USC Tutoring Center - Recently Updated Pages

MGSC 291

DayneLee — Wed, 20 Apr 2011 21:34:14 CDT

*Helpful Hints for Chapter 9 - Added as a thread at the bottom of the page

Welcome MGSC 291 Students!!

Tutor Availability :
Mondays & Wednesdays - 2:00 to 5:00 (L111)
Tuesdays - 5:00 to 7:00 (L113)
ROOM CHANGE - The new rooms are located on the lowest floor of the Thomas Cooper Library (Press 1 in the elevator). The rooms are in the back right corner of the room when you step off of the elevator. Don't forget to sign in at the SSC Front Desk before you come to the study room!

Contact Information:
Student Success Center
Thomas Cooper Library (Mezzanine Level)
student.success@sc.edu
(803) 777-0684
www.sa.sc.edu/ssc/index.htm

To sign up for a 1-hour session, you have 2 options. You can either make an appointment via TutorTrac or visit the front desk of the Student Success Center before the scheduled times above to see if there is an open spot. The limit is 5 students per session so to be safe, reserve your spot on TutorTrac beforehand.

My name is Dayne Lee, and I am the tutor for all sections of MGSC 291. I am a Junior here at the University of South Carolina, studying within the Moore School of Business. My major is Global Supply Chain & Operations Management and my minor is HRTM.

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WORDS TO KNOW for Chapters 1 & 2

- Qualitative data, Quantitative data, Population, Sample, Frequency distribution, Relative frequency distribution, Percent frequency distribution, Cumulative frequency distribution, Cumulative relative frequency distribution, Cumulative percent frequency distribution

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For Chapter 3, try both of the practice quizzes listed as attachments at the bottom of the page.

CHEM 102

kingjj2 — Tue, 19 Apr 2011 07:42:52 CDT

Hello Chem102 students! My name is Josh King and I am your SSC Peer Tutor for Chem102, Fundamental Chemistry II, for this semester. I am a senior math major, and am planning to go on to grad school to get a PhD, or get a job in Risk Management. I took this course last Spring with Dr Freeman, so I will know all of the difficulties about the class and I will know what you are going through. My success in this course gives me the capability of helping you all through your difficult times. I am here to help you. If you have questions, let me know and we will do our best to go through challenging topics so that you understand them fully. My goal this semester is to help every student that comes to me for help, but my main goal is to give you the confidence with this material so that you can excel on your own.

My tutoring sessions will be held on the Mezzanine level of Thomas Cooper Library, and the times are as follows:
Sunday 7 pm - 9 pm in Study Room 2
Monday 3 pm - 5 pm in L112 *This room has changed. It is on the FIRST floor of the library, NOT the main floor or the mezz.
Tuesday 5 pm - 8 pm in Study Room 1
Thursday 5 pm - 8 pm in Study Room 2

Throughout the semester, I will post practice problems, practice quizzes, old tests, and other supplemental information that will (hopefully) help you with your coursework. These attachments are located on the bottom of this page.

Help Me Help You. If you come to any of my tutoring sessions please have relevant and specific questions about what you would like to cover during our session. Remember that when exam time comes, it will be you taking the exam... I am here to help you fully understand the material, not to do your homework for you.

It is recommended and usually necessary to make an appointment for a tutoring session. Drop-Ins are welcome as long as the five available slots are not filled for that hour. You can make an appointment on TutorTracor by stopping by the front desk at the Student Success Center.
If you have any questions, feel free to email me here

Check here for updates throughout the semester.
Thursday, April 21 is the LAST DAY to get tutoring from me. Don't wait until the last minute to begin studying for the exam, come now if you need help!

See Attachments on the bottom of the page (click on view all to see older ones):

Chapter One Outline
Chapter Two Outline
Determining Electron Pair vs Molecular Geometry
Chapter One Practice Quiz and Answers
Chapter Two Practice Quiz and Answers
Precipitation and net ionic equation practice and answers
Chapter Three Outline
Powerpoint on Naming Alkanes

Here are some helpful links:

Lewis Dot Structures

Balancing Equations

Neutralization Reactions

Solubility and Net Ionic Equations

Naming Alkanes

Naming Alkenes

Naming Alcohols and Ethers

Organic Functional Groups

CHEM 333

tennisace2007 — Mon, 18 Apr 2011 15:09:21 CDT

Thursday April 21 is the last day of Tutoring!

Final Exam Review Session
Wednesday April 20
Sumwalt Room 213
7:00 - 9:00

Hey everybody! My name is Sean Bannon and I am the tutor for Chem 333. I am currently a senior here at USC (graduating in May!) with a major in chemistry and minors in spanish and biology. Now I know that organic chemistry is a difficult class, but I am here to help you as much as possible. I really like the subject and I hope that by the end of the semester you will too.

Here are the tutoring times for me this semester and all of these sessions take place in the Mezzanine of the library.

Monday: 5-7 pm (Study Room 2)
Tuesday: 2-5 pm (Study Room 2)
Thursday: 2-5 pm (Study Room 2)

You can sign up here TutorTrac to make an appointment.

