Whats different about AJ Tutoring

Whats different about AJ Tutoring One of the most common questions we’re asked is what sets AJ Tutoring apart from its competitors.   Silicon Valley and the Bay Area in general are crowded with test preparation and tutoring companies, each claiming to have the best approach to the test.While I may be slightly biased, after years working for AJ Tutoring and other tutoring companies, I do think AJ Tutoring has what it takes to help students succeed!   There are several major differences between AJ Tutoring and other tutoring centers:1)           AJ Tutoring prepares students for the test in fewer hours.   Many other tutoring companies recommend packages of 20 hours or more.   Students at AJ Tutoring typically complete 8 or 9 sessions, for a total of 12 to 13.5 hours, before the test.   We know that high school students don’t have much free time, and we respect that by being as efficient as possible and still achieving the same results.2)           At AJ Tutoring, you’ll have the same tutor for the entire process.   Many other companies have tutors who specialize in math, reading, and writing, and your instructor for the day changes based on the topic.   All of our tutors are trained to be proficient in all parts of the SAT and ACT, so you can develop a close working relationship with the same tutor all the way up to test day.   Of course, if you feel like your tutor isn’t the right match for you, you can change tutors at any time.3)           AJ Tutoring doesn’t require you to pay up front.   We know that tutoring is a significant financial investment, and many people are understandably wary of spending quite a bit of money up front for a full tutoring package.   AJ Tutoring will only bill you for the tutoring sessions you’ve completed, and you’re welcome to stop tutoring at any time.   We don’t think you’ll want to, though!4)           AJ Tutoring’s test-prep methods are common-sense, reality-based, and easy to implement.   As a tutor who’s helped many students prepare for the SAT and ACT, I’ve heard some amazing stories from students who have worked with other tutoring companies.   Students have described incredibly complicated strategies, which include techniques such as memorizing sentences word-for-word for the essay and picking which reading comprehension questions to answer in a very specific order.   These complicated strategies take up a lot of brain space on test day and can actually increase students’ anxiety.   They also don’t work particularly well!   Our strategies rely on common sense and sound educational methods.   In fact, I often use the same reading comprehension strategies with my SAT and AP US History students.There are many good tutoring companies out there, but we here at AJ Tutoring believe that we offer the most efficient and effective way to achieve your educational goals.   We’d love to talk with you about your plans!

Importance of the SAT and ACT

Importance of the SAT and ACT Does my SAT/ACT score really matter that much? Thats a question we get a lot when working with exam prep students who are early in their journeys to apply to college. The answer isnt totally simple, however. Lets explore it from a few different perspectives: For the most selective colleges, the SAT and ACT support the overall story of how academically prepared a candidate is for college. For example, consider Dartmouth College, which has an acceptance rate of just 8.7%. Dartmouths required application components include SAT or ACT scores, but the admissions website states that while testing is required, it isnt the ultimate factor in evaluating an application. Test scores are considered in conjunction with students academic record/transcripts and recommendations. For colleges that are less selective, SAT and ACT scores matter, but theyre taken into account alongside other criteria such as class rank, recommendations and perhaps a personal essay. At these schools, its safe to assume that students GPAs and rigorous high school curriculum are at the top of the list of things considered. For colleges that do not require the SAT or ACT, students have greater control over how they present themselves as candidates for admission. Take the University of Puget Sound for example, which leaves the choice of whether to submit standardized test scores up to each applicant. Their stance is that students might have the academic preparation and commitment to excel in college, even if their SAT or ACT scores indicate otherwise. That said, if a student feels that their SAT or ACT score would bolster their application, it might be wise to include it in their application materials. Generally, here are a few things to keep in mind regarding SAT and ACT scores and their importance: Its a good idea to visit a colleges website for details about their admissions requirements. Each college has their own methods for evaluating applicants. When in doubt, visit the admissions website to get an understanding of how they assess students application packages. Check out the class academic profile, if available. Many colleges provide a snapshot of their most-recently admitted students. This is by no means a list of requirements, but can give your teen a sense of the typical student who attends that college. Here, you should be able to find the mean SAT and ACT score as well as other information about the individuals who make up the student body. A holistic admissions process means other factors are weighed. Poke around a colleges admissions website, and you might find a section titled What Were Looking For or something similar. Many colleges explain that admission is a holistic process, which means that all documentation a student submits is reviewed and considered when the college makes its decision. That could include standard criteria like high school curriculum (and rigor) and GPA as well as things like the essay, demonstrated leadership and recommendations. Your teens SAT or ACT scores do matter if he is trying to get into college, but their weight might be impacted by the other factors a college considers in the admission process as well as each colleges selectivity. Bottom line: earning strong scores on the SAT or ACT can only help your teen. It pays to prepare! Questions about the SAT or ACT and how to prepare your teen for success on either exam? Contact Huntington today.

