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Nearing completion of degree; What did I learn if anything?

MinnesotaBrant

Philosopher
Joined
Apr 20, 2011
Messages
5,767
I am nearing the completion of my computer tech degree and I really don't know if I learned much of anything that will help me. What I did learn was how to create systems that make passing the class quicker and easier using both paper and software systems. I DID NOT SAY CHEATING! For instance, I found good use for notetaking and paper writing from dragon naturally talking until my wife came in asking questions and hashed the profile and I have no idea how to fix it. Also, I am taking college algebra in the spring, (I have saved the hardest classes for last.) and found a program that seems to be able to do 95% of the algebra problems with probably 95% accuracy--and the mess-ups are so messed up that its easy to tell--this might be helpful to me if I am struggling to find the answer. I don't know how it works-- maybe they have someone on the other end typing the answer as you submit it. Someone told me you can write excel worksheets that can handle most algebra based statistics problems. I will be taking my statistics class in the fall and I am taking my excel certification now, so that should smooth me through that one.

The only problem is the C and Java class. Is there any shortcuts that you can use to get you through any of the above classes that you know of. Or are Jrefers not the lazy shortcut type of peeps.
 
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Maybe I misread that, but it sounds to me like you want to do everything in your power to avoid learning the material. I expect you will succeed.
 
I am just trying to get through it and pass, hopefully with an A. I don't have a passion for computers and mainly spending time having fun playing with my kid and trying to make her happy. I went into this with a plan to be a computer support specialist but don't feel I have the tools to do it. here is a list of classes and the grades I got that I felt were useless to me. On the other hand, learning how to learn might come in handy!

Intro to computers A
Network Architecture B
Telecommunications C
Systems Analysis B
Accounting A
Database Management- taking it now
Those are the ones I even remember. What I did learn creating systems of learning that help me pass tests and do projects and papers. I also have a passing familiarity with some of the terms of these subjects even though I wouldn't be able to converse in them. I don't have great hope that I will pass college algebra, statistics, C, and Java, so I am looking for lessons that people might have learned while taking the above classes.

I probably will not get a job in this field with just this degree as I have put out some pretty decent resumes for entry level jobs and haven't even gotten a reply in this field. I am probably going to apply for a government job somewhere and I might have an in.
 
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I don't have a passion for computers

....

I probably will not get a job in this field with just this degree

Those two phrases might be sort of related, you know. As others have hinted at - just getting a degree with good grades is not the whole point. The point is to learn the subject matter and to learn how to use that knowledge in a professional setting. Learning what shortcuts exist is part of that, but so it learning how to do it without the shortcuts.
 
As someone who's done it for 25+ years (without a degree, mind you), I've seen a lot of good and bad support people. The key to being a good support person is "Ask the right questions" and having an appreciation for solving mysteries.

Rule #1 about support is - "Users lie." (about what they did to get into that situation).
Rule #2 - Verify that everything is plugged in properly.
Rule #3 - Be nice.

Remember that doing support is about finding answers with minimal clues. If you don't have those skills (along with the patience to work with panicky callers), you might want to consider another line of work.
 
Rule #1 about support is - "Users lie." (about what they did to get into that situation).
Rule #2 - Verify that everything is plugged in properly.
Rule #3 - Be nice.

Rule #0 is "Have you tried turning it off and on again?"

A small amount of my time is directed toward user support (email only) for a software product, so here is what I know:

1) Most users will only answer one question per email, no matter how many you ask. Put the most important question first, and ask as few as possible to get the information you need.

2) If the installer, program, or some feature is entirely blocked with no error dialog or any indication of what went wrong, it's probably their virus scanner. If it could be their virus scanner or something else (messed up permissions, installation), it's probably their virus scanner.
 
Thanks, actually handling callers might be a strength for me since the primary skill I learned from various jobs since 2003 was how to deescalate verbally abusive people. On a semi-related note I will list classes I felt were moderately useful and the grades I got.

