Mathematics Tutors in Scottsdale

Mathematics Tutors in ScottsdaleThe area of mathematics is the most popular subject for a tutor in Scottsdale. This is because of the large numbers of math schools and colleges in the area. When choosing a school, one will have to decide whether they want an online school or one with a traditional campus. Both are very good options but, the choice is more in the classroom experience.If the student is a high achiever, they may be able to finish off their major math education program by the time they graduate from high school. An online program allows the student to earn credits, thereby allowing them to take it at any time during the day or night.The more traditional classes offered in Scottsdale are also very well-regarded, especially if the student is interested in continuing their education. One can earn an Associate of Arts Degree from the College of Education in Scottsdale as well as earn a Bachelor of Science in Mathematics.Each area of study is offered in the areas of mathemati cs and reading and writing. This will help prepare students for their future careers. There are three levels in each subject: the first level allows students to brush up on their theoretical knowledge while the second level allows them to apply what they have learned to real-life situations.With so many advantages, the addition of mathematics to the curriculum should be welcomed by the student. This will give them the necessary skills they need to excel in their jobs.Students who are already enrolled in an online program in Scottsdale, will not have to worry about choosing between a traditional class and a tutor. All the online courses will be taught by the same instructors who teach at the schools.Tutors for students who are looking for more preparation for a career in the field can also be found in Scottsdale. If this is your passion, this may be the right choice for you.