If you have any questions, feel free to email me at bannon@email.sc.edu

Dr. Bryson's Chem 333 Page

Helpful Hints for Mechanisms:
- Always start an arrow from a source of electrons (double/triple bonds or lone pairs)
- Figure out the partial negative and partial positives of atoms....these will help in determining where the reaction will take place
- Carbocations can be useful and remember that 3° > 2° > 1°
- Understand the difference between a transition state and an intermediate
- HO¯ is not a good leaving group but H2O is a good leaving group
- Memorizing mechanisms of certain reactants is not as important as learning patterns

*************************************************************************************************************************************************************************************************************

Updates:

1) All vocabulary for chapters 1-3 have been added.

2) I have posted two quizzes. One quiz covers some of the material from chapters 3-4 and the other covers chapters 4-5. If you are attending my sessions, please print out these quizzes and attempt them before coming. **Answers are now posted**

3) My sessions on Thursday have moved. All of my sessions will take place in Study Room 2.

4) A powerpoint has been added to explain enantiomeric excess. If you have any problems, bring your questions to your session and we can go over them.

5) 2 new quizzes have been posted in the threads below and they cover chapters 6 and 7.

BIOL 243/244; EXSC 223/224

vanderwj — Fri, 25 Mar 2011 16:35:43 CDT

Hi, my name is Jeff VanderWood and I'm the SSC Tutor for Anatomy and Physiology I & II. I'm a junior exercise science major and am hoping to get into medical school in the near future. I took these courses within the last year and did well in both. In turn, I hope that I may aid others in their arduous quest of gaining practical knowledge about the human body. In my sessions, I will do my best to answer questions and clear up difficult topics, but also to give you all the confidence to excel on your own.

My sessions will be in the Thomas Cooper library, and the schedule is as follows:

Sunday 6p - 8p L112

Monday 6p - 8p L111
Tuesday 5p - 7p Study Room 2

Thursday 6p - 8p L112

You can sign up for sessions via http://tutortrac.ssc.sa.sc.edu. Otherwise, if you have questions, you can email me at vanderwj@email.sc.edu.

Practice Questions:

EXSC 223
1. What three organs or tissues are the primary effector organs determining the amounts and directions of interconversions in the nutrient pools?
2. Generally Speaking, what kinds of reactions and events characterize the two states (absorptive and postabsorptive)?
3. Where is glucagon secreted from? Insulin?
4. What are trans fats and what is their effect on LDL and HDL levels?
5. What factors contribute to BMR? What is the most critical factor?

BIOL 243
1. Differentiate between the different types of neuroglia in the CNS and PNS.
2. Which structural and functional type of neuron is activated first when you burn your finger? Which type is activated last to move your finger away from the source of heat?
3. For which cation is there the greatest amount of leakage (through leakage channels) across the plasma membrane?
4. Comparing graded potentials and action potentials, which is bigger? Which travels farthest? Which initiates the other?
5. Which ions flow through chemically gated channels to produce IPSPs? EPSPs?

USC Tutoring Center Home

tutoringcenter — Tue, 15 Mar 2011 10:47:03 CDT

WELCOME TO THE

USC PEER TUTORING PROGRAM!

http://www.sa.sc.edu/ssc/tutoring.htm

The Peer Tutoring program is located on the Mezzanine Level of the Thomas Cooper Library in the Student Success Center. We offer FREE tutoring to USC students. Stop by the Mezzanine Level to check-in for your session. We will direct you to the appropriate tutoring location.

Courses Available for Tutoring: Biology, Chemistry, Economics, Exercise Science, Management Science, Math, Music, Nursing, Physics, Spanish, and Spanish Conversation.

Click here for more information on the Tutoring Center.

Are you searching for guidance in your classes? Do you want to enhance your learning experience?
Our tutors offer websites, resources, examples, and helpful tips for success in the classroom. Choose the appropriate course:

BIOL 243/244; EXSC 223/224	ECON 224	PHYS 201/202
CHEM 102	MATH 241	PHYS 211
CHEM 333	MGSC 291	Spanish 100/200 Level
CHEM 334	MUSIC	SPAN 310
ECON 221	NURS 412 (Med Surg)

Schedule

tutoringcenter — Tue, 15 Mar 2011 10:45:06 CDT

SPRING 2011 SCHEDULE

Tuesday, January 18th: Tutoring begins
Sunday, March 6th- Thursday, March 10th: No Tutoring due to Spring Break
Sunday, March 13th: Tutoring returns from Spring Break
Thursday, April 21st: Last day of Tutoring

