How Can a Cursive Tutor Help You?

How Can a Cursive Tutor Help You?A cursive tutor is the individual who will be able to teach you how to write your own unique handwriting. It is a skill that is very important for anyone and the ability to write your own handwriting is a very valuable thing in today's society.Tutors are a great asset to anyone who is looking to improve his or her handwriting. It is a skill that can be taught by anyone, and if someone has the ability to teach that skill then they will have no problem getting results. There are many tutors that provide instruction and this can be done either through correspondence, video or chat tutoring. There are also those that provide writing, internet, and typing tutoring services.If you decide to use a personal tutor, you are going to have an in-person instructor that will be able to teach you and guide you through all of the steps needed to get your handwriting to look like yours. It is also good to understand that tutors cannot make mistakes or get the informat ion wrong and so it will be up to you to correct your own mistakes as well.Tutors are more experienced than you are, so they will know what the proper way to do things is when it comes to teaching you to write your own unique handwriting. There are some basic tools that you should have at your disposal before you begin your journey as well, because in order to ensure that your writing is something that you can be proud of, you should have all of the tools you need. You can pick up some great video teaching tools online and this will give you more confidence when you are writing your own unique handwriting.Tutors that provide teaching include both in-person and online instruction. An online instructor will typically teach in your own time and there will be no need to leave work, but it is important to remember that there are some aspects that you are going to have to leave your home in order to accomplish. In order to ensure that you have the best possible learning experience, you ar e going to want to work with an instructor that you trust and one that you feel is dedicated to getting the job done.When working with a tutor, it is important to remember that they will work with you on a one on one basis, and you will not be able to call them at any time of the day. You may have a few phone calls about specific techniques or directions, but you are not going to have the opportunity to call them at a time when you are actually having a meeting or work with them when you are in the middle of a meeting. It is important to remember that a tutor is your partner, and it is important to know that when you are working with one that they are going to help you reach your goals.Tutors are an asset to the business of writing, and they are able to get the most out of you. Working with a tutor can give you an advantage over other people and give you the opportunity to show others how to write their own unique handwriting.

Middle School and High School Homework Help

Middle School and High School Homework Help Updated: March 2018As your child progresses from middle school into high school and nears college, the expectations will become much greater. It can be challenging for parents to know exactly how to continue to support their child outside of the classroom. While the level of parental homework help in elementary school is much more tangible, your involvement as your child grows and matures into an independent student should evolve accordingly.For many parents, questions about how to assist older students during homework time abound. Should you be helping with homework? How much? What should that assistance look like? Huntington Learning Center addresses these questions and others: How much homework is typical for middle school students? High school students? Ask your childs teachers what to expect when it comes to the amount of time that homework takes. A good ballpark is an hour of homework in sixth grade, 70 minutes in seventh grade, and 80 minutes in eighth grade. High school homework may vary widely from teacher to teacher, school to school. A recent survey by the University of Phoenix College of Education showed that teachers of high school students assign an average of 3.2 hours of homework per week (which equates 17.5 hours of homework per week for students with five teachers in different subjects). What should your role be in middle school homework?Being on hand for support and facilitating good homework practices are important, but too much parental help with homework in middle school can actually be detrimental. The best way that you can help your middle school student during homework time is by monitoring his or her study habits and productivity and helping nurture effective habits. If your child struggles on a regular basis, reach out to the teacher to develop a plan of action and they may also need tutoring help. What should your role be in high school homework?In high school, it is critical that students learn to become their own advocates and recognize when they need helpand seek help out when needed. Although you should intervene if you see your teen struggling with homework, in high school, completing homework is your teens responsibility. You can offer suggestions for breaking down bigger projects into manageable steps. You can serve as a sounding board as your teen identifies homework where he or she needs clarification with the teacher. And you can help your teen learn strategies for maintaining an organized planner. Under no circumstances should you take the lead on homework or help your child with its completion. How about Advanced Placement homework? If your high school student is taking any Advanced Placement classes, the amount of class work and homework may differ from your teens other classes. Advanced placement courses are on the college level and students can receive college credits for the courses at certain colleges if they receive good grades. Expect more homework in Advanced Placement classes. Why is homework so important? Homework offers many benefits as students move toward greater independence in school. It helps teachers reinforce what they teach in the classroom, extends student learning, builds students problem solving and time management skills as well as their sense of responsibility, and much more.Homework is an important part of your childs life as a student. If youre feeling uncertain about the best way to provide guidance for your child without overstepping your bounds, contact his or her teachers. They can help you understand your role at homework time and the most appropriate ways to support your childs learning without being directly involved in homework completion. Together, you can help your child become a self-sufficient, independent and successful student.

