Standard Distribution - Online Math Tutoring

Standard Distribution - Online Math Tutoring Standard distribution is an extremely important distribution. It is also known as normal distribution. Standard distribution and its associated probabilities are an integral part of statistical process control. When large enough sample sizes are taken, many statistics are normally distributed regardless of the shape of underlying distribution from which they are drawn. We represent a standard distribution by a normal curve. Standard distribution exhibits the following characteristics. It is continuous. It is symmetrical distribution about its mean. It is asymptotic to the horizontal axis. It is unimodal. It is a family of the curve. Area under the curve is 1. All mean, median and mode lie at the same position. The standard distribution is symmetrical. Each half of the distribution is a mirror image of the other half. Many normal distribution tables contain probability values for only one side of the distribution because probability values for the other side of the distribution are identical because of symmetry. In theory, the normal distribution is asymptotic to the horizontal axis. That is, it does not touch the x axis, and it goes forever in each direction. The reality is that most applications of the normal curve are experiments that have finite limits potential outcomes. For example, even though SAT scores are analyzed by standard distribution, the range of the scores on each part of the SAT is only 200 to 800. Other example could be the life insurance, height or weight of a person, rent of a house.

How to Write A Résumé That Crosses Borders (Infographic) - Introvert Whisperer

Introvert Whisperer / How to Write A Résumé That Crosses Borders (Infographic) - Introvert Whisperer How to Write A Résumé That Crosses Borders (Infographic) Finding a job abroad can be a struggle if you aren’t familiar with the cultural norms and expectations associated with the workplace in that country. When it comes to writing international résumés, a one-size-fits-all approach simply won’t cut it. So, what can you do to increase your chances of securing a position abroad? We all know that it’s important to tailor every résumé you submit for each individual application. When conducting an international job search, something you may not consider however is tailoring your résumé to the specific countries in which you are seeking employment. Your résumé will be the first impression an employer will get of you, so it’s important to do your research and get it right. Taking the time to do this shows your prospective employer your attention to detail, research skills and cultural awareness. When sending out applications for jobs around the world, you will realise that employers have wildly varied expectations of CVs and résumés. One good example of this is photography. While many countries across Europe, the Middle East, Africa, Asia and South America require a personal photo as part of your application, employers in North America, Australia, the UK and Russia will more often than not immediately discount any résumés with photographs of the candidate. If you would like to learn more about how to tailor your résumé for positions in different countries, you may find this infographic from Hansen Company to be of use. This graphic guide lays out some handy pointers on how to write an international résumé and features many helpful tips about what information to include as well as some guidance on length, language and much more. Take a look at the infographic below to learn more about writing international résumés.

What is Integer Maths Online Tutoring

What is Integer Maths Online Tutoring Integer is a complete number and it can have a positive sign or a negative sign. Integers are numbers which also include 0, however fractions and decimal numbers are not considered to be integers. So integers are a family of numbers which are 0, positive, or negative, but cannot be fractions or decimal numbers. Examples of integers are: 0, 4, 5, -7, -10, 50, -40, etc. Hence integers are also known as positive or negative counting numbers. Integers can be added, subtracted, multiplied or divided and are used in almost every math calculation. Example 1: Given the numerical expression, 4+ 5 9+ 2. Calculate the value of the numerical expression. Given expression: 4+ 5 9+ 2 The numbers in the above given expression consist of positive and negative signs and the expression does not contain any fractions or decimals. Hence the given numbers are all integers! In order to calculate the value of the given expression, we calculate from left to right. This gives, 4+ 5 9+ 2== 9 9 + 2==0+ 2 == 2 Therefore the value of the given expression, 4+ 5 9+ 2= 2 Example 2: Use the operations as shown in the numerical expression, (1* 3) + (5* 2) (4* 4) and calculate its value Given numerical expression: (1* 3) + (5* 2) (4* 4) The given numbers are all integers since they are no fractions or decimals included. According to the order of operations, first calculate the numbers inside the parenthesis then multiply and then later add/subtract. This gives, (1* 3) + (5* 2) (4* 4) = 3+ 10- 16 = -3 Therefore the value of the given expression is -3.

