FYI, when you edit the OP, people who are already reading the thread will probably not see the edits.

So how does your family eat them?

I didn't see the original question/poll, but I think it does make a difference. To my mind, soft-boiled eggs are like any other egg -- they are served warm and eaten with utensils. My mother used to make them and just served them on a plate, because we never had egg cups. I don't make them myself, but I would no more eat a soft-boiled egg with my hands than I would a poached egg. Hard-boiled eggs, however, are eaten cold and with fingers. Totally different!

Kamikazing? :confused: What does that mean? Sounds like a very fun birthday party!

Ah! Thank you for explaining. I have always wondered how people managed such early meal times. As a child, my parents were never home from work until at least 6pm (usually later). They would rush around to get dinner ready as quickly as possible, but we never had a 5pm dinner. We eat at 7pm, generally. We used to have a more erratic schedule, eating anywhere between 6 and 9, but I have found it helpful to have a more predictable routine. My dh gets home from work at 6 and likes some time to unwind, perhaps do some yard work or exercise, or play games with ds. That's on the weekdays. On the weekends, we often have just two meals -- a late mid-morning brunch and then an early dinner in the mid-afternoon. I actually think of it as a very late lunch more than an early dinner, because then we usually have a hearty snack in the evening (around 9-10), which we generally don't do on weekdays. Today, for example (a Sunday), we had our main meal around 3 -- steak, potatoes, and vegetables. This evening we're planning to watch a movie and we'll have some popcorn and apples with it. That's a very common Sunday "supper" for us.

Thanks for answering my question. I was genuinely curious, but afterward I felt my question may have sounded hostile, though that was not my intent.

Why are their legs all so far apart? Did everyone in the 70s suffer from some sort of posture disorder or go horseback riding all the time? Look at the poor ladies in #9! And all the men in Superman stance. Good grief. :lol:

Cool! It is good fun, isn't it? That's what we're finding. My ds does Latin with a "heavier" program, so a lighter, fun French program is a nice change of pace. After just a couple of weeks of consistent daily work, he really has made excellent progress.

I find it hard to accept them. I need a little notice to adjust my expectations for the day. Even if it's the night before, I'm much more likely to accept than when asked on the day of. When it's just me and my family, we often do things spontaneously (sometimes even big things like driving across the state on the spur of the moment), but for some reason I find it very hard to do that with other people. I hope you have fun at your event. :)

I also got these 10 results, but in a slightly different order. The first six were the same, then I had 7. NPS (national parks) 8. PBS 9. Cuny 10. Gale

That's good to hear from somebody with experience. And what you outlined is exactly what we plan to do. Once my ds has finished Level 1 or at least gotten a substantial way through it, I plan to add in weekly meetings with a tutor. My French is far from fluent!

I'm curious what website you looked at. Though I knew the name Ida B. Wells, I couldn't remember what she was known for so I too quickly googled her name. All of the top entries identified her prominently as an activist for women's suffrage and civil rights and her work against lynching. The only one I actually clicked on was the wikipedia article, which gave more detail on all of the above. Nothing about her political leanings other than those issues that I could see. In a quick look, of course. So I found your post a little surprising myself. But whatever. That isn't the point of this thread. As for knowledge gaps, I'm afraid I uncover more of mine daily. An embarrassing one of late -- I only recently learned that Timbuktu is an actual place. I guess I thought it was mythical. :tongue_smilie:

We're using Galore Park's program So You Really Want to Learn French. It has a cd to accompany it and has been quite easy to use so far. We've just finished the first chapter of Level 1.

This is my favorite homeschool room I've seen. I'm subscribed to this thread, so whenever it gets bumped I can look at the lovely pictures again. I aspire to have a space as lovely as helena's someday!

If you have typed the problem correctly, then the book's answer is incorrect. (14pi - 2)3 does not equal 36pi. Your dd's numerical evaluation of 125.88, however, is correct (using 3.14 as an approximation for pi). So I'm a little confused by that example. It really comes down to what the problem asks for. Is it asking the student to "evaluate" or "simplify" or "expand" an expression? Those all mean different things, and I do consider the distinctions important. If she wants to "evaluate" after she has done what the book asks for, that's fine, but she needs to know how to simplify as well.

Since others have already answered the mathematical question, I will take the liberty of complaining about the wording of the problem. Warning: extreme pedantry follows. :lol: It's impossible to rotate the tires so that all five tires are used equally AT ALL TIMES. Say the tires are rotated every 8,000 miles. Then the five tires will go through one full rotation in 40,000 miles and each tire will have been driven 32,000 miles. But at every point up to the 40,000 they will not have been used equally. If the tires are rotated every 4,000 miles, then the five tires will go through two full rotations in 40,000 miles. Of course we all understand this. When one says the tires are rotated so that all are used equally, one means that overall the tires average to the same amount of use. But only at the final mile of a complete rotation is it true that they have had the exact same mileage. On the other hand, if the tires were rotated every 3,000 miles, then at 30,000 all five tires will have been driven 24,000 miles. But at 40,000 they will have different mileages: 31,000 31,000 31,000 33,000 34,000 It won't be until 45,000 miles that they all have the same mileage again: 36,000. So the problem makes the assumption that 40,000 miles is an integer multiple of the full rotation cycle. But they do not state that assumption! They write it as if at all times the tires have been equally used and that 40,000 miles is simply a particular mile to use for an example rather than quite a special one as a multiple of a full rotation. The problem would have been better phrased as follows: You regularly rotate the tires on your truck, including the spare. After 40,000 miles, all five tires have been driven equally. How many miles has each tire been driven?