Easily Confused Words

Easily Confused Words Some low-frequency words are easy to confuse, especially if they sound similar. Here are some examples of words people mix up, with definitions to help you keep distinctions clear. Alternate vs. Alternative INCORRECT: The low-carb pizza is a healthier alternate.CORRECT: The low-carb pizza is a healthier alternative. Explanation: Alternate means to occur in turn repeatedly. Alternative means available as another possibility or choice. Amiable vs. Amicable INCORRECT: The children were amicable and had an amiable discussion after their parents agreed upon an amiable property settlement. CORRECT: The children were amiable and had an amicable discussion after their parents agreed upon an amicable property settlement. Explanation:Amiable refers to having a friendly manner. Amicable refers to relations between people having a spirit of friendliness. Among vs. Between INCORRECT: The fashion model could not decide among the two skirts.CORRECT: The fashion model could not decide between the two skirts. Explanation:Use between for choices involving only two items. Use among for choices involving more than two items. Award vs. Reward INCORRECT: I was rewarded a trophy.CORRECT: I was rewarded with a trophy CORRECT: I was awarded a trophy EXPLANATION: We award a prize to someone, but you reward someone for something. Notice that the gift comes directly after verb award (Theyawardatrophytothewinner) whereas the person receiving the gift comes comes directly after the verb reward (Theyrewardemployeesfortheireffort.) Awhile vs. a while INCORRECT: Awhile ago, I had the opportunity to become an actor.CORRECT: A while ago, I had the opportunity to become an actor. Explanation:A while is a noun meaning a short period of time. For example, you could say, It has been a while since I worked there. Awhile is an adverb meaning for a short period of time. Use it to modify verbs like this: Lets sit awhile. If you are not sure if you need the noun or the adverb, try substituting another adverb like this: Lets sit briefly. If it doesnt make grammatical sense with the substituted adverb, then you need the noun form instead. For example, you cant say. It has been briefly since I worked there. Most vs. Must INCORRECT: That most have been the happiest day of my life.CORRECT: That must have been the happiest day of my life. Explanation:Use most to say the greatest in amount or degree. Use must to express the opinion that something is logically very likely. Please follow and like us:

School of Research Science

School of Research Science School of Research Science SRS is a BSO approved international school that provides a high quality education, meeting the needs of a diverse range of students. We deliver the British National and American Curriculum to an increasing population of 3000 plus students from FS to Year 13, leading to GCSE, IGCSE and AS/A2 qualifications. School of Research Science was founded in 1998 to provide a high quality education to the children of local Emirati families. Since that time, the school has seen a dramatic expansion linked directly to its growth in popularity, also amongst non-Emirati families whose children now comprise approximately one-third of the school’s intake. A powerful vision coupled with strong ambition and clear sense of direction has enabled the school to grow and become a very successful all-through, 3 to 18 school with a student roll of approximately 3,250. Building on this success, the Founder of the school has invested in a new purpose built school in Al-Warqa with state-of-the-art specialist facilities and a twenty-first century learning environment. By employing high quality teachers and school leaders and giving them the tools and opportunities they need to grow professionally, we aspire to provide a World Class standard of education for all our students. The school devotes considerable resources to ensuring a breadth of curriculum experience which is not commonly found in schools offering a non-residential provision. In delivering 30 guided learning hours each week for all students beyond the Foundation Stage the school is able to blend learning in both the Arabic and British traditions in a manner that is purposeful and continuously developing.The curriculum offer is balanced in such a way as to offer exceptional social, moral, spiritual and cultural development to children and young people aged 3 to 18. Additionally, the bilingual character of the school is exploited so as to allow curriculum access to students of varying ethnic origins; reinforcing and deepening learning through an emerging collaboration between teachers drawn from quite diverse backgrounds. At SRS, we believe in the holistic growth of all our students, with each phase of school life organically connected to the next. In practice this means our students develop and grow with us academically, socially, emotionally and morally. Moreover, we believe we have a clear moral obligation to administer a learning environment that encourages such growth and development where the school culture is built upon care, respect, responsibility and honesty.

