GED Test To Be Computerized

GED Test To Be Computerized Using computers to test students - administrators thought about it, they considered it, they made preemptive what-ifs about it, they argued for it and they argued against it. Now, administrators are actually doing it. The American Council on Education and Pearson, two major education companies, have recently announced their plans to create a computer-based General Education Development (G.E.D.) test, according to an article in the New York Times. The G.E.D. has always been a traditional, paper-and-pencil test, typically administered in high schools. But, the new, computerized test will replace the old version in 2014. The new version will be tested in California, Georgia, Florida and Texas in the spring of 2011. The organizations announced that these tests will only be available by computer at official testing centers. As of now, there are no plans to offer these tests widely online. The G.E.D. tests students academic levels on five subject areas, Language Arts (writing), Language Arts (reading), Social Studies, Science and Mathematics. If passed, the student then receives a General Education Diploma also known as the Graduate Equivalency Degree, verifying that he/she has passed high school and has high school-level academic skills. Computerized versions of the test could make it more ubiquitous, gaining interest from non-high school students, allowing more people to receive their Graduate Equivalency Degree. Also, these new, computerized tests once implemented will be easier to grade, saving time and state/federal education dollars.

Isosceles Right Triangle

Isosceles Right Triangle An isosceles right triangle is the triangle in which along with two equal angles, the third angle in the triangle measures 90. Isosceles triangle is the triangle in which any two sides of the triangle are equal to each other and the angles opposite to equal sides are also equal. Therefore, the legs of an isosceles right triangle are equal to each other and since the sum of all the angles is 180, hence the angles are in the form of 45-45-90. Example 1: Triangle ABC is an isosceles right triangle in which AC is the hypotenuse. If the length of the hypotenuse AC is 10m, then what is the measure of the remaining two sides of the triangle? According to Pythagorean Theorem: AB2 + AC2 = (hypotenuse)2 = AC2 Since triangle ABC is an isosceles right triangle, sides AB = BC and let them be= x Then x2+ x2= AC2= 102= 100 This gives: 2x2= 100 ==x2 = 50== x= 50 = x= 52 Therefore, the length of the two sides, AB= BC= 52m. Example 2: Triangle PQR is an isosceles right triangle in which PR is the hypotenuse. If the length of the hypotenuse PR is 14m, then what is the measure of the remaining two sides of the triangle? According to Pythagorean Theorem: PQ2 + QR2 = (hypotenuse)2 = PR2 Since triangle ABC is an isosceles right triangle, sides PQ = QR and let them be= x Then x2+ x2= AC2= 142= 196 This gives: 2x2= 196==x2 = 98== x= 98 = x= 72 Therefore, the length of the two sides, PQ= QR= 72m.

