Anna L.

Anna L.

£30 - £32 /hr

Psychology (Bachelors) - Birmingham University

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100 completed lessons

About me

Hello!


I am currently a second year psychology student at the University of Birmingham. My passion for psychology was sparked when I started by A level psychology course at secondary school. Immediately I found myself fascinated by the idea that you were able to study peoples thought process and understand why people act in the way they do. Some of my favourite topics included addiction and intelligence however the thing I loved most about psychology was that I enjoyed all aspects of the subject, this was something I found hard to come by at school! As I am sure you are aware, unfortunately with psychology comes statistics! My university course has really helped me to extend my understanding of all the A level topics but also excel in the stats section of the course and so I really believe I can help students not only with essay planning and topic understanding but also with the statistics side as well as psychology is slowly becoming a second nature to me! I believe my experience of studying a subject in depth for two years and having to apply my knowledge to fit the exam criteria can really help me give useful and relevant tutoring. Despite having to study during my AS year at home due to medical reasons, the result of my love of the subject gained me an A my A level overall. I look forward to sharing what I learnt myself at A level with other students alike!

Hello!


I am currently a second year psychology student at the University of Birmingham. My passion for psychology was sparked when I started by A level psychology course at secondary school. Immediately I found myself fascinated by the idea that you were able to study peoples thought process and understand why people act in the way they do. Some of my favourite topics included addiction and intelligence however the thing I loved most about psychology was that I enjoyed all aspects of the subject, this was something I found hard to come by at school! As I am sure you are aware, unfortunately with psychology comes statistics! My university course has really helped me to extend my understanding of all the A level topics but also excel in the stats section of the course and so I really believe I can help students not only with essay planning and topic understanding but also with the statistics side as well as psychology is slowly becoming a second nature to me! I believe my experience of studying a subject in depth for two years and having to apply my knowledge to fit the exam criteria can really help me give useful and relevant tutoring. Despite having to study during my AS year at home due to medical reasons, the result of my love of the subject gained me an A my A level overall. I look forward to sharing what I learnt myself at A level with other students alike!

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About my sessions

In order for the student to gain the most out of the session I will ask them what area they would like to focus on for that session, and if they are not sure then I will set a specific area for that session. This allows me to prepare in advance to the session by reading up on the topic area again to make sure it is all fresh in my mind, or preparing practice exam questions and answers for myself and the student to go through. In the first session I will ask the student what their goals are, and what they hope to achieve out of the session/sessions. Therefore I can ensure that by the end of the time all bases are covered and by the end of the time these goals have been achieved allowing the student to feel as prepared as possible for the exam. My online lessons will involve interactive learning. At the beginning of the session I may spend some time talking through the topic and taking any specific questions the student has come to the session with about the topic, then I will write an example exam question on the whiteboard for the students to work through. Afterwards we can go through this and make it A* standard. I will measure progress by preparing a practice exam question for the student to work out a plan for in the last 10 minutes of the session to see whether the student needs to spend any more time going the topic covered. This also benefits the student as they can take this plan away and use it for revision purposes.

In order for the student to gain the most out of the session I will ask them what area they would like to focus on for that session, and if they are not sure then I will set a specific area for that session. This allows me to prepare in advance to the session by reading up on the topic area again to make sure it is all fresh in my mind, or preparing practice exam questions and answers for myself and the student to go through. In the first session I will ask the student what their goals are, and what they hope to achieve out of the session/sessions. Therefore I can ensure that by the end of the time all bases are covered and by the end of the time these goals have been achieved allowing the student to feel as prepared as possible for the exam. My online lessons will involve interactive learning. At the beginning of the session I may spend some time talking through the topic and taking any specific questions the student has come to the session with about the topic, then I will write an example exam question on the whiteboard for the students to work through. Afterwards we can go through this and make it A* standard. I will measure progress by preparing a practice exam question for the student to work out a plan for in the last 10 minutes of the session to see whether the student needs to spend any more time going the topic covered. This also benefits the student as they can take this plan away and use it for revision purposes.

