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Accounting Tutoring in Washington DC

Customized private in-home and online tutoring

Experience Accounting tutoring by highly credentialed tutors in Washington DC. Top tutors will help you learn Accounting through one-on-one tutoring in the comfort of your home, online, or any other location of your choice.

Selected Washington DC Accounting Tutors

These highly-credentialed Accounting tutors in Washington DC are uniquely qualified to help you. They have attended institutions including MIT, Stanford, UChicago, Yale, Harvard, UPenn, Notre Dame, Amherst, UC Berkeley, Northwestern, Rice, Columbia, WashU, Emory, Brown, Johns Hopkins, Vanderbilt, UNC, Michigan, UCLA, and a number of other renowned colleges and universities.

A photo of Nick who is a Washington DC  Accounting tutor

Nick

Undergraduate Degree:
Yale University - Political Science

Graduate Degree:
Georgetown University - Latin American Studies

A photo of Bryan who is a Washington DC  Accounting tutor

Bryan

Undergraduate Degree:
Hampton University - Economics

Graduate Degree:
Regent University - Finance

A photo of Ashley who is a Washington DC  Accounting tutor

Ashley

Undergraduate Degree:
University Of Maryland - Mathematics, Economics

How your tutor helps you master: Accounting

TARGETING ACCOUNTING AREAS FOR IMPROVEMENT

Your personal learning style and needs will be assessed by our educational director to ensure your key Accounting goals are met.

RECOGNIZING AREAS OF IMPROVEMENT

Your tutor will pinpoint the Accounting areas in which you excel and the areas that require extra attention.

CUSTOMIZED LEARNING

The tutor you select will create a unique curriculum to help you master your objectives.

Recent Tutoring Session Reviews

The session started out a bit rushed, but once I realized what we needed to do was slowly work out problems and write down and think out each step the problems were easier to handle.  We did not get to finish the homework, but as long as the student keeps taking it slow and takes a step back after each step to make sure he is solving the problem correctly he can work the problem out well.

The student has a test tomorrow on Unit 8. We reviewed the packet, finished any unanswered questions, and then I quizzed him on several of the questions.  I feel like he is well prepared for the exam and he says that he feels prepared for it as well.  Next Monday when we meet we will begin splitting the seeion between Math and Chemistry.

Topics:  Second wave of European imperialism (1850-1930): causes (economic, cultural, technological, political), main leaders. French versus British approach to colonial administration. Division of Africa, Berlin conference. Colonial resistance, Shaka, Roy, Sepoys and Sepoy rebellion, benefits of colonialism in Africa and India, Boer War, local elites educated in England and France, Belgium's cruel colonial administration. Opium wars, China's difficult 19th century, downfall of Qing dynasty, Boxer rebellion, First Sino-Japanese war. Loss of Hong Kong, loss of Taiwan, Sun Yat Sen and Chinese Republicanism. The Great Game, Persian concessions. Armenian Genocide, Russian interest in the Bosphorus. Muhammad Ali and Egypt, Menaka and Ethiopian independence. Progress:  The student was somewhat familiar with all of the concepts, but I think that the session helped him understand the chapter more thoroughly. I think he will do well on his chapter test.

Today we tried to get through as many of the student's lessons as we could.  We got a great deal accomplished. The student showed tremendous improvement.  He was able to recall a lot without me needing to prompt him or give him clues.  He latched on to some of the new vocabulary quite quickly.

The topics covered in Week 3's assignment were just as wide in range as Week 2. The topics included in Week 3's assignment included properties of equivalence relations, properties of partial orderings, constructing Hasse diagrams, partitions, and counting the number of functions from a set A to a set B. Again, it seemed that the student's biggest obstacle was understanding what the question was asking and understanding what was necessary to be proved. Once we had a discussion about what each question was asking, he often came up with very productive ideas. I think this session was much better.

We went over a practice English test. He needs to work on plugging in every answer. We practiced using and picking transition words. And we went over the rubric for the writing test and practiced developing three distinct points for each essay.

Worked with the student on her math homework review sheet (mainly square roots and Pythagorean theorem), completed Spanish worksheet, and helped finish narrative essay rough draft. Went over the student's math homework on square roots.

The student has a test this week on sine and cosine graphs, including word problem applications.  He had a review packet, which we worked through in detail.  He seemed to understand the concepts much better by the end of our session.

With both of us having Java capable computers, this time we were able to not only focus on the main ideas the problems were asking, but able to get the exact Java coding as well.  We discussed not only how to do the problem that was presented, but optional methods we could have done if the problem had asked for alternatives.

As we are getting closer to the student's test date we worked on tying up a bunch of the loose ends in each section. I had him write another essay and it was quite an improvement over his previous one. I told him if he could get one more in before the test, I think he would be ready to go. On the math sections, he did a great job again and I am confident this will be a strong section for him. He had a little difficult with the reading comprehension sections, but I think that it was just a fluke and he will regain his ability here in time for the test.  

We first reviewed the cell cycle and the stages of mitosis. Then, we discussed haploidy and the stages of meiosis in detail, learning new terms along the way. We started Mendelian genetics by discussing alleles, genes, heredity, and the law of segregation. We drew Punnett squares for dominate/recessive traits to learn about genotypic ratios vs. phenotypic ratios. The student said that she was able to follow a bit more during lab and she definitely has made many key connections about the concepts.

We have started to learn basic phrases such as "hello", "how are you" and "my name is..." We have started from scratch to learn simple phrases in German for basic conversation. We will concentrate on exercising those in the next sessions so that he is ready to impress his future employers.

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