Nasdaken International English Training Center

Nasdaken International English Training Center Nasdaken International English Training Center About our schools Nasdaken International English Training Centers was funded in Yancheng and then quickly expanded to Xuzhou. Our ability to provide an effective and competitive solution for English language instruction is reflected in our growth over the past years. Every year, thousands of students learn and improve their English with us. The NIE learning method is featured with its emphasis on individualized learning, as well as advanced multi-media course ware, small classes and qualified ESL teachers. We are now seeking ESL teachers for our growing centers in Yancheng and Xuzhou. Our ESL teachers are from all over the world, and we work together like a family. Most of our Chinese staffs can speak English so it would make your transition into China much easier. It is these people which will be one of your greatest memories of China. About our students NIE has a wide range of students aged from 5 to 45 at our schools. All of our students are hard working and they are eager to learn. NIE emphasizes personalized learning, and makes great effort to help students develop four core English learning skills in a natural and authentic context. View our Brochure View our Brochure

An International Look at the Denver Debate

An International Look at the Denver Debate Photo from Facebook.com by University of Denver Some time passed and my flatmates came back. Not much had happened excitement-wise on my screen, so I lowered the volume and invited them to come in and talk while I watched. Of course, in the U.S., we always say that its rude to discuss religion and politics in social settings, but what Ive found here is that within minutes of finding out that youre American, the English want to know your opinion on the election. Its best to have your answer prepared to be discussed at length. Two of my British flatmates and two of my American flatmates sat with me that night and what I noticed most was that not only did the Brits know far more about the election and the politics of America, but they  cared more. They nearly fell out of their chairs, mouths agape, when one of the Americans told us that she didnt plan on voting in this election because she simply didnt really have any sort of opinion on who won. From there, we began a debate of our own on why or why not one should vote in an election. While a few jokes were tossed around about escaping Britain for freedom, the main point of discussion came down to the fact that though we have the right to vote, there seems to be no good candidate to vote for. In England, Obama is seen as an extremely smooth and cool president, and thanks to Romneys gaffe during the London Olympics, hes not at all well-received here. However, it seems to me that because Englands own politics are a bit in shambles right now, they see the American struggles as merely a bump in the road; in short, they think Obama is doing well enough.  In that way, theyre right. He is doing well enough, but not great, and thats the problem that most Americans have with him. I will be honest and tell you that I chose to have this discussion over watching the end of the debate. I felt that it was more important to get the global perspective on things rather than watch two grown men have a pissing match, repeating their meagre platforms that will probably never become more than that. I have heard that Romney won this debate, that Obama seemed careless and unprepared, but it all means nothing because unless they create truly moving points to sway the opinions of voters, rather than focusing on bashing one another. No one will care unless they give them a reason to, except maybe the Brits, but remember, they cant vote.