The ESL Experience Teaching Abroad in Paris, France

The ESL Experience Teaching Abroad in Paris, France Kindergarten teacher Beck, 26, from Australia’s Sunshine Coast, spent a year as an ESL teacher at various schools and language centres across Paris, teaching children as young as 9 months and up to 12 years old. Did teaching in France live up to your expectations? How? In every country that you teach, the children are different and learn differently. In France, it took me a while to figure out what types of activities the children enjoy and what kind of lesson content gets their attention. In this case was competitive games and competitions. Once I’d cracked that part, working with the children was amazing. They really love learning English because they can see its relevance everyday through road signs, transport announcements in English and more. Tell us something you found interesting or surprising about schools in France. The days are long for the children. School starts at 9am and doesn’t finish until 6pm. However, when I was teaching in Paris, all the children had Wednesdays off. How long did it take you to find a position? It took a few months to find a good company in Paris that paid well, according to your experience, and a company that was also supportive. What attracted you to Paris to teach English? I love to travel and wanted to explore more of Europe. The UK and Paris are very much in the center of all that. I knew that it would be easy to get to London for the weekend or to Switzerland for a week away skiing. Paris is a long way from Australia... What was the hardest part of French life to adjust to? The general lifestyle was one of the hardest things to get used to. The working day for anyone in Paris is long and tiring. However, it was usual for us to finish the day off at a cafe, with a glass of wine and a plate of bread and cheese, so I’m not complaining... What kinds of lessons did your students enjoy most? Active lessons - we were always moving, playing games and dancing during the lessons. Because the children are in school for a lot of the time, they really respond well to fun activities that allow them to use all that stored up energy. Tell us more about how you teach babies English. The aim of the class was to getting them used to hearing English being spoken through songs and play, which helps them to understand and pick the language up. Mothers and nannies came with their babies and it was as much about teaching them English too! Having experience in teaching young children at a previous job helped me to get this position, as I didn’t need any special training. What did your students find especially challenging about learning English? Pronunciation. My students found it extremely difficult to pronounce some sounds correctly, such as the letter ‘h’ in 'hello'. But we worked on that and they improved so much during the year. How did you spend your free time in Paris? Travelling and sightseeing. We would go away on weekends to North France, Belgium and London or we would stay home and go have a picnic under the Eiffel Tower with friends. Did you get the opportunity to improve your French skills? Absolutely! Even though I was an English teacher and spoke English most of the day, I still had to communicate with parents in French and also do day-to-day things such as buying food and bus fares in French. What did you learn about yourself from your experience? I learnt that language is not an impossible barrier. It shouldn't stop anyone from travelling somewhere or making new connections and friends. I also learnt to enjoy and make the most of the times that you are not working. If you could give one piece of advice to someone heading off to teach English in France, what would it be? Teaching wise, I would suggest that you learn lots of games and activities to play with younger children that encourage them to speak in English and repeat words. Learn every single nursery rhyme you can and plenty of songs. I also want to say 'learn French,' but you will once you arrive, you won't have a choice! So I think I would say, travel and make the most of living in Europe. Go and see the major sights but also travel to the small towns where no one really goes to because that is where you will see the culture and meet some amazing and helpful people.

