Confident and sexy.. and he has a great woman.. that sounds just like Julius Julius and Bastien are quite compareable don't you think? They both suffered emotional stress and are both serious workaholics.

Your husband sounds really brainy Kim! What a horrible teacher though..

Kim,

I'm going to take a chance here and say that the answer to the multiple, multiple question about Lucern in a previous post is C and F.

C is correct because he is an immortal by the standards of the novels, and F is correct because he is Marguerite's first born son.

All of the others either leave something out or add something in...although I wasn't sure about A.

However, Lucern writes his books as history. It was his orignal editor that believed they were paranormal romance, so I believe A is incorrect, because even though most people believe the books are paranormal romance, they are really the history and biographies of his family.

B is incorrect because Lucern is married to Kate C. Leever, D is incorrect because he is not social nor does he enjoy crowds, E is incorrect because he is not undead, souless, nor does he burst into flame from the sun, and G is incorrect because all of the statements are not true of Lucern.

I had a professor like this in college...He was a Physics professor, but he taught a class called "Physical Science for Elementary Teachers" that was required. That was the hardest professor that I've ever had...very nice man, and you would think you were getting it in class, then WHAM...those tests were unreal! He wasn't any easier on us than his Advanced Physics students. I spent the entire course thinking I was failing, along with the other four students in there...he had a weird grading curve, and I came out with a B. I must have had a D that curved up to a B, I'm telling you! Only one guy failed, and he didn't do anything or come to class a lot of the time. But I had a very happy about it B.

I also ended up accidently in "Chemistry".which was fine except that it was for Pre-Med majors. I needed two lab sciences, and the education department had moved one of the courses that I needed to the same time as the Biology course I had planned to take.
So, my advisor calls and confirms that any lab science will do, so we enroll me in Chemistry. Apparently, my advisor didn't know there were any differences in the classes being offered. I had not even taken it in high school, so I had no background in Chemistry and I was in a class of Doctor/Dentist/other medical profession wannabes.
I walked out of the class, called E.G., and burst into tears because I didn't know how to do the math. Also, my assigned lab partner dropped on the first day. E.G. made me come home, and taught me the math...I just needed a refresher because some of it I hadn't seen in ten years and some he just had to teach me how to do...and the professor just let me wander between different lab groups, because I did well enough that he would not let me drop. That's because the other students were great about letting me join their study groups, and helping me learn it.

The professor asked me "Why aren't you in my Chemistry for non-science majors course?" Well, that course was at the same time as the other two classes that had caused the problem to begin with. I wanted to drop...but the professor has to sign...and he said "Nobody drops my class with a B." So, I struggled through it with a lot of help from E.G. with my homework, and somehow I ended up with barely a B as the final grade. Hey, it was still a B...I was doing a happy dance. Also, I learned a lot, which was good, because the Physical Science professor came next! The Chemistry experience helped me make it through the course, as I had to have it and he was the only professor who taught it as it was designed specifically for the education department.

So, community college...I was up and down in grades because I was younger and not applying myself, and Dad was paying for it. When E.G. & I were paying for it to finish my last three years in two (I went straight through the summers) I had all As except for those two Bs in science. I worked hard for those two Bs...so I was really most happy about those!

So, did I get the question correct? Because, most multiple, mutiple type questions are really a logic question based on the information that you know about
the given topic.

wren who loves these kinds of games...

Here's thought for the day kiddies. Life is full of multiple choices. I invariably end up choosing "All of the Above" everytime.

I know that doesn't really make any sense but it was a Confuscious moment so I went with it

Gena you can give Bastien a hug, I will give a kiss to make it all better.

For those un-observant people Kim they'd get that question wrong! Lynsay said it so many times through the book Kate C. Leever

That is what I picked up on too, Acal. It's those little things that make the answer right or wrong on a test. Like I said, this is like a logic question where you have to take the information you know is true, identify any statements that are correct, and eliminate the other statements often based on the little things that are wrong. It's kind of like a puzzle.

wren

Oh boy I would have failed and that is my favorite book. That's it. Got to read again so I can pass this time

Hehe, i usually need to re-read books at least twice before i can recall things easily

Well, then I guess I would fail the test and I wrote it! I would accept Kate Leever as a true answer. I'm not that picky! And I would also accept as true that Lucern wrote historical books and paranormal romances. Certainly the books are family history but they are paranormal romances as well, just nonfictional ones!