Spotting Anxiety in Kids with ADHD

Spotting Anxiety in Kids with ADHD All kids feel anxious sometimes, but many kids with ADHD experience anxiety more frequently and more severely than kids without ADHD. In fact, studies suggest that 30-40% of kids with ADHD also have an anxiety disorder. When kids struggle with anxiety on top of ADHD, it can make it harder for them to succeed at school and develop the social skills that they need to cultivate strong and lasting connections with their classmates and friends. The stimulant medications used to treat ADHD symptoms can also exacerbate anxiety, making these otherwise effective medications difficult to tolerate. Identifying and treating anxiety in kids with ADHD is an important part of an effective intervention plan. While it might seem like spotting anxiety in a child with ADHD would be simple you might expect that he or she would be telling an adult that he or she is nervous, worried, or has butterflies in his or her stomach in reality, the signs of anxiety are often mislabeled by parents, teachers, and pediatricians as worsening ADHD symptoms. This happens in part because kids dont always express their anxiety in the same way as adults. They may not be aware of the anxious thoughts or feelings they are having, and they may lack the more sophisticated language needed to describe complex emotions. On top of this, many of the signs and symptoms of anxiety in kids overlap directly with symptoms of ADHD. Here are some of the key symptoms of anxiety in children: Restlessnes Trouble concentrating Irritability Difficulty sleeping at night Complaints about stomach problems or headaches Excessive worry on most days (that they may or may not talk about with adults) Avoiding certain activities or social situations Many of these symptoms will seem very familiar to any parent or teacher of an ADHD child! Since kids with ADHD often experience restlessness, difficulty sleeping, difficulty concentrating, and even irritability, how can you tell when anxiety might be part of the picture? Here are a few clues that suggest a more thorough anxiety assessment is warranted: Increased difficulty concentrating or increased restlessness. Have you noticed a worsening in your childs concentration problems or restlessness/hyperactivity? This change may be due to a worsening of his or her ADHD symptoms or a decrease in his or her ADHD medications effectiveness. But it could also be a sign that your child has developed anxiety that is interfering with his or her ability to concentrate or sit still. Increased irritability or oppositional behavior. Many kids with ADHD are prone to irritability or oppositional behavior. However, if a child has typically been easy going and this has suddenly changed, or if a child who was previously irritable occasionally is now irritable most of the time, then anxiety may be contributing to the problem. A change in sleep patterns. Many kids with ADHD struggle to fall asleep or stay asleep throughout the night. However, if your child's sleep challenges change (e.g., he or she has always had a hard time falling asleep, but now he or she is also waking up throughout the night), then anxiety may be playing a role. Frequent complaints of stomach aches or headaches. Kids with ADHD don't typically experience stomach aches or headaches more often than kids without ADHD (unless they are experiencing medication side effects). If these complaints persist and their pediatrician cant find a medical cause, then they may be signs of anxiety. Avoiding specific situations, places, or people. Kids with anxiety will try to do just about anything to avoid whatever it is that is triggering their anxiety. For example, if a child is anxious about school he or she may become very oppositional when its time to get out of the house in the morning or he or she may drag his or her feet and get ready as slowly as possible. Some kids might complain that they dont feel well as an avoidance strategy, hoping that they will be able to stay home sick from school. If you think your child may be showing some signs of anxiety, talk to his or her pediatrician. The pediatrician can help you find a provider who can help tease apart your childs symptoms and clarify whether anxiety is in fact part of the picture. The good news is that anxiety is highly treatable, especially in kids. Working with a clinician who can identify anxiety-related problems and provide evidence-based treatments can quickly lead to lasting improvements in your childs symptoms. 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.

