lewelma
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Posts posted by lewelma
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You didn't give me much to give to ChatGBT, but this is what it came up with. If you feed it more details, adjust it, and then ask it more questions, it can be very helpful to get you thinking.
Co-op Volunteering:
Co-op Volunteer, [Organization Name], [Dates]
As a dedicated co-op volunteer, I actively contributed to the success of various projects and initiatives. I demonstrated my commitment to learning and teamwork by collaborating with diverse teams, taking on responsibilities, and continuously seeking opportunities to improve processes. My contributions helped the organization achieve its mission and positively impacted the community.
Co-founder and Director:
Co-Founder and Director, [Co-founded Organization Name], [Dates]
As one of the co-founders and directors of [Co-founded Organization Name], I played a pivotal role in establishing and growing this initiative from the ground up. In my two years as a director, I provided strategic leadership, oversaw operations, and fostered a culture of innovation and excellence. Our organization made significant strides during my tenure, achieving [mention specific accomplishments, such as growth metrics, awards, or partnerships].
Volunteer, [Co-founded Organization Name], [Dates]
After stepping down from my role as director, I remained committed to the success of [Co-founded Organization Name] as a dedicated volunteer. I continued to contribute my skills, insights, and time to support the organization's mission, collaborating with fellow volunteers and maintaining a strong connection to its objectives.
Pre-2001 Management Experience:
Management Professional, [Company Name], [Dates]
In my pre-2001 management roles, I demonstrated strong leadership skills and a commitment to achieving organizational goals. I effectively led and motivated teams, managed budgets, and implemented strategic initiatives to drive growth and efficiency. My experience includes [mention specific achievements, responsibilities, or projects that highlight your management skills and impact].
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Could you just study for the GED and be done with high school?
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At first we used an ergonomic pencil grip thingy to set a proper hold. When he was ready, we used a wide grip fountain pen to help with not pushing too hard. Today he uses only frixion pens because the flow is easy.
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You could also attack it totally differently. At that age if he is as creative as you say, writing would just be a miserable chore because he knows what he write is not very good. Have him do speech-to-text to get a real story out of him with a real story flow. Show him that he has something to say, something he is proud of. He may not want to edit at first. But you could have him read it out loud to you, and ask him to make one change to the plot arrangement, or just augment one description. For the next story, ask him to make 2 changes. etc. Don't go after grammar and punctuation until you have some buy in to the writing process. You won't get far if he doesn't own it. Good luck!
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My ds also has to remember how to form letters. He has to talk to himself: "a h starts at the top, one hump'" kind of thing.
To make his handwriting not seem childish, we first developed a style. Slanted? Attached? Small/big? Thin/fat? etc. Then we added a few curls here and there and a bit of flair to make it look like it was his own. Once the style was set, only then did he start practicing it. He copied and memorized the letter forms that he had designed to represent his personality. This way he was not copying a child's workbook. Because he would never write enough to develop fluency (which is what changes a child's style to an adult's style), we went backwards. We designed the style first, then drilled it in.
He is slow. But his handwriting looks mature.
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I thought I'd bring up that mathy kids can also have synesthesia. My younger did. This profoundly impacted how he interacted with numbers, which I didn't know about until he was about 12.
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I was talking to my nephew this summer (age 14) and he was telling me a funny story about something that had happened during his day. His retelling was so long winded. Like really really long. He simply didn't know what was important or how to make his story in any way compelling without bogging down in the details. I kept laughing and saying "get to the point."
My sister later told me that she thought this was a side effect of ADHD and she was getting him tested. I told her that he didn't have ADHD (I had homeschooled him for 3 months during covid, so had an educated opinion), rather he just needed to spend a couple of months doing oral narration. Clearly, he had never spent any time thinking through what is important. My sister still got him tested for ADHD, and he doesn't have it. He just needs practice with thinking through how best to get across what he is trying to get across.
Narration is a very simple, effective, and quick solution to getting kids to sort through stuff in their mind. Once they have mastered this skill orally, it leads directly into their written work as they get older.