College English A
Technical Writing C
Business Information Systems A
Excel Certification- taking it right now

One class that was both fun and useless, was Intro to Business A

I would like to write magazine articles although its probably a pipe dream. It would be something I could do at home so I could spend more time with my kid though. I do have some papers I wrote in class that I probably could tune up and submit somewhere. I am a bit "weird" but not enough of a nerd to be really good at computers.
 
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I feel sorry for the techs that will have to work with you.

Or FOR him! :jaw-dropp

The answer to the title question is that he learned how to manage a dysfunctional organization. He learned enough skills to manipulate technical people. He may even know enough to bully them if he decides too. However, he is not interested in whatever goals the organization has. His skill set seems adequate to create an illusion of accomplishment. Further, I think he both knows and is proud of it!

Maybe he is trying to be the Pointy Haired Boss (PHB) of Dilbert fame. I think that he is basically positioning us. His story is like a boast rather than a request for help. Believe it or not, there are people who emulate that sort of manager. I think his resume will look a lot like that of PHB.

He is boasting about his lack of curiosity. Scientists and technicians are supposed to have a curiosity. Managers are not supposed to have any curiosity. He hasn't told us what he wants to do with the degree. To be fair, none of us asked him what he wants to do with it. The other posters are assuming that he WANTS to produce something useful or interesting. However, he never said that.

There is in implicit statement about his loyalties. He will not value the intellectual or idealogical goals of technical people, or any coworker. In fact, he is making a promise that he won't get close or even pay attention to his coworkers. He is going to direct all extra energy that he has left after work to his family. Which means that he is going to act rather petty at work. He will do whatever provides the means to advance his family.

He made a plausible argument that technical skills are now obsolete. I think this was on purpose. The disconnect between question in the title and the questions in the main body of the message itself is a type of message.I think that he is testing us rather than asking for help. Maybe he is practicing some type of intimidation skills.

He told us how machines can perform much of what technicians and scientists consider 'basic skills'. Further, he informed us that his family is far more important to him than any gain in knowledge.

He asked for us to work for him. I am sitting here in awe of him. He is asking us to do his work for free.

If he really works for anyone, it will be a Machiavellian leader. Or maybe he will be a Machiavellian leader. He is picking us some rather potent social skills for that type of organization.

Is the PHB really that bad? :D
 
I don't have great hope that I will pass college algebra, statistics, C, and Java, so I am looking for lessons that people might have learned while taking the above classes.

I learned that there are many practical problems that can be solved using algebra, statistics, C, and Java.

I wouldn't say that there is anything inherently wrong with what you are attempting to do. There is only so much time in the day. However, the things that you didn't learn in those classes are things that are very useful. The thing about using Excel or any other program to solve algebraic equations is that no one ever needs to solve algebraic equations as such. If they are easy, you do them in your head. If they are hard, you use calculators or computers. However, if you don't learn how to solve them, you also don't learn how to set them up, and that is where the important skill lies.

Those "story problems" are where it's all at.

Some time in the future, go find a MOOC and retake those classes, on your own time, for free, and this time really do the homework, without cheating. It will pay off.
 
Or FOR him! :jaw-dropp

The answer to the title question is that he learned how to manage a dysfunctional organization. He learned enough skills to manipulate technical people. He may even know enough to bully them if he decides too. However, he is not interested in whatever goals the organization has. His skill set seems adequate to create an illusion of accomplishment. Further, I think he both knows and is proud of it!

Maybe he is trying to be the Pointy Haired Boss (PHB) of Dilbert fame. I think that he is basically positioning us. His story is like a boast rather than a request for help. Believe it or not, there are people who emulate that sort of manager. I think his resume will look a lot like that of PHB.

He is boasting about his lack of curiosity. Scientists and technicians are supposed to have a curiosity. Managers are not supposed to have any curiosity. He hasn't told us what he wants to do with the degree. To be fair, none of us asked him what he wants to do with it. The other posters are assuming that he WANTS to produce something useful or interesting. However, he never said that.

