I am a retired computer professional with a degree in philosophy. My interest in ancient philosophy led to my study of Greek and Latin as an undergrad. Also my philosophy degree required logic. Since college I have had two hobbies, Latin and Logic. I have a passion for both these subjects and look forward to tutoring you in them.I was invited to teach logic as an undergrad and I have spent 35 years on and off working on a side project, an Introductory Latin textbook.Latin:First a quick overview.I specialize in the Cambridge Latin Course and Wheelock's Latin.I have been working with the Cambridge series for over 35 years, and Wheelock for over 15.I can assist in all translations derived from these texts.I teach classical pronunciation as outlined in Wheelock.The reason why I use two different courses?The separate courses are inherently complimentary. The first three units of the Cambridge course are artificial Latin designed to develop vocabulary and working sense of the language, but not derived directly from classical Latin passages. Further it is not rigorous in grammar although grammatical topics are mentioned and used in Latin to English translation exercises. Wheelock, on the other hand, concentrates on passages of ancient authors and is classically focused. It concentrates on grammatical paradigms. Although early passages are adapted for the student, more direct passages of classical Latin are covered over the length of the course.Logic:Confused about logic systems? I can help!I tutor modern symbolic logic, limited to propositional / statement / sentential logic (these names are equivalent).Classical Aristotelian, and symbolic single and multiple predicate logic are not included.Modern logic is still new in that various authors tend to do things differently, all to the same end but these differences can be confusing. I have worked extensively with these different systems.I can help make something like this:{[(p & q) v r] & [~p v (~q & r)]}make sense. (Your text may have different connective symbols, but I've worked with the various notations).*** If you think I can help? ***The remainder of this profile is technical in nature. It goes into detail on what specifically I tutor. Reading further only makes sense if you, or a student you are helping, are studying non conversational, classical Latin or propositional / statement / sentential symbolic logic.Latin is described first, logic second. Find the topic you are interested in and read what is pertinent to you. The details are extensive and are, for example, useless to the Latin student if reading the logic section, or useless to the logic student if reading the Latin section. Though lengthy, the descriptions are general in nature and list things that are often areas of difficulty for a student. However this is not an exhaustive list. If several of the items are pertinent to a student I can help them.I am looking forward to working with you if you find that I meet your tutoring needs.***** LATIN ******The Wheelock Latin Course provides an overview of each chapter in the text itself and requires no summary.Cambridge Latin Course:I am an expert in Units I, II, and IIIA, (the first half of Unit III) .I can assist in all translations derived from the texts.Grammar:I can help clarify and teach the grammar and underlying linguistic concepts for Units I, II, IIIAThe following IS an exhaustive list of what I tutor by chapter in Unit I. The student should recognize what is giving them trouble while they follow the text. If you are not clear on the grammar, I reference the chapter numbers from the text in the description.Unit I: (by chapter)1. The order of 'est' sentences and simple declarative sentences.2. Nominative and accusative cases. Subject and direct object. Verbs in present tense, indicative mood, all in the singular.3. 1st and 2nd declension nominative and accusative (gender not discussed).4. 1st and 2nd person pronouns, 1st and 2nd person verbs, singular, indicative, present. (conjugations not identified). Introduction of question words 'quis?', 'quid?', 'ubi?', 'cu'r?'.5. Plural nominative nouns and plural indicative present verbs.6. Verbs in the imperfect and perfect tense, singular and plural.7. How verb form indicates person and number without a subject. Other common forms of the perfect tense. Use of 'num' for questions expecting negative responses.8. Accusative plural. Review of 1st, 2nd and 3rd declensions nominative and accusative, singular and plural. Introduction to superlatives.9. Introduction of the dative case as used in indirect objects. Forms of the dative, singular and plural, of the first three declensions. Form of 'I' and 'you' (singular) pronouns in the nominative, accusative and dative cases.10. Forms of 'we' and 'you' (plural) pronouns in the nominative case. Complete present tense of 'sum'. Comparatives. Use of '-ne' to ask questions.11. Further examples of the dative case. Introduction of dative forms of the pronouns 'we' and 'you' (plural). Review of question forms.12. Imperfect and perfect tenses in sentences with 'I', 'you' (sing. and pl.) and 'we'. Imperfect conjugation of 'sum': 'eram', 'eras', 'erat', etc.If you made it this far, these are the grammatical concepts I teach in Unit I.I have the same degree of familiarity with Units II and IIIA.***** Logic *****If you have any of the following questions, I can help:Concepts:What is logic? What is 'truth'? What is syntax? What is semantics? What is a 'premise'? What is a 'conclusion'? What is an artificial language? What is a truth function? What is a logical connective? What is validity? What is the difference between a valid argument and a sound argument?What is trivial validity? What is a logical truth? What is a logical falsehood? What is meant by consistency and inconsistency? What is a theorem of logic? What is a metatheorem? What is use / mention?What are logical connectives and how are they interpreted?Logical connectives :First a side note: if your text looks different from the examples below, here is the reason why. This is for clarity and may be skipped over...( The examples below use arrow notation for the conditional and biconditional, '->' for AND, and '~' for NOT. Horse shoe, triple bar and inverse wedge can not be reproduced in this profile. Copi dot notation for AND and Quine notation for AND are relatively uncommon and are not used in the examples. One of several negation notations was chosen due to its frequent use.)monadic:negation: ~p (NOT p)dyadic:disjunction: p v q (p OR q)conjunction: p & q (p AND q)material conditional:p -> q (IF p, THEN q)biconditional:p q (p IF AND ONLY IF q)What is formalization?Formalization:How to translate from a natural language into an artificial language in propositional logic. What is an atomic statement (proposition / sentence). Depending on a given textbook propositions are also called statements or sentences ( statement logic, sentential logic)Formalization symbols differ depending on text. I am versed in several symbolic methods.As stated before, I can help make something like this:{[(p & q) v r] & [~p v (~q & r)]}make sense. Your text may have different connective symbols, but I've worked with the various notations.Truth tables:What is the main connective? What is a subordinate connective? How to construct a truth table. How to interpret a truth table for logical truth, logical falsehood, consistency, equivalency and validity.Truth trees:Again, different textbooks construct trees differently. These variations are slight but annoying.What is a semantic interpretation? How to construct truth trees. How to decompose a logical connective to a branching or non branching tree extension. How to determine when a branch closes. What is the significance of an open tree? What is the significance of a closed tree? How to check for consistency, equivalence, logical truth, logical falsehood. How to test for a valid argument from a set of statements. What is a logical theorem?Deductions:Depending on your text these may be called derivations or proofs. I have worked with five deductive systems (it seems like every textbook does things differently, but to the same end) and I can truly help in this area.What is simplification? What is addition? What is modus ponens? What is modus tollens, hypothetical syllogism, disjunctive syllogism, constructive dilemma, destructive dilemma. What are replacement rules? What are assumption rules? What is reiteration? What is indirect proof (reductio ad absurdum)?I can answer all these questions.I can help with different strategies and methods for completing deductions.Finally, you are likely to have to work with elementary set theory, (if not, your text is incomplete), and I can help you in this area also.

