#statistics major who takes advanced math classes for fun | Explore Tumblr Posts and Blogs

mangodestroyer · 6 months

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Anyone else regret going to college right out of high school?

Seriously wish I'd waited a few years and just got some work experience instead, to see what the real world is all about. While in the meantime, seriously pushing myself to do some career research.

I mean, I was at the top of my hs class and just assumed that me being good at math and science, and just picking whatever STEM field has the most jobs, would be the easiest and most secure bet for me. I also assumed that going straight to a rigorous engineering school, without prep or life experience, would work out.

Instead, I've become one of THOSE students who have switched majors a few times, AND schools. Took a couple breaks. STILL not entirely sure what I want to do. AND I passed the mark for graduating within four years.

And I've done extensive research on math jobs I can get with my background. I've already learned all the math that could possibly be considered useful to employers (outside of some rigorous study in differential equations, advanced calc, and statistics). So unless I really, REALLY want to go into academia, or shoot for a prestigious role in computer science, getting through theoretical math is really only worth if for the practice in logic exercises and for building a foundation, and should only be done as a hobby.

Not only that, but having a strong foundation in math isn't enough. You need to also learn a lot of programming, or you need to specialize in something like finances or engineering.

I know it's not really that big a deal. Like I said, I've taken so many college level courses in applied math. More than enough to have a minor in it. And literally, everything I've read said that employers are going to take that over someone who hasn't even touched calc 1 (if both candidates have the same qualifications otherwise). It definitely wasn't a waste of time. But I'm also not so sure I want to struggle for a few more semesters through rigorous proof writing courses when learning abstract math is just more fun when other people are doing the work. Especially if I did fine through a lot of the other math courses which, again, are useful. And ended up enjoying those more. I think I'd rather spend those last two years doing something that's more employable. At this point, I'd graduate within the same amount of time if I just transferred to something involving lots of applied math.

Also, I haven't taken an in person class in almost three years. As an introvert, I was okay with this for the longest time. Now... not so much. I don't know how we did it during COVID. I am now starting to understand why people hated it so much.

Honestly, good for the people who just knew what they wanted to do and got right to it/through it within a short span of time. But also, I totally get it now when adults, growing up, would talk about how they switched majors/careers a few times before finally settling on something. Also, I used to be a shitty teenager who thought flunking out of college was lazy and stupid (I bought into the whole "college degrees give you value in society" bs). Now, I don't even judge people if they drop out when they were close to graduating. Although a part of me still wants them to just go back and FINISH since they're so close.

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addierose444 · 3 years

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How I Got Into Smith: Part II

In part I, I wrote about my high school extracurricular activities. In this post, I focus on the academic side of my application. I’ll be honest that these posts weren’t as well planned as I would have liked and that ideally, this part would have been first. It was initially going to be a single post, but I didn't have enough time to finalize this part before my unofficial deadline of Sunday at 11:59. It worked out in the end as splitting it into two parts created a new blog post out of thin air. Furthermore, it turns out I had a lot more to add to this part.

My academics were definitely a strong aspect of my college applications. For some additional context, I applied to Smith regular decision and was admitted with a presidential scholarship. To learn more about merit aid at Smith, click here. Smith was my first choice throughout the application process and I actually submitted my application before the early decision deadline. To read more about why I chose Smith or more accurately why it became my first choice, click here. For additional context, I attended a public high school in Vermont with a graduating class size of 106 with 65% of the class attending two and four-year colleges. If this post is interesting to you, you may also enjoy reading about my academic journey to engineering and computer science.

I’ve always loved school and education has been a top priority. Between middle and high school, I took six and a half years worth of high school science classes. In addition to the advanced track of our regular curriculum, I took a marine biology class that included a research trip to Bermuda and three APs (chemistry, biology, and physics C mechanics). You can read more about my AP experience here. Of the three main sciences, physics is my favorite. As a class though, I think AP biology was the best. I won departmental awards my first and last years. I was really proud of the first science award as it was a special award created just for me (as opposed to for a specific class year). The crazy thing about taking all these science classes is that I have taken very few science classes here at Smith. Thinking about this irony is part of why I thought to write this post in the first place. Technically I have only taken two science classes (PHY 118 and PHY 210) during my time at Smith. (And to be honest, PHY 210 hardly counts as it's really just an applied math class that’s offered by the physics department). You can check out all of my Smith courses here. The reality is that I fulfilled the introductory chemistry and physics requirements of my engineering major with AP credits.