There is in implicit statement about his loyalties. He will not value the intellectual or idealogical goals of technical people, or any coworker. In fact, he is making a promise that he won't get close or even pay attention to his coworkers. He is going to direct all extra energy that he has left after work to his family. Which means that he is going to act rather petty at work. He will do whatever provides the means to advance his family.

He made a plausible argument that technical skills are now obsolete. I think this was on purpose. The disconnect between question in the title and the questions in the main body of the message itself is a type of message.I think that he is testing us rather than asking for help. Maybe he is practicing some type of intimidation skills.

He told us how machines can perform much of what technicians and scientists consider 'basic skills'. Further, he informed us that his family is far more important to him than any gain in knowledge.

He asked for us to work for him. I am sitting here in awe of him. He is asking us to do his work for free.

If he really works for anyone, it will be a Machiavellian leader. Or maybe he will be a Machiavellian leader. He is picking us some rather potent social skills for that type of organization.

Is the PHB really that bad? :D

I have heard one professor tell me I would be well suited to management, (this was meant as biting criticism though). I think she is gone now. My reputation at school is one who makes complaints that are usually accurate. This is not conducive to most kinds of employment(or schools for that matter). I don't believe I can become a manager because I really have no way to get a job other than to make one for myself. I can probably make a job for myself; the question is will it pay enough?

The story problems are the ones that are unlikely to be able to be done with a machine, however, I believe people make the most mistakes on the story problems anyway. I feel you are right that learning them is key to getting a job in technology but its probably way beyond what I am capable of at this time.

Probably I am sinking into quicksand, only time will tell
 
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The financial aide I get limits me to only 4 more classes and don't get a choice as to what I am going to take. At any rate by 2017 I will definitely have to work. hopefully my kid will be ready for preschool or kindergarten by then so the transition from stay-at-home dad will be relatively painless.

Why did I chose computers? It was the first thing that popped into my head when I was asked what I wanted to take at the VA regional center. I didn't realize that going into computers requires a certain mindset; It requires more technically apt, conventionally minded people with underdeveloped soft skills such as writing and art.

I am reminded of what a mathematically proficient man with Asperger's syndrome told me when he said that his parents asked him why he wasn't doing real work when he was making decorations for a club he belonged to as a child. Actually he did make art semi professionally as an adult for a time but, upon viewing his art, it was the same subject over, and over, and over.
 
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Once you graduate you get a peace of paper that will get you a job. It does not matter if you did not learn much. There will be a lot to learn when you start the new job.
 
May I ask why you are taking shortcuts through relatively easy classes if you are a stay at home dad? More precisely, why are you complaining about not learning anything when you actively tried to, ya know, not learn anything?

I'm 35, have 2 daughters, 16 and 3, a full time job with an hour commute each way, and I'm in my junior year of electrical engineering. I've learned PLENTY. You need to "want" to learn, though. In my case, working with engineers has certainly prepared me more for the "important" stuff to learn, I guess you could say. I have some idea of what I'm in for when I graduate.
 
...
Remember that doing support is about finding answers with minimal clues.

Excellent point. The ability to diagnose accurately is a rather uncelebrated skill, but a critical skill in all sorts of fields.

When one observes the "problem" behavior it's necessary to use deductive skills and some notion of probabilities, to posit a cause that is fully consistent with the problem symptoms. I am often surprised at how badly most people perform at this task.

I somehow doubt that a person who feels algebra is a hard course will have the deductive reasoning skills to diagnose well.


Rule #0 is "Have you tried turning it off and on again?"

That's primarily a solution for Redmond based slimeware, and not appreciated, say when a factory control system or a critical server goes down for a reboot.
 
The financial aide I get limits me to only 4 more classes and don't get a choice as to what I am going to take. At any rate by 2017 I will definitely have to work. hopefully my kid will be ready for preschool or kindergarten by then so the transition from stay-at-home dad will be relatively painless.