University of California, Santa Barbara A Student Interview

University of California, Santa Barbara A Student Interview The tutors behind Varsity Tutors are not just here to teach theyre sharing their college experiences as well. Olga is a Miami tutor and 1997 graduate of University of California, Santa Barbara. She holds a Bachelors degree in English and tutors several subjects, including Essay Editing tutoring, Reading tutoring, and Writing tutoring. Check out what Olga had to say about her time at University of California, Santa Barbara: VT: Describe the campus setting and transportation options. How urban or rural is the campus? Did you feel safe on campus? Are there buses or do you need a car/bike? Olga: The University of California, Santa Barbara campus is not in the middle of a big city. Instead, it is at the edge of Santa Barbara, partially surrounded by the ocean. The campus connects to a small college town, and most students live there. They either walk, skateboard, or bike to campus. For those living outside of the college town, a car is a must. The campus has a very friendly, low-key atmosphere. I never sensed any form of danger there. VT: How available are the professors, academic advisers, and teaching assistants? Olga:The professors are not really available at a moments notice, but they will meet with you if you schedule a time. There are teaching assistants for every large class, and they meet with students much more frequently. VT: How would you describe the dorm life rooms, dining options, location, socialization opportunities with other students? Olga:I never lived in the dorms, but I had friends who did, and they thoroughly enjoyed it. The college town that I mentioned not only has dorms, but also many apartment buildings that serve as rentals for college students. The college has many dining options, and healthy food options are everywhere. Students tend to bond quickly especially in the upper-level classes, where they share common interests. Many study groups eventually lead to friendships. VT: Which majors/programs are best represented and supported?What did you study and why? Did the university do a good job supporting your particular area of study? Olga:I am not sure what majors are best supported, but I know that as an English major, the curriculum was centered around literature (especially British classics). They also have an excellent Education major, which I hear is far better than most. VT: How easy or difficult was it for you to meet people and make friends as a freshman? Does Greek life play a significant role in the campus social life? Olga:Meeting people was easy. I found that the students who attended University of California, Santa Barbara mostly had a very laid back approach to life, and they were easy-going, social individuals. I did not notice too much Greek life action going on, though it does exist. VT: How helpful is the Career Centerand other student support services?Do many reputable companies recruit on campus? Olga:I cannot honestly answer this question, as I never had a need for this particular service. There was not much recruitment going on in the English major world. VT: How are the various study areas such aslibraries, the student union, and dorm lounges? Are they over-crowded, easily available, spacious? Olga:Study areas, libraries, and student unions were easily accessible. They were spacious and very scenic. I have no idea about the dorm lounges I never lived in the dorms, nor hung out in them. VT: Describe the surrounding town. What kinds of outside establishments / things to do are there that make it fun, boring, or somewhere in between?To what extent do students go to the downtown area of the city versus staying near campus? Olga:The main street in Santa Barbara is beautiful, homey, and filled with quaint establishments for eating and drinking. Weekends are never boring. The town is very artsy, and music and art is everywhere. If you like that sort of thing, Santa Barbara is your place, not to mention the beach areas where surfing becomes a great way to spend your free time. Santa Barbara is very animal-friendly, and dogs can be seen everywhere. Weekdays are more quiet, but there are plenty of events and activities for those with special interests. VT: How big or small is the student body? Were you generally pleased or displeased with the typical class sizes? Olga:There are about 20,000 students. Some of my classes were quite large (with auditorium seating), but others were just the opposite. I was pleased with the class sizes because those classes that were large were all accompanied by a study class lead by the teaching assistant. VT: Describe one memorable experience with a professor and/or class. Perhaps one you loved the most or one youregretthe most. Olga:My father passed away the same week as finals, and he lived in another state, requiring me to travel. I communicated with my professors at the time, and I found that all of them were very sympathetic and accommodating. They worked with me to ensure that my exams were completed in time for me to earn credit for the classes. I really appreciated never having to go to the Dean with a request to extend my courses for this purpose. Check out Olgas tutoring profile. The views expressed in this article do not necessarily represent the views of Varsity Tutors.

Derivative Solver

Derivative Solver We know derivative solver can finds the derivative of any math expression with respect to a variable. We know the derivatives of some functions, those are derivative of x^n is n (x^ (n-1)). We know the derivative of a constant that is zero. Derivative of sin x is cosx, derivative of cos x is sinx and derivative of tan x is sec^2 x. Problem 1: Find the derivative of the function f(x) = 3x^2 + 4x + 21. Solution: = Step1: The given function is f(x) = 3 x^2 + 4x + 21 = Step2: The derivative of f (x) = derivative of (3 x^2 + 4x + 21) = Step3: We can write this as = derivative of 3 x^2 + derivative of 4x + derivative of 21 = 6 x + 4 + 0 = 6x + 4. Problem 2: Find the derivative of the function f(x) = 7 e^ x + 9 x^2 + 32x. Solution: = Step1: The given function is f(x) = 7 e^ x + 9 x^2 + 32x = Step2: The derivative of f (x) = derivative of (7 e^ x + 9 x^2 + 32x) = Step3: We can write this as = derivative of 7 e^ x + derivative of 9 x^2 + derivative of 32 x = 7 derivative of e^ x + 9 derivative of x^2 + 32 derivative of x = 7 e^x + 18 x + 32.

How to Make Your Students Summer Reading Come to Life

How to Make Your Student's Summer Reading Come to Life The summer months provide the perfect opportunity to engage your student in reading. Fostering positive reading habits can benefit children in a multitude of ways. You may, however, be asking yourself how to make summer reading a fun activity. Ways to make your students summer reading come to life may include book-themed road trips, acting out the stories they read, and joining community book clubs. 1. Make summer reading come to life with book-themed road trips Traveling to the real-life location where a book takes place can be a great way to bring your childs summer reading to life. For instance, if your student enjoys the book James and the Giant Peach, you could explore the Empire State Buildingwhich impales the peachduring a trip to New York City. Near Independence, Kansas sits the Little House on the Prairie Museum, which you and your family can visit to explore the Little House on the Prairie books. If your child has read books that center around a specific location, visiting that location may spark his or her excitement for reading. Its wonderful for students to use their imagination when reading a book, but book-themed road trips can unlock a new understanding of and connection to literature. [RELATED: 4 Educational Family Field Trips] 2. Make summer reading come to life by acting it out Acting is a great way to engage students in reading from a very early age. You can encourage your child to act out books that he or she finds interesting, and to explain why he or she feels this way. This can help start a conversation about the importance of literature in your students life. It can also demonstrate how bringing stories to life can make reading more entertaining. This can be beneficial for older students, as well. Encourage open discussion about what that book or part of the story means to them, or use acting as a way to address confusion about a character or the plot. [RELATED: How to Create a Summer Reading Program for You and Your Child] 3. Make summer reading come to life by joining a childrens book club Making reading a social experience for your student can greatly impact the joy he or she receives from reading. For instance, others may interpret a book differently from your child, providing the opportunity for expanded knowledge. Great places to look for childrens book clubs include: local libraries bookstores community centers. [RELATED:How to Enhance Your Student's Experience With Literature] Typically, programs will be geared toward a specific age group, whether that be a book club for preschoolers or a summer reading challenge for elementary and middle school students. Any topics you want to know more about? Let us know! The Varsity Tutors Blog editors love hearing your feedback and opinions. Feel free to email us at blog@varsitytutors.com.