What is the current ETA for publication of WWS2? Thanks!

Sorry to interrupt, but legos approach? I'm not familiar with this term.

Yes! This exactly. I think my ds would respond similarly. It is a hard program for him, and he has definitely had moments/days of frustration. But overall, he sees that each assignment wrings a little more out of him and moves him forward in writing skill. We do have to slow down the pace and/or increase my involvement sometimes so that it's not TOO frustrating, but the bottom line is that he sees it works and so he's willing to work hard at it. He can appreciate the efficiency of it.

You can buy it at Rainbow Resource -- Handwriting Without Tears double-line paper

Why not?

I don't think the description in the teacher manual is intended as a student example. I think it was meant as inspiration for a "stuck" student. Here's my ds' rough draft. We only did revision on some pieces, and this was one that we didn't come back to. It has lots of mistakes! He went over the word count, and I don't think he actually included figurative language. :glare: Maybe the part about "looks like smoke coming out of a chimney" counts. Hydrothermal Vents Draft 1 Before 1977 no one had ever seen a hydrothermal vent. There were hypotheses about them of course but they had yet to be found. The reason there were hypotheses is that theories about tectonic plates shifting gave light to the fact that there might be places on the ocean floor that heated up. In 1975 an expedition called FAMOUS, "French-American Mid-Ocean Undersea study," searched for hydrothermal vents along the Mid-Atlantic ridge, a boundary between two tectonic plates. The ridge is between the American, the European and the African continents. Between the plates lava occasionally erupts onto the sea floor. They did not locate any hydrothermal vents. During 1976 unmanned crafts, diving saucers, went into the Galapagos Rift, a boundary between two tectonic plates. In this area volcanic activity was common and when the plates moved lava spilled onto the ocean floor. Samples of water that had been brought back had a strange mineral content. In 1977 the National Oceanic and Atmospheric Administration sponsored an expedition. They used Alvin, a 25-foot long submarine made for deep sea usage. The expedition was led by Robert Ballard who had been in the 1975 expedition. Later Robert Ballard wrote, "Suddenly our floodlights revealed a swaying field of orange pink dandelions, Their puffy heads pulsing with fine webs of filaments. . . . The lumped mounds of pillow lava were thick with jutting chalk white clams, some of them a foot in length." They dove down 2,500 feet and discovered hot springs in the ocean floor: hydrothermal vents. The crew wrote, "Shimmering water streams up past giant tube worms, never before seen by man. A crab scuttles over lava encrusted with limpets, while a pink fish basks in the warmth." They also called the hydrothermal vents "Lush oases in a sunless desert. . . a phenomenon totally new to science." Hydrothermal vents are natural phenomena. These phenomena are simply gaps in the seafloor where water goes down and touches lava and then shoots out of a different crack in the seafloor. The water coming out of the crack is no longer seawater but is a different liquid that can reach 570 degrees Fahrenheit. Even at that high temperature it does not boil because it is under too much pressure. When the liquid cools it disperses into the seawater and turns the surroundings cloudy "milky" with minerals. Some hydrothermal vents are tall columns that spew black liquid that looks like smoke coming out of a chimney. This liquid is black because it contains black sulfides, minerals that contain sulfur. The columns from which this liquid shoots can on occasion reach a height of two hundred feet. They differ in yet another way from other hydrothermal vents by the water expelled being much hotter and generally having a temperature of above 662 degrees Fahrenheit. The life that lives around hydrothermal vents is specialized to say the least. there are giant mussels that have yellow shells and filter bacteria from the seawater to eat. There also lies giant clams with red flesh caused by an abundance of oxygen. there are also tube worms grow between these other strange wonders. The tubeworms are white stalks with a crimson plume on top. The plume is made red by blood that is red like our own. The tube worms have neither mouth nor digestive tracts to digest the food from a mouth. They live on energy produced by bacteria within them, and they can grow to be nearly eight feet long. White crabs stalk the land between this strange array of creatures. They prey upon the giant mussels and nibble on the tube worm's stalks. This is the civilization of a hydrothermal vent. Here one day gone the next. Swept and burned away by a lava flow erupting from the vent which sustains it.

To add a tag, click on the "edit tags" link on the blue bar at the very bottom of the thread (just above the quick reply box). But I think what you really want to do is subscribe to the thread, not add a tag. To subscribe, click on Thread Tools at the top of the thread and hit "Subscribe to this thread". When you are subscribed to a thread, then any new posts to it will show up in your user panel and it's easy to go back later to review an old thread.

I love this idea! Now I'm mulling over the idea of swapping history with music practice. Currently ds does music practice in the evenings while I cook dinner. It's the hardest thing of the day, because he's tired and hungry and music takes a lot of effort. Also, he wants to hang with dh, who has just gotten home from work. If we swapped, he could have his music done before lunch when his concentration is best (and as a bonus he'd get some practice in *before* his lesson on lesson day). Meanwhile, he could study history with dh for some father/son time, and dh just happens to have a special interest in medieval history, which we're studying this year! Just when I thought I had things set, too. We're starting tomorrow. Perfect time for new ideas, right? :lol: ETA: Dh thinks it's a great idea!

And here I was going to ask you how to use it, because I've never been able to figure it out. :lol: So much stuff on the page!