$50/hour

5.0
average from
163
ratings

“**Knowledgeable and patient and determined tutor**”

Physics, Mathematics, Chemistry, Business and Engineering, the STEM disciplines, can be difficult subjects even for advanced high school and university students alike. Why not get top-tier tutoring in your subject area as well as those you may be taking concurrently, and greatly augment your chances for educational and career success?

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*My one-hour rate applies should you miss a scheduled lesson or are more than 30 minutes late for a session. So, please be on time. In either case, you agree that such a deduction is fair.*

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Richard is approved to conduct lessons through Wyzant Online. Wyzant Online allows students and tutors to work remotely via video, audio, and collaborative whiteboard tools. For more information about how online tutoring works, check out Wyzant Online.

If you’re interested in online lessons, message Richard to get started.

We worked with the rules of Implementation and Replacement in logic. He showed me an application I can I use that will make things easier. We also worked through some problems in my book. Very good tutor.

Professor V. helped me a great deal with my chemistry. I really appreciated his patience and willingness to work as long as it took for me to understand the lesson.

Dr. V made math exciting again. I’ll be using him not only for math but an assortment of other subjects; the man is vastly well researched when it comes to Math and Sciences’. It’s impossible not to learn from him.

Richard is a very effective tutor. He has tutored, and continues to tutor my three children at various levels in math, physics, ACT and SAT test preparation. His patience and methods has been very helpful in strengthening their academic and test-taking skills. According to my children, he provides a variety of explanations and approaches that not only improves their understanding of the material, but also enhances their confidence about their ability to succeed in the course or test.

Mr. Richard always shows up according to schedule, communicates with me about the tutoring session and the progress being made, even working in harmony with their classroom teacher when necessary, in providing excellent academic assistance. I give him the grade of awesome.

Richard has been very helpful with studying for my military assessment test, ASVAB/ASTB. He has been especially helpful, and patient, with some of my shortcomings in math and physics. I've become more confident in these areas since taking tutoring lessons with Mr. Richard V.

I was an OSU undergraduate student taking Stats 1430. I received an A in the class due to the help of Prof. V. He was a very knowledgeable tutor who had a knack for rephrasing concepts to help them "click." He was also able to put the concept into real world scenarios to help me better understand them as well. If you are looking for a statistics tutor, look no further!

Richard is a very good tutor. My son has only had a few sessions covering calculus and physics and it has already positively impacted his confidence and his grades. Thank you for knowing how to cover the info in a way my son can understand.

Very patient, uses time well. Makes individualized notes for every lesson. Flexible with schedule and can alternate between disciplines depending on the student's need. 2 hour minimum is well worth it. Can be reached by the phone or email, convenient.

Professor V is the greatest. I like his teaching style. He makes learning stats fun. I look forward to many teaching sessions with Prof V.

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Approved subjects are in **bold**.

In most cases, tutors gain approval in a subject by passing a proficiency exam. For some subject areas, like music and art, tutors submit written requests to demonstrate their proficiency to potential students. If a tutor is interested but not yet approved in a subject, the subject will appear in non-bold font. Tutors need to be approved in a subject prior to beginning lessons.

I'll cut to the chase. I am an expert in the content of this subject matter. I have a complete set of notes for the entire course to share with the student including related materials such as the understanding of equations, their methods of solution, and sample tests.

I'll cut to the chase. I am an expert in the content of this subject matter. I have a complete set of notes for the entire course to share with the student including related materials such as the understanding of equations, their methods of solution, and sample tests.

As a Mathematical Physicist, although I have digressed into a more useful area of research, I have tutored Astronomy students at Ohio State, and I use the notes from Princeton and OSU faculty to supplement the student's learning experience.

I have an MBA from the University of Akron, which is rated in the top 5% of Business Schools that are also AACSB accredited. Additionally I have completed doctoral coursework in Business at Kent State University (also AACSB). My MS in Mathematics is both pure and applied with a sub-minor in Operations Research. I am on the adjunct faculty of Ohio University for teaching Operations Management courses.

I taught the Calculus sequence at CSCC when I was an adjunct professor. I've also taught the Business Calculus course having had a similar course in my Graduate Business School program. My preparation in undergraduate work has included several courses: Calc I, II, & III, and both Ordinary and Partial Differential Equations (in my Physics classes).

In graduate school, I completed courses in PDEs, and Advanced Calculus, Mathematical Analysis, Real Analysis, and Functional Analysis, with an intro to Measure Theory. My peer-level work has included solving the PDEs of Mathematical Physics.

