My Kid is Smart- So Why is He Getting Bad Grades?

In my years as a private tutor, I've heard this phrase again and again. Parents who seek my services are usually their wits' end trying to figure out why their "smart" kids are doing poorly in school. The critical mind may first ask one of these parents, "Why do you think your child is so smart?"

First, let's take a step back and look at that word: "smart." This word is so overused and broad in definition, that I think it's just useless. Am I smart because I can instantly multiply 23 and 8? Was your high school class valedictorian the smartest person you knew back then? Was Einstein smart because he discovered the theory of relativity? What about savants, who can memorize tens of thousands of years' worth of dates but can't tie their own shoes? Almost everyone in the world can be classified as "smart" in their own respect, so let'

s just keep that in mind as we further explore the question posed in the title of the article.
I think the real definition of "smartness" has nothing to do with IQ or the ability to do mental gymnastics such as quick math or fact memorization. We are ALL born with our own limitations. We can work to expand those limitations, but, in some regard, they are always there. It is simply ignorant and incorrect not to acknowledge this. That being said, everyone can succeed despite their own limitations. However, in order to do this, one must understand his own limitations and figure out how to best use his own natural instrumentalities. For example, I've seen a lot of students watch me do quick math in my head, and then they try to emulate me. Some succeed, while some just end up taking longer than if they had written it down or used a calculator. I encourage everyone to try new techniques to see what works for them - that is the heart of really being smart. There are often many ways to do something - each student should do what works for THAT student. Sometimes that means working extra hard to understand a principle or memorize a fact, sometimes it means looking at something several different ways, and sometimes it means just taking one look at something and understanding it immediately.

OK, so we've had a brief discussion of what makes someone "smart" - now how can we help your smart kids get better grades?

First, the easy stuff: homework. Most kids I see who are doing poorly are either not doing or turning in their homework! If this is a problem, get on your kids' back to JUST DO IT. Some techniques I've seen help are: threaten grounding, check teachers' daily homework websites, or request your childrens' teachers to sign off on the daily homework assignment. I would NOT recommend positive reinforcement here because homework is the absolute bare minimum of what a student is expected to do. By this, I mean reinforcement like, for example, "If you turn in all your homework this semester, I will buy you a PlayStation 3." NO NO NO NO NO. "If you turn in all your homework this week, then I won't ground you this weekend" is far more appropriate. Homework just isn't a bonus, I can't stress that enough.

Next on the list is attitude. This can be a substantially more difficult hurdle to overcome if your child has apathy or animosity towards school. A mild case of bad attitude could be cured by a simple, realistic explanation of why school is important. You need credibility, so don't say something like "Trust me, I'm your mother." If you want your child to get good grades, explain why. Be honest, and speak from the heart. If you got bad grades when you were that age, think about how your life would be different if you had gotten good grades, if it would be different at all. You can use yourself as either a positive or negative example. A child with more severe attitude problems is tougher to deal with - you may want to consider a tutor. In most cases, I would shy away from sending your kid to a psychotherapist because I've rarely seen them actually connect with kids (that being said, I do think they can work if there are other things wrong - just don't send your kid to a shrink for bad grades, that's what tutors are for).

Effort is the number one key to good grades. Students need to spend the time and seek the help they need to understand EVERYTHING they are expected to know. Teachers tell the students what will be on tests and quizzes, and there is usually no excuse for being surprised by a test question. Teachers want their students to succeed. Effort on the part of the PARENTS is important too - get involved! See what your children are studying, see if they need help. If they do, try to help them yourself, it's great bonding! Otherwise, take them into school early or pick them up late to get help from the teacher, or hire a tutor.

Which brings me to the last point - I've found that good teaching is the "X-factor" in academic performance. I've never tutored someone who thought their teacher was good at teaching. I personally think this is a little unfair, because teachers have the VERY difficult task of teaching 20-40 pupils, each of whom might have a different learning style. But I do believe that when a student tells me they have a "bad" teacher, they just have a teacher who is not reaching them for one reason or another.

Like I said before, certain concepts can be explained numerous different ways, and it is simply impossible for one teacher to explain every concept every possible way. This is where outside help can come in very handy. A good tutor can quickly figure out what a student's learning style is, and cater to that particular student in a one-on-one situation. I call this the "x-factor" because 10 minutes with a tutor can be more valuable than 2 hours in the classroom. Tutors can help save time by explaining concepts in ways that students just "get."

So as you can see, "smart" kids can get bad grades for a reason. Hopefully you can identify what the problem is, and help your kid start getting As asap.

