Online Square Root of 144 Tutors

Online Square Root of 144 Tutors Square root of 144 can also be represented using the square root radical sign as 144 and it can simplified further by splitting it into its prime factors. 144 can also be written as (2 * 2 * 2 * 2 * 3 * 3) and the number which is multiplied to itself is pulled outside. This implies we get, 2 * 2 * 3 outside and it is equal to 12. Therefore, square root of 144 144 = 12 and 144 is a perfect square since its square root gives a perfect number. Example 1: Find the value of the expression, 25 * 144. Here each square root radical should be simplified further. 25 = (5 * 5). Now pull out the number which is repeating twice inside the radical. This gives: 25 = 5and 25 is a perfect square since its square root gives a perfect number! And we already have 144 = 12. So, 25 * 144 = 5 * 12 = 60. Hence the value of the expression, 25 * 144is = 60. Example 2: Find the value of the expression, 18 * 144. Here each square root radical should be simplified further. 18 = (2 * 3 * 3). Now pull out the number which is repeating twice inside the radical. This gives: 18 = 32and here 18 is a not a perfect square since its square root gives a number in the radical. And,144 = 12. So, 18 * 144 = 32 * 12 = 362. Hence the value of the expression, 18 * 144 is = 362.

Are You Willing To Fail At Work Because You Didnt Solve a Co-Worker Problem 9 Tips for Fixing a Tricky People Problem - Introvert Whisperer

Introvert Whisperer / Are You Willing To Fail At Work Because You Didn’t Solve a Co-Worker Problem 9 Tips for Fixing a Tricky “People Problem” - Introvert Whisperer Are You Willing To Fail At Work Because You Didn’t Solve a Co-Worker Problem? 9 Tips for Fixing a Tricky “People Problem” Most of us are extremely proud of our problem-solving prowess.  As our experience has grown, so has our ability to solve increasingly complex business issues.  We can see around the next corner.  It’s a very satisfying skill to have. Yet, all too often we seem to retreat when we face the issue of a problem with a co-worker.  Our problem solving can go out the door when faced with the possibility of a confrontation or unpleasant discussion.  It’s understandable; I’ve seen high-level executives in big Fortune 500 companies have the same avoidance behavior.  That doesn’t make it right nor does it make for an effectively run business.  You will sooner or later be faced with a tricky “people problem”, creating some difficult decisions for you to make.   As a peer to a troublesome co-worker, you are faced with tough choices.  You can: Leave your job to find another one where this person isn’t working. Make up for the impact to you â€" in other words, do two jobs. Do nothing and risk the potential of getting fired because the impact is too great.   Figure out how to solve the problem.   The best choice is solving the problem.  Let me also point out that any person who can effectively solve a “person problem” is leadership material.  People who can do the tough things get noticed. Many of the same solid problem-solving steps you use with business issues can be used for addressing a problem with a peer.  The only addition to your steps is that eventually, you will have to engage this person in some way in order for your solutions to work.  It’s the personal engagement that most people want to sidestep.  Yet, you really shouldn’t if you want to avoid being fired.   Let’s look at what makes these issues harder to tackle and what you can do: Face off.  Eventually, you will have to engage with this person about the problem.  Most of us are ill-equipped to communicate in person on tough issues.  We were always taught to be “nice”.  You can be pleasant and still meet with this person; in fact, you will be more effective if you are. What will you say?  Be methodical just like when solving other problems.  Really drill down on what behaviors you observe that create problems and be clear on what the problems or impact truly are.  When you can focus on what you can observe, communicating improves. Don’t wait until you’re ticked off.  All too often we wait so long for a problem to fester that we go from irritated to mad.  Being angry or emotional when you speak with someone will not work well for either of you.  You will most likely be incoherent and the other person will not listen because of how emotional you are with them.  Trying to solve a people problem after you’ve done this will require advanced interactive skills that you may not have. Script out what you want to say.  If you write down the key points of what you want to convey and to accomplish with your interaction, it will be more comfortable and effective for you.  Keep in mind that practice does make perfect, especially for things that you don’t do very often, like dealing with people issues. Be clear on the outcome.  What do you really want to see change?  Is it possible or is it a pipedream?  If you can’t specifically identify what needs to be different, it will be impossible for another person to change.    Don’t seek out “nothing statements” like: change your attitude or don’t be a jerk.  Those things say nothing and are not actionable.  If you want the person to offer suggestions and alternatives rather than complaining about a problem, say that. Assume the best.  Most people really want to be successful and get along no matter how you might see them.  Most people also lack great insight when it comes to their own behavior. Attack the problem, not the person.  Keep as many personal things out of the conversation as possible.  Focus on the behavior that needs to change and what outcomes you are looking for. Ask for a commitment.  You can’t lecture someone into improving.  You need their buy-in and commitment to new actions.  You should consider a follow-up point so you have an opportunity to give feedback and reinforce good behaviors.  It will also make your discussions part of an ongoing dialogue. Look for a win for them.  Chances are high that no one has ever spent any time trying to help this person improve.  Think of what you’re doing as something that is likely to extend far beyond your immediate concerns. People problems may be tricky to fix, but it can be done.  It doesn’t have to be the worst-case scenario either if you approach it in a well-thought-out way.  Once you’re seen as a person who can create a win for everyone â€" you’ll definitely be promotion material! Go to top Power-Influence-Office Politics: it comes down to your Strategic Relationships and understanding of how you build each one of these elements. I want to help you accelerate your career by connecting you with your Free Instant Access to my video that outlines all of this and meaningful actions you can take today! Start watching now: CLICK HERE Brought to you by Dorothy Tannahill-Moran â€" dedicated to unleash your professional potential.