	Study Room 1	Study Room 2	L111	L112	L113	L114	School of Music
Sunday 6:00-7:00	Gabriela Hidalgo (SPAN 310)	Katie Cass (ECON 221)	Jess Paulus (NURS 412)	Jeff Vanderwood (BIOL 243/244; EXSC 223/224)	Steven Glenn (Math 242)	Peter Washam (MATH 241)	Stuart Brown (MUSC 115/116/117/118)
Sunday 7:00-8:00	Gabriela Hidalgo (SPAN 310)	Josh King (CHEM 102)	Jess Paulus (NURS 412)	Jeff Vanderwood (BIOL 243/244; EXSC 223/224)	Preston Helmly (CHEM 334)	Peter Washam (MATH 241)	Stuart Brown (MUSC 115/116/117/118)
Sunday 8:00-9:00	Gabriela Hidalgo (SPAN 310)	Josh King (CHEM 102)	Jess Paulus (NURS 412)	Steven Glenn (Math 242)	Preston Helmly (CHEM 334)	Katie Cass (ECON 221)
Sunday 9:00-10:00	Gabriela Hidalgo (SPAN 310)		Jess Paulus (NURS 412)	Steven Glenn (Math 242)	Preston Helmly (CHEM 334)	Katie Cass (ECON 221)
Monday 1:00-2:00
Monday 2:00-3:00		Preston Helmly (CHEM 334)	Dayne Lee (MGSC 291)
Monday 3:00-4:00		Gabriela Hidalgo (SPAN 310)	Dayne Lee (MGSC 291)	Josh King (CHEM 102)	Katie Cass (ECON 221)	Matt Nienhaus (PHYS 211)	Joanna Helms (MUSC 115/116/117/118)
Monday 4:00-5:00	Maggie Murphy (SPAN)	Gabriela Hidalgo (SPAN 310)	Dayne Lee (MGSC 291)	Josh King (CHEM 102)	Katie Cass (ECON 221)	Matt Nienhaus (PHYS 211)	Joanna Helms (MUSC 115/116/117/118)
Monday 5:00-6:00	Maggie Murphy (SPAN)	Sean Bannon (CHEM 333)		Lindsay Johnson (ECON 224)	Katie Cass (ECON 221)	Matt Nienhaus (PHYS 211)
Monday 6:00-7:00	Maggie Murphy (SPAN)	Sean Bannon (CHEM 333)	Jeff Vanderwood (BIOL 243/244; EXSC 223/224)	Lindsay Johnson (ECON 224)	Katie Cass (ECON 221)	Matt Nienhaus (PHYS 211)
Monday 7:00-8:00	Maggie Murphy (SPAN)		Jeff Vanderwood (BIOL 243/244; EXSC 223/224)
Tuesday 1:00-2:00							Stuart Brown (MUSC 115/116/117/118)
Tuesday 2:00-3:00	Maggie Murphy (SPAN)	Sean Bannon (CHEM 333)
Tuesday 3:00-4:00	Maggie Murphy (SPAN)	Sean Bannon (CHEM 333)	Lindsay Johnson (ECON 224)
Tuesday 4:00-5:00		Sean Bannon (CHEM 333)	Lindsay Johnson (ECON 224)
Tuesday 5:00-6:00	Josh King (CHEM 102)	Jeff Vanderwood (BIOL 243/244; EXSC 223/224)	Lindsay Johnson (ECON 224)		Dayne Lee (MGSC 291)
Tuesday 6:00-7:00	Josh King (CHEM 102)	Jeff Vanderwood (BIOL 243/244; EXSC 223/224)	Matt Nienhaus (PHYS 211)	Preston Helmly (CHEM 334)	Dayne Lee (MGSC 291)	Peter Washam (MATH 241)
Tuesday 7:00-8:00	Josh King (CHEM 102)		Matt Nienhaus (PHYS 211)	Preston Helmly (CHEM 334)		Peter Washam (MATH 241)
Wednesday 1:00-2:00	Steven Glenn (Math 242)
Wednesday 2:00-3:00	Steven Glenn (Math 242)	Jess Paulus (NURS 412)	Dayne Lee (MGSC 291)
Wednesday 3:00-4:00	Gabriela Hidalgo (SPAN 310)	Jess Paulus (NURS 412)	Dayne Lee (MGSC 291)
Wednesday 4:00-5:00			Dayne Lee (MGSC 291)				Joanna Helms (MUSC 115/116/117/118)
Wednesday 5:00-6:00						Steven Glenn (Math 242)	Joanna Helms (MUSC 115/116/117/118)
Wednesday 6:00-7:00	Peter Washam (MATH 241)	Preston Helmly (CHEM 334)		Matt Nienhaus (PHYS 211)			Joanna Helms (MUSC 115/116/117/118)
Wednesday 7:00-8:00	Peter Washam (MATH 241)	Preston Helmly (CHEM 334)		Matt Nienhaus (PHYS 211)
Thursday 1:00-2:00
Thursday 2:00-3:00	Maggie Murphy (SPAN)	Sean Bannon (CHEM 333)
Thursday 3:00-4:00	Maggie Murphy (SPAN)	Sean Bannon (CHEM 333)
Thursday 4:00-5:00		Sean Bannon (CHEM 333)				Steven Glenn (Math 242)	Stuart Brown (MUSC 115/116/117/118)
Thursday 5:00-6:00	Gabriela Hidalgo (SPAN 310)	Josh King (CHEM 102)			Lindsay Johnson (ECON 224)	Steven Glenn (Math 242)	Stuart Brown (MUSC 115/116/117/118)
Thursday 6:00-7:00	Gabriela Hidalgo (SPAN 310)	Josh King (CHEM 102)	Matt Nienhaus (PHYS 211)	Jeff Vanderwood (BIOL 243/244; EXSC 223/224)	Lindsay Johnson (ECON 224)	Steven Glenn (Math 242)
Thursday 7:00-8:00	Gabriela Hidalgo (SPAN 310)	Josh King (CHEM 102)	Matt Nienhaus (PHYS 211)	Jeff Vanderwood (BIOL 243/244; EXSC 223/224)	Lindsay Johnson (ECON 224)	Steven Glenn (Math 242)

