Online Profit Formula Tutors

Online Profit Formula Tutors Profit is the gain or the benefit received during a transaction. Cost price of an article or a substance is the amount at which it is purchased. Selling price is of an article or a substance is the price at which it is sold. If the selling price is more than the cost price profits can be made. The formula used to calculate the profit is Profit = Selling Price (S.P.) Cost Price (C.P.) Example 1: A person buys 10 articles for a price of $ 10 each and sells each article at a price of $ 12. Does the person make any profits? If he does how much? Solution: Cost price of each article = $10. Total cost price for 10 articles = $100. Selling price of each article = $ 12 Total selling price for 10 articles = $120. Profit = Selling Price (S.P.) Cost Price (C.P.) Profits made = $ (120 100) = $20. Hence the profits made is $20. Example 2: A person buys 6 chairs for a price of $8 each and sells each chair at a price of $11. Does the person make any profits? If he does how much? Solution: Cost price of each chair = $8. Total cost price for 6 chairs = $48. Selling price of each chair = $11 Total selling price for 6 chairs = $66. Profit = Selling Price (S.P.) Cost Price (C.P.) Profits made = $ (66 48) = $18. Hence the profits made is $16.

Linear Equations Solver Online Tutoring

Linear Equations Solver Online Tutoring Linear equations are equations which consist of variables and constants; however the highest exponent of the variable is only 1. A linear equation can consist of more than one variable as well, and to find the value of the variables there are different methods. To solve a linear equation with a single variable, we carry out inverse operations to get the variable all by itself, and then we calculate its value. Linear equations are simple and easy, and with the right method they can solved very quickly. Example 1: Solve the given linear equation, x + 2 = 6 to find the value of x. Given linear equation: x + 2 = 6 In order to find the value of x, we first have to get rid of 2 on its side. This implies, subtract 2 on both sides of the equation. This gives: x + 2 2 = 6 2. So, x = 6 2 == x = 4. Therefore the value of the variable x in the given equation is 4. Example 2: Solve the given linear equation, x 5 = 12 to find the value of x. Given linear equation: x 5 = 12 In order to find the value of x, we first have to get rid of 5 on its side. This implies, add 5 on both sides of the equation. This gives: x 5 + 5 = 12 + 5. So, x = 17 == x = 17. Therefore the value of the variable x in the given equation is 17.

Get The Best Out of Online Math Tutoring

Get The Best Out of Online Math Tutoring 0SHARESShare Math tutoring has become an inseparable element of learning process for the benefits it brings upon students. A solid foundation in Math is inevitable to garner the maximum scores not only in Math but in related subjects as well. What to do to get the best out of online Math tutoring? Tutoring Math online services help you Review your previous year Math skills as a brush up and get ready for the current year Math. For example, reviewing your Algebraic skills for good Calculus doing is essential to avoid any set back. Online Calculus tutoring offers you ways and means to brush up your Algebraic skills to do Calculus well. Same way, you can concentrate on Online PreCalculus tutoring to ground your fundamentals of Calculus   in a solid manner Instant Math help through Math tutor online chat helps you gain the subject knowledge you desire in any particular aspect of Math. The help is instant and you understand your mistake on   the spot and gather information about rectification measures as well Scheduled Math tutoring sessions are highly viable for inculcating good learning habits in Math  and to develop study skills in a  systematic manner thereby to  avoid mental troubles and physical tiredness Tutor Pace. Com is one of the leading sites that offer unlimited scope for improving student skills in learning Math. [starbox id=admin]

Congratulations Heart Students and Tutors! 98% Meet Growth Goals - Heart Math Tutoring