In addition to lots of science classes, I doubled up on math classes in ninth and eleventh grades. Granted I didn’t take math my senior year and retook calculus at Smith. I think there were some clear flaws in my math education as many of the courses were too easy and had too much overlap year to year. At the same time, we didn’t cover enough trigonometry and had other gaps in our precalculus course. I did learn a lot in my AP statistics class and was surprised by how much I enjoyed the content. It makes total sense in retrospect as I now see math as an interesting and useful tool. Back in elementary and middle school, math was my favorite subject and I loved it in isolation of other subjects and real-life applications. In ninth grade, I got a math award, but unlike the other departmental awards, a lot of people got them.

My favorite class of high school was AP computer science A. In that course, I learned Java and the basics of object-oriented programing. In ninth grade, I’d been introduced to computer science through a semester-long Python course. In my senior year, I took an online website development course from my state university. I learned HTML, CSS, and some PHP. I also took a semester-long engineering course. It didn’t have math or science prerequisites, lectures, or structured assignments. What it did provide was a fun self-directed opportunity to learn how to use our new CNC machine and work with (mostly fix) the 3D printers.

Four years of English were required to graduate, so I took our required ninth and tenth-grade courses followed by an advanced expository writing course and an advanced literature course called world authors. I’ve always loved reading, but English classes and literary analysis aren’t really my thing. To read some of my reflections on writing, click here. I managed to win an English award my sophomore year which was cool as I’d never really seen English as a strong subject of mine. Granted, I didn’t like my sophomore English class as it only had seven other students who clearly didn’t want to be there and didn’t do assignments well or on time. I also took French all through high school and won awards my first and last years. I was generally more engaged with school than my peers, but French is where my peers’ lack of engagement had the most negative effect on my learning. I’m not trying to brag about any of my academic awards, but I do genuinely believe I did stand out on my own merit. When it came to French, it was more just that there wasn’t much competition.

Social science classes were the ones I generally avoided. Knowing that I only needed three years of social science to graduate and having already doubled up on math and science, I skipped the ninth-grade social science class. As a sophomore, I took the advanced version of our sophomore social science class called democratic roots. As a junior, I took AP U.S. history as U.S. history was required to graduate. The other AP courses were of actual interest to me and this was the only one I took for the AP designation. It was one of my least favorite courses, but I defend my decision to take it as the regular version was sort of a joke at my school. Furthermore, the APUSH teacher was also the advisor for the school publication and was able to write what I presume to be a strong letter of recommendation. As a senior, I took a semester of AP art history and another semester of art history through my local community college. The AP course was entirely online through UC Scout. I didn’t finish the AP course as the community college version was free due to my state’s dual enrollment program. The community college course was also fully online and was much more limited in scope.

I was in the jazz band from eighth through tenth grade. I played the electric bass, an instrument I picked up because they needed a bass player. Jazz isn’t my kind of music, so I never really got into it. To check out some of my favorite songs and musical history, click the respective links. I “quit” the jazz band as it conflicted with AP chemistry. The bass is an integral part of the rhythm section, but rhythm doesn’t come naturally to me and is challenging even with deliberate practice. I was used to being in all of the advanced courses but was in the intermediate jazz band with eighth and ninth graders. Additional required electives included health, financial literacy, and three semesters of physical education. The only class I did over the summer was an independent study for physical education credit. The running I did for the self-directed course probably helped earn me a spot on the varsity field hockey team. I also took a weight lifting class which I absolutely hated.

I wasn’t planning on sharing my actual stats, as there is so much more to college admissions than raw scores or even academics. What really matters is (in terms of academics) is the rigor of your courses in the context of the high school you attend. However, if you’ve read this far, I don’t really mind sharing my actual grades and scores. I earned straight As throughout high school and had a GPA of 4.26 (unweighted on a 4.33 scale). My school didn’t officially do class rank, but I am almost positive I had the highest grade point average. I do know that at the end of my junior year I had attained the “highest level of academic achievement” which I presume takes into account courses and grades. A lot of schools have gone test-optional due to the pandemic, but it’s worth noting that Smith was already test-optional. I don’t know exactly how merit scholarships work, but I am guessing that a strong SAT/ACT score would be necessary to earn one. My SAT score was 1500 (780 math and 720 verbal). I did study a lot over the summer before senior year and improved by almost 150 points from my PSAT. I also submitted SAT subject test scores of 790 for chemistry and 770 for math level II.