ECON 224

Lindsay_JohnsonECON — Thu, 03 Mar 2011 18:02:19 CST

ECON 224

***IMPORTANT ANNOUNCEMENT: TUTORING LOCATION CHANGE***

-MONDAY: STUDY ROOM 112

-TUESDAY: STUDY ROOM 111

-THURSDAY: STUDY ROOM 113

These are the study rooms that are located on the bottom floor of the library.

You will still need to sign in and out in the student success center on the mezzanine level.

See you soon!

-Lindsay

Welcome to the ECON 224 tutoring wiki.

My name is Lindsay Johnson and I am your 224 tutor. Tutoring for this course is available through the Student Success Center on the mezzanine level of the Thomas Cooper Library. Sessions are held in the study rooms on the first floor of the Thomas Cooper Library.

You can make an appointment through tutor track by clicking HERE
Or you can just drop by.

TUTORING SCHEDULE*
MONDAY 5:00 pm - 7:00 pm
TUESDAY 3:00 pm - 6:00 pm
THURSDAY 5:00 pm - 8:00 pm

*Appointments last for one hour. You can make 2 appointments per week.

TIPS:
-do the assigned reading, pay special attention to bold words and graphs
-understand graphs at the beginning...they are not going away
-make reference sheets for formulas and graphs
-ask questions
-don't procrastinate!

The best sessions happen when you know what you want to focus on, so come with questions!

A little bit about me...

I am a junior accounting and economics major, advertising and PR minor.
I am from Mooresville, North Carolina, which is just north of Charlotte.
A few of my favorite things include the beach, ice cream, and watching movies.
This is my second semester as the ECON 224 tutor.
Don't be shy, come check out a session!

Contact Info
JohnsoL6@email.sc.edu
or
leave a message here

This is a place you can find great additional resources to help you in your studies.
(LINKS AT BOTTOM OF PAGE)
-Important Vocabulary
-Practice Quizzes
-"Helpful Hints"
-Tough Topics

CHEM 334

helmlyp — Thu, 03 Mar 2011 11:36:29 CST

Tutor: Preston Helmly

Email: helmlyp@email.sc.edu

Tutoring Hours
Sundays 7-10pm in room L113
Mondays 2-3pm in SSC Study Room 2
Tuesdays 6-8pm in room L112
Wednesdays 6-8pm in SSC Study Room 2

I'm a junior chemistry major pursuing minors in biology and psychology. I plan on going to medical school after graduation. Feel free to email me if there's ever a question and I'll get back to you as fast as I can.

Study tips

-Hemiacetal and acetal formation follow AAB steps. You'll always have the carbonyl reacting with an Acid, followed by the Alcohol, and finally the Base.
-Remember that EAS reactions are all the same. First, the catalyst will react to form the group you want to add to the aromatic ring. Then, the subsitution will take place and the catalyst will be reformed as the aromaticity of the ring is returned.
-For hemiacetal, acetal, and fisher esterification, a molecule of water is taken out in the forward reaction and put back in the reverse reaction. If you find where the water will come from, then you can find the starting and final products.
-For the formation of acid chloride from a carboxylic acid and thionyl chloride, remember that two collapses happen, one to remove one of the -OH groups and another to remove the SO2CL.
-Oxidation is an increase in the number of bonds to oxygen or a decrease in the number of bonds to hydrogen.
-Reduction is an increase in the number of bonds to hydrogen or a decrease in the number of bonds to oxygen.
-If possible, H2CrO4 will oxidize all the way to a carboxylic acid, only PCC will stop at the aldehyde.
-LiAlH4 will reduce esters into two alcohols
-DiBAL-H will reduce an ester to an aldehyde and an alcohol.

Attachments Below
-Worksheets1.pdf: A practice worksheet of Chem 333 reagents as well as a worksheet from Dr. Handy's class at the beginning of the semester. Both are very good practice.
-Reactionquiz.docx: A practice quiz on a few basic reactions that it is important to know throughout the semester.
-Redoxquiz.docx: A quiz that will give some practice with Reduction and Oxidation reactions.
-EAS.pptx: A brief presentation to give some help with substituting an aromatic ring that already has a functional group attached.

MATH 241

washam13 — Sun, 27 Feb 2011 18:48:47 CST

my name is Peter Washam, and I am the current Math 241 Peer tutor.
I have tutoring sessions at these times:
Sunday 6-8 pm in room 114
Tuesday 6-8 pm in room 114
Wednesday 6-8pm in room 111

I am going to link to all of the important equations for the sections that are being covered right now:
Chapter 12:
section 1
section 2
section 3 part 1
section 3 part 2
section 4 part 1
section 4 part 2
section 4 part 3
section 5
section 6

Chapter 13:
section 1
section 2
section 3

PHYS 211

nienhaus — Tue, 22 Feb 2011 20:40:59 CST

Hi!