Congratulations Heart Students and Tutors! 98% Meet Growth Goals - Heart Math Tutoring Congratulations Heart Students and Tutors! 98% Meet Growth Goals Congratulations Heart Students and Tutors! 98% Meet Growth Goals June 29, 2018 As summer begins, we celebrate what was accomplished in the 2017/18 school year by hundreds of Charlotte-Mecklenburg Schools (CMS) students who were part of Heart Math Tutoring. 98% of 893 Heart students met program growth goals in math, growing in two or more building block concept areas. On average, students doubled the goal â€" growing in 4.9 concept areas. The goals were set with guidance from math specialists at Charlotte-Mecklenburg Schools and UNC Charlotte. Students grew from mastering 26% to 59% of the skills needed based on grade-level standards, cutting the skills gap in half. 89% of surveyed teachers believe students showed increased confidence/enthusiasm in math as a result of Heart. 90% of surveyed teachers observed growth in foundational math skills for students enrolled in Heart, and 81% believed Heart had a positive effect on classwork, class tests, or standardized tests. 62% of surveyed teachers said students became more confident and enthusiastic in subjects other than math as a result of the program. 100% of 599 surveyed Heart volunteers rated their experience as positive, and 98% would recommend the program to friends or colleagues. “We are extremely proud of our students for building skills and confidence they need to be successful,” says Emily Elliott, Executive Director of Heart Math Tutoring. “We are thankful for the commitment of Heart donors, volunteers, school partners, and supporters for making these results possible. The skills that students gain through Heart are proven to be critical building blocks for success in math, helping students progress into higher levels of math, meet graduation requirements, and access post-secondary and career opportunities.”

How to Leverage Psychology and the Science of Skill Acquisition to Improve Your GRE Score

