Star Wars I think? Not sure. Happy Birthday!

Yay, I've made it to Tuesday. [still 2 pages behind] Need to survive until 6-something, when DW is going to take the kids to see a movie.

Happy Birthday Slash! I think he's probably going to have a birthday not too long from now. I think he's older than I am (we're the same age at the moment too).

What the what?!!

I don't think it's just about prestige. For example, when I was taking library science classes, there were people who took very low-paying jobs in libraries just to have relevant work experience/a foot in the door. Making under $10/hour being the director of a tiny rural library is better for your resume than working in a restaurant. Making under $10/hour as a library page in a big system is probably more useful than working in a restaurant as well. Now, realistically, getting a job in a bookstore or video store or w/e might pay more and still be relevant, but one of the problems is that some people are too rigid in their thinking and don't think about how taking a job in a video store would look just fine on their resume (no clue about percentages). FWIW, library page makes $9.25/hour here. Senior page makes $9.75/hour (you might get to supervise other pages if you're a senior page, according to the job description). Yes, you could get more money working at Taco Bell or waiting tables or w/e, but those jobs are much more stressful. The last time I worked in a factory (2008) I made $8/hour, which was more than most people working in that factory (this was through Manpower, which had a "name your price" thing going on - I put $8, and well, they apparently needed enough bodies to be willing to pay me $8, but the people who put $7 got $7... of course, the minimum wage back then was $5-something, and, putting too high a number would likely mean you wouldn't get called... tricky).

But, if everyone took the job in industry because it paid more, industry jobs would probably start to pay slightly less (because of increased supply), and professor jobs would have to start to pay more (because of decreased supply). Likewise for teachers - if they all got jobs elsewhere that pay more, then schools would have to start paying teachers more. Because realistically, maybe they could work things out with slightly fewer professors/teachers, but they can't just get by with 1/10th the number or w/e. Right. But, many people don't graduate at 21, and it's been a few years since 2014 grads and a couple of years since 2015 grads graduated. So, they could've worked for a few years and then quit because pregnant or w/e. The average age of having a first baby in the US is lower than the average age for first marriage (I'm not sure how this works out for college grads though). Plus, it might be regional. Either way, I was just throwing it out there as a factor among many other factors - I don't have a clue about percentages either. But a few percent making less for this reason, and a few percent because they're grad students, and a few percent because they're just starting a business, and a few percent because of yet something else voluntary could easily cut that 39% down to a lot lower percentage.

Hey, that means that we're NY's highest ranked team, by far (Jets at 29, Giants at 31). Of course, it's always nice when the weather helps give you home field advantage (or w/e it's called). ETA: Bills @ 18.

LOL @ Buffalo Bills 'warm-up' for NFL game (you have to scroll down, past the wildfires - now, those would have been an actual warm-up): https://www.accuweather.com/en/weather-news/weekly-wrap-up-raging-thomas-fire-kills-firefighter-snowstorms-plague-mid-atlantic-northeastern-us/70003568

Since I kind of overlooked that this is for 10th-12th grade, odds are CC statistics would be useful, unless, of course, he's already had a good high school level statistics & probability course. ETA: there are science courses that will meet the science requirement, but which aren't really part of prereq chains - e.g. astronomy. So, it can be a fun course to take, but if he later decides he wants to be an engineering, taking calculus-based physics 1 and 2 would be parts of a prereq chain (that quite possibly is a 4-year chain, as in, it will take 4 years to graduate from the moment you start physics 1), whereas you don't get delayed if you don't take astronomy. Of course, since this is for 10th-12th grade, it might not matter if things are part of a (long) prereq chain... just wanted to mention it.

Every time they come out with a new SAT it's the new SAT. The label on the book doesn't automatically change to say "old SAT".