I believe that every student learns differently, and if the student and tutor work together, we can accomplish much more that what we could accomplish alone.

When I took the SHSAT, I qualified for the Advanced Science track at Stuyvesant High School. I have also stayed familiar with the SAT and ACT.My test preparation is rooted in knowing the test material, and then performing on test day. Test anxiety is a problem for many students, and with my psychology background students learn to test with confidence.In my spare time, I am a voracious reader and write and perform comedy, including stand up, sketch and improv.

I truly enjoy teaching and my success with teaching the concepts of PANCE, PANRE and EOR exams is long-standing. It has been a passion of mine since 1994 and I've moved up the ranks from visiting Clinical Professor and clinical preceptor to Associate Professor doing what I love. Let me assist you in your medical, surgical science success!Tutors in medicine should encourage reading & review that promotes conceptualization rather than memorization and provides learners with an opportunity to share what they have learned, testing what has been understood well enough to be explained and reinforcing the importance of self-directed learning.[ Rate My Professor - Steve Cohen: https://www.ratemyprofessors.com/ShowRatings.jsp?tid=2106782 ]

I love working with students and am passionate about motivating students by unlocking their love of learning. I have experience TA upper-level classes and have tutored a variety of subjects. I attend Wheaton College and am working toward a degree in Chemistry and Spanish on a Pre-med track. I tutor math, science, and Spanish. My favorite subject to tutor is Calculus because I have so much fun with the songs and illustration I use to learn and teach. I meet students where they are and use illustrations and several resources to help the student the best I can. Outside of school, I enjoy running, martial arts, and good conversation.