#college #Smith College #high school #academics #college admissions #grades #standardized testing #SAT #high school classes

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houseki-no-suffering · 6 years

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Genre: College AU, (romantic) comedy Pairings: Euc/Lapis; Antarc/Phos; some Jade/Rutile, Alex/Chryso, Padpa/Yellow Summary: Lit major and local college asshole, Lapis Lazuli has developed a sudden interest for Advanced Statistics, and for Prof. Euclase, apparently. If this sounds like a trashy romantic comedy, you’d be absolutely right

A/N: happy bday to me! this year i’m gifting myself and the fandom the silliest, mushiest, quirkiest fic my brain could come up with after the pain of chap 75 (and 76). ALL THESE ROCKS ARE ALIVE AND HAPPY, YOU’RE WELCOME! As always, thanks to Lapishead for betareading this. Enjoy!

“Did they open?” Lapis suddenly appeared behind Cairngorm’s chair, making them almost jump out of the seat.

“What the hell?”

Ignoring their complaints, Lapis picked up Cairn’s bag from the chair next to them and dropped it on the floor. They took a seat on the now empty chair, crossing their legs to catch Cairn’s attention.

“Did they open?” they asked again.

Cairngorm mumbled a couple of courses, as if they had not occupied the seat specifically for Lapis. It was impossible to find a free computer in all of campus today. They refreshed the browser again before groaning. They slouched in their chair, shoving their hands inside their hoodie’s pockets.

“No. For fuck’s sake, they said 3pm! I got better stuff to do than wait for registration to open.”

“Like?” Lapis smirked as they typed in their own password. Their fingernails made sharp clicking noises on the keyboard, joining in the chorus of students refreshing the same page over and over. They predicted it would not be long until the website crashed, as per usual.

“S-studying! Stuff, you know?”

“Do I?”

“Will you stop? I’m a very busy person and I hate this- this waiting. I didn’t sign up for a life of debt to have shitty wi-fi.”

“Anxious to learn new things, aren’t we?” Lapis refreshed the browser on their computer, typed a course name and hit enter. It got in: the registrar had started working.

“Fuck, this semester’ll be hell. Got two 200-level courses.”

“No, dear, you got two 200 courses and one 300 course,” Lapis finished uploading their schedule then they leaned over, their hair falling over in Cairngorm’s lap. They took hold of Cairn’s mouse and refreshed their browser too, adding a course to Cairngorm’s schedule. “You’re taking advanced stats with me,” they announced.

“What? Fuck no, what the hell, gimme that,” Cairn bent over to grab the mouse but Lapis was faster. They curled over it grinning like a cat.

“You need 3 math credits and I need a friend to bug. You should thank me.”

“I’m shit at math, I’m gonna fail.”

“Not if I do your final.”

“I’m not risking that. Gimme that thing back, I need to drop this class before all the easy courses are full.”

Judging by the curses of the students behind Lapis, it was already too late. But Cairngorm wasn’t paying attention to them. They bent over the desk too, trying to move Lapis’ arms to snatch the mouse from them. Lapis drew back, all too amused, they raised the mouse over their head, perfectly aware of the height difference between them and Cairn.

“Aw, won’t you do it for me?” they pleaded.

“Hell no. And don’t make a scene. Gimme that thing.”

“It’ll be fun. Ghost’s coming too.”

“What?”

“You gonna say no to some cute sibling time?”

Cairngorm hesitated. Lapis knew they would not allow Ghost to spend that much alone time with Lapis Lazuli. That’s what made it a full-proof plan. When Cairngorm sighed, withdrawing, Lapis knew they had won this match.

“Why stats?” Cairn asked.

“It’s a general elective.”

“Who takes advanced statistics as a general elective?”

Lapis grinned, giving Cairn back the mouse so they could complete the registration.

“You, me and Ghost.”

----

Ghost Quartz was filing the last book returns for the day. As a library intern, they had access to the best Wi-Fi of the university and they had been able to file and submit their schedule just as the students in the computer labs cursed the website for crashing twice. Not that Ghost would need the advantage, anyway. Mortuary Science wasn’t the most popular degree on campus.

They had just picked up some books to reshelf when they heard Lapis’ voice chirping a “hello” to one of their colleagues.

“How did it go?” Ghost mumbled when they believed Lapis had come close enough to hear them. They didn’t turn their head to look at their friend but kept walking to the designated shelf.

“Cairn’s coming,” they sounded excited. Ghost hummed in agreement as they placed one of the books in place.

“Of course they would,” and they would regret it as soon as they checked the average grades for advanced stats. Somehow that didn’t seem to bother Lapis at all, despite how much they cared about their gpa.

