SAT Tutoring NYC - Volunteer To Help These Children Find Their Way

SAT Tutoring NYC - Volunteer To Help These Children Find Their WayIt's a nice thought to imagine a preschool teacher or nanny in NYC volunteering for 'SAT Tutoring' and helping out to help the local kids with their exams. Unfortunately, it doesn't always work out that way.The NYC public school system is trying to accommodate some of these students. In many cases, they need something to help them stay on track when their grades are slipping because they have attention deficit hyperactivity disorder. Parents need to be aware of the details. Here are the facts.Preschool teachers have tremendous responsibility for preparing children for the rigors of a rigorous examination such as the SAT, the New York State exam. They have so much on their plates when it comes to helping these children that they don't have time to do what needs to be done. Students who come from homes that suffer from severe learning disabilities often struggle to meet the demands of such exams.If you're looking for a g reat way to assist those who need your SAT tutoring, then you should consider volunteering for SAT tutoring NYC. Not only will you be doing some good for children and their parents, but you'll be earning an income, too.You can find out more about volunteering for SAT tutoring NYC by reading their official website. This website contains the information and contact information you need to get started. As you might imagine, they need volunteers who have a wide range of educational experience. They need people who are very familiar with SAT preparation, especially since there are so many different formats involved.The school system is offering scholarships and grants to help pay for the tutoring. Check your own personal school district's website for more information. In addition, some schools are making arrangements for local parents to help out.As you may already know, these are just a few of the ways that you may help out. If you're looking for something unique, there are other great ways to give back, too.