I recently graduated from Washington and Lee University with a BA in English and a minor in Mathematics. My academics interests are all across the board, and as a result, I love tutoring a wide variety of subjects including English grammar and composition, all levels of math, standardized test prep (the perfect combination of math and English!), and French. I began tutoring my fellow students in high school and continued all throughout college. I have tutored students from the elementary school level to college students to adults who wanted to learn English. After graduating college, I spent a year in France intimately learning the language and teaching my host family English. In my spare time, I love traveling, expanding my book collection, practicing yoga, and delving into community theater and choral groups. In my tutoring, I look to build my students' confidence through hard work, encouragement, and compassion. I believe that once students have confidence in themselves, they will be able to learn much more effectively and with greater enjoyment. I love learning, and I always try to spread that love to my students!

I'm an undergrad student at NYU, studying Biology and Global Public Health on the pre-med track. I have mostly taught elementary and middle school children, but I'm looking to move up soon. Having said that, I did well on the SAT and the fact that I studied for it quite recently myself makes me confident teaching it to high school students. In my free time-- I love reading, cooking, playing soccer, kickboxing, singing (in the shower!) and hanging out with my friends (and their pets). Lastly, I feel that good teachers, both in and out of school, have been instrumental in my education and progress as an individual. It makes me so glad to be able to provide the same for other students. I can't wait to get to know all of you and help you reach your goals!

I am a driven person who doesn't easily back down from a difficult problem. Graduated from Saint Cloud State University with a Bachelors of Science in physics, I tackle problems that require time and patience to solve them and a will to keep at it. I have tutored students in both mathematics and physics since the two subjects go hand in hand. My tutoring style involves assessing what the student knows about the subject and using that information to build a plan to expand their knowledge using an active learning approach. When I'm not doing physics, I like to go biking, play electric bass, go disc golfing, play video games, and reading philosophy texts.

Academic Credentials: Bachelor of Science in Elementary Education, Slippery Rock University of Pennsylvania; Master of Arts in Elementary Education, North Carolina A&T State UniversityEducational Philosophy: My philosophy of education is that teachers should make learning interesting and fun. Teachers should know their students and their capabilities. We should keep up on what is current and what interest our students. When doing so, the students feel important. Teaching is a work in progress which is why we need to continue learning. Teachers need to keep up with the new-age learning and teaching styles and techniques. All students are individuals and should be taught according to their individual needs.I believe that students should not be put down or criticized for being "different." Students should not feel they are less important than any other student for any reason. All students are unique in their own way and should be treated as such.Children should learn at their own pace. You cannot rush students' learning because they will never actually understand the concept being taught. Like I mentioned before, all students are not alike and they learn in different ways. Therefore, multiple teaching styles should be used in the classroom to accommodate the students as much as possible.Learning should be fun. A subject should be taught in a way that the students will get it, understand it, and remember it. Not only will they get it, understand it and remember it, but they will enjoy the process as well.Experience: I have been tutoring on and off for the past 10 years at the elementary level and have been teaching for 12 years. I have taught/tutored in a few different states including: several areas here in Pennsylvania (Pittsburgh Public, South Hills, Ambridge and Baden), North Carolina, and Atlanta Georgia. I have taught in public, private, charter, and magnet schools. Although I am a teacher, it is very refreshing tutoring children one on one or in a small group. It sometimes makes a world of a difference in their progress and achieving goals.I teach all subject areas, Math, Language Arts, Science, and Social Studies. However, I would have to say Language Arts (Reading) is my favorite because it sets the tone for all academic areas. When the "light bulb" comes on and children have finally "got it," it us the best feeling in the world for both student and teacher.Just Me: I am married with 2 children, ages 4 and 10. I really enjoy being with my family, watching movies, exercising, going to games, watching football and college basketball.

My passion for supporting children and families is what initially drew me to the field of education. Building their confidence and skills through exploration and play brings me joy. I'm thrilled to have the opportunity to tutor children one-on-one again.

