Complain, but also look up second-half-semester classes and see if there are any that could be at all relevant.

Honestly, I'd get a cute basket to keep them in, and then when company is coming hide the basket. I think trying to get other people (especially adults or near-adults) to use a pill box is not a hill to die on.

Having been one of those asynchronous kids who got homeschooled because the school was utterly unwilling to do a single thing to work with my family: 1) I am very firmly and strongly in favor of encouraging more self-paced learning (I do have ways that I think this could even work for math), more diversity in electives, more advanced classes, more vo-tech learning, and far less of the box-ticking approach to high school than is common now. 2) I am also very firmly and strongly in favor of the public schools remaining public and available to everyone as a default. I do not think that these goals are mutually exclusive. Just because I do not want to eliminate the system completely does not mean that I do not see the glaring flaws it has now.

We always have this idea that somehow the free market is going to do a better job. But the free market picks the low-hanging fruit. It's going to grab the kids who are easy to educate. And they might very well get a somewhat superior education, although my cynicism says that they'll get a brilliant sports/band experience and enough education to not irritate the parents in most cases. And for other kids (especially poor/special needs/otherwise challenging), we'll see a return to the dame school, or children in what's really daycare calling itself a school. We used to have people who'd dropped out of 3rd grade or never gone because their parents couldn't afford the fees. We used to have people signing legal documents with an X and someone literate writing "John, his mark". We used to have people taking letters to the local preacher or schoolteacher to read them to them because they were incapable of reading on their own. As many issues as the schools have now, we don't have this happen much anymore. I'm not okay with a system that somewhat improves things for the kids who already have okay outcomes while shoving the kids who are already doing badly further down. We think that somehow the parents "ought" to be responsible. Well, some are. Some would like to be but lack the knowledge to understand that even though there are classes on the transcript, that doesn't mean the kid is learning what the transcripts say. And the idea that these would somehow be more empowered in a private school is simply laughable. Instead of trusting the government, they would be trusting the school that they're paying to provide the service that they're paying for -- if anything, I feel they'd be more prone to trust their educational provider. And some are just not responsible at all. The types of parents who don't feed their kids properly are certainly not going to somehow be educating their kids properly. Letting ideology trump what actually happens is a mistake. We see this with all kinds of misguided programs (I won't get into details) where they seem like they should work, but they do not.

I completely agree. We'd also see a lot more grade inflation (keep the customers happy) and kids being pushed through without learning what they need to learn than we have now (I know we have it now, it would increase). We see the same thing with for-profit online colleges. There is tremendous pressure on instructors not to fail students at some of them, and they need to be very pro-active about emailing students who aren't doing stuff and nagging them to get it done, which imo significantly reduces the value of a college degree. I suspect we'd see even more teaching to the test and attempts at test score falsificiation as well, because high test scores are going to attract a lot of parents who don't have the ability to recognize that their kid isn't learning.

One I've actually been given is "Turn left where the old corner store used to be"

Some other articles: http://www.nydailynews.com/news/national/woman-called-family-abducted-killed-article-1.3458303 https://www.cbsnews.com/news/rita-maze-fbi-releases-update-in-case-of-woman-found-dead-in-trunk-after-kidnapping-claim/

There are a couple of different ways. For one way, you fast daily but leave yourself an "eating window" of several hours and just don't eat outside that window. For another way, 2 days a week you would eat a very low intake (it's usually better to get approx. 500 calories of protein/veg than nothing at all) and the other 5 you would eat normally (and normally would mean normally/maintaining weight, not diet 5x/week and nothing at all 2x/week).

I did it for a while with 2 meals a day. I have stopped because I reached the weight I wanted to be (actually dropped below it) and was finding difficulty in getting *enough* food in with just 2 meals. So for me, it definitely worked nicely to lose weight.

A lot of people say diet soda makes you gain weight. I can only say that since I switched to diet soda I have successfully continued to lose weight (-60 since I switched, at normal BMI range now), the sugar cravings are gone, and my dentist is much happier with me. I think it is definitely worth a shot. I tried and failed over and over and over again to quit soda, and it invariably came back. This is the only thing that ever worked. It filled the cravings I did have for caffeine.

Underachieving relative to one's true potential (whether caused by social or academic immaturity) can make getting into certain types of postgrad training or getting certain jobs very challenging. This can be compounded by an inappropriate choices of major or institution. While, yes, a git-r-done degree comprised of CLEP credits and distance education will indeed tick the "Bachelor's degree" box, it won't tick the box for jobs or postgrad degrees where they care a lot about specific classes, or one where recommendations are needed from professors who developed a relationship with the student, which it's difficult to do online. It's true that this can often be fixed by returning to school to do a second Bachelor's degree, or in many cases a self-funded Master's with excellent grades. These and some time passed can mitigate a mediocre undergraduate record. However, there are limits to how far it can mitigate (some graduate programs have hard limits on undergraduate GPA), and these also require money and time (which has its own opportunity cost). Of course, this can happen to students at any age. They mature a lot during their late teens and twenties. But I feel it's a particular concern with parents and/or programs that are more concerned with pushing a student through to get an "early" degree so that they can "get started with their REAL life" because "all you need is a Bachelor's in anything", as opposed to parents/programs that are being pulled by a driven and talented student. This doesn't apply anywhere near as much to DE with the intention to enter as a freshman, although it's still worth consideration. It also matters a lot how many credits they're taking. One or two classes with C's won't matter much, but 40 credits at a 2.0 can make getting a sufficiently competitive GPA at undergraduate very problematic.