2015 June Challenge Winners Send us your After Video and earn an extra 50 ITC!

2015 June Challenge Winners â€" Send us your After Video and earn an extra 50 ITC! We finished the 2015 June Language Challenge! 12 hours of italki lessons  in June! (well some of us did) Even though this was only 12 hours, completing the  Challenge was definitely hard!  A few of us at italki took the Challenge and here are our results! Tracy learning Esperanto (in Chinese) Completed! Ivan learning Chinese Completed! Javi learning Chinese  Completed! Andrey learning Chinese Did not Complete the Challenge! Andrey wanted to clarify that My Chinese Teacher went on vacation halfway through the Challenge and I really didnt want to get another one.  If I did, Im sure I would have completed the Challenge! Excuses aside, its hard and thats why its called a Challenge!  We just did some calculations and found out that a whopping 91% of Challengers who submitted a Public Video Pledge for the June Challenge actually completed the Challenge! In italki tradition, were awarding 50ITC as bonus  for an after video.  Below is Tracys  AFTER Video for Esperanto.  She started with zero Esperanto ability! Tracys AFTER Video for Esperanto Join us  by making your very own AFTER video! If you won the Challenge and previously sent into to us your Before video, heres your chance  to show off your Challenge achievements in a video. Not only that, but  well be rewarding you with an additional 50 ITC!   Here are some ideas of what you can include in your video: Show off your improvement in the language you were learning Introduce yourself and tell us what language(s) you were learning for the Challenge Tell us about your italki teacher(s). What did you like about them? What did you learn about learning a new language after completing the Challenge? Do you have any advice for people who are thinking of taking the Challenge in the future? Label the video: “(italki username) completed the 2015 italki June Language  Challenge!” Write a Notebook Entry “I completed the 2015 italki June  Language Challenge and paste the YouTube/Youku URL. Send the link to your notebook entry to support(at)italki.com and  we will send you a 50 ITC voucher straight away! And we leave you with some last words from Tracy: So, even though I took the language challenge to learn Esperanto, I actually ended up learning a lot about time management and good study habits.   Specifically, I sometimes have trouble scheduling things in advance because I worry about what other things might happen that I’ll need to adjust to, but once I actually booked the classes and got them on my calendar, it was actually sort of a relief to know for sure what my schedule would be like.   Even if you’re really busy, just book the classes in advance. Yes, I gave some things up to finish my classes, but it’s all about priorities. I also learned some things about watching which study habits were easy or difficult for me to maintain.   It’s important to practice every day, but I would recommend choosing a “passive” thing to practice every day for example writing out sentences or reading something.   Not because passive practice is better than active practice, but because you’re probably more likely to actually do it! And I never would have WANTED to finish it without my awesome italki teachers.   It’s a great feeling to WANT to review your material so you can have another great conversation soon! Congrats to everyone and see you at the next Challenge! 2015 June Challenge Winners â€" Send us your After Video and earn an extra 50 ITC! We finished the 2015 June Language Challenge! 12 hours of italki lessons  in June! (well some of us did) Even though this was only 12 hours, completing the  Challenge was definitely hard!  A few of us at italki took the Challenge and here are our results! Tracy learning Esperanto (in Chinese) Completed! Ivan learning Chinese Completed! Javi learning Chinese  Completed! Andrey learning Chinese Did not Complete the Challenge! Andrey wanted to clarify that My Chinese Teacher went on vacation halfway through the Challenge and I really didnt want to get another one.  If I did, Im sure I would have completed the Challenge! Excuses aside, its hard and thats why its called a Challenge!  We just did some calculations and found out that a whopping 91% of Challengers who submitted a Public Video Pledge for the June Challenge actually completed the Challenge! In italki tradition, were awarding 50ITC as bonus  for an after video.  Below is Tracys  AFTER Video for Esperanto.  She started with zero Esperanto ability! Tracys AFTER Video for Esperanto Join us  by making your very own AFTER video! If you won the Challenge and previously sent into to us your Before video, heres your chance  to show off your Challenge achievements in a video. Not only that, but  well be rewarding you with an additional 50 ITC!   Here are some ideas of what you can include in your video: Show off your improvement in the language you were learning Introduce yourself and tell us what language(s) you were learning for the Challenge Tell us about your italki teacher(s). What did you like about them? What did you learn about learning a new language after completing the Challenge? Do you have any advice for people who are thinking of taking the Challenge in the future? Label the video: “(italki username) completed the 2015 italki June Language  Challenge!” Write a Notebook Entry “I completed the 2015 italki June  Language Challenge and paste the YouTube/Youku URL. Send the link to your notebook entry to support(at)italki.com and  we will send you a 50 ITC voucher straight away! And we leave you with some last words from Tracy: So, even though I took the language challenge to learn Esperanto, I actually ended up learning a lot about time management and good study habits.   Specifically, I sometimes have trouble scheduling things in advance because I worry about what other things might happen that I’ll need to adjust to, but once I actually booked the classes and got them on my calendar, it was actually sort of a relief to know for sure what my schedule would be like.   Even if you’re really busy, just book the classes in advance. Yes, I gave some things up to finish my classes, but it’s all about priorities. I also learned some things about watching which study habits were easy or difficult for me to maintain.   It’s important to practice every day, but I would recommend choosing a “passive” thing to practice every day for example writing out sentences or reading something.   Not because passive practice is better than active practice, but because you’re probably more likely to actually do it! And I never would have WANTED to finish it without my awesome italki teachers.   It’s a great feeling to WANT to review your material so you can have another great conversation soon! Congrats to everyone and see you at the next Challenge! 2015 June Challenge Winners â€" Send us your After Video and earn an extra 50 ITC! We finished the 2015 June Language Challenge! 12 hours of italki lessons  in June! (well some of us did) Even though this was only 12 hours, completing the  Challenge was definitely hard!  A few of us at italki took the Challenge and here are our results! Tracy learning Esperanto (in Chinese) Completed! Ivan learning Chinese Completed! Javi learning Chinese  Completed! Andrey learning Chinese Did not Complete the Challenge! Andrey wanted to clarify that My Chinese Teacher went on vacation halfway through the Challenge and I really didnt want to get another one.  If I did, Im sure I would have completed the Challenge! Excuses aside, its hard and thats why its called a Challenge!  We just did some calculations and found out that a whopping 91% of Challengers who submitted a Public Video Pledge for the June Challenge actually completed the Challenge! In italki tradition, were awarding 50ITC as bonus  for an after video.  Below is Tracys  AFTER Video for Esperanto.  She started with zero Esperanto ability! Tracys AFTER Video for Esperanto Join us  by making your very own AFTER video! If you won the Challenge and previously sent into to us your Before video, heres your chance  to show off your Challenge achievements in a video. Not only that, but  well be rewarding you with an additional 50 ITC!   Here are some ideas of what you can include in your video: Show off your improvement in the language you were learning Introduce yourself and tell us what language(s) you were learning for the Challenge Tell us about your italki teacher(s). What did you like about them? What did you learn about learning a new language after completing the Challenge? Do you have any advice for people who are thinking of taking the Challenge in the future? Label the video: “(italki username) completed the 2015 italki June Language  Challenge!” Write a Notebook Entry “I completed the 2015 italki June  Language Challenge and paste the YouTube/Youku URL. Send the link to your notebook entry to support(at)italki.com and  we will send you a 50 ITC voucher straight away! And we leave you with some last words from Tracy: So, even though I took the language challenge to learn Esperanto, I actually ended up learning a lot about time management and good study habits.   Specifically, I sometimes have trouble scheduling things in advance because I worry about what other things might happen that I’ll need to adjust to, but once I actually booked the classes and got them on my calendar, it was actually sort of a relief to know for sure what my schedule would be like.   Even if you’re really busy, just book the classes in advance. Yes, I gave some things up to finish my classes, but it’s all about priorities. I also learned some things about watching which study habits were easy or difficult for me to maintain.   It’s important to practice every day, but I would recommend choosing a “passive” thing to practice every day for example writing out sentences or reading something.   Not because passive practice is better than active practice, but because you’re probably more likely to actually do it! And I never would have WANTED to finish it without my awesome italki teachers.   It’s a great feeling to WANT to review your material so you can have another great conversation soon! Congrats to everyone and see you at the next Challenge!

