As we're switching from swiping credit cards to using the chip (chipping? Is there a verb for this yet?), I'm reminded of the old sliding devices they used to have that made impressions on carbon paper from the credit cards. And full service gas stations.

??? Are not fame, fancy, caliber and expense qualities?

Indicted and arrested, but I doubt he's being held without bail.

What may be a deal breaker or maker for any of us may be inconsequential to you, so I think you need to describe what you are looking for a bit more (and not looking for) in more detail. For me, though, when I've visited San Francisco proper, the city has always struck me as kid-unfriendly, in a way that's hard to put a finger on. I've never gotten this vibe from NYC.

As stated above, Wheelock's is designed to take someone with no background in Latin, and teach them almost all of the grammar needed to read real Latin. Many high school and college students use it every year. The whole book is 40 chapters. Completing the book is good for 2 semesters of college Latin credit, or 2 years of high school credit. Completing about the first 20 chapters is sufficient for one high school credit. Is there a lot of memorization? Yes, but any Latin program (or any foreign language, really), is going to require a lot of memorization in the first two years. No amount of easing into it, will lessen that truth. If you wanted to go slowly, you could do the whole book over four years, granting 2 credits total, I suppose. My recommendation is to just go for it, and dive right it. Learning languages is hard work if you aren't a toddler.

Am I the only one skeeved out by the fact that she was intentionally testing bacteria grow ON HER KITCHEN COUNTER?

The book by the xkcd author, "What If".

We, too, have many books. Surely, that's what you meant to say.

What do you mean by "counted"? Counted for admissions requirements? Or "counted" to test out of college graduations requirements. Last time we talked about this, we could find only one college that would not accept Latin for admissions requirements, and that was the Air Force Academy, which is kind of a special case.

I'm not entirely sure how anyone could help. But, I'm sure that adding more Pre-K or K4 or PrePrePreK surely isn't going to help this problem. And, that's all we hear about. I've observed that local public schools have insanely high demands on the elementary school kids, and insanely low demands on the middle schoolers. Perhaps if the middle schoolers were challenged more, there'd be less of a problem with delinquency. This is an age where they can start doing very interesting science projects, or art or drama or sports or ... Instead, the middle schoolers are just warehoused.

This seems to be the conventional wisdom, but I'm not so sure. Growing up, we had optional half-day K. Now full-day K is not only expected, so is Pre-K, and I'm sure pre-pre-pre-K is coming soon. However, from talking to friends and neighbors, things seem to go downhill fast in middle school, regardless of how much preschool prep has happened.

It bugs me that Amazon doesn't seem to have any desire to stop these obviously bogus reviews, and in some ways encourages them. This "odd reviewer" has written over 7800 reviews, going back at least 10 years. That's something like 2 or 3 reviews every day for years. Clearly, he isn't reading them all. But Amazon rewards this with a "top 1000 reviewer"

I find it interesting that the UK college admittance system divides the AP tests into two categories, "A" and "B", and weighs the "A" tests up to three times as valuable for entry as the "B" tests: https://www.ucas.com/ucas/undergraduate/getting-started/entry-requirements/tariff/tariff-tables/966 And, it has always bugged me that the foreign language tests require at least four years of study, but something like "Human Geography" has no prereqs at all, and is commonly taken by freshmen.

These are all e-books?

I'm old enough to have registered by walking all over campus, and yes that was a pain, and took an entire day. Wish I had a fitbit then to measure my steps! Still, I found it valuable to end up talking to a real, actual human being at the head of the line. It wasn't in-depth advising, but it usually was a graduate student who would be TAing the class, or maybe who had taken the class, or knew the professors who would be teaching it. I got advice like "if this isn't your major, avoid this prof", or "I know this class is full now, but if you go on the wait list, I'm pretty sure we'll be opening up more space", or once "Professor X is retiring after this year, he is great, and this is your last chance ever to take this class". Especially if your formal adviser was a professor in your major, this might be the best way to get information about classes outside your major. I think graduation requirements are more specific and confusing than they used to be, and the advent of online registration, which minimizes human interactions, only make the problem worse.

When it comes to advising, there are many ways to get vital information from informal sources. Whether these be the friendly professor, as above, or a grad student, or department secretary, or students a year or two ahead of you in your major, it is a good idea to tell our college-bound kids to keep their eyes and ears open, and not just rely on official sources. One of the great values of joining an academic club is to make connections with these kinds of people, to help guide decision making.

While I take your point, and it is basically impossible to count how many words there are in any language, there is no way there are 5 million noninflected words in ancient Greek. The most complete ancient Greek dictionary has about 2,000 pages, and about 30 words per page.

Perhaps these targets aren't as strategically important as they are symbolically important (now).

Do they offer any help in finding a place to actually take the test?

Wasn't that mostly DE with the local four-year college? I think that's qualitatively different than DE to a 2 year CC, and adcoms recognize that.

I don't have a good answer to your question. However, I think if you reframe it a bit, it may help you to come up with a good answer. Too often, (even here), I hear parents working very hard, even perhaps bending the rules, to get their kids into the most prestigious colleges possible, or to "knock off" gen-ed requirements early, hoping to graduate early, as if college was just a check-box, "get the paper and get out" kind of experience, and assuming that once admitted, every student will graduate on time with a good experience. I think a better way to think about colleges is to ask "How can my student have the best possible college experience -- to learn and grow the most"? Maybe this means going to a more specialized college, instead of a more prestigious one. Maybe it means repeating calculus in college that was also taken in high school. Maybe it means not taking calculus in high school at all, to make sure that the fundamentals of algebra and math are solid enough to really do calc right in college. Maybe it means taking a gap year. Maybe it means taking classes during high school that develop relationships with professors that help win an REU early in their college career. It almost certainly does not mean "how can she finish as quickly as possible". Now, my experience with CC is colored by our local ones, which are not wonderful, but are, I think, typical. The CC experience can be useful for learning how to manage a class that may be a bit less structured, dealing with peers who maybe aren't as motivated as you've been accustomed to, and generally being a good introduction to college. As far as content, though, I'm less sure of the value. You say that yours has articulation agreements with your local college, but are those agreements politically motivated or educationally? Can you ask at the four year college to see how well these students actually do once there? So, I have no concrete advice for you, but do let us know what you come up with, but think about how it impacts the four-year college experience.

Yes, but that's the factory-farmed, GMO, "bad" vitamin D. Let me sign you up for my probiotic, natural, fair-trade, "good" Vitamin D, and after a few hundred dollars weeks, then you'll see the difference.

If you have two days on your own, I would look at what the weather might be like. If it might rain, I would plan an "indoor day", with museums and the like, and an "outdoor day", with just walking around, people watching, sitting in outdoor cafe, etc. If the weather is nice your first free day, do your "outdoor day", otherwise, hope that you won't get rain two days in a row.

My advice is to go straight to the top about the MIA advisor. And by the top, I mean the department secretary. They know everything.

At least around here, there's such a surplus of PhDs that even though the minimum requirement for an adjuct is a Masters, most newly hired adjuncts at the CC have a PhD, so I'd look to see if it is really feasible to find such a position with just a Masters. Honestly, with a Masters, teaching high school is likely to pay much, much better, have better job security and better benefits. And, if you can manage to teach honors sections at high school, more of your students are likely to be motivated learners.