Absenteeism and a Cooperative-Learning Attendance Policy for ESL

Absenteeism and a Cooperative-Learning Attendance Policy for ESL Absenteeism and Anxiety By Smash the Iron Cage (Own work) [CC BY-SA 4.0 (http://creativecommons.org/licenses/by-sa/4.0)], via Wikimedia Commons There are plenty of good reasons to skip class: if you have a contagious disease or have a doctor’s appointment that you cannot reschedule, if car trouble or bad weather interferes with your commute, or if you are flat broke and need to work an extra shift to make rent and avoid eviction. Most people would understand if you had to miss a lesson under these circumstances. Surprisingly, these are not the reasons most university students give for cutting class. Students at one university rated low-quality lectures as the most important reason, followed by deadlines for other academic work, the lecturer’s inability to entertain, a lack of sleep, and attendance  being  unnecessary due to the availability of lecture notes outside of class (Clay Breslow, 2006). These are the reasons students will admit to. But what about hidden reasons? Absenteeism and Anxiety If students skip their English as a Second Language (ESL) class frequently, it could be a sign of language anxiety. Other indications of anxiety related to learning a second language include coming to class late, arriving unprepared, avoiding speaking in English, not volunteering, and the apparent inability to answer even very simple questions (Oxford, 1999). Research has shown that speaking provokes more anxiety than any other form of communication (MacIntyre Gardner, 1991; McCroskey Richmond, 1982), with some speaking tasks provoking more anxiety than others. Koch and Terrell (1991) report that most students find oral presentations to be the most anxiety-inducing activities in an ESL course. With that in mind, teachers can reduce language anxiety by assigning fewer oral presentations, by employing ice-breakers, where students learn each other’s names on the first day, and by including lesson-warmers, such as a game to help students relax at the start of a lesson (Dornyei Malde rez, 1999). Students can reduce their own language anxiety just by coming to class. Greater frequency of language use is linked to lower levels of language anxiety (Baker MacIntyre, 2000). Absenteeism and Failure Reducing anxiety is only one good reason to attend your ESL course on a regular basis. There is another good reason: you might fail. Two studies (Colby, 2004; Newman-Ford, Fitzgibbon, Lloyd, Thomas, 2008) found that 80% attendanceâ€"attending only 12 classes in a 15 week semesterâ€"produced a 50% chance of failing lecture-based courses. A 70% attendance rateâ€"attending 11 classes in 15 weeksâ€"produced a 66% chance of failure. For interactive ESL courses, missing a single week made ESL students 3 times more likely to answer a content question incorrectly and caused a 7-8 times greater chance of getting the target structure wrong during a test (Fay, Aguirre, Gash, 2013). These are compelling statistics for going to class, so why do rational-minded students miss class? The truth is that it is difficult to be rational when comparing the immediate benefit of getting more time away from class and the remote danger of one missed lesson (Romer, 1994 as cited by Koppenhaver, 2006). Collaborative Learning A more immediate reason is that your classmates need you. They need you to come to class so that they can get to know you, and they need to get to know you before they can trust you. Only after they know you and trust you will you be able to work together efficiently and productively as a group. In other words, group productivity depends upon group cohesiveness (Evans Dion, 1991), and the cohesiveness of the group depends upon the amount of time group members spend together (Dornyei Malderez, 1999). Cutting class reduces the overall productivity of the team, reducing the ability of group members to learn from each other in collaborative learning environments.  Reseach shows that not only do absentee-prone students perform worse on their exams and homework assignments, their absence causes the other team members to score lower on their exams and homework as well (Koppenhaver, 2006). Oral Exams The problem becomes much  more acute  during interactive speaking exams, evaluations that require the active participation of one or more partners. English Second Language courses often employ collaborative speaking exams, where students are required to exchange information with each other using the target language. The interactivity makes for a more valid exam since competence in a second language is the ability to participate effectively in an exchange of meaningful and appropriate messages. However, since absentee-prone students come to the exam knowing less and producing more errors, their noticeably ill-prepared, ill-informed answers and incorrect grammar during the exam make them less effective conversational partners. Implicit Learning Research into implicit learning reveals another, less obvious way that absentee-prone students make exams more difficult for their partners. There is a tendency for people to reproduce a structure encountered in recent discourse, even if they do not notice that it was used (McDonough Mackey, 2008). In other words, what you hear, whether you consciously notice it or not, activates the area of your brain where related sounds, concepts, and  structures are stored, creating the tendency for you to want to repeat what you heard. This phenomenon is called priming, and you can see it at work in this fun experiment    (as suggested by Dornyei, 2009). Ask your friend to say the word “silk” five times and then ask him immediately afterward, “What do cows drink?” Most likely, your friend will say “milk” because the sound of the word “silk” and the concepts “cow” and “drink” activate the concept “milk” in your friends brain. A more logical answer to the question is â €œwater” since that is what cows drink most, but that is not what people tend to say. Now imagine that the target is not the word milk but a sentence containing the Present Perfect Progressive such as, I have been studying Diagnostic Imaging for two years. In the context of an exam, absentee-prone students are less likely to prime their partners to remember the complex grammar and specific vocabulary needed to pass the interactive exam. Attendance Policy Seeing how absenteeism negatively affects classmates explicit and implicit learning opportunities and performance on interactive exams, what policies should teachers and colleges put in place? If you think about the effect of absenteeism on individual students only, it is tempting to emphasize students’ right to self-direction, trusting in their capacity to make wise choices. Students will learn through trial and error that their attendance affects their success. However, in light of research into cooperative learning environments where students learn from each other, we know that cutting class is a bad choice for both the individual and the group. It would be irresponsible for teachers to adopt such a laissez-faire attitude, knowing how absentee-prone students reduce group productivity and negatively affect their partners performance on interactive exams. A collaborative-learning attendance policy would require the student who misses multiple cooperative learning activities in an English course to be ejected from the course permanently because of the negative effect their absence and subsequent return has on the group. Instead of saying, “You are an adult now. Do what you want,” ESL teachers should make it clear that cutting class is highly uncooperative behavior that harms the other students. To be consistent, if teachers are going to use collaborative-learning activities and evaluations in their classrooms, they should also set a collaborative-learning attendance policy. They should tell students on the first day of the semester, If you intend to cut class, do us all a favor and dont come back. References Baker, S. C., MacIntyre, P. D. (2000). The role of gender and immersion in communication and  second language orientations.  Language Learning,  (50), 311â€"341. Clay, T., Breslow, L. (2006). Why students don’t attend class.  MIT Faculty Newsletter,  18(4).  Retrieved from http://web.mit.edu/fnl/volume/184/breslow.html Colby, J. (2004). Attendance and attainment. Presented at the Fifth Annual Conference of the  Information and Computer Sciencesâ€"Learning and Teaching Support Network (ICN-LTSN),  University  of Ulster. Retrieved from http://users.ecs.soton.ac.uk/sysapl/www.ics.ltsn.ac.uk/events/conf2004/programme.htm Dornyei, Z. (2009).  The psychology of second language acquisition. Oxford: Oxford University  Press. Dornyei, Z., Malderez, A. (1999). The role of group dynamics in foreign language learning and  teaching. In J. Arnold (Ed.),  Affect in Language Learning  (pp. 155â€"169). Cambridge:  Cambridge University Press. Evans, C. R., Dion, K. L. (1991). Group cohesion and performance: a meta-analysis.  Small Group    Research,  2(2), 175â€"186. http://doi.org/10.1177/1046496491222002 Fay, R. E., Aguirre, R. V., Gash, P. W. (2013). Absenteeism and language learning: does missing  class matter?  Journal of Language Teaching and Research,  4(6), 1184â€"1190. Koch, A., Terrell, T. (1991). Affective reactions of foreign language students to Natural Approach  activities and teaching techniques. In E. K. Horowitz D. J. Young (Eds.),  Language Anxiety:  From Theory and Research to Classroom Implications. Englewood Cliffs, NJ: Prentice Hall. Koppenhaver, G. D. (2006). Absent and accounted for: Absenteeism and cooperative learning.  Decision Sciences Journal of Innovative Education,  4(1), 29â€"49. MacIntyre, P. D., Gardner, R. C. (1991). Methods and results in the study of anxiety in language  learning: A review of the literature.  Language Learning, (41), 85â€"117. McCroskey, J. C., Richmond, V. P. (1982). Communication apprehension and shyness: Conceptual  and operational distinctions.  Central States Speech Journal, (33), 458â€"468. McDonough, K., Mackey, A. (2008). Syntactic priming and  esl  question development.  Studies in  Second Language Acquisition, (30), 31â€"47. http://doi.org/10.10170S0272263108080029 Newman-Ford, L., Fitzgibbon, K., Lloyd, S., Thomas, S. (2008). A large-scale investigation into  the relationship between attendance and attainment: a study using an innovative,  electronic  attendance  monitoring system.  Studies in Higher Education,  33(6), 699â€"717. Oxford, R. L. (1999). Anxiety and the language learner: new insights.  In J. Arnold (Ed.)  Affect in   Language Learning  (pp. 58â€"67). Cambridge: Cambridge University Press. Please follow and like us:

