Are You Looking For a Finance Tutor?

Are You Looking For a Finance Tutor?Can you imagine how much fun a Finance Tutor can be when you need one? A good Finance Tutor can be used to improve your personal finances, business finances, and even tax returns. The only thing that you need to have is a strong desire for financial success. If you do not have the personal capability to invest and improve your financial history, then you can have a professional learn how to do so for you.A good way to find a Finance Tutor is through an online financial website. Here you will find several positions which are available through the site. These sites are frequented by individuals who are looking for an expert in this field and are willing to pay a higher price for his or her services.There are numerous individuals who utilize these online financial websites in their search for a tutor. You just need to make sure that you choose an individual who has knowledge and expertise in the field. Once you find the tutors you are seeking, you wil l need to put down your requirements and fees.Once you have put down the requirements, you can then go on to find tutors through the Information Exchange Program. This is done through different tutoring organizations which are in demand to accept students to fit their classes. Once you find the tutors through these organizations, you can then proceed to negotiate with them about your salary, and other necessary details related to your hire.Before hiring any tutor, it is important that you do the background check first. A proper background check would help you find out whether the tutor has a clean record, and that too within the past five years. It would also be in your best interest to see if the tutor would be willing to help you with your problems. Before hiring anyone, make sure that you know the potential future of the tutor, and would you like to work with a tutor for a longer time or a short term tutoring?In order to keep you on track and on time with your business projects, you may need a tutor with a qualification and education degree. Getting a tutor who has been working in the field is good but still an added advantage is that you can get the required budget that you need from the tutor's tuition fee. You may also find many tutors who may only be experienced in a certain field and for this reason, they would ask for a fee that is slightly higher than what you would receive from the tutors who are more qualified.You will find many tutors online, and some may charge fees for their services, and others may provide financial coaching to clients. With any of these options, finding a Finance Tutor, with the right individual, can make all the difference in your personal and business finance success.