English Language Learners What Methods Are Best for ESL Students and Teachers

English Language Learners What Methods Are Best for ESL Students and Teachers Current ResearchGoldenberg and Coleman’s “Academic instruction in a second language” is a straight-forward article talking about the many issues and strategies in goingabout instructing for students who are currently learning the native language. In the case of the article English learners are focus here. They are often referred to as English Language Learners, or, ELLs. The authors begin by explaining how effective instruction for ELLs will share many similarities to effective instruction for native English speakers. They build on this by saying that effective instruction for ELLs will require additional approaches and resources in order to be truly effective. However the questions of what adjustments and supports will best serve ELLs in obtaining grade-level appropriate academic content are still unanswered. The authors then say that it is the responsibility of all educators to provide for their students’ education, rightly so. They reference the Supreme Decision of Lau, which says anything less than educational equity is unconstitutional.After the introduction of the chapter/article’s content, the authors go into the real essence of the content. They talk about what is effective in terms of academic instruction, things such as clear goals and directions. As said before, many of their academic instructions are effective for both ELLs and native speakers alike. They also talk about Sheltered Instruction Strategies in English, most importantly targeting content and English language objectives in every lesson. They then draw comparisons between different ways of learning English, normally called ESL teaching (English as a Second Language) or, more formally, ELD (English Language Development). ELD is teaching English through different content (with less emphasis on the actual content), and Sheltered Instruction. In the end it shows how Sheltered Instruction is a more effective strategy in instructing ELLs. This is because content-based ELD, while providing an effective means to teach the English language, is ineffective in teaching content, thus the students will fall behind academically.Thoughts From An ELL InstructorMy intellectual reaction to this article is positive. I can really make sense of what the authors were trying to convey, the biggest item being the differences between content-based ELD and Sheltered Instruction. It makes sense, as the authors pointed out, that if the objective of ELL students to simply learn English, then content-based ELD is an effective means of which to go about that. But that is not the objective here. The objective is to teach every student that walks into my classroom the content for which they are required to know in order to become educated young adults. Thus content-based ELD will not do. Sheltered Instruction (SI), as the article implies, is the way to go. The primary focus with SI is content, with language development coming second. It can be a difficult path, for student and teacher alike, with SI, but in the end will be more beneficial for the ELLs. I remember having difficult moments in high school, and could not imagine how much more difficult they would be if my comprehension of the language was still being developed, like many ELLs. I have no personal experience of this from a teacher's perspective yet, but I am sure to run into at least a handful of ELLs in my future classrooms, and I hope at that time I am able to employ effective academic instruction for them, using Sheltered Instruction in order for them to learn the content, same as their peers.There are a few questions that I walk away from after reading this article (which is good). I’d like to know to what extent Sheltered Instruction is successful in teaching content to ELLs, while still also being able to develop their English language skills. I know at the bottom there is a short bit about how in science classes ELLs are relatively at the same level as their native English speaking peers in learning content, most likely due to much of the science vocabulary being as foreign to the native speakers as to the ELLs. So I suppose that’s a partial answer for my question of how effective Sheltered Instruction could be.What Does This Mean for Our Students?As a future teacher the implications this article has on my future policy and practice are very similar to what my intellectual reaction was. This article has shown be the beginning path of what I should do in terms of practice for my classroom. Scaffolding may be necessary for any ELLs in my class, as much of the work could prove difficult for them at first. However by creating objectives for both content and language developments, I think I could help them overcome the language hurdles they experience. Differentiated instruction has been stressed on myself and my fellow cohorts since day one of this program, and I can see why. Differentiated instruction is an effective way to go about our future practices in order to accommodate for any future challenges we may be facing, be they ELLs or learning disabilities. I would hope the policy of schools whom have ELLs is more in line with Sheltered Instruction and less of content-based ELD, because if it does happen to have a content-based ELD policy, that could potentially be unconstitutional as the education they are providing is not equal, but rather, segregated.