How to Leverage Psychology and the Science of Skill Acquisition to Improve Your GRE Score GRE/MAT Graduate School Blog There is certainly a lot of content you must master to earn a high score on the GRE. Your mathematics, verbal reasoning, reading comprehension, and writing skills will be tested and obviously are key to earning a 90thpercentile GRE score (or better). That said, while many GRE tutors offer useful guidance around learning key concepts, they “miss the forest for the trees” so to speak when offering advice about how to prepare for the GRE. The importance of psychology and the science of learning when it comes to standardized test prep can’t easily be overstated. Simply thinking about your potential to score well and how best to study in the right way is the foundation to getting a great score. Three specific things to keep in mind are: a) the right mindset is critical b) lengthy, monotonous study sessions can be counterproductive and c) eventually, you’ll need to build mental stamina to perform at your best on the day you take the GRE. The right mindset is critical for success on the GRE (and it’s called a growth mindset) Your overall mindset and approach to the testing process is critically important. Avoid assuming you have a natural talent around some topics covered but will have a really hard time with others (although perhaps on some level that’s partially true, it’s almost certainly an overblown, unhelpful, and limiting perspective) because from day one, you are already admitting defeat on some level with certain topics. The idea that some people are naturally talented in this or that area, and that this natural talent is what in large part allows them to succeed or fail in that area, is called a fixed mindset. Conversely, the idea that hard work and practice build intelligence and skills is called a growth mindset. These terms and the theory behind them were developed by a Stanford Psychology Professor, Dr. Carol Dweck. In other words, there really aren’t “math people” or “writing people.” In general, skills are built through practice over time. The skills and knowledge required to earn a 320, 330 or higher on the GRE don’t go too far beyond what is learned in U.S. high schools. Even if you are starting from a somewhat deficient point, your mindset should be that, through practice, you’ll be able to build the right skills. I have not been able to find any scientific studies specifically focused on the impact of a growth mindset on GRE scores, but many studies have measured the positive impact of a growth mindset on academic performance more generally. This article on the growth mindset by Education Weekdiscusses how a growth mindset helped students living in poverty perform as well on a standardized test as students whose families had an annual income that was 13X higher. This is a remarkable statistic given the typically powerful impact of wealth on academic achievement. When learning new, difficult things, shorter, more intense sessions are generally more productive. Also, cover more than one topic in each session. Finally, test yourself frequently. One critical mistake many students studying for the GRE make is setting aside one day to study each week. It’s a temping strategy, because particularly if you are a working professional, you don’t have much time to study and you want to ensure you put the proper focus into the process. It seems logical to head to the library at 9AM on Sunday and leave six hours later. But that is just not the most efficient way to study. As this research-backed article by the American Psychological Associationmakes clear, spacing out your study sessions improves your ability to retain information. The process of stopping and starting helps the brain build new neural connections and better implant a concept or fact in your mind. So, if you need to study for 12 hours, consider 6 two-hour sessions instead of 2 six-hour sessions. You would also be well served to cover more than one topic in each study session. This is called interleaving, which TestPrepChampions defines as “incorporating multiple topics into your study sessions and then alternating between them as opposed to blocking out a longer period of time to work on just one topic.” Lots of science suggests that incorporating multiple topics into a single study session is more conducive to learning than plugging away at one topic for multiple hours. And I think this is intuitive. At some point, if you are doing 50 practice problems on the same topic, it might seem like you’ve retained the information, but your knowledge may be superficial. You don’t understand the concept on a deep level, you are just mechanically repeating the process. And of course, although, for example, GRE quantitative problems all come in one section of the exam, quantitative topics will appear randomly. All the algebra problems don’t come in a row. You’ll see algebra, and then geometry, and then probability, etc. Finally, there is lots of science around the effectiveness of active learning relative to passive learning. Passive learning would be, for example, reading about how to do a math problem. Active learning would involve frequently creating “mini tests” for yourself that force you to work through problems. I was exposed to the power of frequent “mini tests” when I took an online Massive Open Online Course (MOOC) called Learning how to Learn, taught by Barbara Oakley. Once you’ve mastered key academic skills, focus on building your mental endurance and ability to concentrate to perform well on test day. Brett Ethridge from Dominate the GRE posted a really interesting video on this page about how having mental endurance is a required skillfor performing well on the GRE. His advice is, the GRE is a grueling, four-hour test. Having the mental endurance and stamina to focus and concentrate for 4 hours is a skill, and as such, students need to practice building that skill. On some level, this advice conflicts with the advice offered in the previous section. That section implied that you shouldn’t study for too long at one time. And when you are trying to learn new concepts, this is certainly true. But as your test day nears, you need to begin to think about how best to maximize your performance on that day. And I agree with Brett that your study sessions should increase in length as test day nears. On the day you take the GRE, you’ll need to focus for 4 hours. So as your next date gets closer, 6, 5, 4, 3 or 2 weeks away, you should begin taking more full length practice tests and get more comfortable concentrating for 4 hours in a row. Summary Although without a doubt, studying concepts and facts is critical to success on the GRE, if you ignore higher level psychological and “learning theory” considerations, you’ll be at a disadvantage. Addressing these foundational factors will allow you to get far more out of each hour you spend building algebra or verbal reasoning skills. About the Author Mark Skoskiewicz is the founder of MyGuru. You can learn more about our GRE tutoring and professional GRE tutorshere.

