HCC Online Tutoring - Online Tutoring For the Future

HCC Online Tutoring - Online Tutoring For the FutureHCC Online Tutoring is actually a way of getting more teaching opportunities from the internet. The idea of it is to bridge the gap between classroom tutors and internet tutors.This kind of online course is a highly specialised course which only allow students to do part-time study, but the average student who is interested in taking a course of this nature can do it on a full-time basis if they so wish. The average amount of time that a person will need to devote to take up this course is around two hours daily and for some it may even take less than that. This makes it a very cost-effective course for individuals to take up if they are looking to supplement their salary with some free money.Since the whole reason for this course is to bridge the gap between classroom tutors and internet tutors, the actual homework work is done by the teachers in the classroom and not from home. This means that if you have done a lot of homework an d are no longer willing to learn on your own or you feel that you need some extra time to perform a few more assignments then it would be very difficult for you to do the assignments yourself.The way in which HCC Online Tutoring works is quite interesting. All of the courses are graded and students get the opportunity to retake the classes if they find them to be too difficult or if they do not think that they would be able to understand the material in any way. This is an amazing way to assess a student's work and see if they have learnt it.There are two types of courses offered by HCC Online Tutoring; the first being the high school level to the middle school level. There are an estimated eight hundred courses that are offered this way and each course lasts between thirty to sixty days. The average length of a course is around one to two years depending on the number of students that are taking up the course. At the end of the course the students will be able to go to the actual s chool and take the exams themselves. There is also the option to submit the final report to the teacher and receive an award. A high school diploma is normally enough to allow a student to work on their own after this course but it may be worth looking into the other courses to see what additional qualifications they may need to work in a day care centre.The greatest thing about this course is that it is totally flexible. If a student is able to take up an online course that is up to their liking they may continue with it indefinitely. At this point in time it is essential to note that the online course is more expensive than the regular classroom-based courses but with all the flexibility of taking up an online course it is certainly worth it.

Ask an Admissions Expert Dr. Lucia Tyler

Ask an Admissions Expert Dr. Lucia Tyler Varsity Tutors brings you insider tips and advice straight from nationally recognized admissions experts. Dr. Lucia Tyler has worked in admissions at Cornell University providing counseling for applicants, giving admissions presentations, and eventually wrote a faculty admissions handbook. Additionally, she has held various professional roles in several areas of higher education at Cornell for over 15 years. Dr. Tyler is now the leader of her own college admissions consulting firm and has tutored, mentored, and advised numerous students over time. VT: How far ahead of time should a student begin working on his or her college application? Lucia: Ideally a student should begin working on their application in August because there is a lot of information to assemble on extracurricular activities etc. VT:What is the typical process an admissions officer goes through to evaluate applications? Lucia: It is hard to generalize since colleges do differ significantly. Colleges and universities must be sure initially that the applications they are processing are complete. Larger universities usually use some kind of mathematical formula involving grades and test scores to cut down on the number of applications requiring more personal attention. Applications to be read are then divided up among admissions personnel and sometimes faculty. The readers make recommendations to the admissions committee or director. The number of times an application is read varies. Many colleges have an admissions committee that meets to discuss and act on applications that are borderline admits. If the college does not make their admissions deposit target by May 1, they must go to their waitlist which involves a re- reading of applications. VT: What are the best ways to go about selecting a terrific essay topic? Lucia: Students should think about meaningful moments in their lives that changed their outlook, inspired them, made them stronger. VT:Are there any essay topics you get tired of seeing or would warn students to stay away from? Lucia: Students need to be careful about sports injury stories because they are very common. I would also avoid topics that are depressing throughout unless there are glimmers of light in the piece. VT: How important are grades and standardized test scores when admissions decisions are being made? Lucia: Good grades are important to all colleges. Standardized test scores are not considered at test optional colleges which number in the hundreds now. However, standardized test scores are very important at large universities that have to sift through tens of thousands of applications. VT:What is the biggest mistake a student can make on a college application? Lucia: One of the biggest mistakes a student can make is exaggerating or misrepresenting one of their activities or honors that will be reported by the school. Colleges want authentic applications from students. VT:What do you think is the single most important thing a student should make sure they present in the best possible way on their application? Lucia: The most important thing to present is their intellectual curiosity or strong academic interest. VT: Early-action, early-decision, binding/non-binding, regular decisions...With so many choices when applying, what do you recommend to students? Lucia: I always recommend applying to at least one early action school because there is no down side for the student. They get their application organized earlier, they hear back from the college earlier and it takes the pressure off of them if they are admitted to at least one college before New Years. VT: How should students go about determining the culture of a university, and whether they would be a good fit? Lucia: Students should visit the college when it is in session. There really is no other good way. VT: What tips do you have for students asking their teachers for letters of recommendation? Lucia: Students should think about classes they have done well in from their sophomore and junior year. They should choose two teachers from core subjects including math, science, English, social studies, and foreign language. Students should ask the teacher if they would give them a good recommendation. If the teacher agrees to recommend them, they should hand the teacher a written reminder of past projects, tutoring, extra credit work etc. Students who are applying for entrance to a conservatory or art school should ask for a recommendation in that discipline. Go to the Tyler Admissions Consulting website to look into all of the services Dr. Tyler has to offer.The views expressed in this article do not necessarily represent the views of Varsity Tutors.