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Italian Cuisine - The History

Italian cuisine is becoming increasingly popular in the UK. Although this is a recent change in the restaurant industry, Italian cuisine dates back to the 4th century BC where the roots are derived from potatoes, maize, bell pepper and tomato. Usually an Italian meal would be made up of three to four courses and are seen as a time to spend with family and friends which can be much longer than in other cultures, sometimes lasting for many hours. One very unique aspect of an Italian meal, is the primo or first course. This is usually the most filling dish which would consist of either risotto or pasta, both being rich in carbohydrates. However, modern Italian cuisine would include this as a single course.

It was at the beginning of the 18th century that the culinary books of Italy began to show the regionalism of Italian cuisine. So many of what we eat today comes from over two centuries of Italian history. Through various influences throughout the centuries, including neighbouring regions, conquerors, high-profile chefs, political upheavals as well as the discovery of the New World, a concrete cuisine has formed to what is known today as one of the premiere cuisines in the world. Popular Italian dishes include many pastas and risottos as well as espresso coffee that originally comes from Italy. Also, traditional pizzas are very popular, which many pizzeria restaurants becoming popular all over Britain.

The reasons for Italian cuisine being so popular are that it combines very simple ingredients with seasoning and herbs, creating tasty mouth watering meals to suit most taste buds. You are able to get many vegetarian dishes as well as meat dishes which allows Italian cuisine to be very versatile. Another reason why Italian restaurants are popular is that the food that is made is fresh and healthy.
For great Italian cuisine, the Italian kitchen is a great Italian restaurant in Glasgow. The Italian kitchen is based in the merchant city area of Glasgow and offers a menu full of authentic Italian cuisine.

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Beyond Estimation - The Value of a College Degree

If you're looking to change careers or start a new career, you've probably considered heading back to school. But with college tuitions expanding and job markets shrinking, you wonder: is it really worth it? The latest research sheds some light on the tough questions that you should ask before heading back to school.

Many high school guidance counselors may tell you that a college education is worth about $1 million over the course of a working life. While that may have once been the case, a recent study by Skidmore economist Sandy Baum and the College Board estimates the real value of a college degree at about $300,000. While the drop in value is significant, there are good reasons.

According to Baum's research, college graduates on average earn $20,000 more annually than workers with only high school diplomas. Over a forty-year career, that adds up to about $800,000. Since that figure represents lifetime earnings, an adjustment for inflation brings the figure down to about $450,000. Finally, the cost of tuition and books at a public university ($30,000 if you don't qualify for any financial aid or scholarships) drops the figure to $300,000.

If the numbers look grim, don't throw up your hands just yet. Despite the gap between the older and newer appraisals, a college degree may still be one of the wisest investments you can make.
Fringe Benefits Although you may not end up earning the $50,000 annual salary (according to Baum's research, the average for graduates of bachelor's degree programs), you may find additional benefits that offset your costs. Bachelor's degree holders are more likely to land a job with health insurance--a valuable commodity with rising healthcare costs.

Also, because the job market places such importance on college education, you may have an easier time finding and holding a job with a degree than without. According to the U.S. Bureau of Labor Statistics, the unemployment rate among students with a bachelor's degree stood at 2.2 percent in 2007--compared to 3 percent for associate's degree-holders and 4.4 percent for those who only have a high school diploma.

If your career aspirations include advanced degrees (in business, law, or medicine, for example), holding a bachelor's degree is usually the first step to more advanced education, which can mean significantly higher earnings.

Benefits of Not Earning a College Degree While research suggests college education is important, it would be unwise to bill a college degree as the golden ticket to success--Bill Gates is a shining example of what one college dropout can achieve. The most obvious benefit of bypassing college degree is avoiding the expense. By starting a career right away, you could be $30,000 richer in the immediate term. Many potentially lucrative careers offer paid on-the-job training and apprenticeships, resulting in pay comparable to the average for bachelor's degree holders. A radiological technician, for example, can land a job with a two-year associate's degree. According to the BLS, in May 2007, median annual earnings for radiologists and radiologic technicians were $50,260, right in line with the average for bachelor's degree holders.