What is it Like to Attend George Fox University

What is it Like to Attend George Fox University Squire earned his bachelors degree in English from George Fox University. He specializes in English tutoring, Spanish tutoring, and a number of other subjects. Below, he shares his experience at George Fox University: Describe the campus setting and transportation options. Squire: George Fox University is located in Newberg, Oregona small town about a half-hour from Portland by car. Around 22,000 people live in this town. Throughout the day, there are busing options in Newberg that can bring passengers as far as Tigard in one direction and as far as McMinnville in the other direction. I always felt very safe at George Fox University. How available are the professors, academic advisers, and teaching assistants? Squire: The professors generally go out of their way to help any students who ask for help. They hold office hours, during which students can drop by at any time and request assistance. Often, professors will even reach out to struggling students who have not asked for help. Academic advisers are always available in the main office for students to schedule meetings with. On top of this, each student chooses an academic advisera professor in their department who helps them schedule classes and keep track of graduation requirements. I have never worked with a teaching assistant at George Fox University, but I have heard that they tend to be quite helpful. How would you describe the dorm liferooms, dining options, location, socialization opportunities with other students? Squire: Most students live in dorms only in their freshman year. However, the campus does not contain enough dorm rooms to accommodate all students who would like to live in them. It is extremely rare for anyone who is not a freshman to live in the dorms unless they are an RA or an RAs roommate. I tried to get into a dorm my first year, but could not because the dorm rooms were full with freshmen and I was transferring in as a sophomore. From what I have heard from others and witnessed, however, dorms are great for facilitating friendships between first-year students. If a student still wishes to live on campus after their first year, they usually live in the on-campus apartments, suites, or houses. Apartments usually contain multiple bedrooms, a living room, a kitchen, and a bathroom. Suites are similar to apartments, except they are located within resident halls. Which majors/programs are best represented and supported? Squire: Nursing and engineering are two of the most popular programs at George Fox. I studied English, due to my passion for language and stories. The program suited my interests perfectly; it fostered my interest in writing and literature, while contributing to my learning and shaping my worldview. How easy or difficult was it for you to meet people and make friends as a freshman? Does Greek life play a significant role in the campus social life? Squire: Because I did not enter George Fox as a freshman, and thus never lived in the dorms, I had a much harder time meeting people than Id hoped. Only by my second year did I start making a lot of close friendships. George Fox University does not offer Greek life. How helpful is the Career Center and other student support services? Squire: The career center is quite helpful. I even have had a few meetings with career services over the last monthsince they offer their services to alumni up to one year after their graduation. How are the various study areas such as libraries, the student union, and dorm lounges? Squire: I spent plenty of time in the library over my years at Fox; it serves as a very comfortable and relaxed atmosphere for study. The building is spacious, and it is always heated. Even though I personally never spent much time in them, I have known the dorm lounges to be quite nice as well; they seldom seem overly crowded. There is also a place at George Fox called the Bruin Den, where students can relax, hang out, or do homework. There is a small caf in the Bruin Den where students have the opportunity to purchase coffee, food, or snacks. As someone who likes being in public as much as possible, it became my favorite place to do homework. Describe the surrounding town. Squire: As I have said before, Newberg is a fairly small town. Downtown Newberg isnt necessarily the most exciting environment, but I still managed to have a lot of fun there. How big or small is the student body? Were you generally pleased or displeased with the typical class sizes? Squire: For a university, George Fox is rather small. I felt very pleased with my class sizes at George Fox. While there are a few large lecture hall classes with 50 to 100 students, I never attended one of them. Most of my classes held about twenty students, which I loved because it offered me more of an opportunity to participate, as well as an opportunity to get to know my professor and classmates. Describe one memorable experience with a professor and/or class. Perhaps one you loved the most or one you regret the most. Squire: Toward the end of my senior year, I was in Literary Criticism, which was taught by my favorite professor and faculty advisor, Bill Jolliff. Bill played the song Courtesy of Red White and Blue by Toby Keith and then facilitated a conversation about the ways in which the song conveys its message. As I sat there, passionately discussing the song's lyrics with my class, I realized with certainty that I had chosen the right major. Majoring in English had certainly been a risky decision for someone like me, since I still didnt know exactly what kind of career I wanted to pursue. But no subjects enthrall me quite as much as stories and language. That day in Literary Criticism, I realized that I wouldnt have been half as passionate about my classes if I had pursued any other major. My English classes had tapped into my interests and helped to shape my worldview. Check out Squires tutoring profile. The views expressed in this article do not necessarily represent the views of Varsity Tutors.