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When I had flat warts on my face, the dermatologist gave me retinA to spread all over the area to prevent them seeding new locations. Flat warts are different than regular warts (kind of look like scaly skin), so may not be the same situation, but you could ask.
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2 hours ago, Corraleno said:
No, I buy hulled hemp seeds and don't grind them. You can add them to so many things because they don't have much flavor, and they're practically unnoticeable when mixed with grains like oatmeal, rice, and quinoa, or sprinkled in salads. Great source of omegas.
My favorite nutritional yeast is Anthony's nonfortified. I take a multivitamin with B12 so I dont need the fortified version and I think the plain version tastes better. Anthony's is also high in iron compared to some of the other brands. I believe the yeast is grown on molasses?
excellent. I can't get that here, but I'll be in the usa in December and get some then. Appreciate your help.
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It's surprising how much protein you can add with just a few tablespoons of seeds and nutritional yeast — just those 3 items = 21 g
This is brilliant. I'm closer to 1600 calories so it is still a stretch for 100g, but this gives me ideas!
Anything specific that I should look for in nutritional yeast? It's been a long time since I bought it.
And do you need to grind the hemp seeds like you do with linseeds/flaxseeds?
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1 hour ago, livetoread said:
Have you tried seitan? It's high in protein and quite tasty, I think.
I do thicken with hemp protein powder.
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1 hour ago, Corraleno said:
I aim for around 65 g of plant-based protein per day, within about 1500-1600 calories.
This is 100g of plant protein @ 1845 calories, without using any kind of protein powder:
Awesome. I think perhaps I'm not counting the baby stuff I eat all the time that give me 1g here and 1g there. For example, my intuitive estimate of your dinner would have been 30g of protein. Do you have the ability to show me how much protein is in each of these specific ingredients?
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1 minute ago, Laura Corin said:
@Toocrazy!! says she eats meat at every meal.
Right, skimming too fast clearly. But I'd still love to hear more on this, as just a bit of meat each meal won't make 100g. I've tried.
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6 hours ago, regentrude said:
That seems excessive. That would require a pound of steak, or over a dozen eggs, or six cups of chickpeas.
Don't want to derail the thread, but I've been upping my protein because 1) I'm always cold, 2) my metabolism is lowering which means I have less muscle, 3) I am unable to increase muscle mass no matter how hard I try. This tells me I am low in protein intake and not making/supporting muscle mass.
I can make it to 100g with homemade chicken bone broth topping up my diet. It contains 10g of protein for 1 cup and only 40 calories as it is all from protein. I use broth to make all my quinoa, which is also really high in protein if you make sure to whole grain quinoa (which is hard to find and identify here because of poor labelling). I have switched from salads to brocolli (which is way higher), and from corn/rice to quinoa cooked in chicken broth, and I make sure I have 1 serving of chicken breast/lean pork/eggs each of 3 meals. That plus drinking chicken broth that I make that gels in the frig can get me to 100g. This is why I'm interested in how you would possibly do it with only plant based foods with only 1700 calories.
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18 hours ago, Toocrazy!! said:
100 grams of protein a day.
I can't make this happen (not even close) with just plant products using only 1700 calories and no dairy. How specifically do you reach 100g?
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The other thing I do is differentiate between 'magic' and math. The way calculus is done in high school is 'magic'. I call it 'retrofitted patterns' which are based on math that most calculus kids never internalize. I make it clear, that taking a derivative using a retrofitted pattern is not 'math', it is memorising. So when doing a question, I make them tell me if they are doing an algebra line (which is mathematical and logical) or a calculus line (which is 'magic' and memorized and nonsensical). This distinction really helps kids. They have been told all their life not to memorize math, but to really understand it. And then they are given all this stuff to memorize and they think there should be some logic to it. And without limits, the patterns are nonsensical, but diligent kids think they are supposed to be logical and so get very confused.
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You can do the same thing with gradients, it is just a bit messier. Use an example, show him how you can estimate a gradient at a point by picking 2 points on either side and getting the gradient of that line. Then pick points closer and closer together. Keep drawing the lines on the curve until it becomes clear to him that a tangent would obviously be the most accurate. Then pick 2 numbers only 1/1000 apart and calculate the gradient. Then do it with calculus to show how accurate your estimate is. It should be clear to him that someone could have thought of this. Only after you go through this process do you bring up the proof and walk him through it.
