school neighborhood, the physical condition of the school and grounds, the classroom teaching methods and atmosphere, the adequacy of the school library facilities, sports and extracurricular activities, special education programs, psychological services and guidance departments, and school security. A school visit may also include an interview with the principal or headmaster to determine the school’s educational philosophy and how that philosophy is translated into concrete results in the form of student achievement.

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Academy

English Articles Academy

I  INTRODUCTION

Academy, originally, in ancient Greece, a public garden outside Athens, dedicated to Athena and other deities and containing a grove and a gymnasium. In these gardens the Greek philosopher Plato met with and instructed his followers, and his informal school came to be known as the Academy. Subsequent schools of philosophy, modeled upon Plato’s, were also called academies; the term was eventually used in ancient times to indicate any institution of higher education or the faculty of such an institution. The most notable academies of the ancient world were the Old Academy, founded (circa 387 BC) by Plato; the Middle Academy, founded by the Greek Platonic philosopher Arcesilaus; and the New Academy, founded by the Greek skeptic philosopher Carneades.

II  LEARNING INSTITUTIONS

Used to denote a school, the word academy has come to be applied to certain kinds of institutions of learning. The Ritterakademien, or schools for knights, appeared increasingly in Germany after the end of the Thirty Years’ War in 1648. The term academy was adopted in England during the late 17th and the 18th centuries by Puritan religious sects as a name for secondary schools that they organized to provide for the general education of their children; these institutions were especially designed to train young men for the Puritan ministry, because such education could not be obtained in contemporary public schools. The word gradually lost its religious denotation, and by the 19th century it applied to a secondary school for boys corresponding roughly to the gymnasium in Germany. In colonial America, the term academy was introduced by Benjamin Franklin; his proposal resulted in the chartering (1753) of the Academy and Charitable School of the Province of Pennsylvania. In 1755 it was renamed the College and Academy and Charitable School of Philadelphia (now the University of Pennsylvania), with power to grant degrees. On the secondary-school level, the earliest academies, Phillips Andover and Phillips Exeter, founded in 1780 and 1781, respectively, introduced a modern curriculum. The academies were private, religion-oriented boarding schools. As they displaced the colonial Latin grammar schools, so were they largely superseded by the public high school after the American Civil War; those that survive, and other similar institutions, have largely become college-preparatory schools.

As a designation for a school, the word academy is also used in a looser sense to indicate institutions in which special accomplishments such as horseback riding, fencing, or dancing are taught. It may also be applied to schools that prepare students for a particular profession, such as the U.S. Military Academy, the U.S. Naval Academy, and the U.S. Air Force Academy.

III  SCHOLARLY AND PROFESSIONAL ASSOCIATIONS

To describe a body of learned men (originally the faculty of a school of philosophy), the word academy has come to be applied to various associations of scholars, artists, literary men, and scientists, organized for the promotion of general or special intellectual or artistic interests and not necessarily connected with any distinct school. Thus, Charlemagne applied the name in 782 to a group of scholars organized at his court. During the Renaissance, academies achieved an intellectual prominence rivaling that of the universities and first displayed their typical modern form. They characteristically consisted of a group of elected or appointed investigators, generally under royal or state patronage, who encouraged learning, literature, and art by research and publication. In the 15th century important academies were organized in Italy, notably at the courts of the Italian rulers Lorenzo and Cosimo de’ Medici. In Italy, too, one of the earliest academies devoted to science was organized in Naples in 1560; a later academy founded in the same city in 1603 included Galileo among its members. Scientific academies such as the Royal Society of London, incorporated in London in 1662, have played roles of the highest importance in scientific progress by encouraging investigations and publicizing their results. Stimulated by royal patronage and more efficient methods of communication among scholars, the foundation of academies reached its height in Germany and northeastern Europe during the 18th century. In France, the most celebrated of all collections of academies was organized in 1795 as the Institut de France. The institute now contains five distinct academies, all but one of which were founded as independent institutions in the 17th century; among the most notable of these are the French Academy and the academies of science and of fine art.