Taking a Whole-Child Approach to Treating ADHD

Taking a Whole-Child Approach to Treating ADHD When parents seek out the help of a psychologist or meet with their childs teacher, discussions typically focus on finding solutions for ADHD-related challenges. While these problem-focused conversations are necessary - and are often very helpful - they run the risk of being so ADHD-centric that a childs strengths and positive qualities are overlooked. As a result, a child isnt really discussed as a whole person, but is instead talked about only within the context of his or her ADHD. Ultimately, this focus does the child a disservice, because opportunities that capitalize on the childs strengths are overlooked. While its undeniably important for all kids to develop their strengths and talents, it would be hard to overstate just how important this is for the emotional health and well-being of kids with ADHD. Even in the most supportive school environments, kids with ADHD receive more negative feedback than kids without ADHD. Every day they are told that they need to be more focused, be more organized, or be less active. They repeatedly receive the message that they arent reaching their full potential because their ADHD symptoms are getting in the way. When these same kids are given the opportunity to engage in activities that capitalize on their strengths, they receive the opposite message. The pendulum shifts and they are suddenly the child in the room who is being called out for their positive qualities rather than their impairments. They stand out because they are doing so well, not because they are falling behind. Over time, these experiences build confidence and resilience, and help cou nteract the negative effects that ADHD can have on their self-esteem. A childs inner dialogue can shift from, Im not as good as other kids. to School might be harder for me than it is for other kids, but when it comes to (sports or art or music) Im really talented. Thats where I really shine! For many parents and teachers, finding the time to help a child develop his or her strengths can feel like a challenge. Fortunately, when a child is more engaged in activities that play to his or her strengths, managing ADHD symptoms will become easier and less draining for everyone involved. Start by pointing out your childs strengths on a daily basis. Every day there is at least one thing that your child does well. He or she may sound great when singing along with the radio, or run really fast when playing with friends, or do an excellent job teaching a younger child a new skill. Pointing out these little things to your child reminds him or her that there are many things that he or she is doing well. Reflect on your childs positive qualities. Block out 5 minutes of time to sit and reflect on your child. What are the things that you enjoy about him or her the most? What are your childs best qualities? If your child could be on summer vacation all year long, what athletic, creative, musical, technical, or artistic activities do you think he or she would enjoy the most? Are there things your child has expressed an interest in, but has not had an opportunity to try? Have a conversation with your child. Next spend a few minutes talking with your child. Ask him or her to imagine an endless summer vacation. What kinds of activities would he or she like to spend time doing? You can help him or her brainstorm by doing some research online with your child. A good place to start is by looking at activities that are available at some summer camps, since these are naturally geared toward a variety of interests (check out a list of activities at http://www.ourkids.net/camp/types-of-camps.php). Talk to your childs teacher and other staff at your childs school. Meet with your childs teacher, and with other supportive staff at the school, to talk about your childs strengths and learn about relevant programs or activities that your child may be able to participate in during the school day or in an afterschool program. Look for outside resources and at-home activities. Be creative and look for activities your child can do at home or through programs in your community. When your child participates in these activities he or she may even be motivated to do his or her schoolwork quickly and do it well since once school work is done he or she will have more time to spend on other activities that he or she will enjoy! Kids with ADHD thrive when they receive treatments and accommodations for their symptoms and are surrounded by people who help them recognize and develop their strengths. As kids grow into adults, this whole-person approach will guide them toward selecting work, activities, and social groups that capitalize on their strengths and minimize the impact of ADHD symptoms on their daily life. ABOUT DR. MARY ROONEY Mary Rooney, Ph.D., is a licensed clinical psychologist in the Department of Psychiatry at the University of California San Francisco. Dr Rooney is a researcher and clinician specializing in the evaluation and treatment of ADHD and co-occurring behavioral, anxiety, and mood disorders. A strong advocate for those with attention and behavior problems, Dr. Rooney is committed to developing and providing comprehensive, cutting edge treatments tailored to meet the unique needs of each child and adolescent. Dr. Rooney's clinical interventions and research avenues emphasize working closely with parents and teachers to create supportive, structured home and school environments that enable children and adolescents to reach their full potential. In addition, Dr. Rooney serves as a consultant and ADHD expert to Huntington Learning Centers. ABOUT HUNTINGTON Huntington Learning Center is the tutoring and test prep leader. Its certified tutors provide individualized instruction in reading, phonics, writing, study skills, elementary and middle school math, Algebra through Calculus, Chemistry, and other sciences. It preps for the SAT and ACT, as well as state and standardized exams. Huntington programs develop the skills, confidence, and motivation to help students of all levels succeed and meet the needs of Common Core State Standards. Founded in 1977, Huntington's mission is to give every student the best education possible. Call us today at 1.800.CAN LEARN to discuss how Huntington can help your child. For franchise opportunities please visit www.huntingtonfranchise.com. This website does not provide medical advice, diagnosis, or treatment. The material on this site is provided for educational purposes only.