The Rise of For-Profit Higher Education

The Rise of For-Profit Higher Education As Britain's second for-profit institution is granted the title of University we discuss the implications for-profit higher-ed will have on the landscape of UK education and society. In Britain we have an ingrained, congenital suspicion of the Profit Motive. Thus, predictably, when the private BPP College of Professional Studies ascended to BPP University with the government's blessing, the UCU (University and College Union) decried the move. It will Open The Floodgates, they said. It will Endanger Our Reputation, they added. We will Become Like America. But how valid are their concerns? Do they have basis, beyond our cultural phobia for the Free Market? First off, let's look at the state of play as it stands. The UK has over 200 Universities and other HE establishments, the overwhelmingly vast majority of which are nonprofit foundations, usually part-funded by the government, all of which have the autonomy to set and award their own degrees. In the 'good old days', they required no tuition fees: receiving a top-quality education was simply a matter of making the grade. Then Labour introduced the 1000 'top-up' fees. This quickly trebled to something in the region of 3000. Then, as you know, they recently trebled again to 9000 (so much for just being a 'top up') - an act which will leave all graduates with a considerable millstone of student debt to carry. Admittedly, this 'debt' isn't the scary type of debt - the debt of creditors, banks and bailiffs - but more of a 'graduate tax' that is chipped off your monthly pay, along with Inco me Tax and the like. Well, at least at the moment it is. Policy could change, and however lenient the current government may be, the fact doesn't stand for future regimes. Where do private institutions fit in to this equation? Historically, there have been a few companies that have set up low-key colleges or institutes (categorically not universities; well, until recently), which have offered courses in various limited subjects (usually business related) and have often been affiliated with international entities (the city of Oxford sports an outpost for a Saudi university, for example). They have tended to cater to niche markets, and are no way near destabilizing or replacing the conventional HE pathway. But now, private universities (a serious step-up from colleges) are clearly here to stay. Being private, they will rely heavily on tuition fees to keep afloat. Their student intake will be their life-blood, even more so than conventional universities. So the question must be asked: what would make someone choose a private institution, as opposed to taking the well-trodden path of going to uni? Surely the Benign Debt of uni is preferable to the Scary Debt of private companies? Unless, of course, the fees for such institutions were within a manageable price bracket... as currently, they are. The BPP University will charge 5000 per year for a three-year degree, a far more manageable sum than 9000, even if it's meted via Benign Debt. You see, 5000 is a sum that in conceivably in the price range for many people to pay outright (start saving now, parents), negating the debt aspect entirely. Now, if private universities decide to go the way of the States with, quite frankly, ludicrous tuition fees, then what gives? Pupils can still go to conventional unis (which, at present, are far more prestigious anyway), leaving the rich and foolish to pursue their pipe-dreams. The idea that just by having universities that charge incredible fees, the UK HE scene will somehow 'Americanize' is silly: our Ivy League lies firmly in the Conventional area of things, and it's very unlikely that Oxbridge or the Russell Group will go private any time soon (forays into the Gulf excepted). ...at least for the moment. However, if a significant number of private universities spring up, gain popularity and then raise their fees (and demonstrate that people are willing to pay those fees), there is the danger that Conventional unis could follow suit (via government reform, of course), just because they can get away with it. Then we'd see the fees arms-race of the States, and we would be in a pickle. At the moment, however, this outcome is thankfully in the realm of speculative fiction. So what benefits may private universities (alongside conventional ones) have for UK students? Straight off the bat, they seem to be providing a cheaper alternative. An indirect benefit of this lower-priced private competition may include forcing the Gov to re-think its tuition fee policies in a downwards direction (the very essence of capitalist competition), encouraging them to spend more tax dollar on subsidizing education (is there ever a better use of public money?). The lower cost of private university, driven down by competition, could also make university education even more accessible, giving more people the chance to pursue professional careers and a better quality of life. Niche universities could arise, giving students' more choice of where and what to study. There will be, in real terms, more universities, meaning even greater choice (and geographical accessibility). Universities focused on later life learning may develop, unseating the still-extant stigma of being a 'mature' student. There are also a caveat which is, in a way, a flipside of previous points. While it is entirely possible the introduction of private universities will create greater choice for students, there is a danger that, responding to market forces, they will homogenize their courses into a morass of Business Studies variants, leaving liberal arts (and indeed hard sciences) floundering by the wayside. While the argument for the usefulness of liberal arts is for another blog piece (hint: it is very necessary), we should reject anything that would limit educational prospects on principle. This feeds directly into a fundamental question surrounding HE in general, not only private unis. To what extent should HE reflect and respond to current socioeconomic pressures? In short, should HE exist for education's sake, or to act as a personnel farm for Britain's commercial sectors? One could well argue that the very act of creating private universities is a manifestation of the latter. Is that necessarily a bad thing? Equally, since taxpayer money subsidizes conventional universities, surely there is an argument for making their courses industry-led and -centered as well? In a way, this question may be becoming redundant, as many universities are already electing to drop (or cut funding to) subjects with little economic impact. These are incredibly difficult issues to which there are no clear-cut answers. In the end it comes down to ideals: the ideal of a utopian anything-goes HE system, existing for its own sake, or a pragmatic, numbers-led HE system that feeds directly into the country's larger economy, and is informed by it. We certainly seem to be transitioning from the former to the latter, which many people would argue is a regression. They would say the utopian version of HE breeds innovation and new ideas (amusingly, anyone who's experienced the tangled world of academia would probably disagree), while the proponents of pragmatism would cite its increased economic efficiency and benefit as de facto justification. A minefield indeed. The point to take home from this is that private universities aren't a boogeyman, and current universities aren't the bastion of academic purity they claim to be. They are exist within the same system and are swayed by similar forces. However, private unis will rise and fall on their own merits, unlike conventional ones, so it's unlikely that the status quo will be destabilized just yet. Instead of scaremongering, the UCU and the press in general should take a nuanced view of the issue, especially as - if nothing else - it could be the wake-up call conventional HE needs to get its fee-structuring act together.

