How to Make the Most of a Tutoring Session

image After you’ve decided to work with a tutor, you might be unsure of what to expect, or how to differently approach your study strategy. After working with many students, I have come to notice some of the key characteristics that help students to be successful. Although every student-tutor relationship will be different, here are some overall tips to help you make the most of your (and your tutor's) time. These goals apply on both an overall level (throughout a relationship) as well as a specific level (throughout each session), so I've broken each tip down into those two areas. 1) Have an overall goal, and a session-specific goal. Overall: When you start a tutoring relationship, it is crucial for you to have a goal! In quality improvement science (something I've learned a lot about as a medical student!, organizations/people trying to make a change will set themselves a 'SMART' goal -- specific, measurable, attainable, realistic, and timely. Being able to do this helps both you and your tutor understand what it is you want to achieve, and can guide a syllabus and individual sessions.How to: To set this type of goal, you have to think about more than just 'doing well on a standardized test' or 'improving your grade in a class'. A good goal to have is along the lines of 'I want to score a 510 on the MCAT in the April 2016 sitting'. This sets a specific and measurable score, gives you a timeline, and hopefully, based on your prior testing and academic performance , will be attainable and realistic within that timeframe. Your tutor can help you evaluate and modify this goal If need be throughout your time together . Session-specific: While your overall goal can guide your studying schedule, individual session goals keep you and your tutor on track and make sure that you don't leave the session with unanswered questions. How to: Try to focus this goal on areas of your preparation (see below) that have left you feeling unsatisfied. For example, if you are preparing for the SAT and had a tough time with the math sections of a particular practice test, make it your goal to understand the questions you got wrong. This isn't just going through the questions but also looking for patterns, understanding strategy, and seeing if there is any targeted practice you can do to help those areas. 2) Come prepared Overall: It is really important that students are prepared to put in time outside of tutoring. I have seen very capable and diligent students who simply don’t have the time to perform their best while they’re working with a tutor. While tutors can help you identify your weaknesses, explain complex problems, and help create a schedule, you’re still responsible for the bulk of the work and for understanding the material. How to: Before or during your first session, make sure to be very upfront with your expectations for the relationship. Clarify if there are any significant breaks you anticipate and major commitments that might limit the assignments and prep work that you are able to do. Addressing this right off the bat will get your tutoring started off on the right foot and save time later on. Session-specific: It is a simple truth that you will get more out of a session for which you have prepared. For standardized test students, you will most likely have an online question log that your tutor will ask you to complete with questions that you either got wrong or were unsure of. It may seem tedious, but from a tutor's point of view, it makes a really big difference. It helps us to prepare for sessions by looking at those questions beforehand so we don't waste your time trying to figure out how to explain them during a session. It helps us track your weaknesses over time, and make sure that we're targeting necessary areas for improvement right away.How To: Fill out the question log! For academic subjects, your tutors may ask for this information in another way, but it is equally important. Additionally, you should have an idea of what areas you felt were going well (or not) since your last session. Even if you got every question in a section right, if you felt like you faile d we want to know that too, so we can help manage any anxiety or stress you might be experiencing. 3) Be honest Overall: This is most important when starting a tutoring relationship. As I alluded to earlier, it is of the utmost importance that you are honest with your tutor about your prior experiences and your current commitments. Any classes in which you struggled, tests that you bombed, subjects that give you flashbacks to an awful professor -- tell us about it! It helps us form a complete picture and figure out the best way to help you. We will also try our best to work with your schedule, and we’ll be honest if we don't think that's possible. It's better to tell us that you work 20 hours a week and play a varsity sport (or 3) than to just assume that you'll be able to squeeze in standard session preparation with no adjustments. Session-specific: Tutors expect a lot of their students prior to every session, and we know that. We do understand if you weren't able to complete all of the assignments one week or if you did poorly on something that has already been reviewed. The most important way to learn from these things is to share them with your tutor! If the work is too much, he can readjust your schedule, if you don't understand a concept, they can look for another way to present it. If you aren't understanding something mid-session, make that clear! Your tutor won't be offended, but he will be grateful that you told him early instead of letting a small problem get bigger. 