Does the Student Make the Degree? The old argument continues: nature versus nurture. Although some argue that the degree-holder and not the degree, makes the success, recent research suggests that education still plays a significant roll in lifetime earnings. If you maintain that the person who makes the difference between a wise educational investment and a poor one, there are certain trends that can help you make a better return on your investment. For example, students in math, science, and career-related courses tend to make more than art and humanities students. Even more important than your choice of major, your choice of school can also affect your post-graduation earnings potential. On average, graduates of higher-ranked colleges and colleges with tougher selection standards for potential students earn more than graduates of lower-ranked schools. If you're curious about where your school ranks, check their federal accreditation (available through the U.S. Department of Education), or check it's score on the National Survey of Student Engagement or the Collegiate Learning Assessment.

Of course, when you're deciding whether school is right, it's tougher to decide which school is right. Setting aside concerns about the economy and the rate of inflation, what you get out of your degree may likely depend on what you put into it. After all, if you take into account the value of experience, broadened horizons, and the opportunity to explore what interests you, the value of a college education may ultimately prove beyond estimation.

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How to Distinguish Between the Different Styles of Italian Food

One of the most popular food served in the USA today is Italian food, but where did it come from? What is it's origins? Italian food has evolved over centuries. The country that we know as Italy didn't become a country till the 19th century. It's roots can be traced back as early as the 4th century BC. It is because of this long history we are lucky to have so many different and tasty foods from Italy. The ingredients and taste In these dishes vary by region, but many have become national dishes while others have remained regional specialties. In this article I would like to highlight some of the dishes from key regions in Italy.

First, Friuli-Venezia Giulia this region shares many traditions with it's bordering country of Yugoslavia. This reion specializes in hams, bacon and cheeses. This region also takes on the influence of the countries of;Austria, Hungry, Slovenia and Croatia. Polenta is a staple and finds it way into many dishes.

Second, Veneto, is really known for risotto. This dishes ingredients vary by the areas proximity to the sea. Veneto's dishes tend to be heavier and use many exotic spices and sauces. Less fish is eaten in Veneto and more meat and sausage is preferred. Th area also holds a high regard for quality vegetables.

Third, Lombardy, rice is a very popular ingredient in the foods of Lombardy. It can be found in soups as well as risotto. The area is known for a great deal of cattle raising. Therefore a great deal of butter and cream is used in the food. One dish meals are a favorite all type of stews are popular with the working people of this region.

Fourth, Liguria, vegetables, herbs and seafood are popular in this local cuisine. Onions and oil are used in the cooking. Pies and cakes are also renowned from this area. This region also eats many pastas along with boiled beans and potatoes.

Fifth, Tuscany, known worldwide for it's simple but tasty food. Legumes, bread, cheese and fresh vegetable are essential foods. The region is also known for their famed steaks and Prosciutto.
Sixth, Umbria, most of the dishes are prepared with simple cooking techniques that include boiling and roasting. They use olive oil and local herbs for flavor. In spring and summer vegetables are popular and in the fall and winter meat becomes more popular. Freshwater fish is also provided by the many lakes.

Seventh, Abruzzo and Molise, chilies are very popular in the food of this area.Pasta, meat and vegetables are central to the food of this region. Saffron is a favorite spice in foods of this area.
Campania, this is the area where most Italian -American food has its origins. The area includes produce such as tomatoes, peppers onions, potatoes, artichokes, lemons and oranges that all take on the taste of the volcanic soil of the area. The Gulf of Naples offers fresh fish and seafood. The mozzarella cheese is highly prized in this area as it comes from local water buffaloes. It is the cheese and vegetables that has made this area famous for its prized pizza.

Ninth, Sicily, to your surprise Sicily is famous for other things beside mobsters. The food has the influence of the Ancient Greeks.That is the origins of wine to this area. The Romans came later with lavish dishes based on goose. In the eleventh century the Arabs brought sugar, sweet melons, rice, saffron, cloves nutmeg,pepper all of which can be tasted in today's food. The Spanish introduced many foods from the New World. Many fish can also be seen in the diet of Sicily.

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Napolitano Spaghetti - Recipe

A baked spaghetti dish
As you probably already know, spaghetti is a type of noodle and not something you get out of a Chef Boyardee can. So there are literally thousands of things you can do with spaghetti (therefore, saying spaghetti noodles is redundant). The traditional way to eat spaghetti is with a marinara sauce over the noodles and maybe a big meatball on top. It is easy to make. Just take my rich tomato sauce and spread it over the spaghetti. Eat it with meatballs if you like and some Parmesan on top. But I have a baked spaghetti dish that I hope you will find special.
Ingredients (6 servings):