You guys should have heard my husband when I returned home from picking the kids up from school. Wow, was he upset! He usually doesn't have class today (The class is supposed to be Mon/Wed but the teacher has never held class on Wednesdays, yet another example of her lack of standards as a teacher). Anyway, the students met without her to do the soil analysis that their group paper is going to be based on. Those soil samples that they collected had to be sieved and weighed. Here, I'll copy and paste so give you an idea of what they were supposed to do:

Grain Size Analysis

Procedures for sieving
1. Select a representative sample for sieving. Whenever possible, use a sample splitter. The size of the sample depends on the grain sizes present: the coarser the material, the larger the sample size required to get a representative distribution. According to ASTM, if 100% of the sample passes the 3/8” seive, a minimum of 500 g should be used (1 kg would be better).

2. Pick out any obvious organic matter such as roots, leaves, etc. Break up lumps being careful not to break any particles.

3. Weigh sample and record weight.

4. Place sample in drying oven at 110°C until completely dry (preferably overnight). The sample is dry when there is no change in weight in a one-hour interval.

5. Weigh the sample and record weight (dry weight).

6. Using a mortar and pestle, disaggregate any lumps being careful not to break particles.

7. Assemble sieves with coarsest on top and pan below lowest sieve. ASTM recommended sieves for equally spaced data points on gradation chart are: 3/4", 3/8", 5, 7, 14, 35, 45, 60, 100, and 200 mesh. These correspond to 19, 9.5, 4, 2.8, 1.4, 0.5, 0.355, 0.25, 0.149, and 0.074 mm.

8. Pour sample on top sieve and cover with lid. If there are any particles on the 3/4” or 3/8” seives, remove them by hand and set them aside in labeled dishes (this is to prevent large particles from deforming the seives during shaking). Place stack of sieves in mechanical shaker and secure.

9. Run shaker for 15 minutes.

10. Remove sieves. Remove top sieve and dump contents onto a sheet of paper. With the sieve upside-down on the paper, use a sieve brush to dislodge any trapped particles. Do not overdo this step or you could deform the mesh. Weigh and record on table (see next page).

Repeat for each sieve and the bottom pan.

Be careful in separating seives! If stuck, work apart gently; do not use tools for excessive force. Any damage to the seive goes on your bursar bill at $60/seive.

Okay, I don't understand everything I pasted up there but I get the basic idea and I'm sure all of you do as well. Today was to do the dry sieve. What I posted above relates to that but I guess they did a wet sieve first. Smaller particles pass through the sieve easier when wet, I guess. They did that on Monday. Several of the people in the class live on campus and assured everyone that they would put the sample in the oven so it would be ready for the dry sieve today. Didn't happen.

So instead of putting the sample in the oven and coming back on Friday or even next Monday they (pretty much one guy and a bunch of followers) decide to use some of the dry stuff left from their core sample. (They didn't wet all of it, just a "representative sample" of their sample). Jacob felt obligated to point out that this would void the results of their entire analysis. You can't wet down one sample and weigh it, then take another dry sample and use it and say "it's basically the same" . He was overruled.

Then they start to sieve it and Jacob points out that they forgot to weigh it. The one guy (who thinks he knows everything) says they'll weigh it when they are done. From what Jacob explained to me, that again negates your entire analysis because every time you sieve the sample you lose something. Dust escapes into the air, small pieces will get trapped in the sieve, etc. There is a margin of error factored in but you don't need to make it greater than it has to be. It should be weighed at the beginning. Again, overruled and treated like he is being an idiot. And noone had ever done this before or bothered to look up how except for Jacob. He did it in another class with Professor Shea (the old head of the department). But, whatever.

They start sieving it and after, they need to weigh what is left in each size sieve. Jacob has to remind them that they need to know the weight of the basin or container they are using so they can subtract it and not count it towards the weight of the particles.

So he puts the container on the scale and starts to write down the weight and know-it-all (the one who left his core sample behind and thought Jacob picked it up ) seems to delight in telling Jacob that all you have to do is press this button on the scale after putting on the container and it will reset to zero. Jacob's like, okay you can do it that way too. And the guy acts like this is the only way to do it, like subtracting the weight of the container is totally wrong. *rolls eyes* I really don't know how Jacob manages to bite his tongue around these kids.