“It’s going to be fun,” Lapis chirped.

Ghost had agreed to add the class to their schedule almost as soon as Lapis asked them to. Just like Cairn, Ghost too needed to fulfil algebra requirements even if, under other circumstances, they would have thought of taking one more biology class or something related to chemistry. Maybe something easy to make a though semester more bearable. But they couldn’t say no to Lapis. Still, they still wondered why an English Lit major would be interested in statistics. Was it just to prove that Lapis could pass one of the hardest classes offered by their university?

“Why the sudden interest?” Ghost dared ask.

In a flash of long blue hair, Lapis was in front of Ghost, taking the last book from their arms. They cradled it as a treasure, holding it to their chest with crafted charm.

“Do I need a reason?” they smiled, tilting their head to the side. Ghost’s next words died in their throat.

-----

“So how did registration go?”

Antarcticite groaned, resting their chin on the palm of their hands.

“It was okay.”

“Missed a class?”

“No, no, I managed to enroll in all the courses I needed.”

“Then what’s on your mind?”

Antarcticite sighed, getting up. They glanced at the clock again and then at all the empty seats of the classroom. 9 pm wasn’t a great time for club meetings but what choice do you have when it’s this or getting your club canceled?

Lapis thought Antarc should be content: they had managed to keep the lit club alive with sheer willpower and reputation. But something was definitely bugging them, something unrelated to the club and that the lack of members made harder to repress. Still, Antarcticite wasn’t used to talk about their problems and Lapis found it useless to pry. If Antarc wanted to talk, they would.

Just as Antarc was clearing their voice, resigned to start a meeting with an audience of three students, the door opened and Cinnabar dragged themselves inside the room, puffing and panting as if they had run all the way here from the other side of the campus.

“Fashionably late, aren’t we?”

Cinnabar shot Lapis a murderous glance before letting themselves fall on the nearest chair to catch their breath. Antarcticite cleared their throat again, visibly more relaxed now that the audience number had increased.

“So, last time we thought of bringing back the literary magazine-“ they began. They had a way to pace around the room in very composed steps, barely gesticulating at all. Lapis found it amusing but not as much as the student to their right.

“You look fatigued, Shinsha,” they whispered, hunching over to get closer to them.

“None of your business.”

“Why, were you doing something exciting?”

“None of your business.”

“Someone exciting mayhaps?”

Cinnabar flushed a deep red.

“Will you just shut up?”

Lapis chuckled, brushing a lock of hair behind their ear.

“My, nothing to be embarrassed about,” then they stole a glance at Antarc, who was still pacing, so absorbed in the task at hand that they had failed to notice that no one was paying attention anymore. Maybe that was among the reasons these meetings were quickly declining in popularity.

“They need a fuck,” Lapis mumbled, still looking at them. It was a pleasure to see Cinnabar’s complexion becoming even redder from the corner of Lapis’ eye.

“Or a partner. Possibly both,” Lapis elaborated.

“What’d you even know?” Cinnabar managed to reply.

“Did I hit a nerve?”

“No thanks, I’m fine.”

“But you were all worked up when you got in. What happened?”

Cinnabar sighed, crossing their arms over their chest. They stole a glance at Antarc too, just to make sure they would not be offended in case they had noticed the ongoing conversation. Such a kind, surly soul, Lapis thought.

“My new roommate’s a moron.”

“Oh, tell me about them.”

“Like, an actual moron. Stupid freshman. Leaves their stuff everywhere, doesn’t turn off the alarm when I’m trying to fucking sleep, speaks in their fucking sleep,” Cinnabar ran a hand over their face, “Loud. So loud, all the damn time. And they always have this stupid grin on their face like life’s amazing and the world’s sparkly with rainbows and shit.”

“Aw, someone’s in love,” Lapis chirped.

“It sounds like Phos,” Ghost mumbled, chiming in on the conversation. Their eyes were still following Antarcticite and they had even taken notes, but somehow they had heard the whole conversation.

“You know them?”

“They take visual comm with Cairn. They came over to study a couple of times. They’re cute.”

“See?” Lapis chuckled, “they’re cute.”

“They’re a moron is what they are. If you like them so much adopt them and gimme back my alone time.”

“You still get plenty of alone time, dear.”

“No,” Cinnabar shoved their hands inside their pockets, scoffing, “I’m here with you.”

“Guess we’re just that awesome.”

Antarcticite chose that precise moment to meet Lapis’ gaze and realize that no one had been listening to a word they were saying. The room fell into a deeper, more uncomfortable silence. It was heartbreaking, really.

