Dear Chris, Just wanted to say that Adrian keeps thriving. His enthusiasm is sky high and he is really happy that you've cleared up so many confusions that he was stuck with since school. The only problem is most of the time he speaks to me in French and I don't know a word of it. We are relly happy, thank you

Mimi, Parent from Surrey

The class with you made me not only confident with my grammar, punctuation, essay structure and sentence formation, but also has now made me eager to go write and practice myself. Which is something I would not have wanted to before. Your constructive criticism has helped me understand where I go wrong. Look forward to more classes with you.

Avanti, Student

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We've combined live video with a shared whiteboard, so you can work through problems together

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Usually we cover both subject knowledge and exam technique, although that can change depending on each individual student. Then we go through diagrams, and they ask questions, and we go from there.

Lots of students say that the classes are too big in school, or that they don't have time to ask teachers after lessons. In my tutorials, we take time to explore things in a little in a bit more detail.

I always look up the board my students are taking so the lessons are really relevant. Then we go through past papers or set texts, whatever the student finds helpful.

I use the shared whiteboard. We make diagrams together and label them, and often the student prints it off because they know it's right and they completely understand it.

After tutoring one girl went and told all her friends the new explanation I gave her. And she was so excited about what she wrote in the exam she emailed me immediately afterwards.

There was one girl who had her exam on Monday. She wanted tuition on Friday, Saturday and Sunday beforehand. It was very intense, but she said the exam went well.

the relfex action consists of receptor and neurons communicating together. the brain is not involved the processing of this action. The basic pathway that the reflex arc follows is: stimulus (touching something hot) → receptor (thermoreceptors)→ sensory neurone → relay neurone → motor neurone → effector (muscle) → response (lifting your hand)

Answered by Niranjani G.

Studies Biomedical Sciences at University College London

The longest straight line within the cuboid is the diagonal from a corner to the corner diagonally from it (show diagram), call this D. So to find out whether the pole will fit, find this length, if it is longer than the pole, then the pole will fit.
We need to find the length from a bottom corner, to the corner diagonally across and above it. This is clearly the hypotenuse of a right angled triangle, and from pythagoras' theorem we know that the square of the hypotenuse is equal to the sum of the squares of the other lenths. So, we must find the other lengths. One of them is clearly just the height of the cuboid (say this is 2.2m), call this H. The other length is the diagonal of the bottom rectangle which has dimension 1.8m by 2.0m, call this E. The diagonal is the hypotenuse of a right angled triangle with other lengths 1.8m and 2.0m, by pythagoras' theorem (a^2 = b^2 + c^2) we can say;
E^2 = 1.8^2 +2.0^2 = 7.24
=> E = sqrt(7.24) = 2.6907....
We now have the two other lengths of the original right angled triangle, H (2.2m) and E (2.6907...m). So again, by pythagoras, we can say;
D^2 = H^2 + E^2 = 2.2^2 + 2.6907^2 = 12.08
=> D = sqrt(12.08) = 3.476...
We have found that the longest straight line within the cuboid is 3.476m. This is greater than 3m, therefore the pole will fit.

Answered by Grace J.

Studies Mathematics at Durham

f(x) = cx + d
f(0) = c*0 + d = d = -6
=> d = -6
f(2) = c*2 + d = c*2 + -6 = 10
=> c*2 - 6 = 10
=> c = (10 + 6) / 2
=> c = 8

Answered by Grace J.

Studies Mathematics at Durham

First, multiply by the denominators making sure to multiply on both sides of the equation and the other fraction. You should start this by multiplying through by one of the denominators and then by the other one. This will leave you with: ((2x+3)(2x+1)) - ((2x-8)(x-4)) = (2x+1)(x-4).
The next step is to multiply out the fractions: 4x^{2} + 8x + 3 - 2x^{2} +16x -32 = 2x^{2} -7x -4
Now you should simplify and move all the "x"'s to one side: 31x= 25
Then divide both sides by 31 which will leave you with x = 0.81

Answered by Harry C.

Studies General Engineering at Durham

Answered by Hamza M.

Studies Economics at Warwick

I like to call these stem changing verbs "boot verbs" because when you arrange them into two columns and highlight the verb conjugations which change the shape these make are a boot.
For example,
For verbs that change from e --> ie (e.g. mentir)
**miento ** mentimos
**mientes ** mentís
**miente ** **mienten **

Answered by Susannah R.

Studies Theology at Oxford, Keble College

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GCSEs: years of build up, more exams than you've ever had before and (let's face it) lots of stress and worry.Our GCSE tutors can make your life easier.

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