Beat the eggs in a bowl first and add some of the salt and pepper there (milk, if you like). It'll distribute it more evenly.

I used to bake in the toaster oven all the time. This one is quick and easy, tastes good, and will fit even a moderate-sized toaster oven if an appropriate pan is chosen -- http://www.choosingvoluntarysimplicity.com/lightning-cake-a-quick-easy-yellow-cake-recipe/

There are a lot of red flags I see. Knowing kids with anorexia. Trying to throw away food instead of eating it. Skipping lots of meals. New period -- beginning menstruation is a big trigger for many young girls. I would absolutely positively get her evaluated by someone who knows what they are looking for. Very hopefully you are jumping at red flags and nothing will be wrong. But anorexia is a deadly disease and much less treatable once it's set in. If your kid were showing early signs of something that looked like cancer, you'd rush her for an evaluation, right? And be immensely relieved if it turned out to be nothing at all.

Peachydoodle's recipe looks good and another way to meat it up if you've already eaten all the ham and have just the bone is some bacon.

I am so jealous of all you guys with all the groceries. My choices here are Kroger, Walmart, and Food Giant. I actually find the best sales at the Food Giant and the other two are pretty similar for daily purchases.

I've had better luck shopping sales at other grocery stores. I check the flyers for the other stores near me on the day they're posted (it's one of my weekly to-do items) and if anything's discounted enough to make it a bargain I go there. They are more expensive than Walmart but their sales are cheaper.

Congrats! It's a great school and I actually know a bunch of homeschoolers who went there and had a great time.

Stroganoff.

It's not "do two months of biology, then two months of chemistry" but rather learning a smaller amount each week of each subject, spreading each throughout the year. And this lets you (for example) integrate the early chemistry that was studied into the later stages of biology.

Frankly, to me, someone who has not passed calculus twice (unless it was due to immaturity) should not be in a major that requires calculus. *sigh* I do agree with the transfer to a remediation class if the college is big enough to support it. I really love the idea as a matter of fact.

I agree. But I also think that stopping the repeat attempts will do a lot to lower the DFW rate. You'll have more people working harder in their first attempt because they don't want to get kicked back to remedial (instead of just giving up when they realize they're going to have to work hard for a C) and you won't have people trying it eight (I wish I were jesting) semesters in a row.

Seeing the same thing happen in math. And what's really happening is that the benchmark is getting lower in the first college-level math class so that the fail rate doesn't go too far over 50%, which really, really screws over the students who need this class for their future career. Furthermore, the students just get disheartened and give up because it is so, so far over their heads. If you can't add fractions with numbers in them, how are we going to get you to adding fractions with polynomials in them in one semester? We're not. Not even in two. Now, I do 100% agree that the placement testing has issues. I'm in favor of multiple ways to exempt remedial classes for students who are ready, and I don't have an issue with "try college math your first semester even though your placement test doesn't quite qualify you, but if you get an F you have to take developmental math". I'm also very much in favor of tailoring developmental math to the eventual goal (someone who needs to take statistics is far different than someone who really needs college algebra and precalculus). But just saying "well, students who start in college math do better, so therefore we should put them all in college math" is throwing the baby out with the bathwater.

I wonder if dogs would eat beets.

Roast some broccoli, then break a fried egg over it. Or steam some spinach and stir a fried egg and/or some melted cheese into that. Or just serve yourself roasted veggies and leftover meat. Frittata is great too, it's like a big baked omelet/crustless quiche with whatever you want in it (spinach and mushrooms make a good choice) and you can make a big one and then just cut chunks out of it as you go.

Hijacking OP's thread, but one thing I've had success with on this was using a highlighter on the big fraction.

When I teach algebra, I will still frequently use it for a numerical fraction in isolation. For example, if I say 1/3 of the students in a class were female, I will use the slanted one because it is easier to typeset and more legible when either handwritten or typeset. When I'm emailing my students, I also use it for an algebraic fraction, but when I'm doing that I enclose the entire numerator/denominator in parentheses. For example, you will never see me write something like 1/2x, because that is ambiguous as to whether I meant (1/2) x or 1/(2x). I actually think that it's important for students to also learn how to write them correctly with a slanted line, as one of the large problems I see with my students is that they do not correctly evaluate expressions such as (ln 5 + ln 3)/(ln 2 - ln 5) in their calculators, writing instead ln 5 + ln 3/ln 2 - ln 5.

I don't have personal experience, but looking at the number of one-star and two-star reviews on amazon I'd be super hesitant. For one thing, they need to be replaced every time you need to use the restroom (probably b/c of the infection issue) and aren't cheap.

Tai Chi might work as a class depending on how they teach it.

string cheese baby carrots greek yogurt boiled eggs

Have you done the Advanced Math book? If you haven't, you'll be missing some geometry topics, some advanced algebra topics, and all of precalculus, and that's something you probably do want to work on before college if you need to take more math than your general education credits. Someone who's done and understood Saxon's algebra 1 and 2 and can apply it out of context (a few students become remarkably good at recognizing what Saxon wants them to do but cannot do well outside of the structure of the curriculum) should be ok starting in college algebra or lower, but if your major requires calculus you'll be spending time and money taking classes in college that would have been covered by the advanced math book. I did have one student come into my precalc class with nothing more than saxon's algebra 2 and do just fine, but he was very mathematically talented and ended up majoring in math. Someone who's done and understood the advanced math book should be fine starting in calculus or anything lower.

I think the diagonal line is fine when you're working with numeric fractions as long as he knows and recognizes that a horizontal line also makes a fraction. When he gets to algebra, you or whoever is teaching him then can explain that it should not be used when either the numerator or denominator contains more than one term.

It is really hard to get someone to take it seriously and I really wish that the family doc had taken it seriously when I was a teenager beyond just "Oh shave if you don't like the hair". I really think the insulin resistance and subsequent carb cravings contributed to me being obese so young and I would have liked to have that regulated much younger. It is frustrating how because it's a "women's problem" doctors don't seem to take it seriously.

I have pcos myself. What worked better than anything else was regular vigorous exercise. BCP made me cycle regularly and eased the horrible flow of blood but not much else.

I didn't have a microwave for years and years (I just got gifted one). I reheated some stuff in the toaster oven, other stuff I'd just throw it in a frying pan on the stovetop, depending on how liquid it was. Pizza for example went in the toaster oven (often with fresh extra cheese), but potatoes got refried.

As regentrude said, 2-column proofs is not how mathematicians do proofs. In intro to proofs we work quite hard to get them to write coherent, paragraph-style proofs. I also think that the paragraph proofs transfer better to argumentation outside of mathematics.