1 Sqare Meter - Maths Online Tutoring

1 Sqare Meter - Maths Online Tutoring Definition: - The area of a surface, whose each equal side is equal to one meter is called square meter and it is also known as meter square (m^2). This figure shows a square where all the four sides are equal to 1 meter. Hence the area of surface enclosed by four sides is 1 square meter or 1 meter square. 1 square meter is the standard international (SI) unit of measuring area of a surface. Sub- multiples of standard unit area: - 1 square centimeter (cm ^2) Hectare One square kilometer (km ^2) Relation between 1 square meter, centimeter square and hectare: - 1 m^2 = 1 m * 1 m = 100 cm * 100 cm = 10000 cm^2 = 10 ^4 cm^2 Therefore, 1 m^2 = 10^4 cm^2 1 hectare = 100 m * 100 m 1 hectare = 10000 m^2 1 hectare = 10^4 m^2 Therefore 1 m^2 = 10 ^ (-4) hectare 1 km^2 = 1000 m * 1000 m =1000000 m^2 = 10^6 m^2 1 m^2 = 10 ^ (-6) km^2 Question 1: - A school hall measure 20 m in length and 12 meters in breadth. Find its area in square meter. Solution: - Area of school hall = length * breadth = 20 m * 12 m = 240 m^2 Question 2: - The length of a school compound is 450 m and breadth is 145 m. find the area of the compound in square meter. Solution: - Area = length * breadth = 450*145 m^2 = 65250 m^2