Good luck with that. I'm 15 years in to my 23 year sentence of house arrest for the crime of reproducing without a degree. Mrs J breaks software for a living, and even that pays double what carpenters get paid to actually create actual things.
 
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I'm no expert, but I receive financial aid, and I've never heard of them dictating which classes you can take. Heck, my FA is approved before I've even registered for classes. They dictate how many classes I can take. I believe the limit is 150% of the requirements for your degree. So if your degree requires 130 credit hours, you can't receive financial aid if you've got more than 195 credit hours. And you must be registered at least half time (which is 6 credit hours).
 
What I did learn was how to create systems that make passing the class quicker and easier using both paper and software systems. I DID NOT SAY CHEATING! . . . I am taking college algebra in the spring, (I have saved the hardest classes for last.) and found a program that seems to be able to do 95% of the algebra problems with probably 95% accuracy--and the mess-ups are so messed up that its easy to tell--this might be helpful to me if I am struggling to find the answer.
I would recommend not becoming too dependent on an automated solver to do your work, as you won't have the luxury of using that program on a test. In the worst case, you might find it useful for checking problems you've already solved, but you should focus on mastering the material in your class even if you can figure out ways to avoid it.

I don't know how it works-- maybe they have someone on the other end typing the answer as you submit it.
Probably not. Automated solvers like the one you describe parse input into an abstract expression tree, and use pattern matching to manipulate the structure of the tree according to well-defined rules and invariants. Computer scientists usually call this symbolic processing. Here's a symbolic derivative calculator in Haskell.

You can implement an automated solver in C and Java, but I would recommend using languages with strong pattern matching facilities like Haskell, SML/OCaml, F#, Scala, Prolog, or Scheme.

The only problem is the C and Java class. Is there any shortcuts that you can use to get you through any of the above classes that you know of. Or are Jrefers not the lazy shortcut type of peeps.
Depends on your use case, but here are some things I do to make my job easier:

Regex away repetitive bits of code

Let's say I want to perform a field-by-field comparison of two objects (without using reflection/introspection), but I have something like 50 fields:

Code:
// SomeClass.cs
public class MyObject {
    public string A { get; set; }
    public string B { get; set; }
    public string C { get; set; }
    public string D { get; set; }
    public string E { get; set; }
    public string F { get; set; }
    public string G { get; set; }
    // . . .
    public string Z { get; set; }
}

I will copy the properties from my class definition over to a regex testing tool, write a quick regex:
Code:
# pattern
^\s*public string (\S+) \{ get; set; \}

# replace
Assert.AreEqual(expected.$1, actual.$1);
The regex will extract the relevant bits of code I want, and the replace will reformat it for me. I've written some insane bits of regex to format things into comma separated lists, sql statements, and entire methods.

Script out complex tasks

I fall back on throw-away scripts whenever I need something beefier than regex.

For example, I recently moved one of our applications from Linq2Sql to EntityFramework. Although I used a tool to autogenerate entity framework models and mapping files, the tool did not generate code to invoke our stored procs.

I threw together a quick C# app which queries our database for all of the stored procedures, gets all of the parameters, and generates the requisite C# code needed to invoke the stored procs through Entity Framework. It took a little over an hour or so to write the script and format the the output exactly the way I wanted, but it saved about 40 hrs of manual effort.

Autohotkey away repetitive clicks and keystrokes

I use Autohotkey for automating repetitive tasks, such as filling in fields on a form, performing a series of repetitive clicks, running batch files, etc.

One of my favorite AHK scripts automated a very repetitive task for me:
- click a button to show some debug information in XML format
- copy XML to the clipboard
- open Notepad++
- paste the XML into a new document
- simulate the keystrokes to turn on XML syntax highlighting
- simulate keyboard strokes to automagically format the XML

After scripting out those steps, I saved huge amounts of time and, more importantly, eliminated a tremendous amount of repetitive strain on my arms and wrists.
 