But she said No (A closer look at rape and sexual assault on college campuses)

But she said No (A closer look at rape and sexual assault on college campuses) gendercommthebomb.wordpress.com College Rape Statistics Lately campus buzz has been revolving around the topic of rape and sexual assault on college campuses. This is much more common than it appears and occurs in some of the most unpredicted places. Laurie Halse Anderson, award-winning novelist, describes the feeling as “I just want to sleep. A coma would be nice. Or amnesia. Anything, just to get rid of this, these thoughts, whispers in my mind. Did he rape my head, too?” in her novel Speak. This feeling, of being powerless has been felt by far too many individuals around the US and it is important to identify and speak out against actions which have left them this way. The AAUW reported in 2009 that 95% of attacks on college campuses are unreported, making sexual assault the silent epidemic. Because of this, sexual assault remains the most drastically underreported crime. Many times victims do not report their attack because of embarrassment, fear of their attacker or fear that they will not be believed when telling their story. Rape happens to men and women however, 3% of college women nationally have experienced rape or attempted rape during the academic year. The AAUW explains that when applying this statistic, a campus with 6,000 coeds will have an average of one rape per day during the school year. When looking at a school the size of Ohio State with its 55,100 students or University of Florida with 50,700 students, more than 9 rapes/attempted rapes happen per day. However, as noted previously most of these attacks go unreported. It is also important to realize that the statistics above are from 2009, but the numbers have not changed very much. On certain campuses, the number of assaults has dropped dramatically in the past four years; however, the presence of assault on campuses remains a constant threat. Campus Safety Magazine reported that 90% of acquaintance rapes involve alcohol and that 1 in 3 sexual assaults the perpetrator was intoxicated. This is extremely significant when looking at the party scene on your own campus. It is important to stay with friends when drinking and to have methods of reaching friends (cell phone, numbers, addresses, cab money) if something does go wrong. Many victims know their attackers. These types of assaults are known as acquaintance rapes, defined by RAINN as “Acquaintance assault involves coercive sexual activities that occur against a persons will by means of force, violence, duress, or fear of bodily injury. These sexual activities are imposed upon them by someone they know (a friend, date, acquaintance, etc.)”. The AAETS says that three-quarters of all rapes on college campuses are forms of acquaintance rape. Rape is a word which is hesitantly used by victims; however, if you said “no”, fought off your attacker, or felt powerless…it is a form of rape. Until next time, please research some information on the statistics on your campus and find ways to protect you and your friends against this silent but extremely dangerous threat.

Tips for Attention-Grabbing PowerPoint Presentations

Tips for Attention-Grabbing PowerPoint Presentations Whether you are comfortable or not with PowerPoint slideshows, you will probably have to give at least one during your years as a university student. Since most students are exposed to dozens of PowerPoints from instructors and classmates, grabbing the attention of the audience is key. Try the tips below to make your PowerPoint one to remember. Completely Comprehend Your Topic Free yourself to create an engaging PowerPoint presentation by knowing the topic of your slideshow inside and out. Before crafting the presentation, be certain you are confident with every aspect of the subject matter you will cover. You should be comfortable enough to answer questions and concerns beyond the material treated in the presentation. Sharpen the Focus A PowerPoint presentation should contain all the points you would highlight if you were reading about your topic. Condense the subject matter to the most relevant information. Choose one issue or cause related to the subject matter around which you can center your discussion. Opt for Simplicity Rather than presenting complicated paragraphs or long bulleted lists, use one slide for each of your salient points. Whenever possible, include diagrams or photos to get the information across. Use color on your slides to make them more attractive to the eye. Choose easy-to-read fonts, and be sure any text is large enough for the audience to read. Be Careful with Images Keep each slide clean and comprehensible. Although images may best convey the content of your presentation, resist the impulse to present images in a collage format. Large, well-focused images chosen carefully will seize your audience's attention and aid in comprehension. Limit the Special Effects Your PowerPoint presentation may be serious or lighthearted in nature. Either way, let your research speak rather than relying on animation or spectacular transitions to grab the audience. Excessive digital effects are likely to detract from the meat of your presentation. Engage attention for your ideas, not for fun. Prepare a Speech The slideshow itself is only part of an effective and interesting presentation. Just as critical is the script you write to accompany the slides. Write out your entire spoken presentation, and practice it while you run the slideshow. Work on timing, and account for pauses so your audience can absorb the data. Don't Compete With Yourself Make sure your audience is not distracted by handouts while you are on center stage. Many times, presenters print out a copy of their slides so the crowd can follow along. This will take the attention away from you. If necessary, hand out copies after the slideshow or post the slides online.