What Is the AP Capstone Program

What Is the AP Capstone Program For years, high schools across the globe have offered Advanced Placement (or AP) courses that allow students to engage with college-level curricula and potentially earn college credit. However, AP Capstoneis a new diploma program that supplements these courses and focuses on scholarly research and teamwork. Implemented by the College Board in the fall of 2014, the program is currently available in a handful of schools, with an eye toward expanding into others. It consists of three components: AP Seminar, AP Research, and four additional AP classes. 1. AP Seminar AP Seminar is a foundational course, which means that it is often a student's first experience in the AP Capstone program. Students typically take this class during their sophomore or junior year of high school. AP Seminar asks enrolled students to investigate multiple issues from a variety of viewpoints. During this course, students' writing abilities are developed in an environment that emphasizes scholarly discussion and evidence-based arguments. Its three primary assignments are: 1.) a team project and presentation, 2.) an individually written essay and presentation, and 3.) a written exam. The investigation of real-world issues is strongly encouraged. 2. AP Research The AP Research component, which is typically taken during junior or senior year as the second part of the AP Capstone program, is an opportunity for students to conduct a year-long research project. Over the course of this year, students will develop independent research skills that can assist them in their undergraduate careers. These are some tips on how to choose your AP Capstone project. The AP Research class culminates in a scholarly academic thesis, with the central topic selected by the student. During the year, students work with a mentor to research and write their thesispaper. This paper is approximately 4,000-5,000 words in length. Here are 3 thesis stuggles and how to overcome them.Students must also complete a public presentation, performance, or exhibition that relates to the paper, as well as an oral defense. 3. Four AP courses In addition to completing AP Seminar and AP Research, students in this program must choose and complete four other AP classes. They can be taken during any high school semester or year, and they are flexible in regard to individual interest. (In other words, one student may take four completely different courses than another student in the AP Capstone program.) These are a few tips on when you should start taking AP classes. If students wish to receive the AP Capstone diploma, they must earn a score of 3 or higher on the exams for these four classes. They must also earn a 3 or better in AP Seminar and AP Research. Here are 3 common mistakes to avoid on AP exams. Students who receive scores of 3 or higher in AP Seminar and AP Research alone will earn an AP Seminar and Research Certificate. The AP Capstone program is currently supported by dozens of colleges and universities in Canada and the United States. With AP Capstone, students can prepare for higher education in a rigorous and interdisciplinary environment. They can also enter college with increased knowledge and experience in teamwork, communication, writing, studying, and research. If you are interested in the AP Capstone program, speak to your guidance counselor about its availability at your school.