4 Places to Look for Retail Jobs This Holiday Season

4 Places to Look for Retail Jobs This Holiday Season pexels.com USPS USPS can be a great place to work during the holiday season! They have a large variety of different jobs you can work from driving to customer service to mail handlers. According to Monster, they hire around 40,000 seasonal workers each year so you have a great chance to be hired when they are looking to hire so many new employees. Bryan, a driver for USPS, said, “The nice thing is that everybody likes to receive a gift. So, when their package arrives, they’re just glowing, they’re happy to see you, and it’s a nice feeling to know that this person wants me to come to see them and deliver their package.” HoneyBaked Ham Do not underestimate the power of ham, especially around the holiday season. Hundreds of thousands of hams are ordered from this company each year, if not millions, and it takes a lot of hands on deck in order to accommodate such a large number of orders. Monster reports that they hire up to 12,000 seasonal workers each year. And working there might be a really great stepping stone for you as the company is really focused on not just giving employees a job but tailoring their experience so that they really get something out of it. As their website says, “Part of our great culture is nurturing an environment where our associates can develop in their strength areas and grow in their personal and professional development. We have many career success stories where hourly field associates have gone on to multi-until and corporate leadership positions. We are looking for talented individuals to join our team.” pexels.com Amazon Last holiday season, Amazon hired more than 120,000 seasonal workers. 120,000 workers! That is a huge amount of seasonal workers, so there is no reason that you should not try and slip your application in to be considered for such a large pool of jobs. All you need to be eligible for such a position is to be over the age of 18 and have a high school diploma, GED, or another equivalent. The majority of college students should fit the criteria, so you are already halfway there! Amazon also usually hires in the following states: Arizona, California, Colorado, Connecticut, Delaware, Florida, Georgia, Illinois, Indiana, Kansas, Kentucky, Maryland, Massachusetts, Michigan, Minnesota, Nevada, New Hampshire, New Jersey, Ohio, Pennsylvania, South Carolina, Tennessee, Texas, Virginia, Washington, West Virginia, and Wisconsin. In a press release, Mike Roth, Amazon Vice President of Global Customer Fulfillment said, “Last year alone,  more than 14,000  seasonal employees  stayed on in regular, full-time positions after the holidays  and we expect to increase that number this year,” so you have a pretty good chance of retaining such a position if you want to! Target Target is a staple shopping stop for many college students, so why not work for a store and company you adore? In 2016, they hired more than 75,000 workers to work the holiday season. Last year, this is what the company’s chief stores officer, Janna Potts, had to say: “The Target team is famous for serving up exceptional shopping experiences. We can’t wait to welcome new seasonal team members on board to help us make the holidays extra bright for our guests. And new this year, all of our 1,800 stores will host dedicated hiring events in October, meeting with thousands of prospective candidates in just 48 hours.” These events will likely be springing up soon this fall too, so keep an eye out for that!