What I Wish I Knew Before Starting Business School

What I Wish I Knew Before Starting Business School The following is a guest post written by Mahlena Johnson, a tutor and contributing writer with Varsity Tutors. Whether your MBA program lasts one, two, or three years, the time will go by quickly. There is so much that you may want to accomplish during those short semesters, but you may be wondering how to go about doing so. How would past students who have successfully graduated with their MBA degree advise new students entering this arena for the first time? What did they wish they had known when they started their MBA programs? Things I wish I knew before starting business school include understanding everyone is there for a different reason, that you may need to ask for help, and that companies dont always choose students with the most experience. Feeling prepared when entering business school can go a long way. Here are three things I wish I knew before starting business school: I wish I knew that professors will assign more work than you can accomplish on your own During your undergraduate years, you may have occasionally worked on group projects, but many of your assignments could be completed independently. It is important to understand that this is different in business school. In addition to the academic demands of your coursework, you will also have company presentations to attend, cover letters to write, informational interviews to conduct, and classmates to socialize with. How can you possibly get all of these tasks done in the same semester? One tried-and-true method to perform well in your classes is to make a friend and start a study group. By working together, you can share the workload by each taking the lead on a particular section or chapter of the course textbook, and reporting back on your takeaways. Additionally, you can learn from your peers perspectives on the same material. Hearing different viewpoints will help you think about the subjects in new ways. Use the power of many hands and minds so that you can all move forward together. [RELATED: 3 Tips for Starting Graduate School] I wish I knew that companies dont necessarily select MBAs with the most experience Attending business school puts you in a different league with your career search. At this level, every person applying to an MBA-specific position often has a lot of great, relevant experience. Therefore, recruiters must incorporate additional dimensions to compare the many qualified candidates. How can they decide among multiple, excellent candidates with similar backgrounds? One of the dimensions can be the quantity and quality of interactions that a candidate has had with representatives at that company. For instance, lets say Cappie and Florian attend the same business school, have equivalent years of experience in their industries, share similar educational backgrounds, and are applying to the same position at a corporation. Florian attended the company presentation at their school, and has spoken with an alumnus currently working there. Cappie was unable to attend that presentation, but has already met with those representatives at two MBA conferences and has sent them thank you emails. Cappie has also conducted informational interviews with every second year student in the class above her who interned at the corporation the previous summer. Cappie has also scheduled coffee meetings with each person those students referred her to at the corporation. A recruiter would look favorably upon Cappies initiative and has more points of reference when asking who knows something about the people applying for the position. Therefore, make yourself knownin a professional mannerat the companies you want to be a part of. A little networking can go a long way in your job search. [RELATED: 5 Questions Grad Students Should Ask Their Advisors] I wish I knew that not everyone attends business school for the same reason All MBA students have their own motivations for going through this rigorous process, including: Starting a new business Accelerating your current career Changing careers Exploring new industries or functions Furthering your education through a masters degree program. The most important question you should ask yourself is, Why am I attending business school? Your answer is the only one that should matter to you. Let your reasons, and yours alone, guide you through your graduate education. Talk with current students as well as alumni from your preferred MBA programs to learn about what they wish they had known before starting business school. They can provide you with insights on how to navigate your graduate school experience. Also ask your fellow classmates about what they are going through now. They will probably share some of your thoughts and experiences. By communicating with the people you pass by in class, at lunch, and in the hallway, you will realize that youre all in this together. [RELATED: 4 Questions to Ask Your First MBA Professor] Any topics you want to know more about? Let us know! The Varsity Tutors Blog editors love hearing your feedback and opinions. Feel free to email us at blog@varsitytutors.com.