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After scripting out those steps, I saved huge amounts of time and, more importantly, eliminated a tremendous amount of repetitive strain on my arms and wrists.
are you actually using a labor saving device to save labor? Very retro. Geez, it's like the last 20 years of software design never happened to you or something.
 
1.Yes I would love to write user manuals, I wonder how one gets into that. Nice to see you again psion10.

2.I am limited to just these 6 classes. algrebra, statistics, C, Java, an internship, into to engineering. With the Computer Tech degree, I am missing 1 preq for C, 2 for Java, and probably 3 or so for intro to engineering. I could whine and probably get approved for the prereqs but I want to finish this century.

3.The reason I have no choice as to what classes I take is because I am on a waiver and can only take classes necessary to complete the degree which are these 6.

3. I just finished a bunch of workbooks last night including a really nice one for an invoice. I do plan on keeping the workbooks I make for my excel certification class as most of them look useful.

5. I didn't mean to stereotype all computer types as maladapted computer nerds. Many of the people I meet are way smarter that I am, taking 20 credits during summer session, etc.
 
If you are looking for advice then I would say, forget the short cuts. Do everything the hard way. Practise, practise, practise until you get everything right.

Then your degrees will be a true measure of your worth.
 
I am nearing the completion of my computer tech degree and I really don't know if I learned much of anything that will help me.

What exactly is the "degree"? It sounds like some kind of Associate's Degree or community college program or something. It matters where, too.

It's not much of a degree obviously and calling a high school subject (algebra) "college algebra" just means it is remedial high school math that you were charged college tuition for.

If you are borrowing money for college that an employer looks upon as remedial high school - no, it isn't much help. My five year old can write formulas in excel. He uses word, e-mail, maintains a facebook account - this just isn't college level stuff.
 
I've never heard of a prereq for C. I took C and it was the first programming class I ever took. Same thing with Intro to Engineering. It's a freshman level class with no prereqs. The whole point is to take it early to help decide IF you want to do all those nasty prereqs to get into engineering school.

And yeah, you should really just test out of college algebra. I hadn't taken one stitch of math since 1999 when I went back to school in 2012, and because of the delay they wanted me to take college algebra again. I said screw that, studied maybe 3 topics for like 2 days, and got a 144/150. "College Algebra" is not difficult. Learn how to factor, the rules of exponents, and how to use logarithms and you're set. There's not even in trig in college algebra.
 
1. Some of you are just trolling but here goes.

2. I go to a highly rated community college

3. C requires an introductory computer science class which I didn't get because I took the introductory computer technology class instead. I think they changed the prereq because the introductory COMPT class doesn't have any programming in it.

3. Java requires C

3. Intro to engineering technology requires algebra. When I first checked it last year they wanted calculus but I don't see that prereq anymore.

4. A description of college algrebra is as follows. College-level algebra course with analysis and graphing of functions and emphasis on applications. Linear, quadratic, polynomial, rational, exponential and logarithmic functions; combinatorics; probability, inequalities, and systems of equations. This course does not include trigonometry or conic sections. A commitment to daily work is essential.

5. Considering I did not get much math in high school, math is hard for me.

6. Database management got bumped up to moderately useful. I am noticing in both of my classes a shift forcing you to learn reams of terms to probably more what you will be actually doing with it on the job. The disconnect from learning facts to understanding how the facts would be used was what caused me to put most of my classes in the useless category. However, database management seems like it is a useful class because the teacher is making an effort to put the information out in practical terms.


7. If your 5 year old is excel certified I am very proud for you. Its not really a hard class though.

8. Probably some people get enough algebra in high school but there are plenty of people who, either didn't get it, or have been away from school for awhile and forgotten it. You know the xxxx-ups

psion10. I would like to practice, practice, practice. I do need to be putting more time into it. There are some issues preventing this but, I think, everyone has issues.

Thanks for the tips Dessi.

I am thinking of putting out an exercise video! Or am I 30 years too late for that?
 