Do you have a source for that? When I was looking into maybe getting a part-time job, I saw some ads that required an associate's degree (or just 60 college credits in general, to be honest) - they didn't care (at least in the ad) whether it was an a transfer one or an applied one. Btw, there are some schools that offer a BAAS for people who have an AAS so they can get a Bachelor's degree without too much extra work. Probably not the best option if you ever want to attend grad school, but something worth looking into if you think you want to go the Applied Associate's degree route. Anyway, as to what to get an associate's in... not having any clue about IfOnly's son's interests, I'd be inclined to suggest an AS (not AAS) in business. If you take the right courses, they should all transfer, and I'd take calculus for the math requirement and calculus-based physics and biology or something for the math and science requirements. Realistically, whether you end up working in the private or public sector, having a clue about economics, accounting, business/management is not a bad thing. So, even if after a couple of years he decides he wants to do, say, computer science, having that business background is still going to come in handy especially if he ever wants to be promoted to be a manager. High school tends to be very weak in economics, accounting, business law, management, and all that, so, I think it's a good choice (and could easily be a minor when going for a 4-year degree). If you want to make it a bit more employable with just a 2-year degree, maybe add a couple of AAS classes in business as well, like HR or something (you're going to be a human resource - it doesn't hurt to have a clue about how companies etc will deal with you), or, if it doesn't add significantly more time, make it a double AS/AAS. If he does NOT want to do business, my second choice would be an AS in computer science, again maybe with some AAS classes tacked on if he does not want to continue to a 4-year just yet, and, with calculus, etc. It doesn't hurt to know some basic programming and web design, and if he continues on with a 4-year degree in science or w/e, knowing programming would be good too (heck, even a lot of non-STEM fields can benefit from programming - many, many years ago I read an article in SciAm about how some archeologists simulated why some native American civilization collapsed... that obviously used math and programming). Depending on the school, it will be easy to turn computer science into a minor at a 4-year as well. Anyway, ymmv, but for a kid who completely doesn't have a clue but who is likely to eventually end up at a 4-year, I'd encourage one or the other (or both, if it doesn't take too much extra time). If it's likely the kid will major in a STEM field, it also wouldn't hurt to take all the math courses the CC offers - so, Calc 1 & 2, Multi Calc, Diff Eq, and Lin Alg. Statistics is a wash... it will transfer, and having a basic clue about statistics and probability is important, but for a STEM degree he'd need more advanced statistics and the Stat the CC offers would likely not count towards the degree (other than as a general elective). And, calculus-based physics 1&2, chem1&2, maybe bio1&2 and organic chem1&2 (depending on what he might major in), because prereq sequences for STEM degrees can be brutal, and make 2+2 impossible (even if you take all of the above, it might be 2+3, but if you want to major in say, biology, but you only took physics and bio, then the chem1, 2, organic chem 1, 2, sequence is going to be a huge delay (though summer classes do exist)). ETA: some CCs allegedly have lower standards than most 4-year schools for some of these courses, so, it wouldn't hurt to check with the local 4-year university what they think of people who completed x course at the local CC. If they tell you that kids coming from the CC have had a very inferior experience, it doesn't mean you *can't* take the class at the CC (assuming it transfers), but you'd want to do some extra studying on your own. Or, take it at the 4-year if that's unlikely to happen. Some CCs have exactly the same standards as the local university, possibly even with the same adjuncts, books, and tests, so, ymmv.

I'm not seeing it either (and I've never rented a book from them), but the ad changes every few seconds. Realistically, I'm going to say that the key words are "up to".

Have you tried doing a rain dance? (hm, I wonder if 35 million or w/e people all dancing at the same time would get the earth and air into some weird rhythm and affect the weather...) I know, I'm just being silly. :grouphug: It's the weekend, always a good excuse for the doing the minimum.

To be clear - I have no clue about the new SAT vs the old SAT - I took the old old old old or so SAT in Jan 2005, the last one before the essay. If I had to retake the SAT and try to squeeze out the best possible score, I'd use the latest book. I don't think it's likely going to matter 100 points or anything, but it might matter 20 points or w/e. The only prep I did for the SAT I took was to read the test taking tips section (I don't recall if there was anything useful in there, most of it was generic test taking advice), the section on complex numbers (because those aren't taught in high school in NL), and 2 practice tests (on which I scored something like 780-800*). Knowing the math is much more important than test prep, but, if you're trying to maximize your score, you're going to want to do a *bit* of test prep, and yes, specific to the test you're taking. To be a bit more specific... basically, if the student has little experience with tests, any test prep for any test is probably going to make the student better at taking tests in general. If the student is good at taking tests, you'll really need test prep specific to the test - generic test prep (such as for a previous version) is not going to help. The gains are likely to be marginal in that case though. Even if the student has little experience with tests in general though, prep for the actual test is better than generic test prep... it's just that generic test prep wouldn't be a complete waste. E.g. one example of generic test prep is to not dwell on a problem, but to skip it and go back to it. It doesn't matter what book you use for that in order to practice that. *Disclaimer - I blew the real SAT, mostly out of carelessness. I was only applying to one state school where the average SAT score was nowhere remotely near 780, so, it didn't matter to me what score I got - I did the test in significantly less than the allotted time (which is good, because then your brain can rest between sections), didn't check my work (strategy - ime, I tend to be at least as likely to change a correct answer to a wrong answer as the other way around), and got a 720 (maybe I should've checked my work... maybe not, because of the time for brain to rest thing - the SAT is a marathon). On the other hand, I did better on the ELA parts of the test than on the practice tests, so, it all averaged out to about the same as on the practice tests. ETA: and my mistakes were also all over the place, both in ELA and in math, pretty much one mistake per section or so.