-----

When Lapis Lazuli finally got home, it was almost midnight. Antarc had kept them long after closing hours to lecture them on the goals of the lit club and its legacy, and how concerned they were about its current state. Then they insisted Lapis review the timetable for the following meetings on the spot, because it made no sense to postpone to tomorrow what you could do today.

Under other circumstances, Lapis would agree with them, but they were tired and they wanted to break the news about the stat course to Rutile. At least, Antarc had the consideration to drive Lapis back to their place.

The apartment was eerily silent when Lapis entered. They could hear the whirring sound of Rutile’s computer in the dark and wagered if their roommate had fallen asleep on the keyboard again. Lapis threw their coat on the couch and made their way to Jade and Rutile’s room, with a mind of waking up the latter if they were already asleep. But Rutile’s face peeked out from the kitchen’s door just as Lapis was halfway to the bedroom, giving them a fright.

“Where have you been?”

“My, this light isn’t flattering at all to your eye-bags. I was hoping you’d catch some sleep.”

“And have you jump on me in my sleep again? Jade’s resting, it’d wake them up.”

Lapis leaned their weight on the kitchen counter, playing with their hair to mask their impatience.

“So considerate.”

“Of course,” Rutile poured two cups of coffee and offered one to Lapis with a smile, “they’re way more fun to argue with when they’re nice and rested.”

Lapis accepted it to keep their hands busy but didn’t bring it to their lips. It was too soon in the semester to start injecting caffeine into their body in the middle of the night.

“It’s gonna be hard. Don’t they have midterms?”

“Precisely.”

Lapis assumed Rutile was studying for some kind of midterm as well because they emptied they cup with the resignation of a desperate student. When Rutile reached for the pot and started refilling their mug, Lapis put down their own and cleared their voice.

“Anything you wanna ask me?” they offered.

“Anything you gotta tell me?”

Lapis chuckled.

“You really thought I’d chicken out?”

Rutile glanced up from their mug for a second, a flash of surprise crossed their eyes and it soon turned into amusement. They began to laugh, breathless, hoarse chuckles.

“God, you really- you did it?”

“Told you I would,” Lapis smiled but some part of them wished Rutile would take this more seriously, give them the recognition they deserved.

“Oh my God,” Rutile wiped their eyes with the back of their hand. Med students really were hysterical, Lapis thought. “Who knew you’d be so desperate?”

“Envious already? Wanna dare me to take film production next?”

“Damn. Calm down. Who do you think you are? You didn’t even do anything yet.”

“I enrolled.”

“Doesn’t prove anything. I said ‘romance.’”

“Pretty sure you said ‘fuck.’”

Rutile wheezed, leaning back on the counter. They glanced sideways at Lapis, their lips parted as if to say something witty, but in the end they gulped it down and offered their roommate a smile instead. A few thoughtful seconds trickled by and Lapis fought to keep their demeanor neutral.

“You’re just a kid,” Rutile mumbled eventually.

Lapis’ perfectly relaxed expression cracked. They frowned, their nails digging marks in their palms.

“So were you,” they said. Then they turned their back, ignoring whatever reply Rutile might come up with, and walked to their bedroom with brusque, rushed steps.

#houseki no kuni #land of the lustrous #hnk #euclapis #euclase #lapis lazuli #fic tag

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riichardwilson · 4 years

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How Remote Education is Evolving During the Crisis

May 7, 2020 5 min read

Opinions expressed by Entrepreneur contributors are their own.

Over the last decade, online education has grown significantly, especially for adult learners who want to earn a degree or certificate while working full-time. The National Center for Education Statistics (NCES) reported 6.6 million students enrolled in distance education courses at postsecondary institutions during the fall of 2017.

Within the last few years, high schools have also started exploring ways to add remote learning options, including dual-enrollment courses in partnership with local community colleges. Although the majority of these courses were offered solely on the high school campus, recent NCES research noted growth in online options.

Related: Google Play Replaces Family Apps With ‘Teacher-Approved’ Kids Tab

Fast forward to today, and suddenly online education is no longer optional. In fact, all schools at all levels must immediately migrate to some type of remote education format. Although some schools had already begun the digital migration, the majority of institutions weren’t ready. But when faced with the task of making a quick change, online education became a mandated reality.

Our new reality may help push remote education even farther forward. Thanks to the urgency of the situation, technology has stepped up to show educators, students and parents what remote education might soon look like.

