I have spent more than 40 years using, and improving, my skills in grammar and proper sentence structure to write documents that are error-free. As a trial lawyer for 17+ years, and a mediator for the past 13 years, I have written thousands of documents, all of which had to be error-free. I have also reviewed countless legal briefs, correspondence and memoranda written by my others under circumstances whereby I had to spot errors in grammar, syntax, and sentence structure and both correct them and work with the authors on their writing skills.
I am able to help students learn to read, to fully understand what they are reading, and to demonstrate their understanding in successfully taking exams. This is because I have extensive experience in this area, both academically [through high school, college, law school and continuing professional education] and professionally, wherein my careers as a trial lawyer and a mediator have required me to read thousands of important documents including, but certainly not limited to, books, journals, scientific studies, opinions of appellate courts, legal briefs, position papers, memoranda, and correspondences-all of which require me to fully understand the content so that I can discuss the meaning and specific content in oral court arguments, in writing legal briefs to submit to the court, and in writing correspondence to other lawyers and clients.
As a student, your ability to understand what you are reading, and to demonstrate that understanding, will take you far in whatever path your life takes you, because people communicate mainly through the written word, including through the use of computers, tablets, smart phones and lots of other devises. The rapidly-increasing use of technology places an even greater importance on being able to quickly understand what you are reading so that you can learn and often respond to what you have read. Now is the time to show yourself, and the people who administer the exams, how well you can read, and to demonstrate your understanding of what you read, by scoring well on the ACT exam. Not only will I help you with your reading comprehension, but I will show you some handy tips on test-taking that will make you feel more confident, more relaxed, and help to improve your score.
I studied American History at the University of Oregon as one of my two formal "minor" emphasis scholarly pursuits, which included taking approximately 7-8 courses in various aspects of history. Additionally, since my achievement of a Juris Doctorate in 1984 [the studies for which included extensive education as to the history of the law in America], I have continued my scholarly pursuit of American History by reading at least 50 non-fiction books, attending numerous lectures sponsored by historical associations & societies, and travelling through the ENTIRE contiguous United States to visit over 60 historical sites including numerous Civil War battlefields. I am very well-versed on the Civil War and World War 2, as well as the epic exploratory journey of the Corps of Discovery [lead by Captains Meriwether Lewis and William Clark] and the California Gold Rush and its effects upon the American populace in terms of demographics. I have watched and studied, numerous times, the most highly-respected documentaries on the Civil War [most notably, but not limited to, Ken Burns & Lynn Novick's award-winning work] and World War 2. I've read over 200 first-hand accounts of the memoirs of soldiers in WW2 and I am working on writing & editing a book based upon the memoirs of a teen-age bombardier in the U.S. Army Air corps [the predecessor to the U.S. Air Force] over Germany in WW2, a man who was the father of my closest childhood friend and has given me permission to use his memoirs to write a book. as a tutor, I will educate students not merely on the numerous fascinating details of all these [and many more] seminal events [of which details I am very-well familiar] but, moreover, on how the events in the past helped to shape the nation in which they now live, not only as to politics but as to culture and attitudes. A study of history is essential to our understanding our place in it and to help guide us, both individually and as a united peoples, through the present and into the future.
I formally studied Anthropology as a "minor" at University of Oregon, including approx. 15 courses in the three sub-disciplines that, together, comprise Anthropology: Physical Anthropology, cultural Anthropology and Archeology. I have continued my scholarly pursuits in this field by attending numerous seminars sponsored by national organizations and such "working" museums as the Field Museum of Natural History in Chicago and the Page Museum in Los Angeles. I was an active participant in an archeology "dig" west of Eugene, Oregon wherein we undertook all aspects of performing a "dig" from scratch, and catalogued our finds including numerous pieces of pottery, obsidian arrowheads and middens [trash heaps]. I have visited approximately six renowned archeological sites in Mexico & Central America and I have travelled extensively in regions of these nations wherein we observed cultural and religious practices of aboriginal peoples. I have read 15-20 non-fiction books regarding anthropology focusing on studies of aboriginal peoples in Asia, north & South America, Africa and the Pacific Islands. I am fascinated with the study of human development through the ages and, as a tutor, I would work to help students to understand and appreciate the value and thrill of such studies, so that I would be encouraging students to pursue knowledge so that, with my help as to study and time-organizational techniques, they would be empowered to achieve a true education rather than trying solely to get high grades and forgetting what they learned. Knowledge of Anthropology helps one to better understand present-day human cultures and societal attitudes.