• 3 to 4 cups tomato sauce
• 1/2 to 1 pound of my meatballs fried until brown (made into the size of ping pong balls)
• 8 oz. of fresh sliced mozzarella cheese (enough to cover the baking dish)
• 20 Kalamata olives halved - you can use green olives if you prefer
• 1/2 teaspoon fresh thyme
• 2 tablespoons of butter
• 1 pound of spaghetti (fresh if you have time to make it)

Preparation
Preheat oven to 350 degrees F. Boil a couple of quarts of water with a teaspoon of salt. Once it is boiling, add the spaghetti and cook until al dente (about 5 minutes for fresh spaghetti - add a touch of oil if it is fresh to keep it separated). Pour the water off using a colander and then place the spaghetti back into the pan used to boil it. Pour two cups of the tomato sauce in with the spaghetti and mix. Place the spaghetti into a large baking dish and put the meatballs on top (actually stick them down some into the spaghetti). If you prefer to have less meat, use 1/2 pound of meatballs. Sprinkle the olive halves on top and then pour 1 or two cups of tomato sauce over the mixture depending on how much sauce you like. Drizzle the butter over the top and sprinkle with thyme. Cover with mozzarella, and bake for 45 minutes or until the cheese starts to brown.

Jack Botticelli

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Are Tuitions Really Needed?

Gone are the days when dedicated teachers taught in the classroom and that was sufficient for the students to prepare for their exams. If a child had doubts, the teacher would spend extra time clearing up those doubts at school or at home.

My husband often talks about his teacher. The teacher recognised my husband as an extra intelligent boy when he was just in primary school. He started giving him extra coaching and provided him, with good books to read. Afterwards the teacher saw to it that he got a scholarship for further studies from the Government. Such was the dedication of the teachers of those days.

As a child gets admitted into a school these days, parents start debating on whether to send the child for tuition or not. After every test result, this issue raises its head. With promises of more effort from the child and the parents resolving to spend at least two hours every day with the child reviewing his or her class work and homework, the issue of tuition is shelved.

When both the parents are employed, a good chunk of money goes to the tuition teacher of their child. Parents feel that they can't concentrate on their children's education after a tiring day at the office.

An educated mother who opts to stay at home for the sake of the children tries to take on the role of the tuition teacher. But her classes end in arguments and tears and "You know nothing!" comments from the child and finally the mother gives up.

Even a teacher who can handle a class of 50 today is prone to emotional blackmail by their smart kids when it comes to studies. They extract promises from their parents of costly gifts and get them without themselves keeping the promise of scoring good marks. And they are having the cake and eating it too!

When the parents finally realise that their own kids are taking them for a ride, the search for a tutor starts. Sometimes, it's the other way round. At the parent-teacher meeting the teacher's suggestion that the child needs help lands the parents at the door of tuition classes. The importance of ranks and the embarrassment of the parents flaunting the ranks of their children at social gatherings push the parents of average children into the rank race. And to achieve ranks tutors are sought out.
Parents feel that the tutors can perform miracles so that their child can score the highest marks. They feel that academic intelligence can be bought. Even when the child scores very well and doesn't need any extra coaching, he or she is pushed into tuitions just to go up by a few ranks.

NEED OF TUITIONS - WHEN?
Due to over-ambitious parents and sometimes genuine need for extra coaching in subjects in which students are weak, tuition centres are mushrooming in every neighbourhood.

Tuition centres have become like alternative schools. There are teachers who work in schools just to get students for tuition. Their income from tuitions is much more than what they earn at school. Many schools discourage their teachers from taking tuitions but then they should pay better salaries so that teachers work with dedication. Tutorials are again like schools and different teachers handle different subjects. Only, it's after school hours or before. And then there are the home tutors who charge for extra teaching.

It's very sad to see tired children returning home from tuition with bags on their shoulders late in the evenings, when they ought to be playing happily. Some schools hold back the students after school hours and force them to take tuitions. The need to score good marks, get admission into good colleges and finally to land in a highly paying job is pushing children into the loop of tuitions and they are losing on their precious childhood. The tuition business is becoming an unofficial industry. How it affects the credibility of schools and qualified teachers has to be evaluated.

Whether there is a genuine need for a child to have tuition is to be judged by the parents with the co-operation of the subject teacher. There are many learning difficulties and disabilities which the child may have and which the parents or teachers may not be aware of. It can be problems with sight, hearing or understanding. One example of a learning disability is dyslexia where the child could write the mirror image of letters. Sometimes, it can be emotional problems that block the learning process. Consultation and assessment by a child psychiatrist can pinpoint the problem. Remedial sessions will then ensure that the child is on a par with the average student.