Quiz Which Well-Known Symphonic Movie Score Represents You

Quiz Which Well-Known Symphonic Movie Score Represents You Suzy S. Summertime is a  prime time for blockbuster movies, and 2016 is no exception! But even with all the new movies on the way, theres nothing quite like the classics. Think about the movies that took you on great adventures, pulled at your heartstrings, and got  your adrenaline racing.  Which ones top your list? Now think: can you recall the movie score? For many of the acclaimed films from the last few decades, the music behind it is integral. After all, where would Jaws be without the iconic two-note theme? Would Star Wars be the same without its epic intro? Although not all movie-goers recognize it, its the music that leads you on the  journey and coaxes your emotions out. So, lets have a little fun. Out of the best  movie scores, which one represents you? Is your personality more adventurous or more romantic? Find out with this fun quiz from Connolly Music: Whats YOUR soundtrack? Leave a comment below and share your results! Want to learn more about the best movie scores, and how to get started composing your own?  Continue exploring with these links: Quiz: Can you guess the movie from the soundtrack?, via ClassicFM The Top 25 Oscar-Winning Film Scores Of All Time, via HitFix AFIs 100 Years of Film Scores How Film Composers Work, via How Stuff Works How to Compose a Killer Film Score, by Michael Giacchino, via Vulture Crafting Piano Scores: 3 Tips to Get Started Photo by  Andrés Nieto Porras 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

Algebra 1 Problems

Algebra 1 Problems Algebra 1 includes the following topics given below: H.C.F. and L.C.M. Simultaneous equation Quadratic equation Ratio, proportion and variation Inequation Quadratic surds Graphs Algebraic expressions Polynomials Surds Exponents Matrices Fractions and decimals etc. Examples of algebra 1 problems From simultaneous equation: - Example 1: - Sum of the ages of father and his son is 55 years. After 16 years fathers age becomes double that of his son. What are their present ages? Solution: -Let the ages of the father and his son be x years and y years respectively. Then from the first condition, we have X + y = 55 (1) Again from the second condition of the problem, we have, X + 16 = 2 (y + 16) X 2 y = 6 (2) Solving (1) and (2), we have x = 42 and y = 13. Therefore the ages of the father and the son are 42 years and 13 years respectively. From H.C.F. and L.C.M. Example 2: - The L.C.M. of two numbers is 2 x y times their H.C.F. If one number and the H.C.F. are respectively 10 x^3 y^2 and 5 x^2 y^2, then whatr is the other number? Solution: - From the given information: H.C.F. = 5 x^2 y^2 and L.C.M. = 2 x y times of 5 x^2 y^2 =10 x^3 y^3 2nd number = (H.C.F. * L.C.M.) / 1st number = (10 x^3 y^2 * 5 x^2 y^2) / 10 x^3 y^2 = 5 x^2 y^3

Gamifying the Classroom to Improve Academic Performance

Gamifying the Classroom to Improve Academic Performance Improving Academic Performance Gamification is one way teachers are getting students to pay attention. Because no one student is exactly the same, a number of different teaching styles and methods have been developed â€" this includes applying game dynamics, mechanics, and frameworks into the classroom. Although there have been a number of studies on how gamifying non-game settings impacts students, one result is clear: gamification can make learning more fun and memorable. The three main points of gamification have been identified as motivational ‘affordances’ (the opportunities the actual activities give the subject or the mechanics of the game), the psychological outcome (the resultant change in feeling about an activity during and after the activity), and the behavioral outcome (the change in behavior following the gamified activity). Lee Sheldon, an Assistant Professor at Indiana University at Bloomington reported that his application of gamification in the classroom was a success. He renamed student presentations “quests,” taking tests were “fighting monsters,” writing papers were “crafting,” and letter grades were “experience points.” As a result, Sheldon found that his students’ average grade improved one full letter grade. One analysis on gamification found that the four dynamics and concepts found in game design that were most successful in motivating students to learn were - Freedom to Fail: Rather than focusing on an irreversible final grade, students are encouraged to experiment and take academic risks through the concept of having multiple “lives” or allowing them to start over from their most recent “checkpoint.” This gives students to opportunity to take chances with decision-making and be exposed to consequences. Students can then focus on the process of learning, instead of just their final grade. Rapid Feedback: Similarly to a game, continual feedback to learners can also motivate students. Battling a boss in a game using the many skills acquired provides immediate feedback to the player on whether or not they qualify for the next level. This can be achieved in the classroom through self-paced exercises, visual cues, frequent question-and-answer activities, a progress bar, or carefully placed comments by non-player characters. Progression: Categorizing information to improve student focus mirrors the ‘levels’ found in game design. Additionally, creating high low points to grab attention also mimics the interest curve students may experience when playing a game. Progression also includes requiring students to incorporate lower order thinking skills into the first stages of a class and then progressing to require higher order thinking skills as they ‘level’ up. This helps students realize they need the knowledge acquired from past stages in order to arrive at the highest order thinking skills. Storytelling: There have been numerous studies on how using storytelling elements can increase student attention and retention of information. Storytelling elements include the use of characters, emotion, and other descriptors to help students visualize a lesson. By creating moments of surprise or humor, for example, students are more likely to be captivated and remember the lecture. Several successful cases of gamifying the classroom have been reported in recent years. One case is of Clifford Lampe, an Assistant Professor at the School of Information at the University of Michigan. He applies gamification to his 200-student lecture class by providing students with choices, rapid feedback, collaborative processes, and competition. Students also have the option to “choose their own adventure” by selecting assignments, although higher level assignments are not available until they have been ‘unlocked’ by completing lower level assignments. Lampe has concluded that gamification has improved his student’s motivation and retention. Another Assistant Professor, Dr. Carman Neustaedter from the School of Interactive Arts Technology at Simon Fraser University found that creating a scoreboard with students’ class ranking in real-time provided the rapid feedback he needed. Each student also earned a rank title, such as “Artistic Intern” or “Grand Master Speculative Designer.” Neustaedter found that the scoreboard has increased students’ m otivation and sparks healthy competition. Beyond the classroom, gamification has also been incorporated in other non-game settings. Road contractors in 2014 implemented musical grooves on Route 66 to encourage drivers to obey the speed limit. The language-learning app DuoLingo also uses gaming techniques to make what could be a mundane lesson fun. Despite the many case studies that demonstrate gamification in the classroom can be successful, it must be noted that not all elements of a game are equally motivating to each student. Providing differentiated instruction for students not only means gamification, but also includes other methods of teaching. About the Author Rachael Tom is the Marketing Communications Manager at ThinkFun, an award-winning global company and the leading developer of logic and STEM (Science, Technology, Engineering, and Math) games that make learning fun!