Learning management systems

Learning management systems create a seamless digital learning environment with all the tools necessary for remote learning. These platforms house front-end areas used by students and parents in addition to back-end areas where teachers and administrators can post assignments, add and change grades and interact with students through virtual classrooms.

Numerous school districts already use this type of platform, allowing parents and students to see assignments and grades. But in the last several months, the learning management systems have became a crucial foundation for building out comprehensive remote education frameworks that integrate other learning tools.

For example, PowerSchool Unified Classroom gives teachers a way to create custom virtual classrooms that connect to a student and parent dashboard. There are options to incorporate additional recordkeeping tasks for matters such as disciplinarian issues, attendance tracking and standardized testing scores. These learning management systems streamline communication and work for both schools and students.

The dashboard view shows the teacher’s current classes, upcoming assignments, messages, grades and other content. The student version has additional features, such as tools to submit assignments, discussion boards and online quizzes and test apps. Each virtual classroom can be enriched with videos, presentations, visuals, and links to other educational resources. Mobile applications make these learning management systems even more accessible.

Immersive learning experiences

Making learning fun is something that challenged teachers long before the current crisis. Another pressing issue has been how to show students certain topics that may be otherwise impossible to illustrate.

Enter virtual reality (VR), a technology that can provide immersive experiences for the user. VR lets students experience concepts, processes and skills over and over again until they master the subject. A well-built VR educational system could accommodate all development levels while also helping students get more out of the learning experience.

Related: 5 Ways Entrepreneurs Can Keep Their Children Busy and Learning While You Get Work Done

Making VR accessible to educators and students is no easy task. One partnership between Lenovo and Veative Labs seeks to increase accessibility to this new way of learning. Many of Veative’s collection of 550 interactive STEM modules are now available on Lenovo computers though Lenovo’s new Distance Learning Solution or on Lenovo’s VR devices through its new VR Classroom 2.0 solution.

Grades four and up can use the standards-based modules. They cover areas like science, math, SAT and ACT preparation and Career Technical Education (CTE) pathways for health sciences and agriculture.

This immersive education content offers a way for teachers to explain complex concepts through virtual tours and VR modules. The technology also helps teachers and school leaders track progress and create unique learning opportunities for all students.

Online test taking

Another obstacle to progress in remote education has been finding a way to administer tests wihtout cheating. During this current school year, testing authorities were forced to cancel SAT and ACT exams and adapt the Advanced Placement (AP) credits program.

Early solutions already suggest that testing can move online. Already used by some colleges and universities, Proctorio is an online proctoring tool that monitors students who take online tests. This “learning integrity platform” operates as a Chrome browser extension. It combines facial detection technology and a suite of automated tools along with numerous security features to protect student and educational data.

Related: Entrepreneurship Programs Are Preparing Students to Become Pioneers

Additionally, Proctorio incorporates plagiarism detection to ensure that any content-focused exams—for example, those that require short answers or an essay —only include original student work. Numerous screening tools also help prevent other cheating methods that students might try to employ.

Still, questions about remote learning remain. Applications and tools will need to continue to evolve to address physical education classes and labs, sports teams and competitions, band and choir and other educational programs. There are also other areas to consider that have little to do with books and tests but are just as crucial — for example, social learning, including playground dynamics, friendships and human connections.

Related: 10 Tips for Entrepreneurs to Actually Get Work Done While Homeschooling Kids

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douglassmiith · 4 years

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How Remote Education is Evolving During the Crisis

May 7, 2020 5 min read

Opinions expressed by Entrepreneur contributors are their own.

Related: Google Play Replaces Family Apps With ‘Teacher-Approved’ Kids Tab

Learning management systems

Immersive learning experiences

Related: 5 Ways Entrepreneurs Can Keep Their Children Busy and Learning While You Get Work Done

Grades four and up can use the standards-based modules. They cover areas like science, math, SAT and ACT preparation and Career Technical Education (CTE) pathways for health sciences and agriculture.

Online test taking

Related: Entrepreneurship Programs Are Preparing Students to Become Pioneers

Related: 10 Tips for Entrepreneurs to Actually Get Work Done While Homeschooling Kids

Website Design & SEO Delray Beach by DBL07.co

Delray Beach SEO

Via http://www.scpie.org/how-remote-education-is-evolving-during-the-crisis/

source https://scpie.weebly.com/blog/how-remote-education-is-evolving-during-the-crisis

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scpie · 4 years

Text

How Remote Education is Evolving During the Crisis

May 7, 2020 5 min read

Opinions expressed by Entrepreneur contributors are their own.