The Long-Term Benefits Of Internships

The Long-Term Benefits Of Internships http://www.ibiobq.org/ Another long-term benefit of interning is the possibility for more job offers. By that, it means you have more to put on your resume which then makes you look more appealing as a job candidate. When comparing two resumes, an employer will be more impressed with the one who had one or two internships. You do not necessarily have to work full-time for the company you interned with; it is important to not limit your choices. Do not let the word “unpaid” scare you off. A recruiter would rather see an unpaid internship than none at all. Looking at the big picture, a paid vs. unpaid internship does not make one better than the other. You are looking for experience, not money for Chipotle. Furthermore, one of the greatest takeaways from an internship is the set of skills you learn from it. From the practical hands-on experience interns endure, they are then able to apply these newly learned practices to real life occurrences. These job-specific skills will come in handy and look attractive to employers. For example, a future broadcaster will learn more useful knowledge for the future from a TV station, not a sophomore statistics class. According to study.com, “learning from textbooks is very different than handling a companys actual financial records in a corporate setting.” You will most likely increase your skills in communication, teamwork, problem-solving, analysis, creativity, or strategy.  These will stay with you for many years and are not just math formulas you memorize for one semester. Additionally, internships provide that up close and personal look into the career you want  or thought you wanted. Many times internships open up students’ eyes and make them realize that this field is not really something they want to do. According to textbookdollars.com, “Perhaps the greatest long-term benefit of college internships is the guidance that they offer students about their prospective careers. There’s no better way to find out if a certain profession is right for you than by seeing it up close as an intern.” Networking. The term that never fails to show up when we read something about internships. Making professional contacts is something you should strive to do while working short-term for a company. These highly-ranked employees could potentially end up writing a reference letter for you one day. In the following example from monster.com, 22-year-old Michael Charron, a recent communications graduate of Worcester State College, interned for the Worcester Telegram Gazette newspaper during his senior year. One of the benefits I took away from my internship was the personal references I can use when [future] employers ask for them, Charron said. Thats important, because now I have an actual reference letter from a work-related person rather than a family friend. Plus, Ive  also been able to do some networking and get prospective leads on other workplaces that might be hiring, he added. http://www.medicaltourismcongress.com Life skills can also be taken away from internships. With one or two internships under your belt, there is no doubt your confidence will increase. Having the necessary references and experience should shy away any doubts in your mind of not getting a job. The power to be completely comfortable with yourself and believe in your capabilities is something that is hard to come by. Internships allow students to develop a peace of mind with the career they want to pursue. If you can successfully handle an internship, then the real-world does not seem as scary.

Social Justice in the Classroom

Social Justice in the Classroom For one of my classes at UT, we discussed the idea of Social Justice, a revolutionary way of approaching Social Studies. Social justice is the view that everyone deserves equal economic, political and social rights and opportunities.It is often difficult to understand how young children perceive social issues and their personal opinions on these ideas. In my class, I was able to interview some Kindergarten students on what they thought about some Social Justice issues. In these interviews, I discuss the students’ responses to my questions concerning racial equality in the perspective of both the individual and the public. In general, all three students had a solid idea of race and an understanding of equality between different races to some extent.The first student I interviewed (who will be referred to as “Amber” to protect her identity) is very advanced in Reading and Writing and Math for a Kindergartener. She is already reading independently on a First Grade level and starti ng Subtraction soon. Amber is very outgoing and amicable with her classmates, socializing with both males and females from all races. The next student I interviewed is a diligent worker with a kind and caring heart. (who will be referred to as “Karen”). Karen is always looking after other students and a generally sweet girl. Lastly, I spoke with a young boy (who will be referred to as “Brandon”). Brandon seldom gets into trouble, has little behavior issues, and works well with all of the other students. He is also a hard worker and has no trouble focusing on his schoolwork.First, I asked the students about their personal experiences with racial equality by asking, “Does your skin color make you feel different”. Amber noted that she is different from other people, but did not explain why or how. When I inquired further, she did not really understand what I meant by the question, saying that she knew she was different “from her brain”. It seems what she gathered from t he question was that she did not know why she was different racially, but it was just understood. Karen agreed that people are indeed different; however, she “[doesn’t] feel different, just look[s] different”. I thought this was an extremely powerful statement for a Kindergartener. Brandon had the same idea as Karen. He mentioned that regardless of skin color, he was still the same person. In his terms, Brandon said, “you don’t have the same body, but you have the same inside”. The consensus seems to be that everyone’s appearance can be different, and a popular idea is that the individual’s personality is not affected by their race. In other words, the children do not seem to use their race as an identifier, or at least they have not personally experienced racial inequality.Next, I asked the students, “do you think it’s okay to treat people differently because they look different”. Amber’s response was a simple, “Nope”. Her reasoning was “because they a re my friends”. Brandon also had a similar idea, his reasoning being “because you’re supposed to make sure you’re nice”. However, Karen seemed to have taken a different approach to the question. It was interesting to see that Karen did not think of treating people differently to mean something detrimental, but she took it as accommodating for others instead. This was such creative and out of the box thinking on Social issues from a five year old child. Karen mentioned that “we’re different and we don’t feel the same”, so we have to be conscious about each other’s ideas and respect it. This was her way of treating people differently. All three students seemed to believe in racial equality and even emphasize respecting others.Lastly, I asked the students if they were interested in learning more about people with different skin color than theirs, a question I was curious about. Amber shrugged her shoulders and seemed disinterested in the question itself. Since it wa s Black History month, I asked if she liked learning about Martin Luther King Jr., and she told me that it was not interesting to her. This was shocking to me, since she was such a scholar in other academic areas. However, Karen and Brandon were more than enthusiastic to learn more about others. When I asked Karen what she wanted to learn about, she said, “the whole world”. Brandon mentioned that he wanted to know more about everyone as well because he “[doesn’t] know about the people” and was interested in them. I could make an inference and say that Karen and Brandon enjoy learning about other races because they already know a little about their own culture from studying Black History month in class. Amber still does not see the value in learning about other peoples, especially in the classroom, since her race has not been a topic of interest in school.Karen and Brandon even went on to tell me more about what they thought after they answered my questions. Karen made it c lear that she was a different race than others, eyeing me, an Asian American, and saying, “everybody has a different skin color than me, but I’m different. I have brown [skin], but they’re different”. Brandon also stressed that “some people are different colors cause God made them like that”. I asked if it was okay to be different colors, and he gladly agreed, nodding frantically.In light of these revelations, I would definitely change the way I present this topic in my classroom in order to engage all students. Instead of having the entire class focus on one race together, I would want students to research a culture of their choice on their own, gathering their information from primary sources like their family members, or looking things up elsewhere. This way, all of the students are interested in the people and culture that they are studying. In addition, the students would present their findings to the entire class, and ideally, the students will be more engaged when learning from their peers than learning from a book.