ACT English A Common Language

SAT/ACT English A Common Language ACT SAT Prep and College Admissions Blog As the ACT has come into its own over the past 10-20 years as a fully recognized college admissions test alongside the SAT, students increasingly weigh both of these exams to assess which one may be better suited for them, sometimes opting for both. Preferences (and rumors) abound, of course: “There are too many trick questions on the SAT math!” or “I'd take the ACT, but the science section is a deal-breaker!” While these sentiments may (or may not) be true, depending on the student, what's certainly true is that they contribute heavily towards apprehension over which test to take! There is, however, one section that is nearly identical on each test, and offers a way to kill two birds with one stone in your college admission exam prep. That's the grammar/rhetoric section, referred to as the “English” section in the ACT, and the “Writing and Language” section on the SAT. CollegeXpress offers an in-depth analysis of the similarities and differences between the two tests . While the SAT and ACT versions of this section aren't exactly the sameâ€"the ACT asks you to answer 75 questions in 45 minutes, while the SAT gives you 35 minutes to answer 44 questions, the overall content is very similar. In each, you are asked to read passages and answer questions that are divided, broadly, into grammar/syntax questions (these may include concepts such as tense, punctuation, word choice, conjunctions, and simple transitions) and questions that deal with issues such as rhetoric, conciseness, form, editorial content, or logical flow. On the SAT, there are occasional charts or graphs that may be accompanied by simple data interpretation questions. On each of these tests, you can go right to the questions without an initial read-through of the passage (note: this is the opposite of how you should handle Reading Comprehension type questions). Learn to recognize simple, straightforward grammar questions, like this one from a College Board's sample SAT: This question could easily occur on either the SAT or the ACT. It tests you on punctuation and subject/verb agreement (any one...occurs), and only requires a little bit of reading for context (read a sentence or two above and below the tested material to be on the safe side). The answer is D, and you can move on pretty quickly. Other questions are a bit more involved, and require more focus on context and flow. Here's an example from a practice ACT exam: (question sample from Guthrie Public Schools, OK) Here, you need to read the entire paragraph (and, ideally, the transition into the next one) to understand how best to interpret and arrange the sentences in the passage. In this case, B is the best answer, since “stars” are revealed as darkness falls. The “deeper truth” in that sentence flows into our need for understanding, the focus of sentence 2, which should be moved to the end. (For more ACT specific strategies, check out these strategies from Brightstorm.) Both the SAT and ACT are also concerned with concisenessâ€"any extraneous or redundant words or phrases are frowned upon, and often the simplest-sounding choices are the correct answers. Both of these tests are designed to gauge your ability to recognize clearly structured (rather than creative) writing, so issues such as wordiness, overuse of passive voice, or awkward phrasing tend to lead to incorrect answers. These are also traps to be aware of when writing your own essaysâ€"whether for the essay sections of these exams or more generally! Whether you're getting ready to take the SAT, or ACT, or both, recognizing that the English/Writing sections are similar can help you to get a leg up on your test prep. Not only does this bit of information allow you to tackle both of these at once, but it can inoculate you against unwanted surprises, now that you know that each test is looking for almost the same thing. If you know your basic grammar, remember to read for context, and focus on asnwers that are concise and logically consistent, you'll do just fine on Test Day. About the Author Steve Markofsky is one of our most experienced and qualified test prep tutors. For more information on ACT/SAT tutoring and to see profiles of tutors like Steve, click here.