italki Team Language Challenge Week 5 Update

italki Team Language Challenge Week 5 Update The italki team is taking  the 2015 New Years Language Challenge How much Chinese can they learn in 20 hours? 3 members of the team at italki are taking the language challenge to improve their skill in Mandarin. Each of them will have 20 hours of lessons between January and February. Can you do better than them?  Check out their original Public Video Pledges that they made at the beginning of the Challenge  here. Week 5 Updates Aimé, Intern Week 5 I did it!  I finished all 20 hours of the italki Language Challenge, and I finished early!  It was hard, and sometimes I really had to force myself to make it to my sessions, but you know, it was worth it.  Since I was a bit rushed, it was hard for me to find time to study on my own and improve between sessions, so I think the others will be able to make use of the time left to improve even more. I didnt make my original goal of having a conversation in Chinese, but I really mastered my introduction.  When I first started, I could hardly say a single thing, and I know I still need to improve on my listening, but in one of my last sessions, my teacher  told me, You know, you just spoke Chinese for a whole minute.  I didnt say a thing that was all you.  I feel so proud of my progress. I want to encourage everyone else to keep going and find the time for your sessions.  Put in the time.  I gotta say, its definitely effective. Josie, Services Week 5 I have now completed 17 hours! I have three more sessions and will be finished on Saturday.  However, I didnt complete my goals for the week.  Its been a hectic week, and I really have been terrible at making new vocabulary flash cards For this week, since I will complete my sessions, I want to make sure I write down all of my new vocab.  Its probably close to 100 new words I need to write down and learn, but Im confident that I can do it!  I plan to reward myself with REST! I will take a few days off from having sessions, and maybe have some chocolate To all the other challengers, I want to say, Keep going! You are close!  Even if you feel like you havent improved, you definitely have.  Its definitely worth sticking it out until the end. Karthik, Data Scientist Week 5 (Note: I posted this after I made my video intro which I did late last week) I have completed 10 hours!  I took about 3 hours worth of lessons this week.  I  almost met my goals for this week.  I wanted to get to 5 hours, so Im 80% there. My new goal is to do 10 hours this week.  I will reward myself with ice cream if I reach this goal! To anyone else struggling to fit in your 20 hours, look how far I am from my goal.  But, Im not giving up. If you have the time this week, see if you can surprise yourself and meet your goals. italki Team Language Challenge Week 5 Update The italki team is taking  the 2015 New Years Language Challenge How much Chinese can they learn in 20 hours? 3 members of the team at italki are taking the language challenge to improve their skill in Mandarin. Each of them will have 20 hours of lessons between January and February. Can you do better than them?  Check out their original Public Video Pledges that they made at the beginning of the Challenge  here. Week 5 Updates Aimé, Intern Week 5 I did it!  I finished all 20 hours of the italki Language Challenge, and I finished early!  It was hard, and sometimes I really had to force myself to make it to my sessions, but you know, it was worth it.  Since I was a bit rushed, it was hard for me to find time to study on my own and improve between sessions, so I think the others will be able to make use of the time left to improve even more. I didnt make my original goal of having a conversation in Chinese, but I really mastered my introduction.  When I first started, I could hardly say a single thing, and I know I still need to improve on my listening, but in one of my last sessions, my teacher  told me, You know, you just spoke Chinese for a whole minute.  I didnt say a thing that was all you.  I feel so proud of my progress. I want to encourage everyone else to keep going and find the time for your sessions.  Put in the time.  I gotta say, its definitely effective. Josie, Services Week 5 I have now completed 17 hours! I have three more sessions and will be finished on Saturday.  However, I didnt complete my goals for the week.  Its been a hectic week, and I really have been terrible at making new vocabulary flash cards For this week, since I will complete my sessions, I want to make sure I write down all of my new vocab.  Its probably close to 100 new words I need to write down and learn, but Im confident that I can do it!  I plan to reward myself with REST! I will take a few days off from having sessions, and maybe have some chocolate To all the other challengers, I want to say, Keep going! You are close!  Even if you feel like you havent improved, you definitely have.  Its definitely worth sticking it out until the end. Karthik, Data Scientist Week 5 (Note: I posted this after I made my video intro which I did late last week) I have completed 10 hours!  I took about 3 hours worth of lessons this week.  I  almost met my goals for this week.  I wanted to get to 5 hours, so Im 80% there. My new goal is to do 10 hours this week.  I will reward myself with ice cream if I reach this goal! To anyone else struggling to fit in your 20 hours, look how far I am from my goal.  But, Im not giving up. If you have the time this week, see if you can surprise yourself and meet your goals.