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Personally interviewed by MyTutor

We only take tutor applications from candidates who are studying at the UK’s leading universities. Candidates who fulfil our grade criteria then pass to the interview stage, where a member of the MyTutor team will personally assess them for subject knowledge, communication skills and general tutoring approach. About 1 in 7 becomes a tutor on our site.

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Ratings & Reviews

4.9
23 reviews
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4
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1
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FS
Pinned

Finlay Student

4 Feb

Another great lesson. Anna was Helpful and I learnt lots :)

SS
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Shayma Student

4 Feb

Very helpful, really enjoyed tutoring

HH
Pinned

Haifa Parent from isleworth

4 Feb

Very helpful, and helped my daughter to understand yhe concepts

FS
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Finlay Student

19 Jan

Got through lots of content, very helpful.

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Qualifications

SubjectQualificationGrade
PsychologyA-level (A2)A
Religious StudiesA-level (A2)A*
BiologyA-level (A2)C

General Availability

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Pre 12pm
12 - 5pm
After 5pm

Pre 12pm

12 - 5pm

After 5pm
Mon
Tue
Wed
Thu
Fri
Sat
Sun

Subjects offered

SubjectQualificationPrice
PsychologyA Level£32 /hr
PsychologyGCSE£30 /hr
Religious StudiesGCSE£30 /hr

Questions Anna has answered

Assess the claims that miracles are simply coincidences given religious significance

There are many different points of view when it comes to miracles. The biblical view which provides support for the idea of miracles based on the biblical definition that a miracle is ‘something done by God with a purpose’. However there are some flaws that also need to be considered put forward by Hume. This essay aims to evaluate which argument has the strongest claim about the nature of miracles.The biblical argument is that miracles hold deeper significance than just breaking the laws of nature. John’s gospel uses the word ‘sign’ to refer to miracles of Jesus because they intended to point beyond the miracle itself to reveal something else about Jesus. Luke 10 describes miracles to have goals, whilst in Acts 16 miracles are described to fufil a prophecy. They also reveal the nature of God. For example the parting of the red seas reveal that God cares about the freedom of his people and that is primary goal is to set them free. When Jesus overcomes death, this could be interpreted as God wanting all people to have eternal life and to be saved from their sins. Answering prayers could indicate Gods interest in all people and sustaining the universe. This is a good theory to an extent however, there seem to be more flaws than strengths in the wider argument.Hume’s defines miracles as a violation of natural law. He puts forward four explanations as to why miracles are misinterpreted to have religious significance. Firstly, no miracle is supported by a testimony of a sufficient number of trustworthy people to full out the possibility of falsehood. Next, the sensations of surprise and wonder often lead us to unreasonable beliefs. Thirdly, most reports of miraculous events occur amongst ignorant people who are not sophisticated enough to disbelieve fabrication. Finally, Hume argues that every religion claims the veracity of its own miracles against the miracles of every other religion, evidence of all religions opposes the evidence in favour of a miracle as it may be claimed to be heresy from someone of a different faith. Therefore, Hume argues that religion is based on faith not reason and that there is no rational ground for trusting miracles. This seems to be more a more convincing argument for miracles.Overall it is clear that miracles are simply coincidences given religious significance and this is most strongly argued by Hume.There are many different points of view when it comes to miracles. The biblical view which provides support for the idea of miracles based on the biblical definition that a miracle is ‘something done by God with a purpose’. However there are some flaws that also need to be considered put forward by Hume. This essay aims to evaluate which argument has the strongest claim about the nature of miracles.The biblical argument is that miracles hold deeper significance than just breaking the laws of nature. John’s gospel uses the word ‘sign’ to refer to miracles of Jesus because they intended to point beyond the miracle itself to reveal something else about Jesus. Luke 10 describes miracles to have goals, whilst in Acts 16 miracles are described to fufil a prophecy. They also reveal the nature of God. For example the parting of the red seas reveal that God cares about the freedom of his people and that is primary goal is to set them free. When Jesus overcomes death, this could be interpreted as God wanting all people to have eternal life and to be saved from their sins. Answering prayers could indicate Gods interest in all people and sustaining the universe. This is a good theory to an extent however, there seem to be more flaws than strengths in the wider argument.Hume’s defines miracles as a violation of natural law. He puts forward four explanations as to why miracles are misinterpreted to have religious significance. Firstly, no miracle is supported by a testimony of a sufficient number of trustworthy people to full out the possibility of falsehood. Next, the sensations of surprise and wonder often lead us to unreasonable beliefs. Thirdly, most reports of miraculous events occur amongst ignorant people who are not sophisticated enough to disbelieve fabrication. Finally, Hume argues that every religion claims the veracity of its own miracles against the miracles of every other religion, evidence of all religions opposes the evidence in favour of a miracle as it may be claimed to be heresy from someone of a different faith. Therefore, Hume argues that religion is based on faith not reason and that there is no rational ground for trusting miracles. This seems to be more a more convincing argument for miracles.Overall it is clear that miracles are simply coincidences given religious significance and this is most strongly argued by Hume.