4) Give feedback Overall: Sometimes the end of a relationship can be abrupt (and unfulfilling!) for tutors who feel invested in their students' results . Make sure to reach out post-test/class and let your tutor know how things went for you! If it went well, she'll be thrilled with you, and if not, she'll be available to talk and reassess. We appreciate any feedback about how the relationship could have been made better.How to: Reach out! After tutoring, students have their tutor’s email, phone number, often Skype address...all of those ways are completely acceptable and welcome! Session-specific: It is really important during every session to communicate your feelings about how things are going. Again, don't let problems balloon into a huge issue before addressing them -- if you aren't understanding the way your tutor explains every question in a specific section, let them know to try something different rather than trying to work your way through it by yourself afterwards! I promise, your tutor wants you to get a lot out of this, but they can only do that if they know what is working and what isn't.How to: The best way is to bring it up in person right there during the session. Tutors are used to adapting their teaching styles and want sessions to work best. If you think of something after the fact, reach out via email or phone at any point! If you’re able to make it a point to do most of the things on this list before and during your time with your tutor, it will set you up very well to succeed. Tutees who focus on making their tutoring sessions go both ways put themselves in a great position -- they know what they want, are prepared to get it, and come ready to help themselves by providing their tutor with as much information as they can. Tutors are always trying to help their students in the best way, but can only personalize curricula once they know what the goals, challenges, and constraints are. Looking for ways to be even more productive in your studies? ; More on study skills: Why I Quit Facebook and Never Looked Back Study Skills: The Bionic Power of Mnemonic Devices Why Being Smart Won't Lead To Academic Success

German Battleship Tirpitz - World War II

The Tirpitz was a German battleship used during World War II.  The British made several efforts to sink Tirpitz and finally succeeded in late 1944. Shipyard: Kriegsmarinewerft, WilhelmshavenLaid Down: November 2, 1936Launched: April 1, 1939Commissioned: February 25, 1941Fate: Sunk on November 12, 1944 Specifications Displacement: 42,900 tonsLength: 823 ft., 6 in.Beam: 118 ft. 1 in.Draft: 30 ft. 6 in.Speed: 29 knotsComplement: 2,065 men Guns 8 Ãâ€" 15 in. SK C/34 (4 Ãâ€" 2)12 Ãâ€" 5.9 in. (6 Ãâ€" 2)16 Ãâ€" 4.1 in. SK C/33 (8 Ãâ€" 2)16 Ãâ€" 1.5 in. SK C/30 (8 Ãâ€" 2)12 Ãâ€" 0.79 in. FlaK 30 (12 Ãâ€" 1) Construction Laid down at Kriegsmarinewerft, Wilhelmshaven on November 2, 1936, Tirpitz was the second and final ship of the Bismarck-class of battleship. Initially given the contract name G, the ship was later named for famed German naval leader Admiral Alfred von Tirpitz. Christened by the late admirals daughter, Tirpitz was launched April 1, 1939. Work continued on the battleship through 1940. As World War II had begun, the ships completion was delayed by British air strikes on the Wilhelmshaven shipyards. Commissioned on February 25, 1941, Tirpitz departed for its sea trials in the Baltic. Capable of 29 knots, Tirpitzs primary armament consisted of eight 15 guns mounted in four dual turrets. These were supplemented by a secondary battery of twelve 5.9 guns. In addition, it mounted a variety of light anti-aircraft guns, which were increased throughout the war. Protected by a main belt of armor that was 13 thick, Tirpitzs power was provided by three Brown, Boveri Cie geared steam turbines capable of producing over 163,000 horsepower. Entering active service with the Kriegsmarine, Tirpitz conducted extensive training exercises in the Baltic. In the Baltic Assigned to Kiel, Tirpitz was in port when Germany invaded the Soviet Union in June 1941. Putting to sea, it became the flagship of Admiral Otto Ciliaxs Baltic Fleet. Cruising off the Aland Islands with the heavy cruiser, four light cruisers, and several destroyers, Ciliax endeavored to prevent a breakout of the Soviet fleet from Leningrad. When the fleet disbanded in late September, Tirpitz resumed training activities. In November, Admiral Erich Raeder, commander of the Kriegsmarine, ordered the battleship to Norway so that it could strike at Allied convoys. Arriving in Norway After a brief overhaul, Tirpitz sailed north on January 14, 1942, under the command of Captain Karl Topp. Arriving at Trondheim, the battleship soon moved to a safe anchorage at nearby Fà ¦ttenfjord. Here Tirpitz was anchored next to a cliff to aid in protecting it from air strikes. In addition, extensive anti-aircraft defenses were constructed, as well as torpedo nets and protective booms. Though efforts were made to camouflage the ship, the British were aware of its presence through decrypted Enigma radio intercepts. Having established a base in Norway, Tirpitzs operations were limited due to fuel shortages. Though Bismarck had some success in the Atlantic against HMS Hood prior to its loss