Professores da LOI English Rhea Sen

Professores da LOI English Rhea Sen É engraçado pensar que há 25 anos, quando eu nasci, se alguém dissesse que seria possível aprender idiomas através da internet, tendo como auxiliar uma ferramenta como o Skype, o mais provável era que chamassem essa pessoa de louca. No entanto, conforme vou conhecendo os professores da LOI English, vejo o quanto essa possibilidade se tornou real e como ajuda pessoas de todo o mundo a aprender Inglês de uma forma cômoda e eficaz.Esta semana conversei com Rhea Sen, que é natural da cidade de New York, mas está vivendo no Rio de Janeiro há cerca de três meses. Ao contrário de outros professores da LOI English com quem falei, ensinar nem sempre foi a sua profissão. A formação de Rhea é em História da Arte e ela usou os seus conhecimentos nessa área trabalhando em museus. Porém, foi a vontade de prestar serviço comuntário por um ano, na AmeriCorps, que fez com que ela começasse a dar aulas de Inglês.A AmeriCorps é uma organização que apoia uma série de program as de auxílio à comunidades carentes, tendo como objetivo ajudar no seu desenvolvimento econômico e social.  Segundo Rhea, ela integrou o programa de literacia da AmeriCorps e deu aulas de Inglês para imigrantes e refugiados. Foi nessa aventura, que aconteceu na cidade de Austin, no Texas, que Rhea descobriu o quanto gostava de ensinar.Enquanto estava no Texas, Rhea deu aulas a adultos e crianças que tinham acabado de chegar aos Estados Unidos, alguns como imigrantes, outros como refugiados, muitos provenientes de países africanos em guerra, como o Sudão. Agora que vive no Rio de Janeiro e trabalha com a LOI English, Rhea continua dando aulas para pessoas de todo o mundo, mas grande parte dos seus alunos são brasileiros.Quando questionei Rhea sobre como está sendo a sua experiência no Rio, que também é a minha cidade, ela confessou que está tendo dificuldades em aprender Português. Embora ela ainda não consiga ser fluente, já entende muito bem o idioma, o que provave lmente tem a ver com o fato de ela falar Espanhol, que, admitamos ou não, ajuda bastante a que estrangeiros entendam Português mais facilmente.  Para além de Inglês e Espanhol, Rhea também é fluente em Bengali. Ela contou que a sua família tem origem indiana, o que fez com que ela aprendesse o idioma enquanto estava crescendo, ao mesmo tempo que aprendia Inglês.Tal como outros professores da LOI English, Rhea adora a idéia de poder conhecer pessoas de todo o mundo através do ensino do idioma e sem sair de casa.  Para ela, ensinar Inglês para estrangeiros e morar no Brasil têm sido elementos fundamentais dessa fantástica experiência cultural que ela está adorando viver.

7 Tips For Coping With Exam Stress

7 Tips For Coping With Exam Stress During exam season, it is common to feel nervous and stressed before and during the big day. High stress levels around exam times can effect performance. Here at First Tutors, we've put together some tips to help you recognise when you are feeling stressed and learning to manage these stress symptoms. Recognise When You Are Feeling Stressed Have a break from revision and chat to someone who understands the level of pressure you're feeling. Having someone to talk to about your work can help. Whether it be support from a parent, private tutor or study buddy - talking it through can help put things into perspective. Common stress symptoms are: irritability, panic, fatigue, insomnia, chest pains, and increased heart rate. Sleep Well Get yourself into a good sleep routine, it can be easy to have late nights with revision and study sessions. Try and go to bed and wake up at the same time each day, getting 8 hours sleep per night will help you keep focused and concentrate better. And as hard as it may be, avoid 'screen-time' 1-2 hours before you plan to go to bed. Sleep is a powerful mechanism for remembering information better as it helps your brain assimilate new knowledge into your long-term memory which you can retain and recall during your exam. You're not revising when you're asleep but you are preparing for the next day's study or revision Eat Well Your diet can play a major part in your stress levels. Eating right will make you feel better. Eat moderately before your exams; avoid a heavy meal. If you eat too much, your brain will have to devote energy to the process of digestion. On the other hand, if you skip a meal altogether, your brain will have inadequate fuel to function well. Aim for nutritional balance and moderation. For foods that power your brain, have a look at our Brain Food post. Exercise Exercise is proven to help your mood. Get all that excess energy out when you're nervous! Take a bike ride to a study buddy's house, go for a jog, or play a game of football with your brother. If you don't feel comfortable taking that much time away from studying, try and go for a walk around the block to give yourself a break. Relax You can't spend every waking hour of the day revising or panicking about your exams. When you are feeling anxious try doing something that will help calm you down. Whether it be a hot bath,watching a film, lying in a dark room, meditation, listening to music or hanging out with some of your friends - it is important to relax and clear your mind. Listen To Music Listening to music can elevate your mood and help you revise more effectively. Classical music in particular is recommended for studying as it is known to boost brain power. Music can also fight boredom and motivate you to continue studying for longer. If you find yourself getting distracted try searching for mood music which can help you stay on track. Reward Yourself If you're part way through your revision or if you've completed your exam - it is important to reward yourself for your hard work. Go and buy the outfit you have been saving up for, treat yourself for an evening dinner out, have a celebration party with your friends and family. For all of those studying or taking exams, the First Tutors team would like to wish you the best of luck!