NEED OF AN EFFICIENT TEACHER
Sending the child to tuition classes cannot solve these problems. Sometimes, the problem may lie with a particular teacher who is not well qualified or whose teaching style is unsuitable for his or her students. In such a case the parents should compare notes with others and then approach the school authorities.

When the parents realise that the child really needs tuition, they should investigate the credentials of the teacher thoroughly. The teacher should be qualified, experienced, genuinely interested in teaching and patient. He or she should have a thorough knowledge of the subject. The tutor should also be able to pinpoint the difficulties of the child and solve them. Parents should keep a tab on what is going on in the tuition. Question your child every day as to what he or she has studied in the tuition class. The child should study and revise even with tuitions.

Do not run after school teachers for tuitions, thinking that they will assist the child at school or that they know the syllabus better. Some money-minded teachers may manipulate the results of their tuition students so that the parents do not question them over poor results.

There are well-qualified housewives who do not take up jobs for family reasons. Such ladies can be approached for tutoring kids. Also, there may be very intelligent but poor older students who need money for their college studies. Such students can take up tutoring if they have an aptitude for teaching.

Parents should not have unrealistic expectations from tutors. They should have the patience to wait for results. They can't demand good results just because they are shelling out money for tuitions. Only with moral support from the parents and effort on the part of the student will tuitions yield good results.

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Math and the Nontraditional Student - Power Tips to Get Past the Math Barrier

Nontrads (non-traditional students) are those who do not follow the traditional path of completing high school and then immediately enrolling in college or university. They are often over 25 years of age and may have been in the job market or been stay-at-home parents prior to making the decision to pursue a higher education degree or certificate. Some attended college for a semester or two and then dropped out, only to decide later that they want to return and finish a degree. Some have been downsized and are looking for a change in vocation. Most of them share one common concern: getting through the math general studies requirement.

This is a valid concern. Math is developmental in that your knowledge and skills in math are added to in successive courses with each class being a critical stone in the foundation necessary for passing general studies math (often College Algebra or Finite Math). If you had a couple of bad years or if you have been away from math for some time you really won't know until you try if it is going to be like getting back on a bicycle or getting run over by a truck.

But there are some things you can do before and during your courageous venture into mathland as a non-traditional student. Speaking from my years of tutoring, helping, and teaching nontrads, here are some tips and suggestions:

Before You Start Class

1. TURN TO MIDDLE SCHOOL AND HIGH SCHOOL MATH BOOKS TO PREPARE YOU. Problems with any math course are situated in prior courses. In other words, If you anticipate having problems in College Algebra, the problem will not be with understanding the new material as much as in not being able to pull together the foundational knowledge and skills from High School Algebra II. If you had the stuff of Algebra II at the tips of your fingertips, you would be able to draw from that to use in the slightly higher application level of College Algebra. Middle school and early high school texts will help you return to the foundations you need and will do it in a way that is simple, clear, and not as rushed as the one chapter review that is often at the beginning of a College Algebra text. In fact, it is the compressed first chapter that often contributes to a loss of hope at a critical point in the new beginning for a non-traditional student. Let's get past that, shall we?

2. GET YOUR OWN SUPPORT GROUP. Recruit a buddy or two to go back to school with you. Vow from the beginning that you will encourage and support each other through the challenges ahead. Pick carefully. Avoid negative personalities that will drag you down instead of working alongside of you. Pick someone you can communicate with, someone who will listen and "speak the truth in love." You want someone who will be able to have give and take with you so you can help each other adjust how you each think and how you approach the challenges both intellectually and emotionally. Hopefully, this person will be as focused as you and will persevere to the completion of the degree.

3. ASK ABOUT THE PROFESSORS. Before you commit to a particular section and teacher, do what smart college students do: ask about the professors. Do this with a discerning ear. If you detect that the person giving you the lowdown on Professor H is a whiner, then take that information with a grain of salt. Ask several others about Professor H and put together an overall profile of that teachers style, classroom practices, and personality. It could be that they are demanding but very clear and fair. That would be good. As a nontrad, you really don't want the easiest path because you know by now that learning is hard and you would rather REALLY learn now so the job that you will be dependent upon is easier later. The nontraditional support group or center on campus may be able to help you. It's possible that center employees would not be comfortable with naming names and steering you away from that professor who is a real jerk. But I bet the students working and congregating there would give you an earful!

