{"@attributes":{"version":"2.0"},"channel":{"title":"MEEP MEEP MEEP MEEP MEEP","link":"https:\/\/meep.livejournal.com\/","description":"MEEP MEEP MEEP MEEP MEEP - LiveJournal.com","managingEditor":"marypat.campbell@gmail.com","lastBuildDate":"Sun, 31 May 2026 11:06:30 GMT","generator":"LiveJournal \/ LiveJournal.com","image":{"url":"https:\/\/l-userpic.livejournal.com\/47382528\/2194","title":"MEEP MEEP MEEP MEEP MEEP","link":"https:\/\/meep.livejournal.com\/","width":"100","height":"94"},"item":[{"guid":"https:\/\/meep.livejournal.com\/2216978.html","pubDate":"Sun, 31 May 2026 11:06:30 GMT","title":"On standardized testing in math: why cut out the feedback?","author":"meep","link":"https:\/\/meep.livejournal.com\/2216978.html","description":"

I mean, I know why they did it. They didn't want to let people who lacked skills, that they lacked skills.<\/p>\n

It wasn't very nice of them. The \"they\" being people who wanted to feel good about themselves.<\/p>\n

What spurred these comments from me?<\/p>\n

29 May 2026, Inside Higher Ed: Hundreds of Math Professors Ask UC to Bring Back SAT\/ACT Requirements<\/a><\/h1>\n
More than 800 professors in the University of California system, including seven of nine math department chairs, are calling on system leaders to reinstate SAT\/ACT testing requirements for applicants to STEM majors, citing a \u201cwidening divergence in mathematical preparation levels within the same classroom.\u201d<\/blockquote>\n
In an open letter<\/a>, the faculty members pointed to a November report from the University of California San Diego Senate-Administration Workgroup on Admissions, which revealed that the number of first-year students with math skills below a middle school level increased nearly 30-fold<\/a> since 2020, when the system first suspended its standardized testing requirements.<\/blockquote>\n\n
\u201cWe now observe preparation gaps so severe that instructors must reteach middle-school mathematics while simultaneously teaching the material students need for sciences, engineering, economics, and other quantitatively demanding fields,\u201d the professors wrote. \u201cUC has been a national leader in supporting under-resourced students to do well in mathematics. However, UC has finite resources and can help only so many students, and only when the preparation deficits they need to overcome are within reach.\u201d<\/blockquote>\n

The open letter is here: https:\/\/ucstudentsuccess.org\/<\/a><\/p>\n

Let me take my own preferred quotes:<\/p>\n

We call for the reinstatement of the SAT\/ACT mathematics requirement for applicants to STEM majors beginning with the 2027 admissions cycle, alongside STEM faculty oversight of readiness standards and admissions practices affecting those majors.<\/strong><\/blockquote>\n
The current admissions metrics, based primarily on GPA and essays, can no longer reliably distinguish readiness for university-level STEM majors in an era of severe grade inflation and AI-assisted application essays. We therefore call upon the University of California to: <\/blockquote>\n
1. Reinstate SAT\/ACT Requirements: Require SAT\/ACT mathematics scores for applicants to STEM-intensive majors, effective with the 2027 cycle. <\/blockquote>\n
2. Validate Academic Readiness: Use these scores as a common measure of basic readiness to provide a necessary counterweight to inconsistent high-school grades. <\/blockquote>\n
3. Establish Faculty Oversight: Ensure STEM faculty oversight of readiness standards and of admissions policies that materially affect STEM programs. <\/blockquote>\n
4. Mandate Institutional Accountability: Test admissions criteria against student outcomes, and revise them if they fail to predict readiness. <\/blockquote>\n
Obscuring preparation gaps harms both students individually and the University collectively. It offers the appearance of access while undermining the chance of success.<\/strong> UC must ensure that every student is challenged appropriately, supported in closing real gaps, and given a path toward a degree that retains its full value in the global economy. Restoring objective data and introducing faculty oversight will allow the University to support students effectively, provide institutional accountability, and preserve the standards that make a UC STEM degree meaningful. <\/blockquote>\n