SAT Test Online SAT Prep Online Tutoring Tutorpace

SAT Test Online SAT Prep Online Tutoring Tutorpace SAT test is the standardized and recognized test taken by high school students, not only residing in the United States but also residing internationally. SAT tests are taken by students to gain admissions in colleges and universities in the United States. SAT test score is one of the key factors to be easily accepted into a college since the test examines the students academic knowledge, and hence it becomes easy for the colleges to make their decision regarding the student. SAT test paper consists of 3 important sections: Critical Reading, Mathematics, and Writing. These 3 sections analyze the logical and conceptual knowledge of the students. To get good scores in the test, students must learn the important concepts of every topic and should practice questions accordingly. Time is a major constraint during the exam and therefore it is recommended for the students to practice questions by keeping track of the time. SAT test scores makes the admission application look more impressive and it gives students the required confidence to continue ahead with their academics. In order to take the test, the fastest and the easiest method is to register online on the official website of the College Board and then pay for the test by a valid credit card. The test is conducted many times a year and students can choose the test date according to their convenience. Students will receive their official test score usually after 5 weeks of taking the test and then can be ready to send their scores to their desired colleges.

Expressing Likes and Dislikes in English - Learn English with Harry ??

Expressing Likes and Dislikes in English - Learn English with Harry ?? Today our lesson is about about expressing likes and dislikes in English.What are your likes and dislikes? Were constantly talking about things  we do and dont like. In fact, finding out what a person likes or doesnt like helps us to get to know him (or her) better. Or imagine if someone wants to find out what are your hobbies or tastes. How would you respond?So what phrases can we use for expressing likes and dislikes in English? Likes and Dislikes in English - List of Expressions Help other students to improve English skill Likes and Dislikes in English Expressing Likes in English Here are some English phrases and words to say what you like:I adore, I love, I like, I enjoy, I’m into, I have a soft spot for, Im quite keen on, I think . is/are brilliant For example:I ADORE  having a massage after work. It helps me to relax.I LOVE  shopping for clothes in the sales. I’ve got some great bargains.IM INTO  making music.I LIKE  inviting my friends around for dinner. I ENJOY  cooking a special meal for them.I LIKE  ice-creamI HAVE A SOFT SPOT  for SarahIm QUITE KEEN ON  learning new languagesI THINK  Marks idea IS BRILLIANTADORE  here suggests a strong feeling of pleasure. Expressing Dislikes in English Here are some words in English to express things that you don’t like: I detest, I hate, I loathe, I’m not keen on, I cant stand, I cant bear For example:IM NOT KEEN ON  watching soap operas.I DETEST  being stuck in a traffic jam.I HATE  Mondays!I LOATHE  visiting the dentist.I CANT STAND Paulas new boyfriendShopping DRIVES ME CRAZYBoth  I CANT STAND  and I CANT BEAR  mean I HATE.DETEST  and LOATHE  suggest strong feelings. These are things that you really don’t like doing, whereas IM NOT KEEN ON  expresses a preference.We can use pronouns, nouns or verb +ING  when we are expressing likes and dislikes in English:I love it.I hate football.Waiting in queues drives me crazy. Expressing Likes and Dislikes in English - Image to share! How to talk about Likes and Dislikes in English? Sarah, Kate, Steve and Tom are talking about what they like doing:SARAH:  I like inviting  my friends round for dinner.KATE:  I’m not keen on  cooking. I enjoy going out  for a meal.KATE:  I like going  to watch football on Saturday.SARAH:  I hate  football. I’d rather go and play tennis.STEVE:  I like taking  photographs on holiday.TOM:  I’m not into  photography. I’d rather buy postcards instead.TOM:  I’m going to the rugby match on Saturday. Would you like to come with me?STEVE:  I hate  rugby. I’ll be going shopping with Kate instead.SARAH:  I’m flying to Glasgow on Monday.KATE:  I hate flying. I like going  by train, even if it takes a little longer.Now its your turn. What do you like doing in your spare time? What do you hate doing?