4. IF NECESSARY, DROP BACK A LEVEL. Most colleges and universities will give you a free diagnostic test to tell you if you are ready to start with the general studies math course or if you should drop back to a developmental math course that is at a lower level. If you have any doubts, take the test and find out. It's better to put in a semester firming up the foundations and then sailing through College Algebra or Finite Math than it is to fail and lose the semester and a whole lot of confidence and forward momentum.

During the Class

5. ATTITUDE IS ALMOST EVERYTHING. I used to have students ask, "How important is this class? The class was College Algebra so my initial answer was, "How much do you want to graduate?" If you have to pass a class in order to graduate, then that class is pretty important. But I point to the question above because it indicates a bad attitude--what I call a stopper attitude. Some attitudes can slow you down; others can stop you in your tracks. A bad attitude toward math will stop you from learning and from doing the things you must do in order to be successful. If you detect a bad attitude toward math, you must deal with it. How do you do that? It's just an emotion--change it.
I once worked with a nontrad who fought and railed against math on a daily basis as I tried to tutor her in the Beginning Algebra course. After she had come to trust that I had her best interests at heart, I said to her, "You're right. You should quit." Her mouth fell open and she looked up at me in shock. "You're right," I continued. "You should quit wasting your time here and get a job in fast food." She looked at me in horror for another minute and then broke out in laughter as she said, "That's what's at stake here, isn't it?" The next day she marched into the tutoring center with an expansive smile on her face and said, "I've made friends with math." From that point on, she excelled in math and I had the pleasure of teaching her College Algebra (she earned an A) and helping her through her teacher education math courses. She truly had made friends with math and it reciprocated by being more friendly with her.

6. ABSORB HOW OTHERS THINK. Similar to number two, join or create a study group that meets daily during the week. Your goal, in addition to contributing all you are able to help your friends, is to be affected (or infected) by how they think about math. Many make the mistake of using group study time to accumulate facts about solving problems and don't focus on HABITS OF MIND. Listen closely to how others think. You want to have your thinking change to be more like that of another student who is doing well in an area of math. Learn to ask questions like, "What made you think that would work?" and "What did you see in the problem that got you started in that direction?" Look for the categories in which their successful ways of thinking fall. For example, does this student always do well with a particular kind of problem because that kind lends itself well to drawing a diagram? The belief that there is always a pattern and if you look long and deep enough you will find it is another habit of mind, a way of thinking mathematically. Absorbing how others think is a strategy; the next tip should be your approach to all of your learning.

7. PURSUE MASTERY, NOT JUST COMPLETING ASSIGNMENTS. Here's the secret: the skills it takes to teach something are the identical skills necessary to master it. This is an alignment that is important if you as a nontrad are going to milk this college education for all it is worth. While the traditional students are "getting by" or even "getting good grades," you are going to master the material. You can wind up with a degree or an education. If you pursue mastery, you will learn on a deeper layer and you will have the skills and insights necessary to apply what you have learned--you will have an education, not merely a degree. So while others are completing the assigned problems, you will work additional problems and analyze what concepts are behind the problems, what categories the problems fall into, what tools you use to solve problems in each of the categories, etc.

You will "teach" the math section to see if you understand it well enough to speak it out loud-even if you have to go into the rest room and lock the door to do so in private. When you teach the material out loud, new and different connections are made in your mind and you will gain insights you would never have merely from reading and working problems. Find a way to teach it on a white board or a big piece of paper so new associations will become evident to you as you feel the motion of arrows and lines that connect ideas together. To master it, you will teach it and gain the insights of a teacher.
That's more than enough for now. However, look for a Part II because there are many more things you can do to increase the likelihood of your mastering a general studies math course. I'm not going to say "Good luck," instead, "Good work!"

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What is the Practical Financial Value of a College Education?

As a career coach, I have had all types of clients. I have spoken to everyone from entry level people to the CEO's of $1 billion plus companies. I have also spoken to many groups about career planning, business strategy, and even retirement. Most of the questions I answer are pretty traditional about compensation negotiation, interviewing techniques, and resume tips. But, recently a reporter asked me what I thought the true value of college education was to the long term success of a person's career.

I hadn't ever pondered that question before, so I sort of gave the traditional answer. I said that a "well rounded" education is the cornerstone of a solid foundation for a long successful career. I said that studies had been done that suggest that college graduates make as much as a million dollars more in their careers than non-college graduates. I then said a few more of things that I have been spoon fed over the years by universities, corporations, and the U.S. Department of Labor. The universities themselves commissioned the studies that said the universities were great investments.