My name is Matt Nienhaus, and I am the Physics 211 tutor for the University of South Carolina. I'm a marine science major from Cincinnati, Ohio and a senior. It is my job to help assist you in understanding Physics 211 concepts and improve your problem solving ability.

My appointment times are:

Monday: 3 - 7 pm
Tuesday: 6- 8 pm
Wednesday: 6- 8 pm
Thursday: 6- 8 pm

Appointments with myself and other tutors can be set up on the South Carolina tutoring page, here.
If you are having trouble understanding vectors, forces, kinematics, or other Physics 211 concepts, or just want extra practice, please sign up for a tutoring session or just drop in!

Physics Vocabulary:

Here is a link to a website that gives and defines many of the terms you will be using in Physics 211. If you encounter any other terms in class that you aren't familiar with and aren't on the website, remember to check your book and ask your professor first and foremost!

Practice Problems:
Try and solve these without looking in your book, using just an equations sheet (as if you were solving these problems on a test). Time yourself and see how fast you can solve them correctly! I'll post answers in another update:

1) A 45 kg block is resting on a ramp at an angle of 33 degrees from the horizontal. The coefficient of static friction between the block and the ramp is 0.6. If a person tries to push the block up the ramp with a maximum applied force of 600N, is he able to move the block? (Yes/No)

What is the minimum force required to move the block up the ramp?

2) A flatbed truck is driving down the road at 35 mph. In the bed of the truck is a 30kg box with a coefficient of static friction equal to 0.3. The driver sees a stop light ahead and starts to decelerate. If the truck is 100 ft from the stop light when it hits the breaks and comes to a complete stop right at the light, does the car come to a stop without moving the box? (Yes/No)

Conservation of Energy
I noticed a lot of people are having difficulty with the concept of energy, so here is a link to a helpful Powerpoint that goes into different aspects of energy.

Another helpful website is here, it gives Youtube lectures of many common physics concepts

NURS 412 Med Surg

JLPaulus — Tue, 22 Feb 2011 15:27:32 CST

Hi Everyone! Welcome back! I hope everyone has had a relaxing break and plenty of time to recharge for the semester ahead! As you all know, I'm Jess Paulus the Fundamentals tutor coming back to help you all in Medsurg! :)

First off my times are as follows:

Wednesdays: 2:00-4:00
Sundays: 6:00-10:00

Medsurg is a very fast moving class and it is very important to master the material because it will follow you in any specialty you may find yourself practicing in. You will have about 14 tests and weekly quizzes between Medsurg I & II so it is very important to understand how to take a Medsurg quiz/test! So please please please come to me if you do not understand or are struggling before it is too late!

First off let's talk about delegation...

In medsurg and on NCLEX you will have a lot of delegation questions. Delegation is who can do what, and who cannot. Below are some tips to help you all out...

RNs- Let's think about this. Most RNs have had ATLEAST two years of school and a lot of them have BSNs. The biggest job of the RN is education because of their schooling they are expected to have exceptional levels of critical thinking and knowledge. Anytime you see the words "educate" or "teach", a light should go off and you should think "that's a RNs job". Also they are expected to do all initial accessments. **Important, when you delegate..you delegate the task not the responsibility!!!**

LPNs- I going to state this now, I AM NOT TRYING TO OFFEND ANYONE!!! As some of you know, I have weird little tricks/expressions for remembering things. This is one of them, and again no offense to any LPN or LPN family member!!!!! I think of LPNs as being a nursing body without a brain and kinda being an "RN helper". They cannot do initial assessments, teach/educate, make a nursing diagnosis, analyze or plan without RN supervision. They can, however, do ongoing assessments and collaborate with the RN on planning. They can do any practical task a nurse can aside from administer narcotics or give IV push medications.

UAPs- I kinda think of UAPs is everything a nursing student can do on their own without their nurse around. They can take vitals, bathe patients, change linens, help with toileting, ambulation of a stable client, collect urine specimens, do I&Os, etc. They cannot do ANYTHING invasive (ie. irrigating a foley, but they can drain a foley bag for I&O). I ask myself, can a patient get an infection if the UAP does it wrong? Then you know it is invasive (do not read to much into this, its just a helping tool)

Also there will be a lot of questions on about "floating" nurses. A float nurse is a nurse who comes from another unit when there is a staffing shortage (for example an OB nurse going to the ICU for a shift). Here's some tips to consider with these types of questions...

1.) Do not give the float nurse any patients that may require specialized care. For example, if a nurse floats from the ICU to a labor and delivery floor do not expect them to be able to read contractions/fetal heart rate strips. Or if a L&D nurse comes over to the ICU do not expect them to know how to calibrate an arterial line.

2.) Do not give a high acuity/unstable patient to the float nurse. Patients that have just returned recently from surgery, has a lot of medications, is having chest pain, has a multi-system condition, etc. should be given to a nurse accustomed to that floor.