Related: Google Play Replaces Family Apps With ‘Teacher-Approved’ Kids Tab

Learning management systems

Immersive learning experiences

Related: 5 Ways Entrepreneurs Can Keep Their Children Busy and Learning While You Get Work Done

Grades four and up can use the standards-based modules. They cover areas like science, math, SAT and ACT preparation and Career Technical Education (CTE) pathways for health sciences and agriculture.

Online test taking

Related: Entrepreneurship Programs Are Preparing Students to Become Pioneers

Related: 10 Tips for Entrepreneurs to Actually Get Work Done While Homeschooling Kids

Website Design & SEO Delray Beach by DBL07.co

Delray Beach SEO

source http://www.scpie.org/how-remote-education-is-evolving-during-the-crisis/

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laurelkrugerr · 4 years

Text

How Remote Education is Evolving During the Crisis

May 7, 2020 5 min read

Opinions expressed by Entrepreneur contributors are their own.

Related: Google Play Replaces Family Apps With ‘Teacher-Approved’ Kids Tab

Learning management systems

Immersive learning experiences

Related: 5 Ways Entrepreneurs Can Keep Their Children Busy and Learning While You Get Work Done

Grades four and up can use the standards-based modules. They cover areas like science, math, SAT and ACT preparation and Career Technical Education (CTE) pathways for health sciences and agriculture.

Online test taking

Related: Entrepreneurship Programs Are Preparing Students to Become Pioneers

Related: 10 Tips for Entrepreneurs to Actually Get Work Done While Homeschooling Kids

Website Design & SEO Delray Beach by DBL07.co

Delray Beach SEO

source http://www.scpie.org/how-remote-education-is-evolving-during-the-crisis/ source https://scpie1.blogspot.com/2020/05/how-remote-education-is-evolving-during.html

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nitashanaz · 6 years

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usnewsaggregator-blog · 7 years

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Why Nerds and Nurses Are Taking Over the U.S. Economy

New Post has been published on http://usnewsaggregator.com/why-nerds-and-nurses-are-taking-over-the-u-s-economy/

Why Nerds and Nurses Are Taking Over the U.S. Economy

Manufacturing will fall. Retail will wobble. Automation will inch along but stay off the roads, for now. The rich will keep getting richer. And more and more of the country will be paid to take care of old people. That is the future of the labor market, according to the latest 10-year forecast from the Bureau of Labor Statistics.

These 10-year forecasts—the products of two years’ work from about 25 economists at the BLS —document the government’s best assessment of the fastest and slowest growing jobs of the future. On the decline are automatable work, like typists, and occupations threatened by changing consumer behavior, like clothing store cashiers, as more people shop online.

The fastest-growing jobs through 2026 belong to what one might call the Three Cs: care, computers, and clean energy. No occupation is projected to add more workers than personal-care aides, who perform non-medical duties for older Americans, such as bathing and cooking. Along with home-health aides, these two occupations are projected to create 1.1 million new jobs in the next decade. Remarkably, that’s 10 percent of the total 11.5 million jobs that the BLS expects the economy to add. Clean-energy workers, like solar-panel installers and wind-turbine technicians, are the only occupations that are expected to double by 2026. Mathematicians and statisticians round out the top-10 list.

BLS

These projections aren’t just a fun experiment for economic forecasters and journalists who need unfalsifiable predictions to write about. They can help college students pick their major—for example, the projected growth of statisticians augurs well for math—and shape debates about government spending.

At times, however, it seems like nobody at the highest level of government has any clue these reports exist. When President Donald Trump talks about the future of the economy, he often praises steel workers and manufacturers. But manufacturing is the only major industry projected to decline in the next decade, and steelworkers are projected to add just 9,000 jobs in the next 10 years. That is about the same as the projected increase in drama and music professors at private colleges, an occupation that no politician considers symbolic of the American idea (sad!).

Here are the four major themes of the employment projections.

Health care will take over—or, continue its long takeover of—the economy.

The funny thing about getting old is that, outside of Christopher Nolan films, it is a one-speed phenomenon, which does not yield itself to sudden and surprising news headlines—e.g., Scientists Stunned As Springfield’s Population Ages 10 Years in One Weekend. But the greying of the U.S. is quietly one of the nation’s most important economic events.

Aging explains, for example, why jobs are projected to grow 50 percent slower in the next decade than they did between 1996 and 2006. It explains why, since the mid-1990s, the share of the labor force over 55 will have doubled by the mid-2020s—from 12 percent to 25 percent. It may explain the nation’s declining productivity. And it explains why the future of the economy is health care.