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24 minutes ago, Shelly in VA said:
I have now shown him a proof, and gone through it with him. When I asked what, exactly, he is stuck on, he says that he still feels like he doesn't understand why anyone thought to do this in the first place. I'm not sure what he means by that. I can't decide if this is teen debating or a genuine question from him!
Give him a curve and ask him to estimate the area under it. He will naturally break it up into sub shapes and add them up. Have him cut the shape into 5 rectangles and calculate the area, then 10 rectangles, and then 20 rectangles, and he will understand that he is getting more accurate. It is then quite an easy step to a limit as x approaches 0. All my students can understand this idea quite easily and can see how you could invent it.
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The OPer's kid wants to do a PhD at a top-tier selective school coming from a typical UG. In my eyes there are 2 different things that need to be considered.
1) How to get in. Clearly from all these posts, research (and good quality research) is key. This leads to good rec letters also. These 2 things can be obtained from a typical UG if you find an outstanding mentor.
2) But being prepared for the rigors of a top-tier PhD program is also key (at least in my ds's experience). Not all UG coursework is created equal. It seems it would be useful to identify how to get a rigorous education when your university is more typical (like what EKS is experiencing). A few things have been brought up. 1) working with professors on advanced material during office hours, 2) joining a putnam club with students who want to go beyond just classwork, 3) skipping prereq classes and get into the grad classes early on, 4) doing research that pushes you to learn. I'm curious if there are other methods.
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The rise of educational computer programs in the past 20 years has led to a belief that teaching is the same as content distribution. Thus, if you believe students are a tabula rasa that we can fill with content, computers can deliver content as well as a teacher. Clearly, this is false. Students are not vessels that can be filled passively. They have to want to learn, have the skills to learn, and be able to integrate new knowledge with existing knowledge in their head. Teachers and face-to-face learning provide this function -- they create community, collaboration, motivation, excitement etc. Replacing teachers with computers will result in poorer educational outcomes for all but the motivated students. And in my experience, that is a small subset of students.
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1 hour ago, EKS said:
My university has an honors program, but it doesn't use it to funnel top students into special sections. Instead, it uses an embedded honors model, where students take the same class as everyone else, but then do an extra project to get an honors designation on their transcript. The honors version of a course shows as being a different section in the course scheduling page, but it isn't. So just knowing that a school has an honors program or honors courses isn't enough to go on. You need to understand how they work.
Completely agree. You need to do your homework and not just see a metric and assume it is what you want. I brought it up because CMU definitely funnelled its top 20 students into a special set of classes. It was not an 'honors' program, but was highly effective because the professor took those same students and had a separate program for the Putnam. Basically, you can't use metrics to find what you want. You have to dig deeper and talk to people.
I also think this is true for hunting down a PhD program - you can't rely on metrics. I can only speak for what ds did when hunting down places to apply. A 'top' physics program does not mean that there is anyone doing research in your area of interest. You need to look closely at the program. For example UIUC is considered the top condensed matter theory program, and they have 5 professors. However, two are old (68 and 74 - and PhDs take 6 years), 1 has no reputation and doesn't seem to be publishing much, 1 is considered a jack ass (he had 2 independent people from 2 institutions tell him this), this leaves only 1 professor to work with. If anything goes wrong with that relationship, there was no one else to work with really so you would have to switch subfields.
Another thing that happened for ds is that not all professors take students each year. So the year my ds started his PhD, 20ish students were newly accepted, and 7 of them wanted to work with 1 professor that was only taking 1 student. Because a PhD is like an apprenticeship, professors are VERY picky about who they take. Different professors vet their students in different ways: My ds had to do oral exams on the whiteboard every 2 weeks for a term to prove he could handle the work, others give trial research projects to see if you can research at a level they want. Some programs have you do a rotation through the labs, and then professors will choose who they want to work with after seeing your work. So just because you got into the program does not mean that you get to work with the person you want to work with in the field you are interested in. This is another reason to do undergraduate research if you want to go into a top graduate program -- in the first year you are jockeying for position to get in with the best professors so you need to already have some research skills walking in. Its quite a game to manage.
