Candid
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OK, thank you all for your help. One more quick question...if I DON'T upgrade my Y1 DE, does that mean that whenever I open a DE file and it asks me if I want Locklizard to check for updates, I should always say "NO"? or is that a different kind of update?
You can also move your current files to another location on your computer and preserve them.
Look on Tapestry's forum and see if you can't find a post about doing that.
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I don't know about perspective of these books, but I do have some French history books I like:
This is very comprehensive and if you read it, you will understand in pretty good detail why the French Revolution happened, how and why the events in it proceeded in the way they did.
And a more specific episode in the French Revolution:
A WWII epsiode:
The first two books may have some very difficult, violence related descriptions.
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There are some threads on getting access to Pearson:
If no one responds on this thread, I'd PM some of the people on those threads.
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This is our first year in Rhetoric; the recitation piece is new to me and I am curious to see how it plays out in our week. My impression was that it is meant to faciltate their public speaking skills more than highlight memory work. All of the literature is so rich and weighty. I'm just looking for those nuggets that you want to keep in your heart and mind for a lifetime as a result of memorization.
On content, you'll have to decide what it is you are looking for. Probably doing each recitation piece weekly would be too much on the memory work, but they should all be good pieces to memorize,
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In my role as a USNA Blue & Gold Officer, I'm frequently encountering candidates (as in, people who have already started an application) who don't realize they would be joining the military, would wear uniforms daily and have restrictions on off campus time or personal articles in their rooms, would earn a BS degree, and would have to take a large number of STEM and military courses even if they have a humanities major.
:lol: :lol: :lol: :lol:
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Well Ag doesn't take much time, say 15 minutes a day when you are using it. Writing they should probably do some of daily, but for lit I allow mine to control his flow as along as he is prepared for our weekly discussions.
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My ds is mostly on his own. We've used a lot of materials that expect the student to either self-teach or read and answer questions, Art of Problem Solving in math, Tapestry of Grace in humanities. I intersect with him on grading exercises or doing weekly discussions.
What this means practically is that he determines things like how many times to do something in a week and for how long.
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Gosh, I'd wait until I was in the class and pull out things as they come up. In Statistics we had open book exams, so just flags on the text would have helped.
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http://www.nacacnet.org/research/PublicationsResources/Marketplace/Documents/RTPBrief_Factors.pdf
I don't know much about this, but if their statistics are to be believed, it appears that 22-25% of colleges do have a ranking criteria that includes demonstrated interest. That said, it does not necessarily appear to be high on the list of priorities for selective schools, not in comparison to high stats and extracurriculars.
But, Regentrude, college visits aren't the only way to demonstrate interest. When your dd comes up with a short list of the schools she considers to be her favorites, email is a great way to do it. Ds sends an email to either admission's department, or the professor he interviewed with at MTU about once per quarter. They know he lives 9 hours away...it's blatantly obvious we aren't showing up to hoot for the hockey team every Friday night. It's just not possible. However, they have indicated more than once that they are impressed with the continued communication, and he oft times receives something like this, "Hey C, if you happen to be in the neighborhood, stop by the admin department, we've got some free passes to the musical, or the hockey game, or the whatever set aside for you." He always responds promptly with a "Thank you very much. I'm currently at home studying for AP's, and working on my extra curriculars so I won't be able to get there any time soon, but I sure do appreciate your continued interest in me," or something similar. He and the prof email about computer programming geek stuff. It's a great connection to have.
I don't want him to put all of his eggs in one basket, so to speak, so after our next round of college visits, he'll be cultivating that type of thing with other good schools if he can.
Even if she never gets a personal response, many colleges do keep a file with print-outs of the email communications they have received from each student. They trot that out when it comes time to sit down and argue with each other over why kid A should get a spot over kid B because they can glean details about the student from these personal communications.
Also, check out facebook. I don't have an account and neither does ds so I can't confirm this specifically, but I've heard through the mommy grapevine that some colleges have admins that chat on facebook with potential students. That would be another way to demonstrate interest from a long distance.
These are excellent ideas. I suspect, of at some point in an email correspondence the student express real regret they can't make it to the campus that would certainly be helpful on this front as well.
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Is that so? From what I read on these boards, I was under the impression that most of the *really* selective schools don't give a hoot whether you visit them multiple times. How can I find out whether a school is swayed by "demonstration of interest"?
I think it is a much more school by school thing.
Here's a recent article about admissions, showing at least one school making close decisions by using the visit calculus. (And that brings up another factor, some kids might glide in no matter what, but others will be on some edge and the visit might push them over to a yes.)
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Thanks. We start August 19, before any of the schools we are interested in. (Anybody else start this early?) Have to check our early January. Even for Saturday visits DD would have to miss her Friday afternoon class; we are two hours from the airport. There is no such thing as "excused absences"; you can talk to the professor, but missing class is not good, especially since this is a class where the professor lectures on the chalkboard. Can be done if needed, but I know she'd rather not.
Doesn't her program have a fall break and spring break? Those won't necessarrily line up with other campuses so check those out.
Spring break may be the best chance if it is not overlapping with theirs - which means she'll do any further visits *after* she has an acceptance. It might be more senibsle this way anyway, so we do not have to waste time and money flying across the country to schools where she does not end up getting in.With some schools this will be a fine policy, but there are schools that gauge interest by visits. You need to learn which schools those are and if possible visit.
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But for subjects where homeschoolers are putting together their own courses (literature, history, electives), and want to have a rough idea of the amount of work that would be equivalent to a standard HS credit, I think that having a ballpark number, like 120 hours, is useful.
Jackie
I don't agree. It would be much wiser to try to compare to content required. In the case of a class with no direct comparison, I still think material comparison would be the way to go.