in 1941, Adolf Hitler refused to allow Tirpitz to conduct a similar sortie as he did not wish to lose the battleship. By remaining operational, it served as a fleet in being and tied down British naval resources. As a result, ​Tirpitzs missions were largely limited to the North Sea and Norwegian waters. Initial operations against Allied convoys were canceled when Tirpitzs supporting destroyers were withdrawn. Putting to sea on March 5, Tirpitz sought to attack Convoys QP-8 and PQ-12. Convoy Actions Missing the former, Tirpitzs spotter aircraft located the latter. Moving to intercept, Ciliax was initially unaware that the convoy was supported by elements of Admiral John Toveys Home Fleet. Turning for home, Tirpitz was unsuccessfully attacked by British carrier planes on March 9. In late June, Tirpitz and several German warships sortied as part of Operation Rà ¶sselsprung. Intended as an attack on Convoy PQ-17, the fleet turned back after receiving reports that they had been spotted. Returning to Norway, Tirpitz anchored in Altafjord. After being shifted to Bogenfjord near Narvik, the battleship sailed for Fà ¦ttenfjord where it began an extensive overhaul in October. Concerned over the threat posed by Tirpitz, the Royal Navy attempted to attack the ship with two Chariot human torpedoes in October 1942. This effort was disrupted by heavy seas. Completing its post-overhaul trials, Tirpitz returned to active duty with Captain Hans Meyer taking command on February 21, 1943. That September, Admiral Karl Doenitz, now leading the Kriegsmarine, ordered Tirpitz and other German ships to attack the small Allied base at Spitsbergen. Relentless British Attacks Attacking on September 8, Tirpitz, in its only offensive action, provided naval gunfire support to German forces going ashore. Destroying the base, the Germans withdrew and returned to Norway. Eager to eliminate Tirpitz, the Royal Navy initiated Operation Source later that month. This involved sending ten X-Craft midget submarines to Norway. The plan called for the X-Craft to penetrate the fjord and attach mines to the battleships hull. Moving forward on September 22, two X-Craft successfully completed their mission. The mines detonated and caused extensive damage to the ship and its machinery. Though badly wounded, Tirpitz remained afloat and repairs commenced. These were completed on April 2, 1944, and sea trials were planned for the following day in Altafjord. Learning that Tirpitz was nearly operational, the Royal Navy launched Operation Tungsten on April 3. This saw eighty British carrier planes attack the battleship in two waves. Scoring fifteen bomb hits, the aircraft inflicted serious damage and widespread fires but failed to sink Tirpitz. Assessing the damage, Doenitz ordered the ship repaired though understood that, due to a lack of air cover, its usefulness would be limited. In an effort to finish the job, the Royal Navy planned several additional strikes through April and May but were prevented from flying due to poor weather. Final Demise By June 2, German repair parties had restored engine power and gunnery trials were possible at the end of the month. Returning on August 22, aircraft from British carriers launched two raids against Tirpitz but failed to score any hits. Two days later, a third strike managed two hits but inflicted little damage. As the Fleet Air Arm had been unsuccessful in eliminating Tirpitz, the mission was given to the Royal Air Force. Using Avro Lancaster heavy bombers carrying massive Tallboy bombs, No. 5 Group conducted Operation Paravane on September 15. Flying from forward bases in Russia, they succeeded in getting one hit on the battleship which severely damaged its bow as well as injured other equipment on board. British bombers returned on October 29 but managed only near misses which damaged the ships port rudder. To protect Tirpitz, a sandbank was built around the ship to prevent capsizing and torpedo nets were put in place. On November 12, Lancasters dropped 29 Tallboys on the anchorage, scoring two hits and several near misses. Those that missed destroyed the sandbank. While one Tallboy penetrated forward, it failed to explode. The other struck amidships and blew out part of the ships bottom and side. Listing severely, Tirpitz was soon rocked by a massive explosion as one of its magazines detonated. Rolling, the stricken ship capsized. In the attack, the crew suffered around 1,000 casualties. The wreck of Tirpitz remained in place for the remainder of the war and was later salvaged between 1948 and 1957. Selected Sources Tirpitz HistoryBBC: Tirpitz

Creating An Enjoyable Piece Of Work - 1613 Words