Online Vivid Verbs Tutors Vivid Verbs Help Tutorpace

Online Vivid Verbs Tutors Vivid Verbs Help Tutorpace Verbs are the words which define the action in the sentence such as walking, singing, dancing, talking, eating and may more. Vivid verbs are the word which are more interesting and engaging that the commonly used verbs. Vivid verbs hold the same meaning to their common verbs. Mention here are some examples of vivid verbs in different sentences. Accept (Sentence: Rose accepts the outcome for her action very well.) Affirm (Sentence: She can affirm on what happened yesterday.) Apologize (Sentence: Children should learn to apologize for their mistakes.) Answer (Sentence: Teaches looks for answers for her questions.) Advice (Sentence: He takes my advice always.) Bounce (Sentence: The dog likes to bounce on the carpet.) Chill (Sentence: Sam and his friends like to chill in the pool.) Cook (Sentence: Betty know to cook the best cookies in the class.) Crush (Sentence: The ice is crushed to make lemonade.) Discover (Sentence: Lisa discovered her hidden talent.) Echo (Sentence: I hear echos in the cave.) Erupt (Sentence: The volcano on the mountains erupts sometimes.) Flash (Sentence: The flash from the computer screen is too bright.) Exhaust (Sentence: The fire extinguisher exhausts the fire.) Fluctuate (Sentence: The water level of the river fluctuates in different seasons.) Greet (Sentence: Mary likes greeting her friends on their Birthday.) Hint (Sentence: The teacher gave the students hint about the upcoming test.) Install (Sentence: Lizzys mother likes to install her sinning skills to her.) Receive (Sentence: Bill receives many gifts for Christmas every year.) Motivate (Sentence: Bright weather motivates Sam to go for a walk.)

What I Wish I Knew Before My First College Class

What I Wish I Knew Before My First College Class The following is a guest post written by Tiffany Sorensen, a tutor and contributing writer with Varsity Tutors. College differs from high school in a plethora of ways, and the transition can be brutal at times. But there is good news: you can learn from the mistakes of those who have already gone through it! To ensure a promising start to college, always go to class prepared and respect your professors rules. Here are three things I wish I knew before my first college class: [RELATED: A Day in the Life of a Medical Student] 1. I should arrive with the course syllabus A word to the wise: bring along a copy of the syllabus on your first day of college classes. Your professors will most likely email you the course syllabus or post it via an online portal before classes start. And whether or not your professor says so, he or she more than likely expects you to have printed this document and carefully read it before you walk into the initial lecture. By going to your first college class prepared with all the materials, you can avoid the embarrassment that I went through of being empty-handed. I remember how badly I wanted to make a positive first impression on my Spanish professor the first day. But instead of winning brownie points, I was stared down in the first row for having to glance at my neighbors syllabus. In college, only a handful of professors will go through the trouble of making photocopies for students. The majority of the time, it will be your responsibility to arrive with the notes, worksheets, and any other documents you might need to refer to in class. 2. I should hold off on buying textbooks right away (unless the professor specifies otherwise) When you read over the course syllabus, you will probably discover a section that lists the course textbooks. Maybe the new and anxious college student in you will tell yourself that you should buy the textbooks sooner rather than later. This may be a good instinct, but in my opinion, I found the opposite to be true: you can often save yourself money and frustration by holding off initially. College professors are humanthey make mistakes, too. It is possible that the version of the course syllabus the professor sent is not updated or contains errors. The professor is sure to mention the course textbooks on the first day, so you may wish to wait at least until then to order them (keep in the mind, however, that this may not be the case for all coursesmore intensive courses will likely make it clear when the listed books are crucial for the first day of class, so pay attention to all communications). Your professor may recommend a particular website or bookstore for buying the books at a better price, or he or she may have listed a book as recommended but disclose that its not ultimately necessary to buy it. One of my earliest regrets in college was buying all the recommended textbooks blindly when I could have fared just fine just with the required ones. Of course, no one will fault you for going above and beyond the required readings, but if you are on a tight budget, eliminating a few unneeded books can be helpful. [RELATED: What is it Like to Attend Stony Brook University?] 3. I should not assume my professor allows eating in class Some professors are okay with their students snacking or having a cup of coffee in class, while others frown upon it or outright forbid it. It all depends. Usually, the policy on food is outlined in the course syllabus, but there is nothing wrong with asking for clarification. Even if your professor does not like the idea of you having food or drink in class, he or she may make an exception if you ask politely, keep it neat, and throw out your garbage. My junior year of high school, I did not have a lunch period. Instead of taking a lunch break, I took an AP class that fulfilled a college-level requirement. My high school teachers knew about my hectic schedule, so they allowed me to eat and drink in class without any problems. I just assumed my college professors would have the same attitude, but this was not the case! When one professor recoiled at the gigantic burrito I was going to enjoy in Literary Analysis, I realized I should have asked for permission first or, better yet, eaten beforehand. Who knew something as simple as printing the syllabus could make the first day of college classes less painful? The little things go a long way. Take my advice to ensure a successful first day, and relax: by the second week, you likely will have already fallen into the rhythm of college. Check out Tiffanys tutoring profile. The views expressed in this article do not necessarily represent the views of Varsity Tutors.