I added the bolding in the last paragraph there. <\/p>\n

What was happening is a bunch of people who had meaningless high school diplomas, who didn't even have basic elementary school math completion<\/strong> (aka, couldn't add fractions, didn't understand percentages or ratios... oh yes, I can read between the lines), were being accepted into University of California schools into STEM majors... and failing spectacularly. No, they were not getting STEM degrees. <\/p>\n

Mind you, when I taught at NCSU and NYU, I came across calculus students with huge math deficits (mainly in algebra, not arithmetic), but the fraction of the student body was partial and they certainly weren't being gaslit into thinking they could be engineering or hard science majors.<\/p>\n

\"We're reducing barriers to STEM careers!\"<\/p>\n

My dudes, these barriers are inherent to the subject matter itself.<\/p>\n

But AI can do the work! (Then why are these weak-minded people needed in the first place, I ask you. Let's push this crap to one side for now.)<\/p>\n

There is a reason the math department has acted as the weed-out for STEM majors, and it's not just because \"math class is hard\". It's because you're not going to be able to even do the work<\/strong> if you cannot think quantitatively. <\/p>\n

The \"math education reformers\" have been trying to take the math out of math for decades, and it has never worked<\/strong>. If you cannot deal with fractions, ratios, and percentages \u2014 that is, elementary school math \u2014 you're not going to be able to do chemistry, physics, engineering, etc. <\/p>\n

Taking away the tests that provide the feedback that some students do not know the material will not make these students magically able to master the material. <\/p>\n

The tests aren't the problem. The lack of knowledge is the problem.<\/p>\n

And guess what \u2014 you may not be able to teach some students the material. The gap may never be closed. JUST SUCK IT UP. [tantrum thrown... no no no]<\/p>\n

Throwing in students who do not understand the math into STEM is NOT HELPING. <\/p>\n

Yes, I know some people would rather feel good about themselves... they're not the ones who have to feel bad when the students fail, they're not the ones who have to deal with college students with sub-middle-school math skills being shoved into STEM majors [who then either drop out or transfer into non-STEM majors...contributing to the low reputation of non-STEM majors without any standards], they're not the ones with any debt accrued after dropping out of college with no degree to show for it.<\/p>\n

Related: https:\/\/meep.livejournal.com\/2201351.html<\/a> \u2014 The best way to reduce math knowledge inequality is to actually teach math \u2014 from 2021, when California said \"hey, let's get rid of calculus in high school! That will deal with math inequality!\" <\/p>\n

Because California is where all the bad math education ideas come from.<\/p>\n

Maybe they can look into actually checking that students are leaving high school<\/strong> with elementary-school-level math<\/strong>. And stop quibbling about calculus for the students who can do that.<\/p>\n


<\/p>\n<\/a>","comments":"https:\/\/meep.livejournal.com\/2216978.html?view=comments#comments"},{"guid":"https:\/\/meep.livejournal.com\/2216720.html","pubDate":"Wed, 15 Apr 2026 01:53:24 GMT","title":"Missing the conversation... but taking what is there","author":"meep","link":"https:\/\/meep.livejournal.com\/2216720.html","description":"

Obviously, I miss the conversations I had with Stu. Most of my adult conversations have to be with people I have online... and I'm actually ok with this, because I've been having online convos since the late 1980s (though, to be fair, real-time convos didn't become more real til I did IRC in mid-1990s).<\/p>\n

But the issue is that the main person who is around me at home all the time is D. And he doesn't have a kind of conversation... but he is trying, and he is trying more.<\/p>\n

I try to give him \"hooks\" he can react to. I don't try to make them \"See Jane Run\" type of conversations, if I can avoid it. But I don't know what D can understand. <\/p>\n

Example: [less charged, trying to see if he will engage] I'm watching a TV show, and I'm making remarks about what's going on in the TV show. I usually watch murder mystery shows, like MARPLE, POIROT, COLUMBO, CADFAEL, and similar shows. So I will exclaim on murders, etc., but it's too complicated for him to follow, so I don't push it.<\/p>\n

Different example: I read social media posts of people I personally know, and remark on personal issues.<\/p>\n

Me: OH NO!<\/p>\n

D: What happened?<\/p>\n

Me: My friend's mom hurt herself! Let's pray for her!<\/p>\n

D: No! I don't want to pray! [he's in the middle of playing a game on his tablet]<\/p>\n