How to earn a great salary as a teacher abroad

How to earn a great salary as a teacher abroad Heading overseas to teach is more than just the adventure of a lifetime. Chances are, you’re also hoping to get paid well for your efforts! However, without the proper due diligence beforehand, you could sign up for a year of teaching that won’t raise your bank balance by much. But if you do prepare, you could leave with your student debt significantly diminished. In fact, teaching abroad after graduation is a common path for a lot of college grads because of the possibility of living cheaply while making a good salary. To keep your financial future looking rosy, we give you the lowdown on which countries to teach in, which schools and how to negotiate the best salary for yourself. Let’s compare countries When it comes to teaching abroad, not all salaries are created equal. Indeed, even if the two countries are side-by-side geographically, their teacher salaries may vary wildly. For instance, the projected salary for an ESL teacher in Russia is $1,500 to $4,000 USD per month, while next door in Belarus, it’s $800 to $2,000. Interested in finding out why these differences exist? Let’s walk through a case study together: China vs. UAE Right now, East Asia and the Middle East are two of the most popular and profitable regions to teach abroad, and especially China and the United Arab Emirates (UAE). Both nations reward their teachers handsomely for their work and each has a surging demand for new, enthusiastic hires. China alone has 500 million language learners who are eager to pick up English, so there's no shortage of schools trying to recruit teachers! In China, English teachers can earn up to $2,500 USD per month, while the UAE offers up to $4,100 USD per month (tax-free). While that’s a $1,600 USD difference (not to even mention the taxes), both are excellent salaries for very different reasons. For instance, the cost of living in China is drastically lower than the UAE and your ESL teaching paycheck would reflect that. A basic lunchtime meal in UAE costs an estimated $17 USD. But in China, that same meal would go for $7 USD. Also, the UAE expects teachers to get around in a car, as public transit there is unreliable. Maintaining a car is an added cost for teachers. The disparity between the two countries continues when it comes to accommodations. The rent on a 900-square foot furnished apartment in an average area of China could rent for $763 USD per month, says Expatistan. Rent that identical apartment in UAE? You’d be paying $1,603 USD monthly. Of course, we should mention that many schools in both countries help subsidize their ESL teachers’ accommodations, plus offer paid vacation, an extra allowance for food, and additional bonuses on top of the basic salary. The numbers shown above simply demonstrate the differences in living costs. UAE also offers higher salaries than China because they require teachers with a greater level of teaching experience. To get hired as an ESL teacher in Dubai, generally, you need a valid teaching license, a TEFL certificate and a few years of classroom experience. Meanwhile, if you hold a TEFL certification and a Bachelor’s degree, you can still find a financially lucrative teaching gig at a Beijing school. And if you are a college grad with no teaching experience, you can still find work in China as a teacher. This fact alone makes China a great choice if you’re an inexperienced teacher looking to land your first teaching contract! Public vs. private schools Before we get into the specifics, you should know that public, private and international schools abroad pay their teachers at different average rates. As a general rule of thumb, private schools pay a bit more than public schools, and international schools pay better than both. Take South Koreafor instance. On average, an inexperienced English teacher in a public school earns up to 2.0 million KRW ($1,724 USD) per month. If they were working at a private institution, their monthly income could rise to 2.1 million KRW ($1,810 USD). Meanwhile, landing an ESL teaching job at a Korean international school might pay them up to 2.8 million KRW ($2,413 USD) per month. These distinctions are important to keep in mind during your job search. But salary isn't the only thing that mattersâ€"â€"the experience of teaching in a public school versus a private school in South Korea is also going to be quite different. How to spot a good salary As we mentioned in our China vs. UAE comparison, a good salary is largely dependent on the country’s cost of living. Even if a salary is low by American or Canadian standards, it might be an amazing pay rate in that country. Since most ESL teachers are looking to save moneyâ€"rather than just break even every monthâ€"it’s important to find a job with a salary that allows you to live comfortably, while still having enough left over to put a decent amount into a savings account. When you’re browsing through international ESL job listings, we recommend keeping a website likeExpartistan open in another tab. These sites function as Cost of Living calculators, so you can compare the projected salaries to how much money you’ll be spending to live in that country. A little number crunching goes a long way! Sign up to Teach Away today for access to the latest teaching jobs around the world. How to negotiate a salary offer Does the thought of having to negotiate a salary cause a cold shiver to run down your spine? You’re not alone! However, if you’re not an entry-level ESL teacher, you shouldn’t be paid an entry-level salary. Full stop. Should you find yourself in a situation where the salary offer is below your expectations, you can talk to your potential employer about it. Professionally and politely, tell them why you have the relevant teaching experience and skill set to merit a higher salary. State your case using facts, rather than emotion, to show that you have carefully considered why their offer doesn’t meet your financial expectations. After all, the worst thing they can say is no. But with plenty of other ESL teaching jobs waiting to be filled, another opportunity is bound to arise that better meets your financial needs and credentials. Remember, teaching English abroad is the experience you make of it. So, remember your worth and find the best job for you! Calculate your salary for teaching abroad If you’re looking for a fast and easy way to compare average salaries for ESL teachers abroad, check out Teach Away’sSalary Calculator. Simply select the country you’re interested in from our dropdown list. Then, choose the category of teaching experience that best describes you and hit that bright pink “Calculate My Salary” button. An instant later and you’ll be looking at the projected salary range in US dollars for an ESL teacher in that country with your expertise level. It’s that easy! For additional information on potential salaries for English teachers abroad, we recommend browsing Teach Away’sjob board. Many of our listings have the projected salaries listed, so there’s no guesswork involved and you’re not applying for a job that doesn’t match your financial needs.