So to use one example if I wanted to do an ASL class, but had not direct comparison (although I suspect there are ASL classes to compare out there) I'd look at more traditional language classes and get a sense of what they cover in terms of amount of vocabulary, grammar, etc to decide what I would want to cover.
With things like science again I'd look at how much is covered in a year and aim for a similar amount. English and history are pretty easy on this front.
The other thing I'd look for is level, asking myself if the materials used were at a high enough level for whatever I was calling this class.
This approach keeps a class from being too skimpy no matter how many hours devoted to it OR too much.
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Hmmm...well, we had a similar experience when touring a nursing department of a small university. The mother repeatedly asked, and it was the ONLY question she asked the entire day, "How many girls meet their husband here?" The father asked, "What percentage of girl's are engaged by their senior year?" This was not something the admission's department or the student tour guide could answer which made them quite frustrated. This, while their daughter meekly followed behind them asking nothing and showing no interest in anything. It was very clear they were sending her to school for her M.R.S. degree and not for education. Truly, I've never seen a more disengaged pair in the academic aspects than those parents. At one stop near the dorms, they made a spectacle of pointing out boys to their daughter.
Sheesh...poor girl!
In http://www.amazon.com/Sex-Soul-Juggling-Sexuality-Spirituality/dp/B0071UMPI2/ref=sr_1_1?ie=UTF8&qid=1374441784&sr=8-1&keywords=sex+and+the+soul Freitas, discusses a common rhyme used by women at Christian schools: "Ring for the Spring or free." Meaning if you aren't engaged by your senior spring semester, you get tuition free.
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Tapestry actually includes recitation pieces throughout the year so you might want to save Keats and Shelley, et all to their appropriate years.
Try this:
Sing, O goddess, the anger of Achilles son of Peleus, that brought countless ills upon the Achaeans. Many a brave soul did it send hurrying down to Hades, and many a hero did it yield a prey to dogs and vultures, for so were the counsels of Jove fulfilled from the day on which the son of Atreus, king of men, and great Achilles, first fell out with one another.or this
Arms, and the man I sing, who, forc'd by fate,
And haughty Juno's unrelenting hate,Expell'd and exil'd, left the Trojan shore.Long labors, both by sea and land, he bore,And in the doubtful war, before he wonThe Latian realm, and built the destin'd town;His banish'd gods restor'd to rites divine,And settled sure succession in his line,From whence the race of Alban fathers come,And the long glories of majestic Rome.instead of works from other time periods
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If you do have the print version, just stick with what you have.
I think the biggest reason they are revamping Year 1 is trying to remove the Norton Anthology due to cost, but you've got it.
As to your son, I taught a very small co-op with 9th graders doing Year 1 and they all loved it, so I suspect that the student is an important part of the equation.
The one thing they struggled with was Words of Delight. And I would have to say it is probably the most difficult book in the year. That's where I would prepare my child for the book. I've even considered having my second child, less strong of a reader read one chapter per week of it rather than a bunch as a time as Tapestry schedules it. Why not just jettison it? Because I think it may also be the best thing they read all year, too.
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This is starting to get off topic, but I'm not convinced home schoolers are wise to use Carnegie Units.
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I don't know what they have now, but I took Chemistry at a top 30 school with a strong chemistry department. At that level classes were huge. We submitted absolutely no lab reports, and only one thing: a computer punch card with our number for a titration of an unknown substance. So I encourage anyone who is going to take Chemistry to a titration, maybe more than one. Fortunately for your student they won't have to submit their punch card three times before getting the computer to accept it.
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I'm fairly lazy and use the chapter reviews.
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Okay, try this weird trick and see if it works, I've done it with great courses and had it work fine.
Highlight all the files, right click over the files, and choose the first option "Get Info."
On the pop up box, choose the "Options" tab. On that tab, choose, "Podcast" for "Media Kind."
They will now all go to your podcast area (you can get to it from the upper right of your library, click on the button that says "Music" with arrows, choose "Podcast."
If all has gone well, they will be in two separate folders. In each folder, they should be in order. They should also keep track if you stop in the middle of one and as I've mention before, you can listen to them at 2X time.
If this does not work, I would remove them from itunes and go about putting them in reverse of what you did: open itunes, and use the add files option.
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Whew! I was scared before I looked, they'd have everything laid out for me, but thankfully they don't. Half the fun of this imagined course is picking the novels (also they don't mention any non-English novels).
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You can also go over to Bookshelf Central and see what Tapestry of Grace uses, they use about the most I've seen:
The Norton is being phased out so you can ignore that.
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Singapore's math program is integrated, and they have their own placement tests. Note: The US company is slowly adapting the DM series with books like DM 7A and so forth, you don't want those, you want the older DM1.
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For Ancient Lit, check out books used by Tapestry of Grace in previous years. Unlike many programs they do serious study of other lit besides Greece and Rome.
But if you want my idea, I have often thought a study if novels would make for an interesting study. I'd shoot for about 12 and try to trace the evolution of the novel. You could do the same with drama as well.
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I'm having these off and on, for some reason I have the impression they are part of the denial of service defense software. But I don't know exactly what made me think that. I rarely get more than one in a session.
Book lists and transcripts: advice needed on what to include
in High School and Self-Education Board
Posted
Better to collect now than not know later!
I am keeping this in two different ways.
Each year I create a database for all the books we use for academics. It is a just the facts list: title, author, publisher, subjects, etc. This is in a relatively small font in a spreadsheet.
But I write a class description up as well and include a list of text used. For math or science that is a small number, but for lit, I list all major works. I further show which ones come from an anthology. I have found that I occasionally need to double column this list to keep everything on one page.