Uloop Morning Mix Hurricane Irma, Michigan State controversy and the angry white college graduate

Uloop Morning Mix Hurricane Irma, Michigan State controversy and the 'angry white college graduate' Hurricane Irmas exact path is still unclear. (Image: YouTube screenshot/CNN) Hurricane Irma gained strength in the Atlantic overnight and was upgraded to a Category 5 storm early Tuesday. The powerful storm, with 175 mph winds, is heading straight for Puerto Rico and the Dominican Republic. The Tampa Bay Times (Florida) reports this morning that, A hurricane warning remains in effect for Puerto Rico, the U.S. Virgin Islands and other Caribbean locations, and Florida Gov. Rick Scott declared a preemptive state of emergency during Mondays Labor Day holiday, allowing emergency management officials to start preparations. Irmas path is still largely unclear, but many forecasters have the storm heading for southern Florida later this week. MICHIGAN STATE FACES A LAWSUIT OVER REFUSAL TO RENT SPACE TO WHITE NATIONALIST White nationalist Richard Spencer attempted to rent space for an event on Michigan State Universitys campus later this month, but the university blocked the move. According to a report from the Associated Press that was published by Yahoo News, An 11-page lawsuit filed Sunday night in U.S. District Court in western Michigan contends that the East Lansing schools refusal to rent a conference room or lecture hall to a Spencer supporter on security grounds violates free speech and other constitutional rights. A student from Georgia State University is  behind the lawsuit, according to AP: The legal action against the 50,000-student university was taken on behalf of Georgia State University student Cameron Padgett, the one who tried to rent the space for Spencer. It asks for a preliminary injunction forcing MSU to reverse its decision, as well as $75,000 in damages. Both Texas AM and The University of Florida have moved to block events by white nationalist groups and MSU cited the events in Charlottesville as a factor in their decision. More developments in the case are expected this week. WILL 2018 BE THE YEAR OF THE ANGRY WHITE COLLEGE GRADUATE? (Image: Pixabay) David Wasserman, writing for Five-Thirty Eight, says that  the 2018 midterm election could feature the most college-educated electorate in American history. His key insight is this: Midterm elections are almost always a  referendum  on the party in the White House. And although college-educated whites narrowly supported Trump over Hillary Clinton last November, there’s evidence they are now among his most intense detractors. If you enjoy political forecasting getting geeky about how things could play out in both the 2018 and 2020 elections, read the whole story here. AND FINALLY ON THIS TUESDAY, THE ULTIMATE GUIDE TO SAVING SPACE IN YOUR DORM Um, dude move your stuff. (Image: Getty) Ohio States Elana Goodwin is here with tips and tricks to maximize space in your, um, space. Including the all-important desk organization section. Read all four suggestions here. Thanks for reading hope our Tuesday is great and remember: Hump Day is only one day away, whoo-hoo!

ASCO Sponsors Engineering Scholarship Program

ASCO Sponsors Engineering Scholarship Program pexels.com In less than a decade, ASCO has awarded $80,000 in scholarships to deserving engineering students making a difference in their field and profession as well as $16,000 in grants to the scholarship recipient’s university engineering department. According to the recent press release, two worthy students in this field will have the opportunity to win a $5,000 scholarship, provide their college’s engineering departments with a $1,000 grant, and to attend “The Amazing Packaging Race” at PACK EXPO International in 2016. The ASCO scholarship will be awarded based on an applicant’s merit, budding leadership achievements, as well as the applicant’s contribution to the industrial automation engineering profession. The panel of ASCO executives and independent judges that will select the finalists are particularly interested in students involved in projects related to the application of fluid control and fluid power technologies. pexels.com Eligible students must be enrolled full-time in an undergraduate or graduate program in an instrumentation, systems, electrical, mechanical, or automation engineering discipline at an accredited U.S. educational institution for the 2016/2017 academic year while maintaining at least a 3.2 cumulative GPA on a 4.0 scale. Applicants must also be a U.S. citizen or legal U.S. resident. The application deadline is almost here engineering students have until April 3, 2016 to apply. Details and forms for interested students are available at:  http://www.asco.com/en-us/Pages/scholarship.aspx.