Subtracting Rational Expressions Online Tutoring

Subtracting Rational Expressions Online Tutoring Rational expressions are the expression which consist of constants and variables combined together by addition, subtraction, multiplication or division. The coefficients of the variables (the numbers beside the variables) are usually in the form of fractions. Subtracting rational expressions involves combining the like terms together and if there are fractions involved, we have to make sure that they are of the same denominator. If the rational expressions are not of the same denominator, then we have find their least common denominator and then simplify the expression accordingly. Example 1: Subtract the given two rational expressions:(5x/6) (2x/3) In order to subtract the rational expressions, we have to first find their common denominator. The LCM of 6 and 3 is 6. Here the first term, 5x/6 has the denominator as 6 so the term stays the same. For the second term, multiply the numerator and the denominator by 2 to get the common denominator 6== (2x* 2)/ (3* 2)= 4x/6 Now, 5x/6 4x/6 = (5x- 4x)/6 = x/6. Example 2: Subtract the given two rational expressions: (3a/2) (4a/5) In order to subtract the rational expressions, we have to first find their common denominator. The LCM of 2 and 5 is 10. For the first term, multiply the numerator and the denominator by 5 to get the common denominator 10-(3a* 5)/ (2* 5) = 15a/10. Similarly, for the second term multiply the numerator and the denominator by 2 to get the common denominator 10== (4a* 2)/ (5* 2) = 8a/10 Now we have, 15a/10 8a/10= (15a- 8a)/10= 7a/10.

An Interview with a Volunteer Adam Schauer - Heart Math Tutoring

An Interview with a Volunteer Adam Schauer - Heart Math Tutoring An Interview with a Volunteer: Adam Schauer An Interview with a Volunteer: Adam Schauer September 3, 2019 It didn’t take long for Adam Schauer to become a devoted member of the Heart Math Tutoring volunteer team. Heart Tutoring’s ability to “immediately impact” the Charlotte community is what first intrigued Adam, a Client Portfolio Manager at Barings, about serving with us years ago. We recently sat down with Adam to hear what makes being a Heart Tutoring volunteer special, in his own words. “You don’t even think about math. You’re just interacting with them.” Beyond instilling the life skills that come with learning basic math, Adam says it’s the opportunity to mentor and positively impact children’s lives that makes the experience so rewarding. And Heart Tutoring’s playful approach to teaching math is a natural way to strengthen those mentor-mentee relationships, he reflects. Because the lesson plans are easy to grasp, and oriented around games and interactive problem-solving, children learn by way of connection. Adam his partner tutor, Mike with their student Adam says he enjoys engaging with children at their various learning levels and engaging in “friendly competitions” with his partner teacher to give the most fun or interesting lesson each week. “[My partner and I] try to make it a fun, entertaining, playful environment,” he says. “We’ll joke and ask our student whose lesson he liked more that week.” HMT Note: This also challenges the student to reflect on their previous lesson. Way to go, Adam! “30 minutes is all it takes.” Charlotte professionals like Adam tend to stay busy in and outside of work. But Adam encourages those considering Heart Tutoring to not let the time commitment dissuade them from taking that step. As Adam puts it, “volunteering just 30 minutes per week during limited times of the year can have a lasting snowball effect on the long-term development of these children.” “It’s refreshing to step out of the busy world and step into time with someone who needs more support and help than we realize,” he says. Thirty minutes a week can leave a lifetime impression, and to help maximize that positive impact, Adam started a carpool to make volunteering that much easier for his Barings colleagues. “The long-term impact is their interest in learning more.” Beyond the successful math lessons, the biggest reward for Adam is seeing Heart Tutoring kids develop a new curiosity in general learning. “Obviously you want them to have an ability to grow through academics … But the longer-term impact â€" where you can really see the kids come out of their shell â€" is their interest in learning more. They bring an excitement to their tutoring session and they take that excitement home, to other studies, to telling their friends.” Adam, his partner tutor, Mike, with their student her mom “That’s what keeps me coming back.” With the responsibility to mentor comes what he calls a “welcome challenge.” Recognizing that all children respond differently to guidance and direction, Adam strives to approach every interaction with his students uniquely. “Once you make that connection with a child, you really start building a strong relationship. And that’s what keeps me coming back the most,” he says. “It’s the laughs, the giggles, the challenges.” One testament to the great impact of these tutoring sessions, Adam says, is interacting with students long after the sessions have ended. When you see them in the halls even years later, “they run up to you, give you a high-five; they remember you and the impact you made.” Adam says it’s “the laughs, the giggles, the challenges” that sum up his favorite aspects of being a Heart Tutoring volunteer. We’re grateful for Adam and his fellow Heart Math Tutoring colleagues from Barings. They are so giving of their time and financial generosity â€" and we wouldn’t make the same impact without them!