I am a retired computer professional with a degree in philosophy. My interest in ancient philosophy led to my study of Greek and Latin as an undergrad. Also my philosophy degree required logic. Since college I have had two hobbies, Latin and Logic. I have a passion for both these subjects and look forward to tutoring you in them.I was invited to teach logic as an undergrad and I have spent 35 years on and off working on a side project, an Introductory Latin textbook.Latin:First a quick overview.I specialize in the Cambridge Latin Course and Wheelock's Latin.I have been working with the Cambridge series for over 35 years, and Wheelock for over 15.I can assist in all translations derived from these texts.I teach classical pronunciation as outlined in Wheelock.The reason why I use two different courses?The separate courses are inherently complimentary. The first three units of the Cambridge course are artificial Latin designed to develop vocabulary and working sense of the language, but not derived directly from classical Latin passages. Further it is not rigorous in grammar although grammatical topics are mentioned and used in Latin to English translation exercises. Wheelock, on the other hand, concentrates on passages of ancient authors and is classically focused. It concentrates on grammatical paradigms. Although early passages are adapted for the student, more direct passages of classical Latin are covered over the length of the course.Logic:Confused about logic systems? I can help!I tutor modern symbolic logic, limited to propositional / statement / sentential logic (these names are equivalent).Classical Aristotelian, and symbolic single and multiple predicate logic are not included.Modern logic is still new in that various authors tend to do things differently, all to the same end but these differences can be confusing. I have worked extensively with these different systems.I can help make something like this:{[(p & q) v r] & [~p v (~q & r)]}make sense. (Your text may have different connective symbols, but I've worked with the various notations).*** If you think I can help? ***The remainder of this profile is technical in nature. It goes into detail on what specifically I tutor. Reading further only makes sense if you, or a student you are helping, are studying non conversational, classical Latin or propositional / statement / sentential symbolic logic.Latin is described first, logic second. Find the topic you are interested in and read what is pertinent to you. The details are extensive and are, for example, useless to the Latin student if reading the logic section, or useless to the logic student if reading the Latin section. Though lengthy, the descriptions are general in nature and list things that are often areas of difficulty for a student. However this is not an exhaustive list. If several of the items are pertinent to a student I can help them.I am looking forward to working with you if you find that I meet your tutoring needs.***** LATIN ******The Wheelock Latin Course provides an overview of each chapter in the text itself and requires no summary.Cambridge Latin Course:I am an expert in Units I, II, and IIIA, (the first half of Unit III) .I can assist in all translations derived from the texts.Grammar:I can help clarify and teach the grammar and underlying linguistic concepts for Units I, II, IIIAThe following IS an exhaustive list of what I tutor by chapter in Unit I. The student should recognize what is giving them trouble while they follow the text. If you are not clear on the grammar, I reference the chapter numbers from the text in the description.Unit I: (by chapter)1. The order of 'est' sentences and simple declarative sentences.2. Nominative and accusative cases. Subject and direct object. Verbs in present tense, indicative mood, all in the singular.3. 1st and 2nd declension nominative and accusative (gender not discussed).4. 1st and 2nd person pronouns, 1st and 2nd person verbs, singular, indicative, present. (conjugations not identified). Introduction of question words 'quis?', 'quid?', 'ubi?', 'cu'r?'.5. Plural nominative nouns and plural indicative present verbs.6. Verbs in the imperfect and perfect tense, singular and plural.7. How verb form indicates person and number without a subject. Other common forms of the perfect tense. Use of 'num' for questions expecting negative responses.8. Accusative plural. Review of 1st, 2nd and 3rd declensions nominative and accusative, singular and plural. Introduction to superlatives.9. Introduction of the dative case as used in indirect objects. Forms of the dative, singular and plural, of the first three declensions. Form of 'I' and 'you' (singular) pronouns in the nominative, accusative and dative cases.10. Forms of 'we' and 'you' (plural) pronouns in the nominative case. Complete present tense of 'sum'. Comparatives. Use of '-ne' to ask questions.11. Further examples of the dative case. Introduction of dative forms of the pronouns 'we' and 'you' (plural). Review of question forms.12. Imperfect and perfect tenses in sentences with 'I', 'you' (sing. and pl.) and 'we'. Imperfect conjugation of 'sum': 'eram', 'eras', 'erat', etc.If you made it this far, these are the grammatical concepts I teach in Unit I.I have the same degree of familiarity with Units II and IIIA.***** Logic *****If you have any of the following questions, I can help:Concepts:What is logic? What is 'truth'? What is syntax? What is semantics? What is a 'premise'? What is a 'conclusion'? What is an artificial language? What is a truth function? What is a logical connective? What is validity? What is the difference between a valid argument and a sound argument?What is trivial validity? What is a logical truth? What is a logical falsehood? What is meant by consistency and inconsistency? What is a theorem of logic? What is a metatheorem? What is use / mention?What are logical connectives and how are they interpreted?Logical connectives :First a side note: if your text looks different from the examples below, here is the reason why. This is for clarity and may be skipped over...( The examples below use arrow notation for the conditional and biconditional, '->' for AND, and '~' for NOT. Horse shoe, triple bar and inverse wedge can not be reproduced in this profile. Copi dot notation for AND and Quine notation for AND are relatively uncommon and are not used in the examples. One of several negation notations was chosen due to its frequent use.)monadic:negation: ~p (NOT p)dyadic:disjunction: p v q (p OR q)conjunction: p & q (p AND q)material conditional:p -> q (IF p, THEN q)biconditional:p q (p IF AND ONLY IF q)What is formalization?Formalization:How to translate from a natural language into an artificial language in propositional logic. What is an atomic statement (proposition / sentence). Depending on a given textbook propositions are also called statements or sentences ( statement logic, sentential logic)Formalization symbols differ depending on text. I am versed in several symbolic methods.As stated before, I can help make something like this:{[(p & q) v r] & [~p v (~q & r)]}make sense. Your text may have different connective symbols, but I've worked with the various notations.Truth tables:What is the main connective? What is a subordinate connective? How to construct a truth table. How to interpret a truth table for logical truth, logical falsehood, consistency, equivalency and validity.Truth trees:Again, different textbooks construct trees differently. These variations are slight but annoying.What is a semantic interpretation? How to construct truth trees. How to decompose a logical connective to a branching or non branching tree extension. How to determine when a branch closes. What is the significance of an open tree? What is the significance of a closed tree? How to check for consistency, equivalence, logical truth, logical falsehood. How to test for a valid argument from a set of statements. What is a logical theorem?Deductions:Depending on your text these may be called derivations or proofs. I have worked with five deductive systems (it seems like every textbook does things differently, but to the same end) and I can truly help in this area.What is simplification? What is addition? What is modus ponens? What is modus tollens, hypothetical syllogism, disjunctive syllogism, constructive dilemma, destructive dilemma. What are replacement rules? What are assumption rules? What is reiteration? What is indirect proof (reductio ad absurdum)?I can answer all these questions.I can help with different strategies and methods for completing deductions.Finally, you are likely to have to work with elementary set theory, (if not, your text is incomplete), and I can help you in this area also.