10 Common Italian Stereotypes That Are Actually True

10 Common Italian Stereotypes That Are Actually True Brooke Neuman Italy, the land of contemporary fashion, historical art and men who adore their mothers, hand-gesturing enthusiasts, and gatherings about Dante? Actually, yes! While most Italian stereotypes are inaccuratefor example, all Italians are not mobsters and the men dont look like Super Mariothere are  a handful of stereotypes that hold some small kernel of truth. Below are the  10 most common Italian stereotypes that are actually true. 10 Common Italian Stereotypes 1. Italians Cant Live Without Pasta Italians live for foodin particular pasta. In fact, Italians consume the most pasta in the world, averaging 60 pounds a year for every man, woman, and child in the country. While most Americans cook dry pasta out of a box, Italians make pasta with precision from scratch. This dedication to quality plus the fact that Italians are the top consumers of pasta, makes Italy the champion of pasta. 2. Italians  Talk With Their Hands What if you could  communicate with someone only through hand gestures? Well, in Italy, you can! Italians use hand gestures to  enliven conversations, strengthen their point, and communicate on a non-verbal level. Theres a running joke in Italy that you can understand a conversation thats out of hearing range just from watching  someones  hand gestures. This endearing habit makes Italians some of the most expressive and passionate  speakers in the world. 3. Italians are All About La  Famiglia Family is so important in Italy that youll find that many Italians either live close to their parents or in the same house. In fact, its common for adults in their  20s and 30s to live with their parents. The  ties that bind families together are undeniably strong. Families often gather weekly for a meal or  stay in close contact. And yes, mamma rules the roost. 4. Italians are Habitually Late Everything in Italy happens on its own timeline, including work and appointments. If you comment on someones tardiness, most Italians will tell you that they just wanted to stop for  a coffee or smoke a cigarette before arriving, and that they were in fact on timeItalian time! This relaxed mindset can also be seen on the streets, as most people walk at a relatively leisurely pace. While habitual lateness is viewed as a negative thing in the United States, in Italy it is a reflection of taking life slowly and appreciating the moment. 5. Italians are Die-hard Football  Fans Juventus, Milan, Interâ€"these are just a few of the most famous names youll hear being thrown around when Italians are discussing football. Italians take soccer very seriously, and when theres a game on, all attention is directed toward it. Italians cant get enough of football because its a  chance for them to unite with their local team and express their regional pride. Since Italy was first composed of individual regions, Italians mostly identify with their regional culture rather than with Italy as a whole. 6. Italians Love a Good Cappuccino Breakfast in Italy is sacred. Unlike a  typical American breakfast, which includes eggs, bacon, and toast, an authentic Italian breakfast usually includes a cornetto (similar to a croissant) and a cappuccino. The quality of cappuccino in Italy, and coffee in general, is taken very seriously as well. Italians love the mix of coffee, milk and foam, and its an art in itself. Italians will travel blocks to find the best cappuccino. 7. Italians are Obsessed with Fashion Like coffee, fashion is wildly popular in Italy. Just look at all of the famous designers that hail from Italy, including Prada, Armani, Versacethe list goes on. Italians feel an obligation to fare la bella figura, or appear nicely in all respects, and fashion is a big component of that. While everything doesnt have to be designer, Italians like to wear high-quality fabrics.  Individualism is also valued in Italy, and men arent afraid to wear bright colors. In fact, dont be surprised if you  see men wearing orange, blue, or pink pants. 8. Italians Arent Scared of Public Affection Italians are no strangers to affection. In fact, its very common to see lovers embracing and kissing one another in public. Whats more, dont be  surprised to see two male friends expressing affection by walking closely together, perhaps with one arm across the others back for a few moments as they talk  and stroll. The warmth and outgoing nature of Italian culture encourages the expression of emotions, whether its crying, screaming, or showing affection. This is one of the reasons why Italians greet one another with the  classic kissing of the cheeks. 9. Italians Love  the  Opera A nation riveted by Puccini, Rossini and Bellini, Italians love the opera. Hordes of people  attend outdoor performances in amphitheaters, and its not surprising to find people discussing their favorite opera composer or the last performance they saw. Italians are very well-versed in opera and have strong opinions about the art form. Opera is similar to soccer in terms of  its widespread appreciation, attendance, and passion. It also showcases the beauty of the Italian language, which is another reason why it is beloved throughout Italy. 10. Italians Cant Get Enough of Dantes Divine Comedy Ask any Italian to recite the Divine Comedy and chances are they will be able to recite at least  some, if not a substantial amount. Italians are required to dedicate a significant amount of time studying each part of the Divine Comedyâ€"Hell, Purgatory, and Paradise. Dante is idolized in Italy for writing in the most purest form of Italian, the Tuscan dialect.  The famed poet  is so popular youll  find societies devoted to studying the  medieval text. Well, there you have it. Can you think of any more Italian stereotypes we should add to the list? Do you agree or disagree with some of them? Let us know in the comments below! Post Author:  Nadia B. Nadia B. teaches Italian in New York, NY. She graduated summa cum laude from New York University, with a double degree in Italian Language and Literature and Classical Music Performance.  Learn more about Nadia here! Interested in Private Lessons? Search thousands of teachers for local and live, online lessons. Sign up for convenient, affordable private lessons today! Search for Your Teacher