I was happy with my answer, and so too was the reporter, but for some reason, I couldn't get the question out of my mind. I found myself poking holes in my own argument as I gave more thought to the basic premise that college educated people earn more. Where did that number come from? How was it weighted? What I mean is, did someone simply take all the doctors, lawyers, and CEO's, plus all the salesmen, accountants and social workers, and add up their salaries and divide by X? Then, did that same researcher take all of the landscapers, cashiers, and waitresses and add those salaries to the group of more skilled and compensated plumbers, carpenters, and non-degreed IT technicians?
Something didn't add up to me.

I started to wonder about the college degree itself. How many times have I spoken to a salesman with a degree in Eastern Studies, or a buyer with a degree in Poetry or English? Or the McDonald's manager with a degree in History? I am here to tell you that I have spoken to, coached, and wrote resumes for all those people. So what is it that makes that degree so valuable? I will tell you what it is - marketing. The universities have told you it is valuable and we just accept it.

There is nothing intrinsically valuable in a degree that makes you more valuable by having a college degree. You are born as smart as you are going to be. That is genetic predisposition, which is no different than your genetic predisposition to how tall you will be, or the color of your eyes. Higher Education is marketed by the education industry. It is they who say that a degree is an absolute requirement to be part of an elitist club from which you will be excluded unless you comply with their demands. They demand that you take (and pay for) 120 credits, 60 of which have nothing to do with your major and are demanded so as to ensure that those less marketable subjects are also funded (like Philosophy). Without engineering, accounting, and finance majors being forced to take electives like Philosophy 101, there would be no B.A.'s in Philosophy. What a shame. Who would pontificate about the evils of money and meaning of life between "hits" at cocktail parties? I actually got 3 credits for studying the "Nixon Presidency". That is the only time I have been able to refer to that classs.

Let's take an example. Let's say you want to be an accountant. You are required to take 60 business credits that equate roughly to 15 to 20 classes pertaining to business, finance, and accounting. But, you are also told you must take 60 more credits in other required areas like English, writing, the History of Hollywood, or some other such non-sense.

"Why must you do that Mike?" you ask. Well grasshopper, it is because at $300 a credit it is worth roughly $18,000 in base tuition, not to mention room, board, text books, and bail money for your less than appropriate behavior at the tail gating party. But, what does the university tell you it is for? It is because you need a well rounded education.

Maybe, but I don't think so.

Ok. Now let's look at another economic factor. Matriculation. I love that word. It is only used in higher education. It basically means to be added to a list, but the university uses it to mean the number of credits/classes you are permitted to transfer from one university to another. For example, if for some reason you started at one university completing 80 credits, and transfer to another, the second will absolutely not accept all of your credits toward your degree. They almost always undoubtedly require you to take 60 credits from the second university - yep, $18,000 more!! Why? They tell you that it is because they could never confer a degree on you without you having first demonstrated that you have completed a sufficient number of credits from their prestigious institution. In other words, your 80 credits just aren't good enough. And in most cases, the first college won't confer a degree either if you have taken your most senior classes at another school! Why, you ask again? Money and arrogance. The faculty says "the other university is not up to our standard." The Registrar says "we need the cash." Can you believe anyone would mislead you for money? "Never! Not my alma mater." I know, mine either, but let's continue.

Let's say you were a career military man. And you attended six universities because you kept getting transferred (exaggeration for effect). And during a twenty year military career you accumulated 110 credits, 10 short of a bachelor degree.

First - I am sorry, but you still need to complete 60 more credits at an accredited university.
Second - many of your credits that are more than ten years old are now invalid and no longer transferable. Even that class on the History of the Roman Empire may not transfer. I am guessing there must be some new history you didn't study in 1996.

Third - there is no way to tie up all of your academic credentials into one degree from an accredited institution. There is no GED for your B.A., which is absolute non-sense.

I find this whole concept just crazy. We have assigned a value to something that has no assignable value. We created a number ($1 million in a lifetime) where no number exists to provide an illusion of value. The list of incredibly accomplished people without degrees is very, very long starting with many of our founding fathers, adding in Sam Walton, the founder of Wal-Mart, and none other than Bill Gates, the most famous college drop-out ever.
When I was in college, we used to say that the half life of a degree was 2 years. What we meant was that half of what you learned in college was forgotten or deemed useless in 2 years. It is a tongue in cheek, groundless "formula", but like most groundless accusations, they are usually based in some fact.
So, what is the value of a college education vs the cost. I will try to calculate it.
The all in cost of a four year in-state bachelors degree in the Big Ten is between $80,000 to $100,000. The price varies based on the university attended, but includes tuition, fees, books, room, board, and spending money. The average starting salary of a newly minted college graduate is about $40,000 a year.