What Is Reactant In Chemistry?

What Is Reactant In Chemistry?So what is a reactant in chemistry and how it is utilized in the laboratory. The chemistry used in the chemical processes used to produce most chemical substances includes reactants that provide the potential energy source for the reactions, the product of the reaction (the pure substance) and the inert gas to be used in the reactions.As in all fields of chemistry, the reactant is the thing that gives life to the result, without which no reaction can take place. In this case, it is the product of the reaction that results in the pure substance and it is the inert gas that provides the potential energy source. In chemistry, the reactant is anything that can contribute to the creation of energy.As in all processes in the process of a chemical reaction, the reactant serves to accelerate the chemical reaction. In all cases, however, there is one common element in all cases, the product. That product may be pure or it may consist of other chemical substances. To make a reaction go faster and more efficiently, the reactant is the thing that initiates the reaction.The various chemical reactants used in these processes are usually referred to as proton donors. They include the elements carbon, hydrogen, oxygen, nitrogen, sulfur, oxygen, and sulphur. Other reactive products include the free radical. Although it is the simplest of the reactants, it is the most energetic and, therefore, the most important. It is the catalyst that initiates the chemical reaction.When we speak of the reactant, we refer to the group of substances that forms the products of a chemical reaction. There are some chemical reactions that cannot proceed unless there is a sufficient amount of reactant available. This is why one has to always find a way to get rid of the reactive products of a chemical reaction. For example, in the process of the chlorination of water, there is a sufficient amount of free chlorine available. However, if we do not know how to use chlorine properly, we may contaminate our drinking water.In the laboratory, the reactant is used in the process of chemical separation, and in the course of such experiments, the reactant is the element that results in the separation of different elements and compounds from their separate streams. It is used to separate the product from the total solution. Therefore, the reactant must always be given a chance to do its job and it must always be consumed as well, because if the reactant is not consumed, it could affect the process of separation.The term reactant was first used in the mid-eighteenth century by the French chemist and philosopher Robert Boyle. Boyle developed his ideas concerning the potential energy or power source for all reactions and explained what the process of chemical reactions are all about. He was the first person to show that the conditions necessary for a chemical reaction are the product and the reactant.