How to Communicate With Teaching Staff in College

How to Communicate With Teaching Staff in College Communicating with Teaching Staff in College: 6 Tips When students are in high school, they can talk with their teacher Monday through Friday during the QA class period or lunch or free block. Additionally, for the most part, teachers are available through email and have a relatively quick turnaround time for communication. However, once students start college, there will be a totally different system of communication. Some professors have several hundred students in a lecture class, and they may have 200 emails a day from students that they dont have time to answer thoroughly. Whether a student is attempting to reach the professor through an online communication system, directly during office hours, or through a teaching assistant, there are good and bad ways to communicate with the teaching staff at the university level. 1. Time is valuable Its important for students to give professors plenty of time to get back to them if they have an important question. Talking with a professor about an exam or assignment the night before it’s due is probably pointless. Rather, students should allow at least three business days for a professor to get back to them on a basic question or as much time as possible if its something important regarding an exam. For the most part, its better to chat after class or during class time if allowed (READ: Going off to college: 5 things to do this August). 2. Clear and concise questions Professors are asked a lot of questions throughout the term that they may have already answered. As a result, it’s better to keep questions clear and concise and make sure they are pertinent to the current assignment or exam. Students should also check to see if these questions have already been answered in the syllabus or the online communication system set up for the course. 3. Email turnaround time Email turnaround time is different in college than in high school. Although high school teachers receive a lot of questions from students and parents, they dont have hundreds of people in their class. If a professor has 200 students in a lecture class, it could be quite a long time before they get around to answering questions, perhaps a week or more. Professors with 20 to 40 students in their class probably have at least a 72-hour turnaround time. 4. Talking with the TA A great option for communication is talking with the TA (teaching assistant). College courses with 60 or more students have a teaching assistant to help out with grading assignments and student communication. Teaching assistants are Masters or Ph.D. students who are interested in either pursuing a career in teaching or the specific subfield of the course. As a result, they are a great resource and are happy to take the time to talk with students either in person or by email (READ: Irvine College Tutoring Tips: 5 Ways to Keep Social and Study Time Separate in College this Fall). 5. Office appointments When students have more complicated questions about assignments or projects, they are encouraged to set an office appointment to talk with the professor one-on-one. This will allow students the opportunity to get extra help and clear up confusing information. However, if they only have a simple question, its best just to ask it after class. Office appointments provide a valuable communication tool to students because it allows an opportunity for both student and professor to focus on one issue without the distraction of other students or an overwhelming class schedule. 6. Online communication systems Nearly every university level course will have an online communication system. They are called something different at each school, such as Blackboard, and allow students access to assignments, the syllabus, and FAQs. If students have a question about the basic information, they are encouraged to check the online communication forum where they can look for common answers or even connect with classmates, who can share pertinent information. Irvine private college tutoring will help you stay ahead of your classes and score high on your midterms and finals. Here at TutorNerds, we work around your busy schedule. Call us today for more information. All blog entries, with the exception of guest bloggers, are written by Tutor Nerds. Are you an education professional? If so, email us at pr@tutornerds.com for guest blogging and collaborations. We want to make this the best free education resource in SoCal, so feel free to suggest what you would like to see us write.

Alameda County Library Tutoring

Alameda County Library TutoringThe Alameda County Library in California provides state of the art digital technology and support to their students. Through library tutoring you can learn how to utilize this technology to your advantage and benefit from it. In addition, you will learn the basic skills to become proficient in using it, such as word processing, spreadsheets, and navigation.The library provides their tutors with access to technology to help them support their students while they work in classroom settings. You will be able to work on your own, or in groups. This technology supports the work of the library and allows the library to maintain a healthy and interactive relationship with the community.Alameda County Library tutoring is offered to students in grades kindergarten through 12th grade. Each student receives a lesson in personal computing, including Microsoft Office and Internet Explorer. The library also offers technological training in Microsoft Excel, Word, Powe rPoint, and other software. Students also receive hands-on computer practice sessions to help them master how to use the technology.When you are ready to apply for a reading or book report, you will need to register for the library. There is no charge for registering. Upon registration, you will get a library card. Your card must be renewed each year, and you are only charged if you meet the conditions of that renewal.The library provides a variety of tutoring services to its patrons. They are available to help you with your coursework. Through these services, you will learn how to study more effectively. You will be able to study more efficiently and have greater confidence in yourself as you advance your education.The library also offers online tutoring to support their library services. You can find their courses at libraries all over the country. This makes for an excellent learning opportunity for those who need the most support. You will find their course materials at your loc al library. Or, you can take the course online by signing up online.If you are interested in furthering your knowledge of computer technologies, check out the options available through the library. The library offers courses on advanced computing, including Microsoft Excel and Word. You can even pursue an education degree at the Alameda County Library. There are many different programs to choose from, such as career and technical education and nursing technology.