3.) Consider the age of the client. If a nurse is being floated over from a med-surg unit to the peds floor, giving that float nurse an infant probably is not the smartest choice. They are unfamiliar with the differences in care and overall system management/expectations for a young child.

4.) Ask yourself, is what I'm asking the nurse to do a universal nursing task? Try to give the nurse something that the procedure would be the same on any floor or any unit. For example giving IV antibiotics would be the same on a peds or medsurg floor, same with giving blood.

There will be questions on room assignments. They like to ask "what client should be placed closest to the nurses station?" or "what two clients can room together?" Biggest thing with this is think about the risk for the client! Here are some more tips..

1.) Clients undergoing radiation should be in a private room (obviously)

2.) Immunocompromised patients should be placed in the appropriate isloation

3.) Easily transmitted infections such as GI, respiratory, skin or wound should be by themselves

4.) Depressed or combative clients should be in a private room. You don't want them hurting their roomate!

5.) Clients that need low stimuli environments (such as a patient at risk of seizures or increased intercranial pressure) need to be by themselves

6.) Consider gender

7.) Consider age, putting a six year old with another six year old both of which are post op and infection free may be a good choice

8.) Place the clients who need to be watched closely near the nurses station. A confused, old man who has left sided weakness trying to get out of bed to catch his blue cat running out of the room, probably doesn't really undestand his surroundings and needs to be watched.

Prioritizing is big too. Remember your ABCs!! I always ask myself, will something bad happen if I don't see this client right now?

Respiratory Medications

Beta 2s Inhaler

Albuterol, Ventolin, Terbutaline
Relaxes bronchial smooth muscles to decrease airway resistance
Watch for cardiac dysrhythmias along with tremors, restlessness, and tachycardia--> All adverse effects
1-3 minutes between each puff

Steroid Inhalers

Flovent, Nasonex
Watch for thrush, rinse out mouth to prevent
Not for acute attacks--only long term
Always take bronchodilator first
Taper gradually and report signs of infection

Leukotriene Receptor Antagonist

Singulair
Chronic treatment of asthma, not acute attacks
Watch for GI upset
Take in evening

Fluoroquinolones

End in "floaxcin"
Watch with children
Do not take with theopylline, digoxin, or anticoags
Do not take with meals (2 hours before or after)
Watch sunlight

Erythromycin

GI upset is big adverse effect, take with food if problems
No fruit juices
Ideally do not take with meals

Macrolides

Azithromycin, clarithromycin
Notify provider of rash or diarrhea or superinfection (black furry tongue)
Do not give with food, milk is ok

Penicillins

"cillin"
Do not give with allergy to cephlasporins!!
Do not take with meals ideally
Can take with food if GI upset
Increase fluids

Tetracyclines

"cycline"
Stains teeth of kids under 8yrs
Watch sunlight exposure
Avoid antacids, dairy, and iron
Empty stomach
Different contraceptives other than birth control

ABGs
When doing uncompensated/partial/compensated ABGs, your first step is to look at the pH and ask yourself is it normal? If it is, it is automatically compensated.

If pH is abnormal next look at the Bicarb/CO2. If the bicarb and co2 are on opposite ends of the spectrum (one is basic and the other is acidic, both abnormal) it is partially compensated. If either the bicarb OR the co2 is lined up with the pH and abnormal while the other is normal, it is uncompensated.

Spanish 100/200 Level

maggie.murphy — Tue, 22 Feb 2011 13:42:56 CST

Hola!
My name is Maggie Murphy and I am your tutor for 100 and 200 level Spanish classes.
Tutoring for these classes is available in the Student Success Center, located on the Mezzanine Level of the library.

Schedule for Spanish 100/200 Tutoring
Mondays: 4-8
Tuesdays: 2-4
Thursdays: 2-4

I am here to help with anything from Spanish 100 and 200 level classes that you want some extra practice with!

To schedule a session, either:
-Sign up on TutorTrac
or
-Stop by the front desk of the SSC
**Tutoring sessions last for 1 hour**

About me:
I am a junior, majoring in International Studies and Spanish.
I'm from Rockville, Maryland, right outside of DC.
I studied abroad in Buenos Aires, Argentina last spring semester.
I work at Motor Supply Company in the Vista. I enjoy ice cream, running, and the Florida Keys.
And I hope to someday know all of the lyrics to "We Didn't Start the Fire".
You can contact me with questions at murphymm@email.sc.edu or at the bottom of this page under Threads.

SOME HELPFUL SPANISH RESOURCES
studyspanish.com Lots of free tutorials! I like the Spanish Verbs and Daily Word links.
Fill-in-the-blank Exercises You can choose by vocab topic (la comida) or grammar topic (el presente de indicativo)
Grammar Strategies Get started under "Topics" on the left-hand side.

There are 2 practice quizzes attached at the bottom of this page.
One is on sentence construction.
The other is on ser vs estar.
If you are having trouble with either of these topics, do the practice quiz before tutoring,
then bring it with you and we can go over it during the session.

There is also a Power Point presentation about using the preterite and the imperfect attached at the bottom.
If this is a topic you are having trouble with, be sure to look it over and try the practice quiz on the last slide!