I studied archaeology at the University of Oregon as an integral part of my minor emphasis in Anthropology, including several classes focusing on both the general principles of archaeological investigations and classes focusing on identification of the origins of physical evidence based upon specific physical characteristics including artistic styling and religious iconography. Further, I participated actively in an archaeological "Dig" 11 miles west of the town of Eugene, Oregon, where a Mastodon tusk had previously been uncovered. My experience on that project, coupled with my education, means that I am very familiar with the numerous detailed requirements for uncovering, cataloging and preserving physical evidence such as pottery, arrowheads, and middens [trash heaps] so that the site can be utilized by other archaeologists who wish to perform additional "digs" or who simply wish to evaluate the evidence of past human activity at the site.
Additionally, I have visited famous archaeological sites in Mexico and Central America including, but not limited to: Teotihuacan [south of Mexico city], Monte Alban [outside of Oaxaca in Southern Mexico], Uxmal & Chichen Itza in the Yucatan Peninsula.
as a tutor, I would both help educate a student in the principles of archaeology and also help to understand how exciting it is to see [and perhaps help uncover] physical evidence of human activity, which has application and value not only as part of the study of pre-written history, but it also has value to the study of recent human activity such as crime-scene and other forensic investigations that are interesting and challenging jobs and careers.
I have more than 40 years of experience evaluating colleges and universities, and knowing what questions should be asked of and by students who seek higher education beyond high school, whether it be from my experience attending a university and law school, visiting campuses and the areas in which they are situated, counseling students as to how to conduct a search and evaluation of possible places for them to seek a college education, studying factual information and meeting with persons who have attended colleges, universities, graduate and vocational schools to discuss their experiences and evaluations.
I have been a counselor to approximately 15-18 people whom I counseled and assisted in the search for, and selection of, a college, university or vocational school as their ultimate destination for higher education. Additionally, I have personally toured approximately 100 college/university campuses and studied hundreds more both in my role as a counselor and for self-interest.
I have additionally consulted with well over 150 college graduates [and several who withdrew and either graduated elsewhere or never earned a degree] for purposes of obtaining detailed information regarding their academic and social experiences. As a college counselor, I initially spend quality time meeting with the student and his/her parents, both separately and together, to listen to what they say about the student's goals as well as obtaining information as to the student's academic strengths and areas where improvement is most needed as well as their extra-curricular activities and desires. I both conduct a detailed review of potential colleges & universities, to discuss with the student/parents, and I also help them to focus on what questions they should be asking in order to determine whether there seems to be a good match of the student and the college.
I feel that it is important that I am a guide and counselor and not simply one who compiles information or provides opinions. The process of selecting a college or university should be primarily undertaken by the student so that the ultimate choice is based upon an educated evaluation and not merely a somewhat random selection about which the student feels less than enthusiastic. It is my experience that students who are excited about where they are going to attend college have a much greater likelihood of a wonderful experience that will result in entering full adulthood on a pathway to happiness, success and optimism for their future.