There's something more that I add to the student's Calculus experience, well-beyond differentiation and integration. I add the symbolic logic approach to that of the specific application which then underscores the fundamentals of the Calculus.

I tutor Chem 1210 and 1610 for OSU and CSCC students. So I provide you that "one stop" tutor shopping.

As an Applied Mathematician and Physicist well-trained in the use of computer programming languages I've solved differential equations and forward integration problems with Runge-Kutta methods in Fortran, as well as BASIC and Pascal. I have written my own code to compute the statistical parameters of distribution functions. As deeper subject matter, I have tutored and taught Discrete Mathematics.

I am also skilled in using Excel as a resource to do Linear Programming with a few, readily available software packages. For very young students I simply show how a word problem can be solved by applying simple code to extract solutions if any should exist.

Differential Equations is an intriguing subject, normally encountered in the science major's second year of training. However, some readily available methods of solution are handled by algebraic means. For example, the time-varying homogeneous LDE:Y"+bY'+kY = 0, with real constant coefficients can be solved by assuming an algebraic solution of the form Y = e^(st), and solving the operator-algebraic equation in 's'.

If the LDE is non-homogeneous, then using Green's functions, the Wronskian, or even Variation of Parameters provide elegance. Also, many of these methods can be extended to LPDEs, especially for those problems encountered in Physics and Engineering.

As a Mathematical Physicist, I have taken at least 6 Mathematics courses covering: LDEs, PDEs, NLDEs, Sturm-Liouville Theory, and boundary-value problems, as well as their application.

My Pure Math courses at the University of Akron, included one graduate course (500-level) involving combinatorial graph theory, and I earned the grade of A. In my Applied Mathematics course at Cleveland State I had three courses (600-level) involving Combinatorics, Graph Theory and Markov Chains, receiving the grades of A, A and B respectively. At Kent State in my doctoral Operations Research sequence I had one (700-level) course in Finite State Markov Chains, receiving the grade of A.

While at Akron, I also developed a discrete search algorithm to solve small-scale, optimization problems. I have an ongoing interest in Number Theory, Goldbach's Conjecture, and Turing Machine applications.

I tutor this subject for MBA Students at Ohio University and Capital University. I've had three courses in graduate school: Micro, Macro and Managerial Economy (calculus-based). Typical topics include how a firm or industry operates within the constraints of its economy: Monopoly, Oligopoly, Perfect Competition, and Monopolistic Competition. Additionally, comparative advantage/disadvantage is discussed in each of these with respect to the fundamental concept of exchange: Supply-Demand, whether Capital, Labor, Money, Interest, Opportunity cost, etc.

My EE experience has included basic circuit analysis. I have taken one course during my second year Physics sequence and two courses in E&M in the upper sequence involving Maxwell's Equations. Most basic circuit theory involves analysis of impressed voltages and currents on various combinations of the R-L-C circuit, whenever DC, transient, or AC responses are sought. I can teach you how add resistors (R), capacitors (C), and inductors (L) in parallel and in series and apply both Thevenin's and Norton's theorems to reduce circuit item isolation/response.

Finite Math is a potpourri that involves a range of topics separate from the Calculus and its homologues such as Continuous Mathematics and Differential Equations. It covers topics which I have both taught and studied in depth, such as Matrices, Logic, Set Theory, Probability and Statistics and specializations such as Linear Programming and finite State Markov chains.

I also have completed work in Graph Theory and Combinatorics, excelling in one or more courses in each of these topics. More recently, Financial Mathematics has entered this genre and the student of Business is served well by studying the time value of money and its impact on cost and investment decisions.

I am a Mathematician and Physicist, and have been programming computers in both Applesoft BASIC and Dartmouth BASIC for years. My professional experience is in FORmula TRANslation (Fortran), where I have solved several numerical Eigenvalue problem, either by adapting parts of standard code or writing my own. Due to the power of Excel, many elementary to advanced programs can be written via this package, which in fact, I do take advantage of. I also have a great library of MAPLE programs and Statistical packages, and have used some Mathematica. However, I have minimal passing familiarity with C and C++.

I have a degrees in both Physics and in Engineering as well as an MS in Pure and Applied Mathematics from Cleveland State. I have taken several courses in Linear Algebra, and three more in related Mathematical Physics courses, which content includes this particular subject. My doctoral work at Kent State in Operations Research course involved Probability and Markov Chain Analysis, and the Matrix formulations of Statistical Regression Analysis: Y = xB+e.