Announcements

tutoringcenter — Mon, 21 Feb 2011 08:21:34 CST

Some tutoring room locations have changed, please review the schedule for session room updates!
Tutoring begins on Tuesday, January 18th!
- You can stop by the Student Success Center (Mezzanine Level) for additional information as well.
IdeaPOP! 2009 Presentation, "Working with student leaders: Providing structured opportunities for professional and personal development."

ECON 221

katiecass13 — Fri, 11 Feb 2011 20:20:21 CST

WELCOME to Econ 221 Tutoring

I'm Katie Cass and I am your Econ 221 tutor. Tutoring is available in the Student Success Center, which is located on the Mezzanine Level of the Thomas Cooper Library.

You have two options to sign up for a 1 hour session, and you can make 2 appointments per week:
1) Sign up using TutorTrac
2) Stop by the Student Success Center and make an appointment at the front desk

Tutoring Hours for Econ 221
Sundays: 6-10
Mondays: 3-7
Don't hesitate to come and ask questions!
Don't be shy, come in and try it out! :)

Helpful Tips
-Try to attend every class, it is crucial for understanding the material
-Take good notes: they are a good tool when you take the quizzes, very very important at the end of the semester
-Do the homework! I know it isn't graded, but it helps and prepares you for the exams
-DON'T forget to take the weekly quizzes

There are helpful worksheets and notes attached at the bottom that should help you prepare for exams and better your knowledge about Econ 221
Check them out!!

A Little More About Me

I am a Freshman
I'm from Frewsburg, New York, which is a small town outside of Buffalo
I am an Economics Major with a Spanish Minor, but pursuing a career in Density
I am a member of the Delta Delta Delta Sorority

SPAN 310

ghidalgo — Mon, 31 Jan 2011 13:55:43 CST

Holaaa!

Me llamo Gabriela Hidalgo y soy la tutora de Español 310! Soy de Guayaquil - Ecuador, estoy en mi 4to año de Universidad. Mis carreras son Finanzas y Global Supply Chain y también tengo un minor en Hotelería y Turismo. Mi horario este semestre es el siguiente: Domingo: 6 -10pm Lunes: 3 - 5pm Miercoles: 3 - 4pm Jueves:5 - 8pm "Realicen sus citas con tiempo! o de lo contrario perderan su oportunidad de conversar!
Mi correo electronico es: hidalgog@email.sc.edu, por si es que tienen alguna duda o pregunta.
Tips para las conversaciones
Acontinuación les voy a explicar algunas de las frases que los estudiantes suelen confundirse: Como así? Significa Por qué? Que tal? Significa Como estuvo? Colegio, es high school
Los links que se encuentran a continuacion contienen ejercicios de gramatica que actualmente estan viendo en su clase, les puede servir de mucha ayuda!
http://www.intro2spanish.com/index.html http://www.bowdoin.edu/~eyepes/newgr/ats/

MUSIC

johelms — Wed, 26 Jan 2011 15:28:32 CST

Welcome to the Music Theory and Aural Skills tutoring page! Sign up for an appointment by calling the Student Success Center at (803) 777-0684 or by following the instructions at the Student Success Center site. We'd love to see you!

Announcements:

Tutoring for Spring 2011 has begun! Session times are as follows:

Mondays from 3:00 - 5:00 PM (Joanna)
Tuesdays from 1:00 - 2:00 PM (Stuart)
Wednesdays from 4:00 - 7:00 PM (Joanna)
Thursdays from 4:00 - 6:00 PM (Stuart)
Sundays from 6:00 - 8:00 PM (Stuart)

All sessions will be held in the School of Music basement, room 025.

Sign up for an appointment by calling the Student Success Center at the number above or by signing up online. You may also drop in without an appointment, but it helps us if you sign up in advance!

About your tutors:

Who are we?
James (Stuart) Brown is a senior vocalist earning his BM in music composition. Joanna Helms is a senior flutist earning her BM in performance. This is Stuart's fifth semester as a peer tutor and Joanna's fourth semester. We are both graduates of Irmo High School in Columbia, SC and have known each other for a long time!

What subjects do we tutor?
We both offer instruction in all introductory levels of theory and sightsinging (MUSC 115/116/117/118). We also tutor students taking the second years of these courses (MUSC 215/216/217/218) with your instructor's recommendation.

How can you contact us?
Leave a message with the Student Success Center at (803) 777-0684 or reach us by email at helmsje@email.sc.edu (Joanna) and j.stuartbrown@gmail.com (Stuart).

Suggested Tools:
Here are some great resources and review tools for MUSC 115/116:

Key Signature Construction from teoria.com - Construct the key signature by selecting the correct accidentals in the correct order. You can practice both major and minor key signatures. Challenge yourself by setting a time limit for answering each question! Helps you learn the key signatures and the order of accidentals.

Scale Construction from teoria.com - Select "major and minor scales" to practice spelling scales. A little hard to figure out how to use it at first, but it's great practice--it's pretty much guaranteed that you'll have to spell scales on your test!

Interval Training from musictheory.net - Practice identifying intervals. You can customize by choosing whether or not to include augmented and diminished intervals.