Economists Say Bitcoin is Genuine Money

Economists Say Bitcoin is Genuine Money To be sure, not all economists would agree that bitcoin is money. But in this article we ignore all those politically motivated economists and focus on facts and invoke reason. And it is good day to think about whether bitcoins are money because in this first week of 2017 the price for one bitcoin has rissen over $1000 exchange value. So, Happy New Year to all you bitcoin holders! At the heart of our answer as to why bitcoins is genuine money lays Ludwig von Mises regression theorem. Ludwig von Mises is perhaps the greatest economist of the 20th century and exponent of the school of Austrian Economics. In his regression theorem Mises shows that todays fiat currencies (dollar, euro, pesos) must have originated from commodity moneys, such as gold, silver or pressed tea leaves in India. These commodity moneys have intrinsic values. Out of gold one can forge jewelry, or tea leaves make a hot beverage. The regression theorem includes the problem of the double-coincidence of wants, that is to trade cattle for a meal or one needs a medium of exchange. Historically, common forms of these mediums of exchange were grains of salt, gold coins. Today, we use paper fiat money. These moneys have useful in its own right because they facilitate exchange. That is a typical $20 bill has perhaps only a few cents commodity value (that is paper) and the rest if it, that is $19.98 i s pure exchange value. Have bitcoins commodity value? No. Ok, some economist argue they due because they regard the block chain as a commodity. But lets leave them aside. But it doesnt matter. Without any commodity value bitcoins derive their value solely from its exchange value. That is the value of a bitcoins is 100% exchange value. Thus, the Mises regression theorem applies and bitcoins is money. If you still doubt this reasoning, visit overstock.com and buy yourself some sports equipment, household goods or a trip on a cruise liner. If you still not yet convinced whether bitcoins are genuine money ask one of our fabulous economics tutors. Economists Say Bitcoin is Genuine Money To be sure, not all economists would agree that bitcoin is money. But in this article we ignore all those politically motivated economists and focus on facts and invoke reason. And it is good day to think about whether bitcoins are money because in this first week of 2017 the price for one bitcoin has rissen over $1000 exchange value. So, Happy New Year to all you bitcoin holders! At the heart of our answer as to why bitcoins is genuine money lays Ludwig von Mises regression theorem. Ludwig von Mises is perhaps the greatest economist of the 20th century and exponent of the school of Austrian Economics. In his regression theorem Mises shows that todays fiat currencies (dollar, euro, pesos) must have originated from commodity moneys, such as gold, silver or pressed tea leaves in India. These commodity moneys have intrinsic values. Out of gold one can forge jewelry, or tea leaves make a hot beverage. The regression theorem includes the problem of the double-coincidence of wants, that is to trade cattle for a meal or one needs a medium of exchange. Historically, common forms of these mediums of exchange were grains of salt, gold coins. Today, we use paper fiat money. These moneys have useful in its own right because they facilitate exchange. That is a typical $20 bill has perhaps only a few cents commodity value (that is paper) and the rest if it, that is $19.98 i s pure exchange value. Have bitcoins commodity value? No. Ok, some economist argue they due because they regard the block chain as a commodity. But lets leave them aside. But it doesnt matter. Without any commodity value bitcoins derive their value solely from its exchange value. That is the value of a bitcoins is 100% exchange value. Thus, the Mises regression theorem applies and bitcoins is money. If you still doubt this reasoning, visit overstock.com and buy yourself some sports equipment, household goods or a trip on a cruise liner. If you still not yet convinced whether bitcoins are genuine money ask one of our fabulous economics tutors.