How to Use Conditional Reasoning to Crush LSAT Logic Games

How to Use Conditional Reasoning to Crush LSAT Logic Games LSAT Law School Blog The LSAT Logic Games section is the shortest section of the LSAT. Yet it often provokes the strongest feelings among LSAT test-takers. People either love this section, or they hate it. Both sides have a point. LSAT Logic Games either confuse or stimulate curiosity. The key to doing well on, and mastering, these Games is paying careful attention to detail. Pay very careful attention to the information these Games present, and extract as much additional data from that information as possible. One area where this skill can be applied is in conditional reasoning. The LSAT Logic Games section often uses conditional reasoning (e.g., If A, then B) to express one or more rules, ask questions, and, in the process, confuse students. The key to overcoming the LSAT’s use of conditional reasoning is to understand critical differences between conditional statements and then to use these statements to draw helpful inferences. What is Conditional Reasoning? Conditional reasoning is an area of logic that is prevalent mostly on the Logical Reasoning and Logic Games sections of the LSAT. It involves the use of “sufficient” and “necessary” conditions. Students should have a firm grasp of these concepts in general to perform well on the LSAT. A “sufficient” condition literally refers to something that is “enough.” It implies the existence of something else. On the LSAT, it will usually take the form of the statement “If A is in Group 1, then B is in Group 1.” That means that the condition “A is in Group 1” is sufficient for B to be in Group 1. In contrast, a “necessary” condition literally refers to something that is “required.” Unlike a sufficient condition, it does not yield an inference. Thus, the condition above that “B is in Group 1” does not mean that A is also in Group 1. It simply means that it is possible A could be in Group 1. How the LSAT Uses Conditional Reasoning to Confuse Students The LSAT will attempt to make students confuse something that is required for an event to occur for something that is sufficient for an event to occur, and vice versa. Let’s consider the following hypothetical example on an LSAT Logic Game: If Braden is placed in English 102, then Celeste is not placed in English 102. This is a common rule that appears on a Logic Game that involves pure grouping where certain variables are either “in or out” of a certain arrangement. This particular Game will usually entail some grouping of students in a class, and the rules that are provided will require you to plug in certain students in that class and exclude others. The rule above tells us that, if Braden is placed in English 102, that event implies that Celeste will not be placed in English 102. We would diagram this rule as follows: B -- C The contrapositive of this rule would be, “If Celeste is placed in English 102, then Braden is not placed in English 102.” We would diagram the contrapositive as follows: C -- B Now consider if one of the rules or questions in this Logic Game presented you with the following slightly different statement: If Braden is not placed in English 102, then Celeste must be placed in English 102. This is a slightly different statement, but it has major implications when it is applied. In contrast to the first rule above, this second rule tells us that, if Braden is not placed in English 102, then that event implies that Celeste will have to be placed in English 102. We would diagram this rule as follows: B -- C The contrapositive of this rule would be, “If Celeste is not placed in English 102, then Braden must be placed in English 102.” We would diagram it as follows: C -- B These two rules appear similar, but they apply themselves differently. The test writers will often try to confuse you with similarities like these. You will have to recognize the differences and diagram/document them correctly. How to Use Conditional Statements to Identify Scenarios Recognizing the differences between conditional statements is one thing. Using them to draw proper inferences is another animal altogether. This is where you earn your money on the LSAT. To perform well (or exceptionally well) on LSAT Logic Games, you need to infer additional rules from the rules that are provided. Developing and applying this skill will help you answer questions more quickly. If you are aiming for a very high score, it will, in part, mean the difference between missing a few questions on this section, and answering every question correctly. To draw proper inferences, it helps first to identify scenarios yielded by a given rule. Let’s do this with our first rule above: If Braden is placed in English 102, then Celeste is not placed in English 102. You will recall that we diagrammed this rule as follows: B -- C This rule yields FOUR potential scenarios. Your ability to recognize and document these four scenarios will determine how well you will perform on this particular Logic Game, and how quickly you can answer the questions. The four scenarios are the following: 1) B is placed in English 102; C is out This scenario is a straight application of the rule above. If B is placed in English 102, then C cannot be placed in the same class. Otherwise, it would be a violation of the rule. 2) C is placed in English 102; B is out This scenario is a straight application of the contrapositive of the rule above. If C (instead of B) is placed in English 102, then B cannot be placed in the same class. Otherwise, it would be a violation of the rule. 3) Both B and C are placed in English 102 = Not Possible This scenario is not possible and can never happen. Neither the rule (Scenario 1 above) nor its contrapositive (Scenario 2 above) permit this scenario from occurring. 