As a degreed Master of Science student in both Pure and Applied Mathematics, my course work included proving theorems using the machinery of Symbolic Logic. This involved stating theorems with the use of Universal and Existential quantifiers, and proving or presenting them similarly. I also have completed a course in the Transition to Advanced Mathematics, from which I developed Truth Tables to determine the validity or invalidity of arguments. I completed an undergraduate course in the subject of Logic under the rubric of a Philosophy course, and am a well-read follower of S.C. Kleene, A. Church, E. Post and K. Goedel.

Philosophy covers a range of topics. I work closely with students who struggle in the LOGIC portion of this discipline, to discover the truth table functionals of an argument and to provide the reasoning behind the valid conclusions of a categorical syllogism.

In the more "reading-based" courses of Western Philosophy, such as Kant, Nietzsche, Hegel, Hume (my favorite), Russell (another favorite), and the ancient ones: Socrates, Aristotle and Plato, we delve into their formulations and discover their main theses and range of applications. Most importantly we attempt to understand whether they answer ANY existential question at all, and that is Science.

I am a degreed Physicist, Engineer, MBA, Operations Researcher, and Mathematician. So the realm of Physical Science (which touches every discipline I've studied) is embodied in my life's work and devotion to students both in and out of the classroom. Would you like an omnibus, world-class learning experience? If so, contact me on the WyzAnt platform.

I've taught both the Algebra- and Engineering-based Physics for the NON-science major who needs to satisfy a science requirement. As far as more advanced Physics, I've taught the calculus-based sequences: Mechanics, Atomic/Modern Physics and E&M at Columbus State whenever the Physics faculty could not find an adjunct, the Math department loaned me over. If you are at the jr./sr. level in college or university in these courses, or a 1st or 2nd year Graduate Student, then I can help you. I have several books on this subject matter, including the Feynman Lectures.

I am an expert in the content of this subject matter, as an adjunct Professor of Mathematics and Physics at my local college. I have a complete set of notes for the entire Precalculus course having taught it a number of times at the college level. These notes include the type and number of solutions to polynomial equations, the quadratic formula, complex numbers, the rational functions and their asymptotes to name a few topics. We also cover trigonometric functions and waves. I have a set of notes to share with the student to further his/her understanding including related materials such as sample tests.

Much of my undergraduate, graduate, and doctoral work was in the areas of Probability and Statistics. I have strong background in Statistics as well as Applied Probability Models, the latter being more of the stochastic modeling method (Conditional and Discrete Space Probability) I have a complete set of notes for undergraduate and graduate Statistics; since I've taught both.

If you need foundational skill in Statistics or Probability email me. I love the subject matter.

My minor in graduate school and later doctoral work was in Statistics and Applied Probability Processes. I have a heavily quantitative MBA; my doctoral work was in Operations Research including Applied Regression Analysis.

I've taught undergraduate Operations Management at OU, and Statistics at both CSCC and BCC (RCBC in NJ). I also taught this course at the Graduate level (KGSM).

The benefit I provide the student, is the application of Probability and Statistics across a very wide range of disciplines, and I leave them with a deep appreciation of the subject matter.

I have several University degrees in different, but related subject areas. My technique is simple: I show the student how to take notes in class and then re-write them at home in two-color ink.

For the student needing a methodology in study skills, I use same two-color note taking approach, and supply word or sentence mnemonics from which to memorize material, relating it to something familiar to the student.

In subsequent tutoring sessions, the student gets disciplined to review past notes and any supplementary material the student has added.

This 3-prong approach tends to solidify both the content presented, as well as an understanding of what is expected to be learned.

I am an expert in this subject matter, having taught it in a range of subjects from Precalculus to the Calculus as well as in Physics classes (Resolution of vectors via trigonometric identities). The fundamental identity in this genre is [sin(x)] ^2 + [cos(x)]^2 = 1. Several others are derivable from it. For Sums and Products of Trig functions I often taught the use of the Euler Identity e^(i*theta) = cos(theta) + i+sin(theta), and match real and imaginary components in the expansion. One thing that serves the student well is that the 'y' component is related to the sine of the angle and the cosine component to the 'x' value. It's often helpful to draw the trigonometric figure if static angles are involved, especially to find the inverse Trig functions.

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Physics, Mathematics, Statistics, Business & STEM