25 English Collocations with Come - English Lesson via Skype

25 English Collocations with Come - English Lesson via Skype Today were  going to look at some English collocations.And remember that in English a collocation  is a specific arrangement of words that  communicates a specific meaning.  Of course, we  could use other words to describe the  same meaning but we  prefer using  the collocation  over and over again.By the end of this post you will learn 25 English collocations with COME. 25 Common Collocations with COME COME FIRSTmeans to be of  the top priority or to be the most. Something that comes first  is the most important thing, it is a priority.Example: Your education comes first so  go to your room and study now.  (your education is your priority)Example: The customer always comes first.(the customer in a business is the most  important thing its the top priority so  serving the customer  or  helping the  customer is the most important thing)COME FIRSTWe can also use come first to  describe your status or position in a  competition.Example: We had a race in  school  yesterday. Mary  came first, I came second, and Sarah came last.COME CLOSEmeans to  almost do something or to almost achieve  something.Example:  He didnt come in  first place but he came close.  I came close to getting  an A in my test. I nearly got 100%.I came close to  buying a new car today. I nearly bought a new car.COME TO TERMSthis  means to reach an  agreement, to reach a compromiseExample: They could never come to te rms so they  got a divorce.COME TO TERMS WITH (something)This means to accept  a painful  or emotionally stressful situation or  event in your life.Example: It took  him a very long time to come to terms  with the death of his wife.  It took him a very long time to come to  terms with the fact that his wife has died.COME CLEAN ABOUTmeans to make a confession, to tell the truth about something that you have kept secretExample: It was our fault and we came clean about it.You will find more collocations with Come below the infographic. Collocations with Come - Infographic Don't keep this to yourself, tell the world: COME TO LIGHTmeans to be revealedExample: The plan for the merger came to light last week.COME EARLYmeans to arrive before the time that was arranged or expectedExample: I had to come early for the first meeting to complete the paperwork.COME INTO VIEWMeans to become visibleExample: As we turned the corner, the Eiffel Tower  came into view.COME TO MINDMeans to think of something without making any effortExample: Have you any suggestions? Nothing comes to mind, I’m afraid. COME LASTThis is opposite to COME FIRST, someone finishes competition or race in the last positionExample: Much to my amusement, Peter came last in this race.COME LATEmeans to arrive after the expected, proper, or usual timeExample: 45 minutes is the time you are allowed to come late to an exam.  COME ON TIMEmeans to arrive at a particular designated time, neither especially early nor lateExample: The performance  starts at 7 p.m. Please come on time.COME PREPAREDmeans to arrive ready beforehand for a specific purpose, as for an event or occasion. For example, come prepared for a test you need to do some preparation beforehand, go through certain chapters in the book. It also means that you have to bring something with you, for example, a pen, a ruler, a calculator, etcExample: You must come prepared for the quiz next time.  COME TO A DECISIONmeans to make a decisionExample: The company board has come to a decision to let the senior manager go.COME TO AN AGREEMENTsituation in which people have the same opinion about somethingExample: During the meeting we came to an agreement to invest in the health market.COME TO AN ENDmeans to stop, to reach an endExample: I was sad to learn that my internship has come to an end. Do you like this infographic? Here's what you can do next: COME TO LIFEmeans to become more real or excitingExample: My idea to write a book came to life when I was talking with my childhood friend.COME INTO PLAYwhen something becomes relevant, active or effective in a particular situationExample: When this new policy comes into play, fewer people will have rights to make transactions.COME IN PEACEwhen someone arrives somewhere with friendly intentionsExample: After three days the Indians came in peace and gave us supplies of corn and sweet potatoes.COME INTO THE PICTUREto become involved in a particular situation; for something to be considered or used in a particular situationExample: When coal came into the picture, it took about 50 or 60 years to displace timber.COME APARTmeans to break into pieces, to separate something into piecesExample: This table comes apart and you can store it away when you don’t use it.COME UP TRUMPSto complete something successfully, often without expecting itExample: Sarah came up trumps, winning the race des pite her injury.COME IN BLUE/YELLOW/GREENto be produced or to be available in a particular colour or sizeExample: Does this t-shirt come in green? Continue Learning English Why stop here? For