Need a research question in English Pedagogy or Applied Linguistics

Need a research question in English Pedagogy or Applied Linguistics Grammar Checker Research Questions The Virtual Writing Tutor is a free English Second Language grammar checker. Research into the pedagogy of online grammar checkers is still new. Not a lot is known about how they are used by teachers,  by learners, what their effect is on writing apprehension and accuracy. If you need a topic for your masters thesis and would like a few suggestions, try one or more of these research questions. For articles on the Virtual Writing Tutor, see here. Grammar Checker Research Questions What are English Foreign Language learners’ impressions of automated feedback from a free online grammar checker? Do they find them easy to use? Do they believe that a grammar checker significantly improves their writing? How do EFL learners use the VWT when planning, writing and reviewing a writing assignment at college? How much time do users spend reviewing feedback from the VWT versus feedback they receive from a human teacher? Do learners translate the feedback from the VWT into their own language using the VWT’s feedback translation tool? The VWT has essay outliners, paraphrase checkers, vocabulary checkers, a dictionary, and a grammar and spelling checker. What use do learners make of these features?  What are their impressions of the usefulness and suitability of each of these features? Do professors need to train learners to use these free online tools or will learners use them without training? Should learning how to use grammar checkers be part of the writing curriculum or will learners figure it out on their own? What features are missing? What additional automated help would learners make use of if it were available? How do users make use of the VirtualWritingTutor? What do they do first, second, third, fourth? What training and support would help learners make better use of the free online writing tools on the VWT? Videos? A chat help hotline? A blog post with written instructions? Student testimonials or student created video tutorials? A QA user forum? What effect do student testimonials and video tutorials have on learners’ impressions of online grammar checkers? Would students value automated feedback generated by the VWT sent to them in PDF form with spoken comments from their teacher or would they interpret their teacher’s use of Artificial Intelligence to generate corrective feedback as a dereliction of duty? Do learners use and value the text-to-speech (and MP3 download) feature of the VWT while preparing for oral assignments? Do free online grammar checkers have an effect on writing apprehension? Writing Apprehension and Attitudes Questionnaires and Research Writing Apprehension Test [PDF] Writing Study Questionnaires  [PDF] Do online grammar checkers affect writing apprehension and language learning anxiety? The VWT grammar checker robot can help Please follow and like us:

Francis Eppes Statue to Remain Outside the Wescott Building

Francis Eppes Statue to Remain Outside the Wescott Building facebook.com Vote No, Keep Francis Eppes With an overwhelming majority of 71.7%, Florida State Univsersity students voted to keep the statue and name of Francis Eppes outside of Eppes Hall. The man in question, Francis Eppes, was Thomas Jefferson’s grandson. Eppes was a commodity cotton crop owner with a deep interest in education. He spent most of his time serving as mayor, as a justice of the peace, or as Deputy at the General Convention of the Episcopal Church, while his crop was maintained, according to his Wikipedia page, “by the use of extensive slave labor.” He is widely considered to be the founder of FSU because he founded State Seminary West of the Suwannee River in 1857, which went on to become Florida State. The ballot was a single question: “We, the students of Florida State University, do not believe in honoring slave owners and those that enforced slavery. Therefore, we demand President John Thrasher, and the FSU Board of Trustees, remove the Francis Eppes Monument in front of the Westcott Building and rename Eppes Hall to remove Francis Eppes’ name. Do you agree? Yes or No[.]” Despite the ruling, the Students for a Democratic Society vow not to give up the fight. Both the debate and forthcoming protests raise important questions about our relationship to and handling of history. The first of which is can we, the present, cleanse the past by denying its existence? This begs the next and equally important question, is this what the SDS is attempting to do? facebook.com/tallysds We, the present, may have one of two polar relationships to the past: we can attempt to  purge history of its moral flaws or we can idolize it. The best solution is middle ground: acknowledge the mistakes of the past without denying their existence or the good that coexisted with the bad. This sounds nice on paper, but is harder to apply in reality. What specifically constitutes as denial of the past and what must be done to take responsibility for them? The Francis Eppes   Monument controversy forces us to ask ourselves if we view slavery as an unforgivable sin. Additionally, each student must ask his or herself what role Florida State University plays in rectifying the past. Certainly, FSU owes its existence to Francis Eppes, regardless of his moral character. Does such debt require that we commemorate him somehow, or does the moral atrocity of his owning slaves supersede any monetary debt our institution owes him? These questions cannot be answered by a vote or a protest. These are the fundamental questions of past-present relationships that we must navigate each day as citizens of the United States. But still, the passion   of the voters on both sides of the issue demands satisfaction. What can be done to ease the tension of Eppes-gate? I propose a two-fold solution. In the first place, regardless of whether or not Eppes ultimately stays, he did found what has become a vibrant, diverse, and thriving university. Francis Eppes’ questionable morals afford this institution and its students an invaluable opportunity to discuss the seemingly contradictory actions of its founder. Therefore, I propose that we commission a plaque to be put somewhere in the vicinity of Eppes Hall and the statue of Francis Eppes discussing his controversial past, condemning his ownership of fellow humans, and acknowledging his contribution to Florida State. In the second place and for the purpose of easing tensions, I suggest we follow in the footsteps of The College of William and Mary, whose campus is adorned with many statues of founding fathers, old Virginian delegates, and other controversial, historical figures. At any given timeâ€"in good fun or in protestâ€"a passerby may see these statues decorated in Mardi Gras beads, party hats, school colors, clothes, or post-it notes. This venue for expression, humor, and protest has served a purpose at William and Mary and I see no reason why it would not serve the same need in Tallahassee. At present, the 71.7% majority stands and the statue remains. We might as well have some fun together, as fellow Seminoles, in spite of our disagreements about handling the past.