With the many spectacular authors out there, with such moving and inspiring work, it gave me the brilliant idea to use the opportunity to write my own. The project I chose was to write a young adult novel with a theme of zombies. The project is ongoing, however, only because to create an enjoyable piece of work takes time. I chose this project solely because I wanted to create my own terms of such a drastic situation. I wanted to create that alternate universe that inspires others. I believe my project fits into ‘Human Ingenuity’ in our areas of interaction. I feel that I have stretched my academic and creative abilities to write this novel. I have learned how to use my resources, as in my social media accounts to advertise and build a fan base. Not just social media, but the internet in general. Also, I now know how to self-publish for free, and have it published for the same amount. It has expanded my knowledge on how to be a successful writer. Not to mention that it has fully expanded my creative writing skills. With creative writing, I write more formally, descriptive, and fluidly. I had mediocre skills in the beginning; I know can say I am above average. My process journal begins in the middle of September, with my decision on my project. I then had begun the research for my project which expanded in early October. However, while doing research, I began to form the plot. After being satisfied with the structure of the plot, I dove in head first and began the firstShow MoreRelatedThe Works Of The Cleveland Museum Of Art1147 Words   |  5 Pagesexhibit offers an exciting, enjoyable experience to those of all ages and those of all backgrounds. From the interactive futuristic portions of the building, to the delicate works of the past, there is something at this museum to please each person’s artistic mindset. As you arrive into the reception area of the Cleveland Museum of Art, you are greeted with silence. 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Communication - Information and Technology Innovattion

Question: Discuss about the Communication, Information and Technology Innovattion. Answer: Introduction Communication, Information and technology with its continuous innovation have improved in very well in most domains of modern life. Most significantly, computers and electronic learning, in particular, allows learning easy and to be done anytime and anywhere. With good access to ICT, students in Rwanda schools can benefit well from these efficiencies. However, easy aces to educational technology in Rwanda is limited even today to advantaged few in urban areas against the majority in rural and remote areas (Lwakabamba 2005). The aim of this study is to investigate the impact of ICT in teaching of mathematics and sciences in local schools as well as the use of ICT in community development. Focus groups, questionnaire, and interviews were used for sole purpose of data collection (Uworwabayeho 2009). The findings showed that most science and mathematics teachers were motivated and ready to acquire ICT services in schools as well as the local communities (Akinyemi 2016). The study showed that ICT succeeded well in teach schools where the school administration allowed the use of computers mostly in technical courses like sciences and mathematics. Most teachers in the schools were optimistic and also expressed a strong desire that they can be trusted both by the school and the community as a whole and asked to be given a proper time and environment to using computers in teaching students. The views here in matters of learning conditions shows that the schools created so that those who participated became responsible, more active and committed practitioners. The same response came from the local people who were ready to use technology in community-based work, and the assumption here was that positive believes can be an eye opener for ones future role in impacting change in community practices (Selinger 2009). Research shows that there was a slight improvement in class that used computers in the subject of mathematics. In the community clinics and government offices were more comfortable in keeping clients document as a result of improved ICT within the locality (Waema 2002). However, to achieve as from the findings, the Rwandan government need to invest well in ICT and develop a well structured school-based curriculum including teachers development in areas of technology literacy, allowing teachers in schools to have an active and positive awareness to new technological tools. The stakeholders who made this project successful include UK, African, and other international partners working closely with the school administration (Selinger2009).The project involved a lot of stakeholders who were interested to see whether ICT can help teachers achieve their dreams in helping students learn maths and sciences. Ministry of education in Rwandese government played a paramount role in helping us identify the two schools while still providing transport to the designated areas. Different organizations in the United Kingdom were responsible in supplying computer materials to the two schools. Statement of current business and statement problem While many children in this country go to school the big question remains the quality of education they get. Rwanda is one country developing at a high rate and technology can be used to improve quality of education by using digital learning materials. The Rwandan government has undertaken, through various stakeholders to equip all the schools with ICT. The goal here is to help empower outcomes in all the schools. This kind of policy contributes to providing for deployment of educational software and hardware in every school in Rwanda, full integration of ICT in school curriculum including teachers e-skilling. However, the project is based in two schools in the countrys.St Vincent is a girls secondary school with a population of over four hundred students and almost twenty-two teachers. The school has forty-six computers donated by world Links, Mineduc and Congregation Sisters. Only twenty-six computers are working while the internet connection broke down. The school uses the compute rs to help train secretarial students while the rest of the