Yes, as long as the can was 100% undamaged and it looked and tasted normal. Just did yesterday, as a matter of fact.

Lol ur 2 worryed abt things. Idk but i dont think anything rong wif typos after all lol alot of ppl typo and some of them are rilly smart. :leaving: :D

Pet peeve -- simpler than most of yours. 'u'. Really -- those two letters aren't going to kill you unless you're typing on a phone. Personal failing -- 'can I' instead of 'may I'. My mother cringes every time. I'm sorry, Mom!

Quite possible -- but don't freak out about it too much at this point, unless you have something you could consider doing about it.

I'm not sure if this is a problem in your phrasing or in concepts. When you say 'divide by 144', do you mean 'divide into 144'? It's important (in math) to clearly say what you mean. I'm guessing that it's 144/9*3, in which case you should divide first and then multiply. For PEMDAS, it really ought to be read as 'Parentheses, Exponents, Multiplication AND Division, Addition AND Subtraction'. This is because multiplication and division really are the same operation -- multiplying by 1/9 is the same as dividing by 9. So we do parentheses and exponents first, then do all the multiplications and divisions, from left to right, in the order in which they occur. Because division is to the left of multiplication, we do it first. The same problem could be written as 144(1/9)(3) in which case the order of operations should be more clear.

I'd be almost certain that 'applied calculus' is calc-lite, and not recommended for an engineer.

Some schools do require biology, many don't. I'd consider the option, though, of just doing bio-lite without lab, with an easier text, at home just in case.

I really think the reason people are saying 'You can slow down once you reach algebra' is more because at that stage, there are far more enrichment topics to learn about than there are at early elementary, not because it's absolutely necessary to slow down.

I just got SecurityTool too -- Malwarebytes cleared it up. I used the guide from bleeping computer.

Is he planning on dropping Java after the exam, or continuing to progress? Because if he's going to continue to progress, he could just take the exam as a freshman instead, with an extra year's worth of programming. My SO (computer guy) opines that there's no such thing as too much high-school programming, but he may be biased :D

They're both good -- but the survival aspects of Sign of the Beaver are very appealing.

If you decide to do dual enrollment, they'll probably want a placement test. If he places into Spanish 201, I'd give 2 credits -- into 202, I'd give 3. Same with high-school courses -- if he takes Spanish 3, I'd give 2 credits, if he takes Spanish 4, I'd give 3 credits. Anything else just looks weird imo.

Well, I scored 43. I wonder, though, how much of it is shyness? I classify myself as extroverted but horribly shy -- I love spending time with other people as long as I already know them, but new situations terrify me.

Okay, it's frustrating, but it's also a great relief -- better than any of the other options that were being floated. :)

If you hadn't said that you only started a month ago, I'd ask if you were my mother. She also made a second account to get more neighbours :D She refers to the second account as her 'heifer farm' :D

Just one quick question -- you're sure that this isn't a clerical error, and she hasn't earned 16% of the possible points for the entire semester, out of a possible 40% available so far, or something like that? That would be bad, but not quite as disastrous. Sometimes the automated grade display comes out funny like that -- especially if it's her first year, she may be unfamiliar with the software and have simply either hit 'print' or 'send' and sent the wrong column. Otherwise, I agree with everyone else -- there's no way a score of 16% should be a surprise. Either there are many very, very low scores on assignments or many skipped assignments and a few decent ones. Really, what she needs to be doing is talking directly to the teacher, getting advice on if she has any chance of passing and what she has to do, and getting a tutor.

Actually, you originally said '70% of women, who work full-time' which is ambiguous and could be read either as 'the 70% of women who work full-time' or '70% of the women who currently work full-time'. Getting angry at people for misreading an ambiguous question seems odd -- I'd suggest editing your original post to read what you actually meant, otherwise you'll continue to receive such comments.

Just tell them that you don't have time for this conversation because your parents don't let you off the chain in the basement very often. (kidding)

Well, since my SO is permanently disabled, we'd end up on welfare or very hungry. Or, I guess, start relying on my brother to support us as well, since he's a man and all.

Well, spots are more limited and credit isn't guaranteed acceptance for courses anyway. My younger brother recently transferred from a CC to an Ivy -- he had 70 credits at the CC and they took 48, and his is a very good CC. Sometimes, also, they will accept credits but tell you "If you want to major in this area, rather than just satisfy a distribution requirement, you should retake this course to be best prepared for upper-division courses. ETA: Oh, and he is working his little tuchas off and astonished at the difference in rigor.

Thanks Kathy!

Side-track -- would you mind sharing a) what books you used (even math majors courses sometimes use books like Anton now, at my undergrad for example -- I didn't learn linear properly until I went to grad school) and b) what books, if any, your daughter is using? I'm highly interested.

The idea between teaching bases is not so much for their intrinsic usefulness, but rather to cement the understanding of base 10.

The placement *is* based on the AP score, but the calculator is required on the AP exam and some problems cannot be solved without a calculator.

Some schools are moving away from accepting AP courses for credit in the major as well. Calculus is one that many schools are looking at requiring the student to take a placement test at university as well, due to (what the professors consider) the inappropriate overemphasis on use of the graphing calculator to solve problems. Recently we (at the university) have seen students coming in who place into Calc 2-3 by AP credit, but lack the algebraic ability to keep up with the course once enrolled. Moral: Look at the universities you're going to attend -- don't assume that one or the other will be better. Also consider that sometimes, even if retaking a course will be very frustrating, it is not solely intended to drag money out of you but rather intended to ensure success in the upper-level courses. If we start requiring a non-calculator placement test in order to skip calculus, it will not be because we want to torture students or steal their money, but because students who take calc 3 and upper-division courses without what *we* consider the minimum standard of knowledge in algebra and calculus almost invariably flounder.