pm dmmetler

Is there anyone in the community who could help them? For example, for an older friend who lives alone I've canned a lot of pints of stew, soup, and pulled chicken, so that all she needs to do is dump it out, reheat, add pasta and microwaved veggies (obv. your friends would add something gf instead of pasta) and have dinner ready. I tend to use chicken leg quarters because I'm also struggling financially (but I have time) and leg quarters are affordable and frankly what I eat myself :)

They tend to be heavily focused on applications rather than on theory. A business major really just needs some basic literacy with regards to concepts of calculus. Someone who's serious about going into finance or economics will often take regular calculus. They also skip the trigonometric applications which have very little use in business. They focus a lot on polynomials and exponential growth. As such, they're often permissible for biology majors (again, the ones who are bound for grad school or med school tend to take regular calculus). They frequently go into a few more topics than regular calculus classes because they're intended to be a single-semester class, so they will cover more integration. This is, of course, possible due to the theory and trigonometry being omitted. It is also common for them to focus quite heavily on the uses of technology for solving actual problems and have a heavy emphasis on setting up the problems correctly rather than on algebraic torture. Some people chose to take regular calculus because they felt more comfortable with theory questions than with the massive amount of word problems required in business calc.

Just for what it's worth. The reason I now disallow any graphing calculator in any class except advanced ones is because I found someone using an app called ZoomMath for the TI-84 that does the math for the student. With enough students in the class I can't police use of apps, and if I write the test assuming everyone is using this app it really isn't fair to those who don't have a graphing calculator. I know a fair few people at other schools who have stopped allowing them with the proliferation of algebra apps. Not having the graphing calculator also lets me ask easier graphing problems in precalc/calc classes, knowing that they cannot copy the graph off their calculator to get a rough idea of what's going on and then check the numbers to make it work. It is absolutely worth e-mailing ahead and asking the instructor if the graphing calculator will be required or permitted, or if the instructor is not assigned yet, the department. I do think they're useful in some limited circumstances (the AP calc test is written to make use of them for calculating integrals, which irritates me greatly, but that is a side note) but in general, understanding the concepts and knowing how to use a basic calculator will be plenty. As a random side note, there are an amazing number of students who have this fancy calculator with all these buttons and don't know how to use it beyond the stuff that you could do with any scientific calculator. For example, if you have a problem where you need to evaluate the same function at many different places, you should not be typing it in repeatedly, but writing a quick program to do it for you. This is especially useful on homework for calculus where it's quite common to ask students (in early limit stages) to evaluate a function like x/x-1 at 1.1, 1.01, 1.001, 1.0001, etcetera.

I think I'd be more inclined to reach out to any local universities and try to find a student there who knew the language and would tutor.

I really like the reminders. I've gotten calls before asking where I was, once for a scheduled filling.

If you find this one interesting, you might also check out Grandma Gatewood's Walk.

Maeve Binchy, Evening Class. She doesn't start out middle aged but most of the book is about her there.

Poison? No. Really, no. That's a bit over the top. And these, while not perhaps the most optimal, are a tremendous improvement on cupcakes, bags of doritos, bags of skittles, and cans of mountain dew.

But actually, if you type 6/2pi into a lot of calculators, it will be interpreted as 3pi. This causes loads of problems with my precalc students who do not understand that their calculator takes order of operations absolutely 100%. With respect to the original problem, it irritates me. Yes, according to a strict reading of the order of operations, you would perform the division and then the multiplication. But there are plenty of people who casually and informally write 3/2x to mean that 2x is in the denominator when they are typing quickly online. I do not like the way the problem is phrased to deliberately trip people up, and the only reason I'd ever use such a problem as a teaching device is to illustrate as to why when you're typing into a calculator/excel you should always be aware of how completely the computer will follow what you said and not what you thought you said.

Just getting out of the obese range made a huge difference in how I felt health-wise. I stopped there and maintained for quite a while before I went lower.

Hi! I like to use applesauce cake for this. Here is the recipe: http://www.unc.edu/~hallman/cookbook/applesauce-cake.html

I've never cried from sadness. I used to cry from anger/frustration but that's improved with age.

Yeah. I will guarantee you I would gain weight on nothing but bananas. Yes, I could easily eat 30 a day. I love bananas. Mmm. I've also seen reports of people who gained a lot of weight. The true believers have some kinda explanation -- detoxifying/body finally getting nourished -- but really, no. And don't forget the people who talked about their teeth suddenly falling out.