students use the computers to learn word and excel. According to teachers in this school, if by any chance they get internet connection they would use the computers to teach science and mathematics (Hennessy, Harrison, and Wamakote 2010). The students in the class prefer to study physical sciences and mathematics. Gahini is a primary school in Rwanda with a total population of almost to one thousand students. The school was provided with three computers by World Links which are located in the principals office with no internet access. After two teachers had been trained in ICT services by World Links, the school hired a qualified ICT trainer to train some of the teachers since the government training was not enough. In general, the school has managed to use well the few ICT resources they have (Rubagiza, Were, and Sutherland 2011).The students must be well prepared for current technology and provided with abilities needed t o adapt and thrive in todays technology based economy. The students have a role to play when it comes to improving the economy of the country. This can only be achieved only if they are introduced to technology based world at an early age in the schools mostly in the subjects of math and sciences. Overview of ICT in Rwanda One aim of Rwandas Vision 2020 was to identify and to strengthen teachers awareness in computer rich areas as a paramount government priority for them in order to achieve countries social and economic goals and objectives. The plan was to deploy more computers in both government and public schools, but the major setback is that many public schools in country mostly in rural areas lack power leave alone even phones or computers. About the development of technology and ICT system, education systems were supposed to priorities modern studies in schools including a compulsorily within teacher education programs. In affected environments, tutors working in developed community are required to be agents of change, for the willing ones who can make it happen (Waema 2002). Technology, as argued, does not modify? But it's people who change their living areas by using modern technology. The education system in Rwanda has continued to advance in some development so as to help the country in deve lopment wise. On this, the rate at which tutors in schools use computer tools will vary in connection to time and space. The first enthusiasm on the introduction of computers in learning institutions makes us assume that a robust studying area will lead to changes while improving school rules and regulations. As new technology develops, there is a change in actions and human interaction (Farrell, 2007). By this, students ways of learning continue to be shaped in line with the relevant knowledge means in major schools. This means that technology will transform learning not by narrow way but by an ongoing process. The mind maps below support the need for incorporating ICT into the education in Rwandese schools (Rubagiza, Were, and Sutherland 2011). The mind maps below support the need for incorporating ICT into the education in Rwandese schools. System new proposal with requirements In the projects, kits should be incorporated in all the classrooms as project based scenarios that the teachers can use as the project starting point as their own design. Good policies should be put into practice to make sure that the quality of education is improved. In Rwandan schools, mathematics and science subjects for a long time have been poorly done, and therefore its high time the government implemented sound policies and saw improvements in schools. This can be achieved if all the schools had access to ICT services. In most parts of the country the model of deploying ICT in schools is somehow not working, and its high time the government reviewed the methods being used and deployed different methods (Guldberg and Mackness 2009). School communities also need to have a common understanding with all other policy makers to make sure that there is proper coordination between teachers and ICT coordinators. Communication between the two should be right to ensure policies are imple mented (Dzidonu 2010). Considering the findings, we can conclude that use of ICT to help teach mathematics and sciences in schools has not been achieved. If the most crucial factors are not addressed students in schools will continue to lack ICT access and associated enough opportunities to quality education (Gaible and Burns 2005). The same will apply to the outside community who need ICT skills to advance their lives. When this happens it will hinder their chance to progress in future and contribute to the countrys economy (Mukama 2009). However all this will be achieved if the Rwandan government provides power to all the schools in rural areas since ICT materials will use power. Practical post-implementation evaluation guidelines Implementation of this plan may take five phases. These phases will include equipping classes with good ICT systems, awareness campaigns to both students and teachers. The stages will be the review, acquisition (equipping ICT tools), analysis, design, and evaluation stages. Many efforts are being made to establish ICT structures, training students, teachers and the local people. People have to deal with change at all cost .Efficient use of technology in learning centers as a tools for teaching must involve a change of attitude towards a bigger accountability and be optimistic so as