I would make sure if they really *are* all over the place. Like, they might be in algebra, geometry, etc, but they could still all be similar issues, like sloppiness (forgetting to write a negative sign or w/e). And, of course, ask if the student ran out of time on the test. If there's a fair number of sloppy mistakes, I'd work on techniques to combat that. If they're all conceptual mistakes though, that are all over the places (in algebra, geometry, etc), then you'd want to do a review of everything, starting at the beginning, like Maize said. Not every problem in an algebra book etc has to be done... sections the student gets can be done with only a couple of questions to review, whereas sections the student struggles with would require more work.

I do think that's one of the nice things about online classes these days - it's easy for the prof to make students interact some with each other, so you'd have less loneliness. For example, there are some classes where I'm not convinced the prof ever looked at the "write a paragraph in response to each of these journal articles and write comments on at least two of your other group member's responses", but most of us did it anyway (and a fair number wrote some pretty interesting takes on stuff), and in some of them there was some good-natured banter that wasn't part of the requirements as well. Of course, I've also encountered some online classes where you didn't interact with classmates at all, in which case it would be just as lonely (fwiw, that that was only the case for *some* classes at the CC, and not for any of the 4xxx/5xxx classes I've taken, iirc... which is not that odd, since CC adjuncts don't get paid anywhere near enough to deal with zillions of students, and realistically, I bet a lot of us were probably quite happy to just take the quizzes and be done for the required gen ed classes we didn't have an interest in anyway... I didn't really mind, other than that I thought that the standards in some classes were seriously lacking, but hey, for most of them it was just check a box toward getting a piece of paper). To be clear, I've encountered some great CC instructors as well (including adjuncts)... just not online, for the most part. Which could be completely random, of course, since I haven't taken *that* many classes, being just one person.

There are also people who went for an Mrs degree and never intended to get a job. If they're staying home, their income is 0. Which is a perfectly acceptable income if you *want* to stay home, especially if your spouse's income is decent. Same with people who *choose* to work part-time - $24k/year is a perfectly fine entry-level income if you work 20 hours/week. Also, if you start your own business or decide to live in your parents' basement while writing a book or w/e, your income might be sucky at first. Just throwing these out there as they might account for some percent of those 39% - not a clue what percentage though. ETA: to be clear, I understand that there are graduates who are unemployed, underemployed, underpaid, etc against their will, quite possibly more than the voluntary ones. Just saying that you need to subtract the voluntary ones in order to get a 'real' number.

It's Saturday?

FTFY.

I don't think being irritated makes sense, unless he knew you wanted to start using the warming drawer, but even then, he might have just failed to think that they are heavy for you, since they're probably not a big deal for him. That said, I would've just put them back where I think they belong. At which point he'd either get the message, or end up asking. At least, that's what would probably happen here.

:lol: Yeah, my living room is not big enough to put them all in one pile. Also, it'd create a pile that's much too big, and at some point I'd tire, and then I'd have a pile of books living in the middle of my living room floor for the next several months until I decide to put them all back in the bookcase.

Reading too fast again... I thought you said that every time you go to the grocery store, you wished that you lived on the curbside.

Also, all I meant was that I'm not like 18, since she looked 18 in her profile pic and I don't have a profile pic in that game. But hey, kids are so amusing.

In this online game I'm playing someone started a chat with me, saying that she was glad to have found another girl playing the game. Which, honestly, I think is a bit of a weird thing, since who cares what gender players are, so I didn't know how to respond. I ended up saying that I'm probably a bit too old to be called a girl. And then she was all like "I just meant a female, and saying that you're too old to be called a girl makes you sound young and immature". Okay then. I'm not big on chatting anyway. Well, other than here, obviously, but y'all aren't real time (as in, no instantaneous back-and-forth required).

You got a boeja, Renai!