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My bad, I did forget that college algebra is a pre-req for Intro to engineering. Matter of fact, at my school MAC 1147 is the prereq (precalculus with trigonometry). I do apologize, I forgot about that.

There is an "Introduction to Programming" class available at my school, COP1000, but everyone just skips it and goes right to COP2220 (which is C). I doubt you'd have any problems going right to C. All the intro class does is fill your head with silly stuff like pseudocode, unless you get lucky and have a teacher that uses Python. That's why most of us skipped right to C-and like I said, I'm not a programmer, but I still managed an A.

You're never too late for an exercise video.
 
waaaaaayyyyyy back when I took my electronic technology course(1982) there was little in the way of shortcuts to actually learning the course material.

However,,,,
I had a calculator that was a couple of years older than the HP's that the other students had. (I was a 'mature student', they were right out of high school) One task was to convert between polar and Cartesian coordinates. Their calculators simply had a button to do the conversion. I had to do the math and use the calculator to perform the arithmetic. In truth I could have obtained the results using pen and paper and trig charts, though it would have taken longer.

Many times when studying with the others we would compare answers to assigned questions. I would look at their answers and occasionally tell them they were wrong. Inevitably the retort was "that's what my calculator said", as if to ask if I was saying their calculator was wrong. I would tell them to do it again and lo and behold they would now obtain the same answer as I did.

In similar fashion they would use the calculator for tasks that were much quicker to do in one's head. Divide 4pi by 2, for eg. Instructor was fine with leaving the answer in multiples of pi, so the answer was simply 2pi, but these guys would write down whatever the calculator spit out. In this example for instance they might blindly write down 25.128. "Why", I would ask them, "did you even bother using the calculator?"

Finger trouble on the keyboard was their trouble, combined with a lack of ability to immediately notice a ridiculous result.

But being a 24 year old 'mature student' surrounded by teenagers, as four of us in that year were, was instructive on another level.
 
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I'll say the obvious; if you've figured out how to get what you want without actually working at it, a job in government should be right up your alley.
 
waaaaaayyyyyy back when I took my electronic technology course(1982) there was little in the way of shortcuts to actually learning the course material.

However,,,,
I had a calculator that was a couple of years older than the HP's that the other students had. (I was a 'mature student', they were right out of high school) One task was to convert between polar and Cartesian coordinates. Their calculators simply had a button to do the conversion. I had to do the math and use the calculator to perform the arithmetic. In truth I could have obtained the results using pen and paper and trig charts, though it would have taken longer.

Many times when studying with the others we would compare answers to assigned questions. I would look at their answers and occasionally tell them they were wrong. Inevitably the retort was "that's what my calculator said", as if to ask if I was saying their calculator was wrong. I would tell them to do it again and lo and behold they would now obtain the same answer as I did.

In similar fashion they would use the calculator for tasks that were much quicker to do in one's head. Divide 4pi by 2, for eg. Instructor was fine with leaving the answer in multiples of pi, so the answer was simply 2pi, but these guys would write down whatever the calculator spit out. In this example for instance they might blindly write down 25.128. "Why", I would ask them, "did you even bother using the calculator?"

Finger trouble on the keyboard was their trouble, combined with a lack of ability to immediately notice a ridiculous result.

But being a 24 year old 'mature student' surrounded by teenagers, as four of us in that year were, was instructive on another level.

They do let you use a basic graphing calculator in college algebra in this school. It gives wrong answers for certain types of problems so you have to be aware of the flaws. T don't allow you to use calculators in calculus classes in this school. I don't know if that is standard for calculus, probably not.

Hmm, government. MMM.

If Richard Simmons could do it why can't I. I am probably his weight when he started. If nothing else I could start a new career as an aerobics instructor after a couple years of aerobics.
 
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At my school, it was no calculators through all 3 semesters of calculus, and a semester of ODE's. But now most of my teachers encourage us to use a kick-ass calculator, matlab, whatever we have at our disposal. Like my electronics professor said "This isn't a calculus class. You're an engineer, you're supposed to use everything you have at your disposal." My old circuit analysis teacher basically said, "Take a quick review of Cramer's Rule, make sure you understand it, and then let the calculator do the heavy lifting on that one." He didn't want us spending half the class on algebra.
 