Mental Health of Students - Tutor Hunt Blog

Mental Health of Students Mental Health of Students Mental Health of StudentsSchoolsThere is growing concern about the mental health of students at school and university, with many teachers, parents, and doctors claiming that they are being put under far too much pressure. It is easy for adults to forget just how stressful life can be for students. Adolescence is a complicated and uncertain time for anyone - it is a time when we learn about our limitations and potentials, and are hopefully able to accept the former, while striving to achieve the latter. The decisions and directions we take in our late teens and early twenties will very likely shape the courses of our lives; and during this time our abilities will be evaluated, scrutinised, and tested to a level that will likely be unequalled throughout the rest of our lives It is little wonder, given these trials and pressures, that many students find themselves under a huge amount of stress. A new study has revealed the distressing fact that the suicide rate among students in the UK exceeds that of the general population of their age group. This study was conducted by researchers in Hong Kong (unsettling indeed that we need a former British colony thousands of miles away to reveal such disturbing information to us), and was conducted between 2007 and 2017. The study is due to be presented at the International Suicide Prevention Conference in New Zealand next month - and directly contradicts the view that the suicide rate for students is lower than that of the general population. The Office for National Statistics has cautioned against an overly pessimistic interpretation of these results, saying that `year-to-year differences could reflect change in the population of students across time as opposed to change in the risk of suicide`. Both in the population, and amongst the student body, males have had a higher rate of suicide - but this new research shows a specific increase of female students taking their own lives. The Centre for Suicide Research and Prevention, situated at Hong Kong University, has been declaring this growing trend for some time. Dr Raymond Kwok, who works at the centre has said: `Between 2012 and 2016, there is a significant trend in rising suicides for UK female students, with the exception of those in Scotland.` Publications from the centre have stated that, between 2007 and 2016, student suicide rates increased by 56% - that is from 6.6 to 10.3 per 100,000 of the population. Sadly none of this information is particularly new or revelatory - there have been warning signs for many years that the mental health of the student population is showing a downward trend. In the academic year of 2015 - 2016 over 15000 students in the UK revealed that they suffered from mental health problems. The Institute of Public Policy Research analysis published this information last year - and when we compare it to the 2006 figure of a more modest (if that is the right term) 3000 students, it`s clear that this is a rapidly growing problem. A 2009-10 IPPR study put the incidence of male and female students reporting mental health issues at about equal: 0.5%. The balance had radically shifted by 2015 however, with 2.5% of female students and 1.4% of male students reporting health issues. This shows that nearly double the amount of female students compared to their male counterparts are reporting mental health concerns - a worrying trend that concurs with Dr Kwok`s findings. The report explained its finding in clear terms: `So while male students are three times more likely to disclose a mental health condition than they were 10 years ago, female students are five times more likely,` The report also points out that because of imperfections in the way data is collected `the actual number of mental health disclosures is likely to be higher than described in this report`. This is almost certainly true, given the fact that the report only covers students who have voluntarily disclosed that they are afflicted. Indeed, the actual figures could be far higher; and given the recent cuts to the number of councillors at universities, many students might be unable to get support they need, even if they are brave enough to seek help. 22 months ago0Add a Comment