Best Undergrad Majors for Going into Business School

Best Undergrad Majors for Going into Business School pexels.com According to this article by Anne Chaconas, people who majored in engineering/natural sciences/technical disciplines/or math, have almost the same percentage of getting into top MBA programs as do those who majored in business administration. This is wonderful news for those of you who didn’t quite know what you wanted when you started your college journey, but have figured out along the way that you want a career in  business. The reason these MBA schools are willing to branch out is because they know that accepting students with different degrees will bring them students with different skill sets, all of which can be molded to be valuable in the business setting. Having a variety of students with different majors will allow businesses to be more innovative and open-minded  since all of the employees will be coming from different educational backgrounds and will have a variety of helpful information to offer. And to all you humanities majors out there who want to try your hand at an MBA, don’t feel like you can’t do it! MBA programs see the value that humanities majors can bring to the field and know that through all the papers you’ve had to write, you are probably well read and well versed in the essay spectrum, which is important in the business world as well. Creativity is always needed in the business world to make sure that businesses stay up to date with trends and stay one step ahead of the consumer so they will need your imagination to help keep their business going. Now you might be wondering what I’m really trying to tell you. Is there actually a specific major that you need in order to have the highest chance possible to get into an MBA program? The answer is that this field is awesome because variety is wanted and necessary, so as long as you kick butt at whichever major you choose, and can prove that it will be of value in the business world, you have a good shot at getting into an MBA program. Sure, business majors still are technically at the highest percentage of getting in, but the other majors aren’t as far behind as one would assume. This is great news, because whether you’ve known your whole life that the business world was for you, or you just recently figured it out, you have a good shot of getting into an MBA program if you work hard and fight for it. To better your chances, make sure that you gain experience in the business world in any way that you can. Internships are stellar CV boosters, and while you don’t usually get paid, you do prove you are willing to put in the grunt work. Use your time during your undergrad or after you graduate to put in those hours and show how your  chosen undergraduate major, whatever it may be, pertains to business through the experiences that you receive. Learn more about Kaplan’s test prep options and start building the confidence you need for Test Day.