I had to google Cramer's rule. I don't even understand the intro paragraph to the wiki.

A virtual high-5 for anyone that does. Woot.
 
But now most of my teachers encourage us to use a kick-ass calculator, matlab, whatever we have at our disposal.

I'm tutoring students in freshman algebra. Their midterm review packet asked students the answer to 5 times pi. They were convinced that writing "5 pi" was unacceptable - that their teacher wanted a decimal answer.

This bothers me, but I didn't want to contradict her. Other teachers covering the same material were looking for "5 pi."

In manufacturing, irrational numbers will be truncated, but in this unit students were also being asked to identify numbers as rational vs. irrational and it seemed they were getting a mixed message.

Re: the OP. College algebra isn't that hard. You're putting more work into avoiding it than it would be to just learn it.

ETA: Oops, MinnesotaBrant, I had not read your detailed response to earlier comments. I still think you are getting needlessly wound up. Some of this is just vocabulary. There are tons of videos on YouTube that can take you through this material one step at a time. Though I had calculus in HS I would not have been able to test out of algebra when I started taking college math classes years (decades) later. I thought it would all come flooding back, but it didn't. You are not going to be the only one who needs a refresher.
 
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They do let you use a basic graphing calculator in college algebra in this school. It gives wrong answers for certain types of problems so you have to be aware of the flaws. T don't allow you to use calculators in calculus classes in this school. I don't know if that is standard for calculus, probably not.

Hmm, government. MMM.

If Richard Simmons could do it why can't I. I am probably his weight when he started. If nothing else I could start a new career as an aerobics instructor after a couple years of aerobics.
Where did I mention government?
 
I'm tutoring students in freshman algebra. Their midterm review packet asked students the answer to 5 times pi. They were convinced that writing "5 pi" was unacceptable - that their teacher wanted a decimal answer.

This bothers me, but I didn't want to contradict her. Other teachers covering the same material were looking for "5 pi."

In manufacturing, irrational numbers will be truncated, but in this unit students were also being asked to identify numbers as rational vs. irrational and it seemed they were getting a mixed message.
Yes, that's why I think the way they did it at my school is good. Make sure everyone knows what's going on under the hood, but once you're out of those calc classes, there isn't much to be gained from making students continue to pound away at differential equations by hand when the end goal is to understand whatever principle it is that is being taught. At that point, more time on the subject, and less on the math (I mean the actual solve it with pencil and paper math, you've gotta understand the equations to understand the concepts, of course). Although if you're a physics major there is probably something to be said for pounding out some of the math.

Oh-and Cramer's rule isn't nearly as bad as it sounds. You've probably learned it before. It's just a cool manipulation of a system of equations that would have been very useful before good calculators came along. Time consuming but can be done with nothing but college algebra (heck, probably algebra 2...). Like I said though, time consuming and very easy to make a mistake, especially if you've got more equations. I much prefer letting my HP50g do the heavy lifting :D
 
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Well, a lot of the more fancy ways of solving systems of equations are really just glorified Gaussian elimination, which isn't really more complicated than Cramer... (although Cramer is useful for small systems).
 
<snip>


6. Database management got bumped up to moderately useful. I am noticing in both of my classes a shift forcing you to learn reams of terms to probably more what you will be actually doing with it on the job. The disconnect from learning facts to understanding how the facts would be used was what caused me to put most of my classes in the useless category. However, database management seems like it is a useful class because the teacher is making an effort to put the information out in practical terms.

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This is my line of work and I don't think that there is any kind of shortcut for it. Most of my time at work answering user enquiries start with "It depends. . ." and it isn't until you have a full understanding the requirement and how it impacts the system they're are working with than you can narrow your options to one or two. Then it is usually experiance that gets the best answer.
 
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