Teachers top the list for unpaid overtime - Tutor Hunt Blog

Teachers top the list for unpaid overtime Teachers top the list for unpaid overtime Teachers top the list for unpaid overtimeSchoolsFor many years I was in the financial sector, working on average around 10 hours a day, often for six or seven days a week. It was a strenuous profession: too stressful to ever be truly dull, but never varied enough to be interesting. I definitely couldn`t complain to anyone about my laborious job though, for I was certainly well paid. I put in enough overtime every day to console me for my growing number of grey hairs, and there was always a holiday some time in the future to make it all seem worthwhile. Something I certainly could not imagine would have been not receiving remuneration for the overtime work I put in. If our manager had assembled the team, and said we were not going to be paid for all the extra hours we worked everyone in the office would have simply laughed - and if he had claimed sincerity, we would all have walked out. There was nothing atypical about our troupe of office workers - we were not recalcitrant or renegade in any way: we simply expected to be paid for the work we did. I worked for a number of different companies in the industry, and the attitude was the same throughout: workers deserve to be paid for the time they put in. It seems the teaching profession takes takes a rather different stance on these matters. New research carried out by The Trades Union Congress (TUC) has revealed that UK teachers work more than a whole day of unpaid overtime every week. Taken across the whole teaching sector this amounts to a stupendous 9 million hours of unpaid labour a week, or 462 million hours annually. These are truly unbelievable figures, which show teachers to be performing the most amount of unpaid work in any professional sector. When I first read the report conducted by the TUC, I was amazed that teachers work on average more than an extra day a week - but the truth even worse! Secondary teaches clock in 12.1 hours free hours a week, and primary teachers put in an extra 13 hours - closer to 2 whole days than one! Unfortunately it seems that it`s only the teachers, those at the front line in the education system, who are subject to these herculean unpaid shifts - the report suggested that other personnel in the school, admin staff, cleaners, on site nurses, aren`t putting in nearly as many extra hours. In fact the TUC has calculated that, spread over the whole teaching profession, all this amounts to 735,000 teachers working unpaid overtime every year. The TUC general secretary Frances O`Grady put the matter succinctly: `Teachers top the list for unpaid overtime,` `Our education system can`t be run off the back of free labour and goodwill. The government must tackle staff shortages and overwork by giving schools the resources they need. Ministers need to work with teaching unions to address the unacceptable workloads that are driving so many dedicated teachers out of the profession.` `With workload going up and real terms pay going down it is no surprise that we are facing such problems with recruiting new teachers and keeping the ones we`ve got.` I wonder how much pressure we can pile onto teachers, before we make the whole profession so stressful and taxing, that only those with the endurance and constitution of soldiers on leave from war zones will be able to endure it. Only last month the National Foundation for Educational Research released a report that said more teachers feel `worried` or `tense` or about their job than workers in other professions. The study found that 20 per cent of teachers feel tense and anxious about their job `most or all of the time,` compared to 13 percent reporting similar feelings in other professions. The report went on to tell us about the growing shortage of teachers, along with a rising number of new teachers leaving the profession. The solution to the recruitment crisis cannot be to make existing teachers work more than an extra day a week for no remuneration - this unpaid overtime will only cause more teachers to leave the profession, and so compound the problem of recruitment. Many would be quick to say that teachers get a very generous amount of holidays - about 13 weeks a year. If they are working 13 hours a week extra though, this amounts to around 9 weeks of unpaid overtime, bringing their holidays down to a more menial 4 weeks - and most teachers still have work to do during their breaks. 12 months ago0Add a Comment