In the U.S., academies have not attained the complexity and prestige of their European models because American scholars have traditionally preferred to organize in learned societies open to all qualified applicants and independent of government support. Academies of the European type include the National Academy of Design and the National Academy of Sciences. The American Academy and Institute of Arts and Letters, a counterpart of the French Academy, is a subsidiary division of the National Institute of Arts and Letters, which, in turn, is modeled on the Institut de France.

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Tutoring

English Articles of Tutoring

Individualized, one-to-one teaching of a student by a tutor engaged and paid for by the student or the student’s family or guardian. Though modern private instruction at the elementary and secondary education levels is largely limited to HOME SCHOOLING, SPECIAL EDUCATION and lessons in instrumental music, it was the most common form of instruction in early modern England and in the American colonies. With education in 16th- and 17th-century England largely reserved for the wealthy nobility, the latter usually engaged skilled masters in each of the basic subjects they expected their children to learn. In addition to classical academics, private instruction usually included dance, music, swordsmanship, horsemanship and other arts and skills. Schools, as such, were largely reserved for boys preparing for the ministry. Although the early settlers in the American colonies were quick to found primary schools, most were in towns of at least 50 to 100 families, thus leaving children in more isolated areas without access to education except by private instructors. Some of the latter were ministers; others were local parents who were literate enough to teach neighbor children to read, write and calculate for a fee. Still others were itinerant instructors.

By about 1690, there were still fewer than 50 schools in the English colonies. Meanwhile, towns were expanding, trade and industry were thriving and the demand for trained workers soared. Although a swarm of self-instruction books provided many of the young with useful knowledge, apprenticeships and private instruction remained the most effective methods of obtaining a practical education. The former entailed a long and often unpleasant period of semi-servitude; the latter was relatively quick and easy and, though costly, permitted the student to maintain a full-time job that provided funds to pay for his instruction.

The demand for such instruction brought hundreds of private teachers to Boston, New York, Philadelphia, Charleston, New Haven, Albany, Norfolk and other towns to teach surveying, navigation, bookkeeping, accounting, commerce and other practical arts, as well as academic subjects and even such gentle arts as dancing, needlework and fencing. Philadelphia alone had at least 136 private instructors between 1740 and 1776. Private instruction proved a boon for both teachers and students. The latter could take lessons in the morning, afternoon or evening to accommodate their work schedules. For some tutors, private instruction was a full-time occupation, and some went on to found schools of their own. For others with full-time jobs, private instruction proved a lucrative way of augmenting their income. Thus, scriveners, accountants, translators, surveyors and even merchants spent their off-hours teaching their trades.

In rural areas, itinerant tutors traveled from town to town, offering all levels of primary and secondary education, often tutoring in Greek, Latin and the classics required for acceptance into college. For communities without grammar schools or a learned minister, such itinerant teachers opened the door to higher education that would ordinarily have been shut to rural youngsters. One provided the necessary classical education for Horace Mann to enroll in BROWN UNIVERSITY in 1819. Some obtained retainers from the wealthy, who continued to educate their children at home, but their broader roll in public education diminished to specific instruction unavailable in school—instrumental music, fine art, the dance and, in some instances, special education. As the number of common schools, grammar schools and academies increased in the 19th century, the need for such private instruction diminished. In the decades following the Civil War, as state-run public school systems emerged along with private preparatory schools for the children of the wealthy, private instruction as a force in American education disappeared. Private instructors either became instructors in schools or founded their own entrepreneurial institutions.

The tutoring industry expanded exponentially, however, after passage of the NO CHILD LEFT BEHIND ACT OF 2001, which allows parents in failing public schools to transfer their children to other scholars or to charter schools and to use $500 to $1000 of federal moneys paid to their former schools for private tutoring and after-school and summer school classes. More than 80,000 students in New York City alone are now availing themselves of tutoring services, and 14,000 in Chicago. With $2 billion in NCLB funds earmarked for tutoring, commercial tutoring exploded into a $200 milliona- year industry in 2005, and more than 1,800 “supplemental educational services providers” sent an army of tutors into failing public schools across America.

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