Health care’s statistical dominance of the emerging labor force is stunning. Of the 10 jobs projected to grow fastest by percent, five are in health care and elderly assistance. Those five occupations—personal care aides, home health aides, registered nurses, medical assistants, and nursing assistants—account for almost one-fifth of the net new jobs to be created by 2026. Since it’s difficult to automate (and impossible to offshore) the tactile work of caring for a fragile elderly person, these jobs would seem resistant even to the most aggressive implications of AI and machine automation of the labor force.

It’s the end of retail … as America’s most dependable engine of job growth.

In the second half of the 20th century, American stores replaced factories as the most important place for job growth. The retail workforce tripled between 1940 and 2000. Cashiers and retail salesperson are two of the most common jobs in the country. But in the last few years, as online retail has grown, retail has taken a beating, with one department store after another declaring bankruptcy.

The BLS projects that retail’s heyday is over. They make the rather astonishing projection that as e-commerce grows and automated check-out machines proliferate, the number of cashiers will actually decline slightly in the next 10 years, by about 30,000 jobs. That’s not catastrophic—a 0.8 percent drop—but it’s an indication of how the economists think about the effects of technology and shifting consumer tastes. The cashier, following the path trod by the manufacturing worker, is in structural decline.

In some cases, I think the retail projections aren’t pessimistic enough. For example, the economists project that jobs at clothing stores and department stores will shrink by about 150,000 in the next ten years. Okay, that’s pretty steep. But the economy has already shed 120,000 of those jobs in just the last two years.

Some of these jobs will shift to warehouses to fulfill online orders. But not all, says Frankie Velez, an economist at the BLS. “A lot of technology is already in fulfillment centers to move and sort goods without human assistance,” he said. Even though these jobs have been a bright spot in the last few years, the BLS projects that warehousing employment won’t grow much faster than the rest of the labor market in the next decade.

Inequality—by income, education, and geography—will continue to grow.

Today, rich, college-educated Americans living in or near the largest cities are thriving. Poorer, less educated Americans living in rural areas are falling further behind. Meanwhile the middle class, once composed of non-college-educated men working in manufacturing and construction, is being hollowed out by globalization and technology.

The next 10 years may exacerbate inequality by earnings and geography. Jobs for people with bachelor’s degrees are projected to grow twice as fast as jobs for people with just high school degrees.

Kolko/BLS

Meanwhile, there won’t be a shortage of either extremely low-paid work or highly paid work. But jobs earning between $30,000 and $50,000 are projected to grow slowly, as employment flags in manufacturing and retail.

BLS

The jobs of the next decade will also be polarized by geography, the economist Jed Kolko said in his analysis of the BLS figures. Jobs in big cities and their suburbs are projected to grow faster than in rural areas. Meanwhile, in the swath of land stretching from the Mississippi River to the Blue Ridge Mountains, from the tip of Michigan to the Louisiana bayou, a large share of Americans are working in occupations that are projected to shrink, many of them in manufacturing. These are areas that tended to vote for Trump in the lection.

Automation will take a nibble, not a bite, out of the economy.

Self-driving cars might be the talk of Silicon Valley and auto manufacturers. But the BLS doesn’t see their impact in the labor market until after 2026. In their projections, heavy truck-driving will add 114,000 new jobs in the next decade, growing at nearly the same rate as the economy. Delivery service drivers are projected to grow even faster the labor force.

Why don’t these economists think that autonomous vehicles are set to replace truck drivers? “We thought that autonomous truck driving would be a little farther out in our projections,” said Teri Morisi, branch chief of the Division of Occupational Employment Projections. “Technological advancements like platooning and braking assistance will make truck driving safer and more energy efficient, but they shouldn’t change the demand for truck driving.”

* * *

This raises a larger question: Is the government any good at predicting the future? The BLS’s early-century forecasts of the next decade didn’t anticipate the Great Recession, which restrained overall job growth and decimated construction, or the natural gas revolution, which created a mining boom. On the other hand, it nailed the growth of education and health care within a percentage point.

Vinick/BLS

The big takeaway? The BLS is good at combining publicly available information and mainstream economic thought to project the growth of the labor force and the government, on which much of education and health care work depends. But very few organizations can reliably predict surprising events.

Economic and technological shocks are inherently unpredictable. To take this report as gospel requires one to believe that the next decade will be significantly less surprising (and, perhaps, significantly more boring) than the last one. One can pray.

Original Article:

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#economy #nerds #nurses #taking

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