Your patients have bad habits. They know they are bad habits and they should do better. Berating them is unlikely to be useful. It is just going to make them not see the doctor for routine preventative care.

That is NOT bad for a first semester! There are many first-semester freshmen who end up with gpas of 0.something. Now that he knows what to expect, hopefully next semester will be better! :)

Any of the Farmer's Legacy from Cabot for the cheddar -- Farmhouse Reserve, Alpine Cheddar, White Oak Cheddar. All are sublime. (There are many other options from Cabot that are also good -- Vintage Choice, Adirondack Reserve, Bacon Cheddar -- but the first 3 are really spectacular for pure eating).

So the teacher has chosen the numbers and every student in the class has the same numbers in every problem of their homework? This seems odd as it makes copying very easy without even the minor safeguards that exist with handwritten homework.

I didn't see this at the time, but I have friends who recently bought their second Fit after the first one being totaled in an accident. They love it to pieces and they say the cargo space is great. If I were buying a new car it would absolutely 100% be the one I bought.

Sometimes with the ugly numbers it is the computer program randomly generating them. We do allow them to use calculators and if they forget their calculators they can use the windows calculator. The computer program we are using (not aleks, will discuss via pm if anyone actually cares about the specifics) is actually really good. I was dubious but I have been won over. I still don't like having *everything* on it as I would like to see more of their work myself, but they do appear to be learning better than before.

Yeah, my mother was told (by an engineering professor) that he never helped female students because they were just going to get a degree and go take a job from some hard-working man who needed the job to support his family.

Kinsa, I'd suspect that those two classes were abstract/modern algebra and advanced calculus/real analysis -- more rigorous versions of those classes are the first-year classes in graduate school, so quite honestly it makes sense to me to warn students before they go to the effort and expense of applying to graduate school. There were a few people in graduate school with me who were admitted without having had those classes (which meant that they had to take them as their first year of graduate school), and some of them did fine ... but some of them floundered through and dropped out after a year, with nothing to show for it. It would not make sense (and frankly be horrible) to fail people in those classes and not let them complete a math major simply because graduate school is not the best place for them right now. But giving C's for people who tried hard makes sense.

What has she used so far to study? Have you just pulled her out of PS or have you been working at home for some time?

Right. And you never know -- she may decide to major in/work in something boring and practical that pays the bills and keep art as a fun hobby. As long as you cover the core academic classes, any major will be open to her. She does not have to decide now.

Adding in further: Yes, of course professors get flak about high failure rates. But assuming that we are not deliberately trying to fail students (it may happen somewhere, but it is pretty rare), and that we are not terrible teachers, we really only have a few options. 1) Somehow convince more of the students to do the necessary work to pass the class. 2) Make the class easier, which causes serious issues with accreditation, students who transfer, and preparation of our students for further study or future classes. 3) Take more semesters to cover the same stuff, which lengthens time towards degree and increases credits required for degree. 4) Require more prerequisite classes or higher scores on placement tests, which has the same disadvantages as number 3.

I will add to what regentrude says, which is excellent and very correct. I teach math, not physics, so it's slightly different but not a lot. In developmental (remedial, non-credit, whatever you want to call it) mathematics, students who complete all assignments have a 95% rate of passing with a C or better. Yet, the rate for the class as a whole is barely over 50%.These courses have absolutely no prerequisites so there are students in there who have not been in school in 40 years and didn't take algebra when they were, or students who scored a 12-14 on the ACT-M, so it is almost always not due to lack of intellectual capability but rather to being so far below ready for college algebra that it takes more than one semester to remediate. I am not aware of a single case where a hard-working student failed the first semester and then did not successfully complete in the second while continuing to complete every assignment -- if there is one, it is more than 8 years ago. Now, moving on to the college-credit courses. One of the big reasons that calculus is a weeder course is because it really expects you to remember your high school algebra and trigonometry and be able to apply them. In all the courses before that, there is a LOT of review. Students are not used to this and so it is a rude awakening. Also, many students who are fresh out of high school are used to such silly things as being able to retake the same test over and over again or being able to bring their grade from an F to a C by doing a lot of extra credit, and they do not believe us when we reiterate that these are not available. So they get a D on the first test and just keep going as they have been, instead of saying "Holy crap I'm doing really badly! I need to get my rear in gear and get to the tutoring center and put in a lot more time!" Advice to students: Students should be able to work every problem on every homework assignment. One of the big causes of failure is that someone doesn't understand something early on in the course, and rather than working until they DO understand it, they stick their fingers in their ears and pretend it isn't there. This does.not.work. Students should also practice doing problems with the book SHUT before the test rather than doing them all with the book open. One of the big issues is that people confuse being able to recognize a problem and look up how to do it in the book with being able to do a problem with the book shut. They then are confused as to why they don't do well on the test when the homework went fine. If the student doesn't do well on the first test, the student needs to seek advice from the professor, TA, or learning center on how to improve, rather than hoping it will get better.

John Jacob Jingleheimer Schmidt.

I think the more important thing is that a child learn to put in an age-appropriate amount of struggle.

"Oh, I think he is quite well-rounded. For example, his manners are so excellent that he hasn't yet pointed out that you're an obnoxious bitch who can't mind her own business." Ok, probably not. But I can dream.

I used to have a Julie who would give my phone number to men she didn't want to see again but didn't want to decline giving her number to. I'd always get men saying "Hey Julie, I had such a great time and I'd love to see you again! Give me a call!" At first I just said "Sorry, wrong number" but after it continued happening for some time I started saying "Gosh, I get phone calls from men looking for Julie all the time, but this isn't her number and it never has been." It stopped a few months later -- I'm guessing one of the men saw her again and was probably a little annoyed at being given a fake number instead of a brush-off.

I googled Saxon Calculus AB syllabus and found this: http://www.aisct.org/index.php/template/high-school/curriculum/148

Better to learn these lessons now than in college. Good on you for giving her the space. Also, :grouphug:

Oh hell no. Even if he doesn't do anything, if one of the girls says he did it's a he said/she said. If your husband thinks it's a great idea he can take off work and go to chaperone.

Aikido. I've done a bit of Judo too, but it wasn't that much fun because there weren't enough adult women to ever be able to compete. If I moved to an area where there was no Aikido but there was another person teaching who was a good martial artist and instructor, I'd sign up there, regardless of style. Honestly, I feel like the instructor is SO much more important than the style.

I figured this was very suitable for a classical education board :) https://hereticsmirror.wordpress.com/2012/12/22/how-grendel-stole-christmas-twelve-of-them/

Interesting discussion of the statistics behind chemotherapy as a treatment for cancer, for another point of view: http://www.sciencebasedmedicine.org/chris-beat-cancer/

Is this the one you're talking about, mommaduck? http://themostimportantnews.com/archives/christian-man-asks-thirteen-gay-bakeries-bake-pro-traditional-marriage-cake-denied-service I find this rather different than asking specifically for a traditional wedding cake. I would look at this more like asking a Christian baker to make a cake saying "Christian marriage is wrong". (For the record, I would support the right of said Christian baker not to make a cake specifically attacking him or his religion, including stating that his religion is wrong, just as I would support the right of a baker named John Doe not to have to make a cake that says "John Doe is a poopyhead" even if a customer orders it.)

As far as the amount of sugar in things, I know I checked at one point (when I still drank sugary sodas) and the sugar sodas had the same calories as the hfcs. What I really wish is that they made a semisweet soda with 1/2 the sugar rather than making soda addicts choose between full sugar and diet.

Honestly, Foerster's is a good and solid algebra text that will prepare a student for any major, including mathematics. AOPS is not for everyone.