So we are almost done, right? Everything sieved, weighed, recorded. Jacob hasn't strangled anyone. Except that Mr. Know-it-all just took everything and dumped it back into the original sample. (the big one that they took a representative sample from) Just cleaning up now that they are done, right? Except that he didn't weigh it first! Noone else seem to think this is a problem. Just take all of the individual weights of everything and add them together, what's the big deal? *sigh*

There were a couple of other things that Jacob was irrate about too. Like the fact that their original sample was mostly clay and the new one used was more sandy. Big difference, especially in how it passes through the sieves. Oh, and when stuff didn't pass through the sieves very well. They basically crushed it until it did. Again, negating the entire analysis. How can you say that 75% of the sample was smaller than .25 millimeters (or whatever) when you changed the size of most of it! That's not accurate! It's not a true representation of the facts.

Jacob is considering writing a paper on his own that is kind of a rebuttal to the paper they have to do as a group. Pointing out why their analysis is totally wrong and why. Step by step pointing out how they manipulated the data. I told him that I thought it was an excellent idea. Granted, his first idea was to publicly challenge their findings in class on Monday to the teacher. (She wasn't there today of course.)

However, I thought that since she is so incompetant that putting her on the spot like that might backfire. I find it hard to believe that she would side with Jacob after she already bowed to pressure and stopped giving quizzes. She'd probably just say that everyone was just doing the best they could and it was a learning experience and he'd have to work with the group. Can't you just imagine how much fun that would be after he did that to them in front of the teacher? So can you see why I think the rebuttal paper is a much better idea?

Sorry for going so far off topic but I figured people here might want to hear the next chapter of the story of my husband's struggle to stay sane.

To say a little bit about the book, I actually did just reread A Quick Bite and the first three recently and I find it interesting to note how things changed and evolved from book to book. The fact that Lissianna can't read Greg when everyone else can doesn't seem to have the same impact on her as is does in later books like with Lucian or Thomas where they immediate think, "this is my lifemate, my destined partner" In the earlier books it seems like there are many possible lifemates out there, some better than others (like spouses) while in the later books everyone is hoping to find their Lifemate, with a capital L.

I'm guessing this is just an example of Lynsay was working out the rules to her "world" as she went. It's neat to reread the series keeping this in mind, looking for the differences. Like how Jean-Claude used to be referred to as just Claude. There are some other examples but I'm too tired to think of them right now.

Kimberly

Kimberly,

It may be time for Jacob to have a private meeting with the Professor and the Dean who is her supervisor,
with list in hand of what is happening in the class. The only problem is I'm not sure what would happen as far as credit for the course goes, but it has certainly been a waste of your dh's time and money!

wren

Hey, Kim...

On your test as written, if it was based on the novel alone but graded by your standards of what were the acceptable answers, you and your students (including me & Acal) would normally not do well on it or fail it altogether. If it was based on both the novel and class notes from your lectures, that would be different.

Since you made this test, you are able to accept what you wish as far as answers go, and your reasoning on what you would accept makes sense. However, for it to be a fair test of your students knowledge, your lectures and class discussions and any other class requirements would have had to be taught in a way to make those answers correct by your standards and your students knowledge from the addition of their class notes. Your students would need to know that the test questions primarily come from the class discussion of the novel, not the novel alone. Does that make sense?

Otherwise, there is no way for your students to pass the test. As the test couldn't have definite true answers for each question, it would make the test flawed.

Testing is a rather difficult thing, sometimes. It must reflect what was taught, how it was taught, and the percentage of time spent on what was taught and a lot of other things. That is why "test packets" come with curriculum that schools purchase, usually. If the teacher follows the guidelines of the curricula, then the test will meet the requirements of what is taught. Even if the teacher needs to adjust the curricula, the test in the packet will be a good guideline as to what was covered and what was left out when writing a new test.

There are advanced level courses on writing tests and curriculum. Obviously, Jacob's geology teacher...she doesn't seem to deserve the title of professor...didn't get that information or doesn't know how to apply it.

wren I can't help it...the teacher-mode just comes out sometimes.

Kim, Can't your husband change universities at all? Considering that dropping out and waiting for the next group to come in probably wouldn't be productive seeing as there probably would be even more incompetant people there

Acal,

Kim's dh is too close too graduation. He only needs about four classes, which one full-time semester. I don't know if he could change universities at this point or how close another is for commuting.

He could wait, and then bring up the problems after the course is finished since it is close to the end. It needs to be corrected for future students.

wren

I agree with Wren your husband should take it up with the prof first then the dean. I do agree about doing his own paper and what he came up with, but I would also explain that this was done after numerous requests noting and verbalizing specific errors of the samples tested by his team mates.

Your husband is too nice, because I would have pulled out the textbook and made note of things right there. Where was the prof during all of this?