4) Neither B nor C is placed in English 102 = Possible Although both B and C cannot be placed in English 102 (Scenario 3 above), it is possible for neither C nor C to be placed in English 102. The rule and its contrapositive do not prohibit this scenario. The rule applies only if either B or C is placed in English 102. If neither is placed in English 102, then the rule does not apply. If B was not placed in English 102, that does not mean C must automatically be placed in the class. Instead, C also could be excluded from English 102. Notice that these scenarios would not play out in the same way if, instead, we were dealing with a Logic Game that involved two separate groups (i.e., Team 1 or Team 2; or Group 1 or Group 2), where certain variables were either in one group or the other, as opposed to our Game above, where they are either “in or out.” In that case, the scenario where neither B nor C is selected would not be possible. However, here, it is possible because there is no other class (that we know of) where B or C could be placed. Our rule deals only with the people who are placed in English 102; it does not deal with the people who are not placed in English 102. Let’s now identify the scenarios yielded by our second rule: If Braden is not placed in English 102, then Celeste must be placed in English 102. You will recall that we diagrammed this rule as follows: B -- C Like our first rule, this rule yields FOUR potential scenarios: 1) B is not placed in English 102; C is placed in English 102 This scenario is a straight application of the rule above. If B is not placed in English 102, then C must be placed in the class. Otherwise, it would be a violation of the rule. 2) C is not placed in English 102; B is placed in English 102 This scenario is a straight application of the contrapositive of the rule above. If C (instead of B) is not placed in English 102, then B must be placed in the class. Otherwise, it would be a violation of the rule. 3) Neither B nor C is placed in English 102 = Not Possible This scenario is the opposite of our other Scenario 3. Whereas the former stated that placing both B and C in English 102 was not possible, this rule dictates that placing neither in English 102 is not possible. In other words, you can never have an English 102 class where both B and C are not placed in it. 4) Both B and C are placed in English 102 = Possible Although both B and C cannot be excluded from English 102 (Scenario 3 above), it is possible for both C and C to be placed in English 102. The rule and its contrapositive do not prohibit this scenario. The rule applies only if either B or C is not placed in English 102. If both are placed in English 102, then the rule does not apply. If B was placed in English 102, that does not mean C must automatically be excluded from the class. Instead, C also could be placed in English 102. Some students will get confused with this scenario and will not anticipate it. They will conclude that either B or C must be placed in English 102, but they will not conclude that both could be placed in the class. How to Use Conditional Statements to Draw Inferences As noted above, to perform well on LSAT Logic Games, you must draw as many inferences as possible from the rules provided. With respect to our first rule above (If Braden is placed in English 102, then Celeste is not placed in English 102; or B -- C), the first set of scenarios we predicted above help us draw two inferences: First, we can draw the inference that, at all times, at least either B or C will not be placed in English 102. This is reflected in Scenarios 1 and 2. When you diagram this Logic Game, you would make a note of this inference on your diagram. Second, we can draw the inference that there will never be a situation where both B and C are placed in English 102 (Scenario 3). Again, you would make a note of this inference on your diagram. Note that we cannot draw the inference that, at all times, at least either B or C will be placed in English 102. Rather, both could be excluded, as reflected by Scenario 4 above. With respect to our second rule above (If Braden is not placed in English 102, then Celeste must be placed in English 102; or B -- C), the second set of scenarios we predicted above also help us draw two inferences: First, we can draw the inference that, at all times, at least either B or C will be placed in English 102. This is reflected in Scenarios 1 and 2. You would make a note of this inference on your diagram. Second, we can draw the inference that there will never be a situation where neither B nor C is placed in English 102 (Scenario 3). You would note that as well on your diagram. Note that we cannot draw the inference that, at all times, at least either B or C will not be placed in English 102. Rather, both could be included, as reflected by Scenario 4. These are quick inferences you can make with this type of Logic Game. They don’t help you know everything about the Game, but they help you learn enough to help you answer certain questions rapidly. Conditional reasoning can often pose difficult problems for students. The key to overcoming these difficulties is to understand critical differences between conditional statements and then to use these statements to draw specific inferences that help you map out the possibilities in a Logic Game and then answer questions about those possibilities. About the Author: This article was written by Robert M. Fojo from LSAT Freedom. Robert graduated from Harvard Law School and is a co-founder of LSAT Freedom, an online LSAT prep course that emphasizes learning the logic on the exam and then applying that knowledge through practice with real LSAT questions. Robert frequently writes about tips and strategies for doing well on the LSAT. To get other helpful ideas for performing well on the LSAT and improving your score, join LSAT Freedom’s free newsletter hbspt.cta._relativeUrls=true;hbspt.cta.load(215486, '6baac2ae-05a3-4610-9d1f-265c8cbd809f', {});