to bring the necessary development in the centers. After a simple study, it was found out that although many schools and the local people remained marginalized regarding ICT, all was not lost (Guldberg and Mackness 2009). The people remained optimist that one day every child will get access to computer services in school. Information usage in schools in Rwanda as discovered by many people is too many peopl e a new issue the whole system is trying to deal with including the community. It is worthy to think how most of the interviewed were eager and desired to get computer knowledge to improve their teachings and help the students become better people in the society (Were, Rubagiza, and Sutherland 2011). ICT has so many hints with a representation of large information sources which are better when dealt with collectively. Key to good learning is where teachers interact from each other while developing healthy culture of continued inquiry in todays practices. School evaluation is a collaborative and inclusive process of an internal school review. During this process, the school management, teachers, students and parents all engage in a joint inquiry on the progress of the school. This is an evident based process that is aimed at gathering information from many sources then coming up with a conclusion on how to improve the lives of the students in the school. In this case, it was very easy to do an evaluation of the two schools. Most of the information during the assessment process came from the teachers and the school management since they were going to be more involved in the project. Learners outcome and experience here should be put in consideration since the whole project is based on them. During the evaluation process the following was some of the issues raised: Most interviewed people showed that there was a vision ahead of them although it was limited and only focused on the initial steps of familiarizing the students and the community with basic computer skills before using them to learn in class. Many participants had the feeling that their school and the community had a good concept and felt that the goals needed to realize this had already been identified. In the two schools where the research was carried out, there were limited internet connection and poor computer labs (Rutayisire, Kabano, and Rubagiza 2004). Most people desired to have more computers and good internet connection in the school compounds. Most of the locals interviewed said that for the community to grow then ICT was inevitable in the community. About three-quarter of the respondents thought that infrastructure was the primary cause of their school not having ICT resources. Mathematics and scie nces are very technical courses, and computers would make the work easier. The government should ensure that every school has a modern classroom with electricity connected because the new technology will require the use of power. There is no need to supply computers to schools before making sure that there is power in the school (Harrison 2005).According to our study, most of the schools in the area were backed up by the NGOs but not the considered ministry in education. Without support from the concerned stakeholders students will continue doing badly in schools. The Education department should come up with programs to support extra-curriculum activities in the schools (Blumenstock 2012).Almost all the teachers indicated in the questionnaire that support, training, and leadership from the government about ICT were lacking. Some promises were there, but they had not materialized claimed the teachers. According to many of the respondents, most of the support came from NGOs rather tha n from the government (Rubagiza, Were, and Sutherland 2011). In phase one of the project, the teachers will be given good support to develop learning and teaching scenarios to help teach science and maths.The ICT tools in schools should contain things like guidelines for teachers, contents in literature, teaching examples, learning sources and materials for both students and educators (Farrell 2007). The highest risk in this project is the failure to get immediate results in the school as witnessed in previous projects. Some of the trained teachers and other stakeholders might also due to various reasons leave before the completion of the project. However, the project went on well without any problem with the desired results being achieved. The process modeling is summarized by the diagram below. Conclusion For Rwanda to achieve economic and social-economic objectives first, it has to develop the people who are the countrys most valuable resource. This will start in schools where the student needs to be equipped well with ICT skills. More emphasizes should be put in place by the government to make sure that all schools are well prepared to accommodate ICT facilities. The problems that the two schools are facing are a clear reflection of what is happening in other parts of the country. However, all is not lost as more effort is being put in place to make sure that teachers are well prepared to teach students using the new technology. The teachers also need a lot of motivation not only giving them ICT skills but to make sure that their interests are put forward by the government. With this, the country is in a better position to achieve its goals and objectives and improve the economy. 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