Should all exams be taken and submitted using computers - Tutor Hunt Blog

Should all exams be taken and submitted using computers Should all exams be taken and submitted using computers? Should all exams be taken and submitted using computers?Secondary SchoolsA friend of mine is a university examiner - she works for OCR (Oxford, Cambridge and RSA Exams). My understanding was that her job entailed compiling the papers: writing the questions, and making sure that the tests were comprehensively balanced. It turns out though that she has a far more onerous task: she has to mark the exams. `How hard can that be?` I thought to myself? She`ll obviously know what the answers are, she just has to read through each paper and grade it accordingly. I recall asking her if the most difficult part of her job was deciding just how many marks to award a student in a comprehension question, where there isn`t a clearly delineated right and wrong answer. `No, she answered, `The most difficult thing is trying to read students` awful handwriting!` It turns out this is the most common complaint from examiners - they have to decipher hundreds of pages of handwriting, with each student having their own idiosyncratic style of writing. My friend went on to tell me some of her concerns: `Some students have the most beautiful handwriting - while others have such a poor script it makes my eyes hurt! However bad their writing is, I`m obliged to decode it all. It`s not their penmanship that`s being tested - though sometimes the writing is so bad, almost completely illegible, I want to cross it all out and give them no marks at all!` `As the student nears the end of the exam, and time is running out, their writing becomes even worse, as they write faster and faster! I have to make sure i`ve read every line, however enigma-like it may be to decode, as it wouldn`t be fair to a student to gloss over words that might contain the correct answer.` Our current students may well be the last generation who sit examinations using paper and pen, for there are calls for all assessments to be undertaken using computers. There is really no reason why students can`t log into a web site that hosts the exam, and type out their answers, while sitting in a traditional examination hall. The examiner won`t even have to tell students to stop writing at the end of the examination, nor collect their papers once the assessment has concluded. There are many benefits to this method: the questions can be uploaded to the website on the day of the exam, negating the need for hundreds of confidential papers to be stored on school grounds days, or even weeks before the test. There won`t be any more cases of exam papers being stolen and distributed to students before the test, something that frequently happens according to my examiner friend; nor that of completed papers being lost prior to marking, something that also sadly occurs. Many people might balk at the idea of equipping students with computers during exams - while mobile phones are banned from the examination room, computers could be used with even greater facility to access the internet, allowing that elusive answer to be acquired. I suspect it wouldn`t be particularly difficult for schools to set up computers that are disabled in some manner, so they can`t access any Wi-Fi signal, so this is a concern that could likely be alleviated. There are some schools which have for some time mandated that students submit their answers on computers during exams, and I am not aware of any issues being raised. One concern that comes to mind however is that of questions that require an answer in the form of a picture or diagram. Certain questions in geometry or geography might rely upon a picture being submitted by the student, or a presented image being altered in some manner. I suspect this is not really a major problem though - computers are used by graphic artists every day, so it should be perfectly possible for the student to draw, for example, certain geometric shapes, or mark the border between two countries using a mouse. Exams submitted via computer could also provide some useful information to exam boards: they could track how long students take over each question, allowing them to assess the difficulty levels more accurately, helping them create new tests in the future. There will also be an environmental benefit in the reduction of paper use. Exams will be able to be graded faster, and more accurately, and my friend will be spared the punishment of having to decipher reams of spidery, hieroglyphic-like writing! 11 months ago0Add a Comment