Simple Academic Strategies Part Two

Simple Academic Strategies Part Two Improving Academic Performance In our last article, we talked about how thinking strategically is as important to students as it is to businesses. We described how, by thinking strategically about what classes to take, any given student can position him or herself well to graduate on time even if they switch majors, be more attractive to employers, and enjoy their academic experience, at the margin, more than they otherwise would. In this post, we’ll explore some simple, obvious, but powerful strategies for performing well in any given class. I wasn't the best student in high school, but I do remember setting goals. The problem was with the goals I set. I wanted to get “As and Bs.” Well, if you aren’t the most diligent student, and your goal is “As and Bs, “ what happens? You get As, Bs, and Cs â€" nobody meets their goals all the time, particularly if they aren’t the most diligent student. Putting aside the fact that I wasn’t the most diligent student, this was an example of poor goal setting, which you could also call poor strategy. Here’s another example, ever since high school, I’ve been amazed at the number of students who didn’t fully realize how their grade in any given class was going to be determined. They didn’t gather the simple facts that would help them determine what percentage of your grade is based on homework, attendance, tests, quizzes, or projects. If you don’t have a full understanding of how the grade is determined, your chances of earning a high grade are drastically diminished. Or, the effort you must exert to attain a high grade will invariably be higher than it needs to be, because you focus on the wrong things. Again, bad strategy. Moving beyond how the grade is determined into the meat of the article, many students get frustrated by not understanding concepts in class, having difficulty on homework, exams, and papers, and ultimately struggling to get an “A” while ignoring simple actions they could be taken to improve their situation. They retreat to the library or their room, put their head down, and study for hours, which is tiring and not much fun. In this article, I’m not even going to address specific strategies for achieving better understanding of difficult concepts and improving memory which will ultimately improve your performance. Previous articles on the growth mindset and deliberate practice cover topics like this. You could also read A Mind for Numbers: How to Excel at Math and Algebra Here, I’ll just describe some simple, yet strategic approaches to doing better in any given class. First, you need to set a goal. If you’d really like to get an “A,” make that your goal. If that’s your goal, you will naturally be inclined to work a little harder to meet that goal. If you say “A or B”, it’s far more likely you’ll meet your goal â€" and not get an A. Second, you need to gather some simple facts on how the class works. For example, many teachers or professors make it clear that their class will operate in specific ways: many of the exam questions are direct derivations of problems reviewed in class, or any student should feel free to drop off their reports a few days in advance to obtain feedback before final submission or class participation counts for a lot (or a little) or some concepts you’ll need to know are covered not in class, but in the required readings done for homework, or office hours are from 3-5 PM on Mondays and Wednesdays, and I’m happy to cover questions from class, homework, or exams, etc. Reading the syllabus in detail and attending the first class to learn the intricacies of the professor, and in general, the process of understanding how you’ll be graded, is really the fact-base that should feed into your plan of attack for the class. If you know you’ve never performed well on written assignments or essays, written assignments count for 50% of this class, but the teacher is also willing to read and provide feedback on any given paper that is turned in a week before the due date, then you need to make plans to have that paper finished for review 7 days in advance. So, now we’re getting into what alternatives to consider and plans to make coming out of the fact-base you’ve developed about the class. Let’s consider two scenarios: completing a paper early, and using office hours. If you just get your paper done 7 days in advance, the professor will sometimes review it and provide you with feedback. I’m not saying this is always true, but it sometimes is. Do you think your chances of getting a good grade go up if your professor is reading a final version that incorporates the suggestions he or she made to you already? Absolutely they go up. They go up a lot. Or, let’s consider homework and office hours. Many students are busy. They have a lot of classes, and many other responsibilities. But, the simple strategy of a) always doing assigned homework and b) going to office hours if you don’t understand something in the homework is one of the most simple, but powerful ways to perform well in a class. But, few students follow it. It takes a little dedication and time management, but honestly, it’s easy to do. The final step is simple, but important. If your strategy is to get every paper done 7 days in advance and have it reviewed, and to complete your homework and attend office hours if you need to, you have to plan the time to actually do those things. This is where time management and organization skills play a key role. A good strategy, poorly executed, won’t lead to the results you’re looking for. To learn more about being more strategic in school business, and life, consider reading Nine Things Successful People do differently. hbspt.cta._relativeUrls=true;hbspt.cta.load(215486, '52337b73-0659-4f8e-b26c-4c198e0cdabf', {});