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About ieta_cassiopeia

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  1. Local hospitals in my area of the UK now have more COVID patients than at any point during the spring wave. Autumn only started a month ago. It's been linked to schools and universities re-opening, plus a government scheme to get more people eating in restaurants and the weather turning cooler. There's a lot of fatalism on the streets - people have a sense of "It doesn't matter if I follow the rules as we'll all die anyway" or, conversely, "None of this is happening, it's all a myth, so no point following the rules" as a denial-based coping mechanism. There was a lot of trust in th
  2. Alternative angle that may be helpful: K-State produced a PDF of how to construct test questions called Is This A Trick Question? Perhaps working through this with your children and seeing if anything rings any bells for any of you might help? There are some tips in there (as well as some methods by which good test-writers seek to defeat the ones more likely to be exploited by students who know nothing of the topic), There are also examples of good and bad exam writing, which will hopefully show that test-writers are human like the rest of us, and that there are means of answering even subopti
  3. I'm from the middle of the UK (which is about to go into semi-lockdown). I've personally seen the following rules being broken: - social distancing (it's supposed to be 2 metres, but lots of people casually bumping into each other and walking close to others. None seem to think it's a problem, and indeed look at me strange when I avoid them). - lack of masking (it was 95% adherence when the law initially was put in, but now I'm estimating it to be about 50% in larger shops. Smaller shops are close to 95% because it's harder to hide not wearing one. Non-maskers are touch
  4. A STAMPS school, in this context, is a college that provides Stamps Scholarships. It's a merit-based scholarship - Mizzou's explanation of it is here. At Mizzou, it covers estimated up to the full cost of attendance for 4 years, plus $16,000 bonus funds for academic and leadership development. It includes honours college (which I think DD has already been accepted into, if I recall correctly) and a program for faculty-guided research. If DD got that, it would certainly count as "offering a lot of $". While I am no expert on scholarships, I get the impression from the link that DD is the sort o
  5. Nearly all students benefit from some sort of review, and nearly all benefit from some sort of progression. I'd reintroduce Singapore, but run some sort of review (which can be BJU or another program - note that if you've done 5A of Singapore, parts of BJU may be as little as half a book behind). Some Grade 4 worksheets would also be helpful for additional review confidence (don't tell them it's Grade 4 though, just treat it as variety in review materials). Also, check that you have at some point covered everything in BJU before using it as review - different series put different parts of math
  6. Two books that I think might work as overviews: 20th Century Pop Culture by Dan Epstein - more of a coffee table text, it covers a lot of pop culture topics briefly. Fair warning: news events that affected the public consciousness are also covered; pre-reading may therefore be appropriate. 256 pages. Considerably cheaper if bought used, by the look of it. 20th Century American Pop Culture: A Year-By-Year Timeline by Eric Lee Nelson - a briefer text that more or less does what it says on the cover, in book form. 108 pages. If your child is particularly interested in hip-hop, then
  7. "What would this look like with objects?" and "Can you turn this question into a story/word problem?" might be helpful questions, to help with showing what the possible parameters of the answer could be. For example, someone sharing 4 1/2 pizzas between 3 people can't possibly give anyone minus pizza, nor can they give anyone more pizza than existed in the first place. If a student establishes this, they know there must be some pizza for everyone (a positive number) and that it can't be more than 4 1/2 (because one cannot share pizza one does not have). This gets more difficult wit
  8. I have a theory on this, because it happens in the UK as well, including among adults who took and passed university/college-entrance-level maths that subsequently don't use high-level maths again for a few years. Fifth-grade maths is usually reinforced in schools by a year of doing not a lot except reinforcing that level of maths. There might be time spent working on mental maths, or basic geography geometry/statistics, but it's often the focus of hitting standardised tests at the end of 6th grade using 5th-grade maths (which are a thing in the UK (SATS) and in some US states) and
  9. You're very welcome. We're here to support each other. May all the other papers turn out better than expected, because being done this semester would be the best outcome of all.
  10. Can he transfer in a masters'-level applied statistics course from somewhere (face-to-face in his area or online)? At that level, it's fairly common for undergraduates and postgraduates to share some courses, so it won't necessarily be any more difficult than the undergraduate course, plus it's possible he may find a more reasonable course administration if it is from elsewhere. That might open options to study in the spring, where he can concentrate on that plus employment instead of trying to juggle three courses at once. If he ends up passing advanced statistics but failing some
  11. I met this sort of question twice during my education. The later one was indeed taught algebraically: 5P = D 4(P+3)= D+3 4P + 12 = D + 3 (multiply out the binomial) 4P + 9 = D (put all the numbers on the same side) 9 = D/4P (move the P to the other side of the equation) 9 = 5P/4P (D was defined at the beginning; we are replacing to have all the algebra as P) 9 = P (divide everything by 5) (Hint: I'm fairly sure CLE 6 wasn't going for this as a solution method 😉 - this is just so that anyone who is planning to teach algebraically can see how that w
  12. I remember typing class, though I am showing my vintage by saying the classes all happened on PCs. There was supposed to be a half-term of introduction to hand placement, but I never found out what happened there because I'd read the typing book beforehand and knew what the official position should be. After that, I got handed a book at the start of each term, worked through it, did practise exams and then a test at the end of each term. In this class, I had to earn my right to have dictation - the first class with audio typing was only accessible after passing four exams (two in pure typin
  13. Minimum typing speed for data entry jobs (which is a job where speed is demanded) is typically between 50 and 75 words per minute. So a freshman already being in that window is very good indeed. Certainly it's high enough for high school and typical college demands. I would be inclined to agree with everyone else that practising typing across the curriculum is likely to be more use in speeding up typing than further general typing training. I can easily imagine the typing speed rising by 10-20 words per minute over the course of high school simply from typing coursework efficiently. Speci
  14. I've found a couple of websites on citations that might be useful for people trying to teach this. Common American formats (AMA, APA 6th and 7th editions, ASA, Chicago, IEEE, MLA) can be found at the University of Purdue's website. Common British formats (AIP, APA, Harvard, IEEE, MHRA, OSCOLA and Vancouver) can be found at the University of Sheffield's website. Both provide guidance on how to use the citation styles with many different types of sources. Purdue's includes a style manual - while every university (and in some cases every department) has its own, I think it is usefu
  15. "Independent work", to me, suggests "work done without needing teaching" or, for someone with better independence skills in the thing being taught, "work done without needing direct/any supervision (depending on age and capability of the student)". Both are legitimately work, though depending on context, it's not always necessary to let the student know it's supposed to be work. The first option @PeterPan suggests feels like something where the key constraints are what can't be done. In her example, the student would be successful if they occupy themselves for 20-30 minutes without distract
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