The cost of a two year certificate in IT or for a skilled trade is about $6,000. And, the starting salary for an entry level IT Systems Admin or helpdesk support is about $40,000. The starting wage for a plumber apprentice is between $25 and $35 an hour, or $52,000 to $72,000 a year.

So, just doing the math, it appears that you will not make a million dollars more in your lifetime by having a degree unless you are comparing an accountant to a waitress, but not if you do an apples to apples comparison. It seems this is the same sort of marketing that you see late night for all sorts of get rich quick products, unfortunately there are a lot of reputable people like college professors, politicians, and my favorite - lazy human resources people pushing the concept. If you really give it any thought at all, what does a twenty year old degree do for you as you go to work each day and try to help your company be successful? Oh yeah, that History of the Roman Empire might come in handy, but I doubt it. The answer is absolutely nothing at all. Nada.

Here is what I think. Don't just take my word for it. Look at all of your options. At 18, who has any clue what they want to be for the rest of their lives. You or your child will change their minds and their majors 4 times before deciding on the one that will never, ever use in their career. Understand that most of us are working for money. Cash. Moolah. We are not working to build houses for Habitat for Humanity. There are a great many unemployed, independently wealthy philanthropists willing to do that. Don't fall for the university hype. I have worked with many borderline morons that made it through Harvard, Northwestern, and other prestigious universities because that is the path they took and papa had the dough. Get trained in a skill that can pay the bills and don't listen to politicians, underemployed egg heads, and never, ever, EVER to HR!!!

I hope this helps!

Email your questions to me and I will answer everyone and read my blog for more information.

Article by Scotts Digital - best digital marketing companies in Singapore.  Specially for eimaths.com, leading singapore tuition with 8 outlets across in Singapore.

Top 10 Ways To Help Your Kids Do Math Well

Math skills are essential for successful human life. Students who have sound Math knowledge are able to ace any related subject and do advanced Math courses. It is part of parental duty to help their kids hone Math skills from their elementary level of education. Parents can follow certain methods to help their children do Math well.

1. Understanding Mathematical concepts is an essential need for doing Math. Children should be able to understand what addition or subtraction is. By way of manipulation, parents can encourage children to understand Math concepts (like adding blocks to a pile of blocks and counting them).

2. Mastering the basic Math facts is an important thing. It helps children come out with quick answers. Helping the kids with flash cards containing basic facts is good for training them in learning Math facts. When the children struggle, they can lay out objects and solve the problem.

3. Writing numbers neatly is very important for solving Math problems. It lends clarity to the understanding of the problem without room for misunderstanding in numbers. Using graph papers for writing numbers and children tracing over the numbers written by parents are good practices to follow.

4. Help is a necessary factor in doing Math. Doubts would pop up at any time and children will find their sums mind boggling. Many a time, they have missing gaps in their Math skills. For example, when students lack in the knowledge of percentage, they find decimals hard to do. It is better to seek help through a tutor or the school teacher on such occasions.

5. Handling homework is a great issue in Math. Practicing worksheet problems and studying the text book would be of great help before children take up the assignment sums to do. They understand what they need to do and get some prior practice for it also.

6. Practicing more than the assigned problems is good. Parents can select more problems in the topic given and suggest methods to do them. This helps the children do their sums fast and develop confidence in their abilities.

7. Word problems are tricky part of Math doing. They need proper understanding and step by step approach. Parents can teach their kids to draw diagrams and pictures to visualize the problem.

Reading the problem many times makes the children understand the problem better. Using small units of numbers in the place of larger ones will help the kids understand the requirement of the problem.

8. A sound understanding of vocabulary of Math is mandatory for doing advanced Math courses.
Parents may ensure that their kids are able to define new terms in Math. If they struggle, parents can suggest simple problems and models for them to understand the Math term and define it.

9. Mental Math is beneficial many times for solving problems. Parents can make kids understand the value of mental Math and also teach them when it is appropriate for them to apply it in sums.

10. Encouraging kids to use Math in practical situations makes them learn facts with ease. Asking them to pay the grocery bill, spacing new plants with a certain distance apart are all good practices to make them understand Math facts without difficulty.

An online Math tutor suggests more methods and fun activities for making children do Math well.

Article by Scotts Digital - top 10 digital marketing companies in Singapore.  Specially for eimaths.com,best maths enrichment in Singapore