Classroom Transitions

Classroom Transitions One challenge all teachers face is managing transitions from one activity to the next. That downtime can turn into class chatter and throw you completely off course. What can you do? Here are a few ideas for making those transitions smoother: Establish a stop talking cue. This might be ringing a bell or calling out a chant. Teach your students what this means early in the year so that they understand that your expectation when it happens is for everyone to be quiet and listen. Give time reminders. Abrupt changes are difficult for many students. Give five- and ten-minute warnings before you ask students to clean up or switch to something new. Have a plan for the early finishers. Students work at different paces. Let students know what they should do if they finish a task before others. This will help avoid such students getting fidgety and disturbing their peers. Develop routines. If youve been teaching for a while, you probably have routines well established. Take a good look at your day, though. Are there times where students are more disruptive or talkative than others? Consider giving a refresher on your expectations or trying a new routine. Use transitions as quick brain breaks. Sometimes, no matter how well you plan a transition, your students might need a breather. Use it as a chance to move around, do some jumping jacks, or take a quick walk up and down the hall. Hitting pause for a moment will do your students good. Managing transitions well is an important classroom management technique. Its all about setting expectations and holding students to them. Do that, and youll notice that your classroom runs more effectively and your students remain engaged.

5 Major Lessons You Learn From Your First Job

5 Major Lessons You Learn From Your First Job via Pexels.com 1. It’s okay to make mistakes. It’s your first day on the job, your manager has just finished explaining something a little too quickly, and you’re a ball of nervous energy. You aren’t 100 percent sure how the rest of the day will play out, and you just have a feeling that you’re going to mess up at some point. Take a deep breath and try to relax. Seeing as you’re the new kid on the block, you’re most likely not expected to pick up on everything right away. From time to time, you may even be expected to get confused or do something wrong. But it’s okay you are only human. If you have questions about something, it’s usually better to ask for clarification rather than fumble your way through. By keeping in mind that you’re allowed to make mistakes occasionally, you’ll realize from your first job that you are not expected to be perfect … and that will take a huge load off your shoulders. 2. Your attitude says a lot about you. Even if you’re not necessarily the most productive or most efficient at your job, you could still be known for having the best attitude in your workplace. Your approach to certain tasks allows others to recognize you for your positive attitude and your willingness to do well. If you show that you are eager, ready and willing to learn, and optimistic, that speaks volumes about what kind of person you are, which definitely goes off well with your boss and colleagues. What’s even more significant is that this lesson follows you outside of your job to other aspects of your life as well. No matter how “good” or “bad” you are at anything, the way you handle it says the most about your personality. via Pexels.com 3. Take notes. Whatever your own method of note-taking may be, it’s always important to jot down the important things. For example, if your first job is in a corporate office where you need to attend many tedious meetings, carrying around a notebook and pen is definitely a good idea. You probably won’t need to write down everything that’s being said, but having something to jot down notes can be extremely useful, especially when there’s a lot of material being discussed and you’ll need to remember it for later. 4. Paying attention to detail is important. No matter where you work, there will always be minutiae of the job that someone needs to pay attention to. Being detail-oriented in everything you do also reveals a lot about who you are, both as an employee and as an individual. If you are that person who pays attention to the little things and does everything meticulously, your actions will pay off in the future maybe not necessarily in your first job, but perhaps in other jobs that follow. 5. Hard work is supposed to be hard. “Hard work” means different things for different jobs, but when push comes to shove, you have no choice but to just do it. After all, your first job is most likely not going to be all butterflies and rainbows you may cry, you may feel frustrated and bewildered, you may even hate everything about it. But having the endurance to push through will leave you with a sense of accomplishment, knowing that you somehow did it despite the challenges you faced.