I believe that every student learns differently, and if the student and tutor work together, we can accomplish much more that what we could accomplish alone.

When I took the SHSAT, I qualified for the Advanced Science track at Stuyvesant High School. I have also stayed familiar with the SAT and ACT.My test preparation is rooted in knowing the test material, and then performing on test day. Test anxiety is a problem for many students, and with my psychology background students learn to test with confidence.In my spare time, I am a voracious reader and write and perform comedy, including stand up, sketch and improv.

I truly enjoy teaching and my success with teaching the concepts of PANCE, PANRE and EOR exams is long-standing. It has been a passion of mine since 1994 and I've moved up the ranks from visiting Clinical Professor and clinical preceptor to Associate Professor doing what I love. Let me assist you in your medical, surgical science success!Tutors in medicine should encourage reading & review that promotes conceptualization rather than memorization and provides learners with an opportunity to share what they have learned, testing what has been understood well enough to be explained and reinforcing the importance of self-directed learning.[ Rate My Professor - Steve Cohen: https://www.ratemyprofessors.com/ShowRatings.jsp?tid=2106782 ]

I love working with students and am passionate about motivating students by unlocking their love of learning. I have experience TA upper-level classes and have tutored a variety of subjects. I attend Wheaton College and am working toward a degree in Chemistry and Spanish on a Pre-med track. I tutor math, science, and Spanish. My favorite subject to tutor is Calculus because I have so much fun with the songs and illustration I use to learn and teach. I meet students where they are and use illustrations and several resources to help the student the best I can. Outside of school, I enjoy running, martial arts, and good conversation.