Resources:

University links

USC SOM Theory Page - contains all the information about the Theory program here, run by Dr. Bain and Dr. Jenkins

MUSC 115 - this page is for all MUSC 115: Music Theory I students, with self-tests and speed drill practice, pdf files of worksheets from class, and lesson plans (just in case you forgot what you went over in class!). Also includes links to the syllabus and class schedule.

MUSC 116 - this page is for all MUSC 116: Music Theory II students, with class handouts, lesson plans, and copies of the syllabus and class schedule.

Online ear trainers, lessons, and exercises

MusicTheory.net - an incredible resource with complete online lessons, ear trainers, and utilities. Most things covered in 115/116 will be on this website, as well as great ear trainers (such as the interval and chord trainers) that will help you with sightsinging as well.

Teoria.com - another great resource for online lessons, ear trainers, and practice. Allows you to set time limits for yourself on answering questions--great practice for tests, when you have a limited amount of time to complete a large number of problems.

Other resources

Printable Staff Paper - provides easy to customize, printable staff paper. It's much cheaper than buying staff paper from a store and is great for practice and assignments.

Peer Tutoring Program Information

tutoringcenter — Tue, 18 Jan 2011 08:33:12 CST

MISSION STATEMENT

"The mission of the Student Success Center tutoring program is to provide quality, content-specific assistance to enrolled University of South Carolina students that will empower them to be independent learners."

HOURS OF OPERATION

Monday-Thursday: 1:00 PM-8:00 PM
Sunday: 6:00 PM-10:00 PM

HOW TO MAKE AN APPOINTMENT:

Visit our website to make an appointment: http://www.sa.sc.edu/ssc/tutoring/appointment.htm.
Sign into TutorTrac by entering a username (your USC email minus "@email.sc.edu") and password (last four digits of your social security number).
Select "Make Appointment" from the "Go To..." pull down menu. You will be directed to a page that allows you to choose appointments by tutor, subject, and/or date.
From the “Select a Center” pull down menu, select “Tutoring.”
Choose the course in which you would like assistance (located in the bottom box on the right,” side of the screen). Click on the Search button.
(OPTIONAL) If you know the name of the tutor with whom you would like to schedule the appointment, you can also choose the name of the tutors from the box in the upper right corner)
Scroll down the page to see a list of tutors and their available times.
Click on the available time to set your appointment.
Click on the Save button once you are certain that you would like to schedule this appointment.
Check your USC email for reminders of the date and time of your scheduled appointment.

If you must cancel your appointment, please contact us at (803) 777-0684.

All students are limited to 2 hours of tutoring per week.

CONTACT INFORMATION:

If you have any questions, please feel free to contact us!
- Contact the Student Success Center at (803)-777-0684.
- Contact Catherine Sale, the Coordinator of Tutoring, at sale@mailbox.sc.edu.
- Contact Diana Coyle, the Graduate Assistant for Tutoring Programs, at coyled@mailbox.sc.edu.
- Drop by the Student Success Center office, located on the Mezzanine Level of the Thomas Cooper Library.

Tutor Appreciation!

tutoringcenter — Thu, 26 Aug 2010 12:50:44 CDT

Have you thanked

your tutor today?

The Theory of the Dipper and the Bucket
- "Each of us has an invisible bucket. It is constantly emptied or filled, depending on what others say or do to us. When our bucket is full, we feel great. When it's empty, we feel awful."
- "Each of us also has an invisible dipper. When we use that dipper to fill other people's buckets--by saying or doing things to increase their positive emotions--we also fill our own bucket. But when we use that dipper to dip from others' buckets--by saying or doing things that decrease their positive emotions--we diminish ourselves."
- "Like the cup that runneth over, a full bucket gives us a positive outlook and renewed energy. Every drop in that bucket makes us stronger and more optimistic."
- "But an empty bucket poisons our outlook, saps our energy, and undermines our will. That's why every time someone dips from our bucket, it hurts us."
- "So, we face a choice every moment of every day: We can fill one another's buckets, or we can dip from them. It's an important choice--one that profoundly influences our relationships, productivity, health, and happiness"
Show your tutor how much you appreciate their hard work! Send a small token of gratitude by filling out a quick form! Scroll down to the bottom of this page. Click on the Attachment labeled, "Bucket Drop for Wiki." Email the document to coyled@mailbox.sc.edu

IdeaPOP! Presentation

tutoringcenter — Thu, 26 Aug 2010 12:35:36 CDT

Working with student leaders: Providing structured opportunities for professional and personal development

Program description
The Student Success Center works with a variety of student leaders from First Year Callers to Special Student Population Mentors to Supplemental instruction (SI) Leaders to Peer Tutors. It is important that these students are equipped with appropriate resources and training in order for them to fulfill their roles and responsibilities as student leaders. This presentation will delve into the opportunities created for SI Leaders and Peer Tutors to assist them not only in their positions at the center but as students and as leaders.

Learning outcomes
Participants will be able to
1. Describe how to create meaningful staff meetings and in-service trainings for student leaders.
2. Describe how to encourage professional development through observation.
3. Describe how to create opportunities for student leaders to reflect on their experiences