5 Tips From a San Diego College Tutor

5 Tips From a San Diego College Tutor San Diego College Tutor Tips: 5 Things to Tell Your Kid Before They Start College Many kids are getting excited to find which colleges theyve been accepted to and make their final decision. Then they have a few months before they move away and start an entirely new chapter of their life. The first semester of college is a major adjustment, but kids who know what to expect have an easier time than those who enter the situation without planning ahead. Although each student’s situation will differ depending on what type of college theyre attending and what theyre planning to study, some universal tips and tricks can help make the transition easier Its never too early or too late for San Diego college tutoring. 1.   Time management One of the most crucial things for college students to know about before moving into the dorms is how to manage their time. This is the first time in their lives that students don’t have household rules and don’t have a teacher guiding different aspects of an assignment. College professors will give students a due date and a list of assignment requirements and expect students to figure out how long it will take them to complete it. Two students doing the same assignment might need a totally different amount of time-based on their interest in the subject and their previous knowledge of it. Students also need to figure out how long it takes them to do chores, plan social activities, and even maintain a part-time job. Its important for students to think about this ahead of time so theyre not completely caught off guard in the fall. 2. Becoming a well-rounded individual One of the benefits of a four-year college is that it allows a student to become a well-rounded individual by taking a lot of different courses both in and outside of their major. However, one of the best ways students can become well-rounded is to learn how to balance their time. Students need to be able to focus on assignments and make attending class a priority, but they also need to have enough downtime so that their brain can rest and they can enjoy the overall university experience. This will take some experimentation on the student’s part so the earlier they start working on this skill, the better. 3. Signing up for the right classes It can be confusing enough for students to figure out which classes they need to take their freshman year, so theyre on the right track but students also have to think about the difficulty level of the classes. There are so many things students have to adjust to, so its not a good idea to take four really difficult classes straight away. Students should think about the classes theyre signing up for and talk to an academic counselor before making a final decision. 4. Adjusting to life away from home Another thing to keep in mind is what life will look like when students are away from home. There are a lot of chores and other tedious aspects of life that students may not yet be familiar with. Additionally, students will be living with dozens of other people their age, all of whom can provide distractions from studying. Its essential for students to think about where they will be able to find a quiet study space, how they will be able to maintain a healthy, and how they will be able to advance their social life with academic commitments (READ: 5 Signs You Need a Math Tutor in College). 5. Earning money and financial planning Another aspect of life students encounter for the first time is how to deal with money. Some students will be on a scholarship while others will have taken out a student loan. Financial planning makes all the difference between an excellent experience or one that becomes stressful and overwhelming. Students should think about how much money they need to earn and how much theyll have to spend before they start college so they can live within their budget and avoid unnecessary debt. All blog entries, with the exception of guest bloggers, are written by Tutor Nerds. Are you an education professional? If so, email us at pr@tutornerds.com for guest blogging and collaborations. We want to make this the best free education resource in SoCal, so feel free to suggest what you would like to see us write.

Korea International School

Korea International School Korea International School On February 27, 1999, the Korean Ministry of Education authorized the establishment of Korea International School (KIS). KIS is the manifestation of Y.B.Mins recognition of the need for a high quality, university preparatory education in which English is the medium of instruction. The vision began to become a reality on August 21, 2000, when KIS opened its doors to students in Kindergarten through Grade 6. Following the successful inauguration of the K-6 program in 2000-01, Grades 7 and 8 were added in the 2001-02 school year. Grades 9-12 were added in 2002-03, 2003-04, 2004-05, and 2005-06 and our first class of eight seniors graduated in May 2006. A significant development in the life of our school was the opening of our new campus, in the Pangyo/Bundang area, south of Seoul in August 2006. Over 45 million US dollars was invested for this state of the art facility. We remodeled our original Gaepo campus in 2007 to house our Elementary Program for Early Childhood. In 2012, we have expanded the campus to serve students through PK to Grade 5 and changed our name to KIS Seoul. Daily, our vision, shared by a dedicated international faculty and staff, becomes reality. Goal at KIS is to earn its reputation among students, parents, and the international education community as a premier academy, throughout the world. We at KIS are proud of our history and the milestones we have already reached. We look forward to the fulfillment of our potential, and our pledge to achieve our goals. We welcome you to join in the KIS experience and become a part of our community and history.