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10 months ago

127 views

Discuss research into genetic and environmental factors associated with intelligence

A01: The individual genotype is defined at conception. This is the genetic potential that forms a blueprint for observable expression of characteristics (the phenotype). Individuals may carry genes that are not expressed but it is impossible to investigate the genotype, therefore investigate the phenotype using intelligence tests. If intelligence is inherited there will be clearly observable similarities between family members. The closer the genetic relationship the greater the similarity; this measures the concordance rate. When looking at the environment there are a few ideas to consider. Active covariation; situations that enhance genetic capability. Passive covariation; parents possessing high genetic capability provide an environment that stimulates the child’s ability. Finally reactive environment; where the individuals behaviour attracts the attention of others, who treat them differently.A02: Bouchard and Mcgue provide a clear indication of the genetic component in intelligence in family studies. They found strong correlation coefficients with twin studies. The closer the genetic relatedness, the higher the correlation. However, they also found that when the individuals were reared apart this correlation almost halved, which shows evidence for the environment as well. The sample size for this study was 4000, therefore even low correlations are likely to be significant and so evidence for both genetics and environment is seen here. However, the use of IQ tests comes with the assumption that intelligence levels can be inherited. Intelligence is passed on from parent to child through genes. This suggests that IQ is fixed and unchangeable because of high heritability rates and so any attempts of enriched education would be a waste of resources. But this is morally wrong and could lead to eugenics. Further issues are found within cultural factors. Many IQ tests use picture representations, however, these variations can vary between cultures and so there may be a problem of working out meaning of the tests rather than suggesting a lower IQ. Therefore there is a nature verse nurture debated sparked up here, and the research seems to suggest that is it neither on its own but the two factors working together.
A01: The individual genotype is defined at conception. This is the genetic potential that forms a blueprint for observable expression of characteristics (the phenotype). Individuals may carry genes that are not expressed but it is impossible to investigate the genotype, therefore investigate the phenotype using intelligence tests. If intelligence is inherited there will be clearly observable similarities between family members. The closer the genetic relationship the greater the similarity; this measures the concordance rate. When looking at the environment there are a few ideas to consider. Active covariation; situations that enhance genetic capability. Passive covariation; parents possessing high genetic capability provide an environment that stimulates the child’s ability. Finally reactive environment; where the individuals behaviour attracts the attention of others, who treat them differently.A02: Bouchard and Mcgue provide a clear indication of the genetic component in intelligence in family studies. They found strong correlation coefficients with twin studies. The closer the genetic relatedness, the higher the correlation. However, they also found that when the individuals were reared apart this correlation almost halved, which shows evidence for the environment as well. The sample size for this study was 4000, therefore even low correlations are likely to be significant and so evidence for both genetics and environment is seen here. However, the use of IQ tests comes with the assumption that intelligence levels can be inherited. Intelligence is passed on from parent to child through genes. This suggests that IQ is fixed and unchangeable because of high heritability rates and so any attempts of enriched education would be a waste of resources. But this is morally wrong and could lead to eugenics. Further issues are found within cultural factors. Many IQ tests use picture representations, however, these variations can vary between cultures and so there may be a problem of working out meaning of the tests rather than suggesting a lower IQ. Therefore there is a nature verse nurture debated sparked up here, and the research seems to suggest that is it neither on its own but the two factors working together.

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10 months ago

110 views

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