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50 minutes ago, kirstenhill said:
Tangent to the original topic, but if you can't use those items you listed to find out the rigor of an undergrad math program, what do you think you can use to learn something about the rigor as a prospective student? (Asking for the benefit of my DS16 who is planning to major in math and wants a rigorous program).
DS took 2 second-year math classes at our local 4 year university. At the age of 15, he earned 100% on both final exams where the mean and median were 60%. This experience led him to find a more rigorous program. We researched the programs in NZ by talking to professors, and the ones we talked to said that their classes were of equal difficulty to the ones ds had taken at our local university. So NZ was out. When we went to the US and Canada to consider programs, we did face-to-face chats with professors and students on campus and asked very pointed questions. We came to understand that you can't have difficult classes unless you have top students. So how do the programs attract and support top students?
1- Because my ds was in the competitions, we asked about that. We found out that CMU has an excellent program because Po Shen Lo (the USA IMO team leader) is a professor there and woos students from the IMO camp to come to CMU by offering to be a very hands-on mentor and by running a very-strong Putnam club. We found out that Waterloo in Canada gave a full ride scholarship to any student from any country who medalled in the IMO.
2- We also found that some schools use an honors program, collecting the top students for more difficult classes, but still running easier classes for the rest of the kids. CMU did this.
3- We asked about research opportunities for UG and found that U of M was very good at mentoring kids into research, which is super important in becoming a mathematician and having a rigorous education. You can have easier classes, but if your focus is on research with a professor who is a good mentor, then you can be as rigorous as you want.
4- We also talked to administrators to find out if you had to actually take all prereqs or if you could place out / self-place into higher level classes. That way you could take harder classes from freshman year and skip the easy ones. Places like Virginia Tech did not allow this, so that school was out for my ds.
Basically, you just need to get your nose into it and figure out *how* universities can offer difficult classes without all the kids failing, and figure out how accommodating they are for kids that are stronger than the average at the school. To give a rigorous education to a top student, the program needs to attract AND support top students.
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One data point, Cornell gives ds $42,000 per 12 months (he just got an 8% raise because of inflation). That is for TAing for 1 class each term and summer research. The TA job cannot take him more than 15 hours per week under contract. This year he is on a fellowship, so no TAing.
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My ds did do an UG at a top university, but that did not assure him entrance to PhD programs in physics. Based on our experience, research is key. He applied to 9 of the top 10 grad programs in physics.
He did 2.5 years of research in particle physics with CERN, applied to 4 programs, and got into 3.
He did one summer (3 months) of condensed matter theory research with a very well respected researcher, applied to 5 condensed matter theory programs, and got into NONE.
The applications were the same (including rec letters) with the exception of his 2-page essay talking about what field he wanted to study and how he was prepared to do well in it. Basically, he did not have enough experience in condensed matter theory for them to be assured he could do this kind of research, so he didn't get in anywhere. Theory programs are notoriously difficult to get into in physics; however, this was very eye opening.
Now, once you are in, you can change fields if you can get a professor. So he got into Cornell with a particle physics application and is now doing research condensed matter theory. So all ended well, but I agree with all the above posters. Doing research with outstanding professors who have a reputation in their field is critical.
Also, there was a section on most applications for graduate school classes you had taken. It was generally known that you should have an As in at least 1 grad class before you apply - meaning you have to take one in your junior year. Then you need to be taking more in the first semester senior year because you do send them the grades for that term before decisions are made. Top school want to make sure you can handle grad level work before taking you on. DS got a B in graduate-level condensed matter theory class in his first semester senior year, so that could also have killed his chances at getting into a condensed matter theory program. Possibly unfair given it was in the middle of covid and living on campus was more than a bit difficult, but that's life.
Just our experience from 2 years ago.
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LinkedIn advice?
in The Chat Board
Posted
Excellent! I can feed more in if you give me more detail. It did a lot without much to go on.