I recently graduated from Washington and Lee University with a BA in English and a minor in Mathematics. My academics interests are all across the board, and as a result, I love tutoring a wide variety of subjects including English grammar and composition, all levels of math, standardized test prep (the perfect combination of math and English!), and French. I began tutoring my fellow students in high school and continued all throughout college. I have tutored students from the elementary school level to college students to adults who wanted to learn English. After graduating college, I spent a year in France intimately learning the language and teaching my host family English. In my spare time, I love traveling, expanding my book collection, practicing yoga, and delving into community theater and choral groups. In my tutoring, I look to build my students' confidence through hard work, encouragement, and compassion. I believe that once students have confidence in themselves, they will be able to learn much more effectively and with greater enjoyment. I love learning, and I always try to spread that love to my students!

I'm an undergrad student at NYU, studying Biology and Global Public Health on the pre-med track. I have mostly taught elementary and middle school children, but I'm looking to move up soon. Having said that, I did well on the SAT and the fact that I studied for it quite recently myself makes me confident teaching it to high school students. In my free time-- I love reading, cooking, playing soccer, kickboxing, singing (in the shower!) and hanging out with my friends (and their pets). Lastly, I feel that good teachers, both in and out of school, have been instrumental in my education and progress as an individual. It makes me so glad to be able to provide the same for other students. I can't wait to get to know all of you and help you reach your goals!

I am a driven person who doesn't easily back down from a difficult problem. Graduated from Saint Cloud State University with a Bachelors of Science in physics, I tackle problems that require time and patience to solve them and a will to keep at it. I have tutored students in both mathematics and physics since the two subjects go hand in hand. My tutoring style involves assessing what the student knows about the subject and using that information to build a plan to expand their knowledge using an active learning approach. When I'm not doing physics, I like to go biking, play electric bass, go disc golfing, play video games, and reading philosophy texts.

Academic Credentials: Bachelor of Science in Elementary Education, Slippery Rock University of Pennsylvania; Master of Arts in Elementary Education, North Carolina A&T State UniversityEducational Philosophy: My philosophy of education is that teachers should make learning interesting and fun. Teachers should know their students and their capabilities. We should keep up on what is current and what interest our students. When doing so, the students feel important. Teaching is a work in progress which is why we need to continue learning. Teachers need to keep up with the new-age learning and teaching styles and techniques. All students are individuals and should be taught according to their individual needs.I believe that students should not be put down or criticized for being "different." Students should not feel they are less important than any other student for any reason. All students are unique in their own way and should be treated as such.Children should learn at their own pace. You cannot rush students' learning because they will never actually understand the concept being taught. Like I mentioned before, all students are not alike and they learn in different ways. Therefore, multiple teaching styles should be used in the classroom to accommodate the students as much as possible.Learning should be fun. A subject should be taught in a way that the students will get it, understand it, and remember it. Not only will they get it, understand it and remember it, but they will enjoy the process as well.Experience: I have been tutoring on and off for the past 10 years at the elementary level and have been teaching for 12 years. I have taught/tutored in a few different states including: several areas here in Pennsylvania (Pittsburgh Public, South Hills, Ambridge and Baden), North Carolina, and Atlanta Georgia. I have taught in public, private, charter, and magnet schools. Although I am a teacher, it is very refreshing tutoring children one on one or in a small group. It sometimes makes a world of a difference in their progress and achieving goals.I teach all subject areas, Math, Language Arts, Science, and Social Studies. However, I would have to say Language Arts (Reading) is my favorite because it sets the tone for all academic areas. When the "light bulb" comes on and children have finally "got it," it us the best feeling in the world for both student and teacher.Just Me: I am married with 2 children, ages 4 and 10. I really enjoy being with my family, watching movies, exercising, going to games, watching football and college basketball.

My passion for supporting children and families is what initially drew me to the field of education. Building their confidence and skills through exploration and play brings me joy. I'm thrilled to have the opportunity to tutor children one-on-one again.