I have been a true student of Geography since even before I could read, as I would spend hours and hours both studying the large globe in our den and staring at the pages of our Rand McNally world Atlas. As a youth, my parents took us on vacations both throughout the U.S as well as Eastern Canada, Mexico & Central America and Europe. I've also traveled to Asia and spent considerable time driving in very remote regions of S/W Asia just north of Iran. As a history and Poly/Sci student at University of Oregon, I both took specific courses in Geography and I also learned a great deal of international Geography as part of my studies of Political Revolution in Developing Countries and also International Relations. I have driven across the U.S. EIGHT times and always have driven primarily on smaller roads, rather than Interstate highways, because one must do so in order to truly see and appreciate the incredible diversity and beauty of our nation. In fact, I have drive throughout, and spent considerable time within, every one of the forty-eight contiguous states, plus four of the islands of Hawaii, with Alaska being the only state I have not yet traversed, although I have studied it extensively and learned much about it from close friends who lived and worked there. My study of Geography is never-ending, as it is a lifelong fascinating journey which now includes many hours of free time studying Geography on the Internet. I am familiar with every major body of water, mountain range, river, valley and I have also seen virtually all from the sky, as I have flown over 250 times and on every flight except one I have sat in a window seat staring out and won on the incredibly-fascinating geography of the U.S and many other regions on Earth. As a tutor, I will impart my excitement about Geography and show students that it is perhaps the most fun discipline to learn because it is based so extensively in visual learning, and studies have established that people have a greater aptitude for learning if they can associate facts and detailed information with visual recollections. IU will help students to LEARN and be truly EDUCATED, not to merely memorize facts.
Government & Politics
I have been an active participant in government for more than forty-five years, beginning with working on a presidential campaign when I was a youth, to being a member of the student government in my junior & senior years in high school, to working as a paid elections official in the 2004, 2006 & 2008 federal elections. As a trial attorney for over seventeen years, I was immersed in the workings of government on a daily basis, and among my clients were several cities and some of the largest governmental agencies in the U.S. Furthermore, I have studied government extensively for forth years, including taking dozens of courses beginning in high school and especially in both college [where I majored in Political Science, achieving a top 10% ranking among all students] and throughout my law school curriculum. During the past fifteen years I spend considerable time and energy studying the daily workings of the federal government and its numerous branches and departments and I have written scores of letters to Senators and Congresspersons proposing, supporting and opposing legislation. I am a member of several political organizations and I believe that active participation in government & politics, or continuous education and awareness of these processes, is important for citizens to be advocates for the needs & interests of themselves and their families. As a tutor, I will help students to improve their performance by assisting them in learning the relevant subject matter of their studies and, additionally, by helping them to educate themselves and better understand government & politics and to appreciate the importance of these subjects to everyday life. With this greater understanding of government & politics in general, students will see an increase in their comprehension of specific subject matter and their performance will greatly improve, as will their self-confidence.
After graduating from Boston College Law School in 1984, I was a practicing civil litigation trial attorney for over 17 years, until I became a full-time private mediator in 2001. In addition to being blessed with the challenges of undertaking a wide range of responsibilities as either the lead or the "second chair" attorney, I was always expanding the scope of my knowledge as to a host of topics as we worked to prepare for trials in some of the largest and most fascinating cases in the U.S. During my years of practicing trial law, I supervised more than sixty junior attorneys as we worked in litigation "teams." That included teaching time management, writing skills, client-relations, etiquette for working in an office, and other necessary general skills that law schools do not teach their students. I also had the enjoyable but demanding challenge of teaching junior [and sometimes senior] lawyers as to specific legal issues by presenting seminars and leading case-related planning and strategy meetings. My special areas of expertise [arguing in court, taking depositions and leading investigations] allowed me to travel extensively throughout the U.S. and to see and get to know many fascinating people and places. The knowledge and "people skills" I developed as an attorney provided and enriching and productive foundation for me to flourish in the present phase of my life, namely working with people to hopefully make a positive difference in their lives through tutoring and mentoring and also helping them to solve problems and to resolve conflict through mediation. As a tutor, I am a great listener and very patient, though I also am demanding, in terms of not allowing those whom I tutor to "slack off," because it takes a willingness to set high standards for oneself in order to reach one's goals and perform to one's maximum potential. Improving one's performance is very exciting, enriching, and motivates one to keep working harder and to set higher goals.
I have written hundreds of persuasive, analytical and expository papers & documents over the past forty years. I both understand, and am able to clearly explain, the basic requirements of writing a quality paper, whether it is a fictional story, a review/analysis of a subject or of another's writing, or a document designed to persuade someone as to the strengths of your theory, argument or opinion.