If he talks to the dean, I would seriously point out the flaws of the class and the profs teaching style, not everyone is meant to teach. I have an insatiable quest for learning (my co-workers refer to it as being an intellect since I will spend most of my life in school or in a classroom), and was told if I got my PhD the only job I could get was to teach. I have no patience, so the teaching thing is not for me. So I figured once I obtain my PhD, I just want put it on my CV. lol Anyway, rambling sorry.

This is his only option as far as colleges go. We actually live about halfway between Chicago, Illinois and Milwaukee, Wisconsin, just a bit closer to Milwaukee, especially when you factor in traffic. So he could commute to a different college and probably would if he was a typical college student with just a part-time job and not married with a family. He just doesn't have the time for a longer commute.

He already feels bad about missing work when he leaves early on Mondays to go to class. He has to be there (Racine Iron and Wire Works) before 6:00AM to unlock the place and turn on the computers and machines so that everything is ready when the employees arrive at six. He usually works until around 3:30, 4:00PM and on some days will work until they close at 5:00. Usually on Tuesdays he will work from open to close to make up for leaving early for class.

On Mondays he has to leave at 12:00 and go to our daughter's school and sit in on her violin class (he has to do that because I have no musical talent whatsoever and one parent needs to have some training to help her when she practices) and then go straight from there to his class which is supposed to be MW from 1:00 to 3:45 and then a lab on Mondays from 4:00 to 6:45. The first few weeks of class he would get home around 6:00 but as the semester has gone on, he gets home now anywhere between 4:00 and 5:00. I'm guessing at a better college the entire class and lab time would be used.

If he had to factor in an additional 25 minutes both ways to drive to Milwaukee plus the time to find a parking spot on campus and walk to his classroom (University of Wisconsin, Milwaukee campus is pretty big), it would be around an hour more a day and most of that spent in his car dealing with traffic. It's just not worth it.

Right now he attends the Parkside campus (U of W) in Kenosha, which is the town between Racine and Milwaukee. The only other college closer is Gateway Technical College and the other college in Kenosha is Carthage which is a private university and out of our price league. I'm not even sure they would teach geology there but I don't think his boss would be as generous about reimbursing tuition!

Stauri, I know exactly what you mean about the patience thing. I would make a lousy teacher! What's funny is now that I have three kids I have a list of jobs I could never do for a living. Maid, short-order cook, teacher etc. Why do all those things all day long and then come home to do it some more? By the way, what's a CV? Is that like a resume?

Acal, even if the next group of students to take the course were more intelligent, it doesn't solve the problem of the teacher! Plus it would take too long to wait for the next time the course is offered. Some of the higher level classes are only offered every other semester or sometimes every third semester. The geology department is pretty small, I think there are only three professors. One is someone who Jacob really liked when he had him years ago but he's on sabbatical this semester and the courses he teaches in the fall are the ones Jacob took already.

I told him he should talk to the dean but I think he just wants to get this done and over with. If she gives hims a bad grade then he might change his mind.

Kimberly

Well hope he surives he only has another 2 months or so until the end of semester right?

Yes a CV is like a resume, but it's called a Curriculum Vitae (a summary of your academic and work history) - basically it's a summarized work and educational history and is used as more of marketing tool for professionals than a resume' which describes your job roles and responsibilities.

I use a CV format because headhunters find it easier to find you a job if you are specialized in a certain area. Usually when you interview they want to know your job responsibilities, etc and hardly ever pay attention to your resume, so why bother. They know I'm not there to waste their time or mine for that matter so usually if I apply for a job it's because I meet their criteria and only provide a brief educational and work history which corelate. Blah, blah, blah.

They are mainly used by Doctors to get into residency programs or when apply for fellowships.

Luckily there is only another month left of class. Kindergarten through high school typically lasts until the second week of June when it lets out for summer vacation and then school starts up again after Labor Day (first week of September). However, for some reason the spring semester of college only lasts until mid-May.

No more reading, no more quizzes, just this final paper which everyone has to work on together. Jacob didn't say what the teacher is doing during the normal class time on Monday. I'm guessing she will just ask if anyone has any questions about their final project.

Stauri, thanks for answering my question. Now if I ever come across the term again I won't be like this

Kimberly

Gena's - ASO (Argeneau Services Organization) or ESO (Enforcer Services Organization) - I'll think of a talent for that. lol

Ok my brain is fried and I was answering off the first page and the end. DUHHH!!!! I need a vacation.