Why Do Tutoring Sites Not Use PayPal?

Why Do Tutoring Sites Not Use PayPal?I have been paying attention to the many tutoring sites that do not use PayPal for payment and have been trying to figure out why this is. Does this mean I am getting screwed?Of course, if you go to any PayPal site and log in, you will see it all. No PayPal, no credit card, no orders or shipping information, and all transactions that way. It would appear that the major tutoring websites do not use PayPal. What does this mean for me?Well, my question is, if tutoring sites that do not use PayPal do not have payment methods, how can I find a good provider? The only way to do this is to investigate various tutoring sites yourself and compare prices. PayPal takes a cut off the final price for each purchase and that is where the savings come from. So, even if they do not use PayPal, if the cost of shipping is less than the full price of the item, then I am saving money.If they have additional charges for hours spent, times are worked, or other such char ges, then I can save a little money too. The thing is, if you have a problem with credit card fraud, these extra charges should not apply to you, because if you pay by check, then all of your purchases are final. Any time your PayPal or credit card processor gets billing information that is not your own, it is an illegal transaction.Then there is the problem of ordering from a PayPal site, because if you get caught in a false identity scandal, then the large tutoring companies will cease to be legitimate tutoring institutions and you could end up losing your certification, credit rating, and employment as well. The PayPal websites are less important for a few reasons.First, PayPal is not very user friendly. It is not intuitive, it does not allow you to purchase items without having a credit card number, it does not allow you to make purchases online, and of course, if you pay online, there is an extra fee, so if you are looking to buy stuff and pay online, PayPal is not your best be t. Besides, there are other options that do not require that you provide any kind of information. PayPal's privacy policy is horrible, so I am not going to waste my time with them.That leaves PayPal, which is a great service to use when you want to pay someone in person. But if you are looking for a big tutoring organization, PayPal is not a good choice, and as you can see, it costs nothing for me to avoid paying any extra charges.

Help With the Fundamental Theorem of Algebra

Help With the Fundamental Theorem of AlgebraIf you are struggling to find some help with the fundamental theorem of algebra, then this article should help. It is helpful to think about what the theorem of algebra is in order to see what problems you might have with it. In this article I will briefly outline what this theory says and then go into a bit more detail about solving it.So first of all, what is the theorem of algebra? Well, the theorem states that all relations can be written in a single form as pairs of numbers. Here I am assuming that we can choose a relationship, in which we have more than one number. The two numbers in the pairs will have to be integers or real numbers. So now we know that two numbers can be written as pairs and that a single relation can be written as a pair of numbers.This was useful information, but how do we go about finding out if we need help with the fundamental theorem of algebra? There are many ways to check and see if a relation holds. The sim plest way is to create an empty pair, and then check if you can match up the two sets.Let's say we have two sets called A and B. Here A has a certain property called H and B has another property called I. These are known as well-defined properties and you can consider them your own set. Then if A matches up with me, then we say that we can compare these two sets and they are equivalent to each other.But what if A does not match up with me? Well, if A is empty, then you can't create a whole new set from it, so you can't use it as a comparison.Now let's say A is empty, but there is another one, that is not equal to I. You can make a new set called B from this relation. Then you can compare these two sets and say that they are equivalent. We can also use these equivalence relations to help us understand what the theorem of algebra is.The fundamental theorem of algebra states that two sets of relationships, which are equivalent, are equivalent to each other if you can always create a ne w set by taking the relation from A to B. We have seen this from the earlier example, but what does this say about what does the relationship between A and B actually mean? Well, it can be defined in terms of the properties of the two sets. For example, if you start by saying that the set B is just like A, then you can use these equivalence relations to define the relationship. Then you can apply these properties to the values of the pairs to get the pairwise relations.