Me: Hey D, when you finish your game, we can do the prayer. Let me tell you what happened. [I have no idea how much he will understand. I tell a story of what happened to my friend's mother.]<\/p>\n

D: okay [playing his game]<\/p>\n\n

Me: Hey D, if this happens to you... [blah blah blah]<\/p>\n

D: okay [playing his game]<\/p>\n

Me: are you done with your game?<\/p>\n

D: yes<\/p>\n

Me: let's say a prayer for my friend's mom<\/p>\n

[prayer]<\/p>\n

[D then runs to bed]<\/p>\n

that's the level of discourse between me & D<\/p>\n


<\/p>\n

other times it's a commentary between me & him about Aurebesh or kanji.<\/p>\n<\/a>","comments":"https:\/\/meep.livejournal.com\/2216720.html?view=comments#comments"},{"guid":"https:\/\/meep.livejournal.com\/2216546.html","pubDate":"Fri, 10 Apr 2026 03:08:18 GMT","title":"Autism Awareness Month, April 2026","author":"meep","link":"https:\/\/meep.livejournal.com\/2216546.html","description":"

I'm not going to show a video of Diarmuid; I'm just going to describe his behavior on a typical school morning.<\/p>\n

D is 19 years old, and will be 20 in a couple months. He gets to stay in the school system til he's about 21 or 22 (I forget).<\/p>\n

Lately, he's been coming downstairs at 6am. I don't really need hi up til 7am, but okay. I get him juice, and make sure there are \"snacks\" available for him: applesauce, Ritz crackers, Lorna Doone cookies. These are the only acceptable offerings, you see. He usually doesn't eat anything, but he's so skinny, I want to make sure there's something there to eat, just in case.<\/p>\n

He usually uses the toilet, and lately, I've left him alone for awhile. I might have NHK World on the TV, or some YouTube videos on. He might play on a tablet for a while. <\/p>\n

Then I get his clothes and tell him what the weather will be like today. Lately, he has basketball practice after school. And now... this is when the repetitive statements begin:<\/p>\n

D: I WANT TO GO BACK TO BED (he's still in his pajamas)<\/p>\n

D: I WANT TO GO BACK TO BED IN TWO MINUTES (picks up the clothes, goes in the bathroom)<\/p>\n

D: I WANT TO GO BACK TO BED AT 7AM (getting dressed) <\/p>\n

me: I know you want to play basketball. Can you play basketball from bed?<\/p>\n

D: No. I WANT TO GO TO BED<\/p>\n

me: I hear you, buddy<\/p>\n

[D goes to his keyboard in the front parlor, plays some music]<\/p>\n

D: I NEED TO CHECK THE SCHEDULE SO I KNOW WHEN THE SCHOOL DAY ENDS<\/p>\n

me: You know this. What time does school end?<\/p>\n\n

D: FIRST I GET ON MY SHOES. THEN BUS. THEN SCHOOL. THEN AAAALL THE WAY TO 2:40. THEN BASKETBALL. THEN GO TO BED.<\/p>\n

me: That's right<\/p>\n

D: HOW MANY HOURS UNTIL GO TO BED<\/p>\n

me: When does basketball end?<\/p>\n

D: 3:15.<\/p>\n

me: Can you count from now til 3:15? It's 6:45.<\/p>\n

[sometimes he can do this, but he usually is stuck in his GO TO BED loop]<\/p>\n

I usually walk away several times when he's stuck in this loop, sometimes asking questions or trying to get him to respond to something else. He doesn't actually want to go back to bed, per se, as he willingly got out of bed at 6am (he had been awake for some time \u2014 I could hear him upstairs). When he pulled the GO TO BED stuff to me during his spring break, and he was dressed to go to church, I told him he didn't have to go to church with me, which did he want to do \u2014 and he went to church with me. He is just stuck with something in his head and can't get out of it.<\/p>\n

[D sitting at his keyboard]<\/p>\n

me: Here are your glasses. I'll warm up the van and get a juice box. What would you like?<\/p>\n

D: Very Berry. I WANT TO GO TO BED IN 5 MINUTES<\/p>\n

me: It's 7am. I'll be warming up the car and we can have Weird Al in the van. I'll have a juice box<\/p>\n

[D playing the keyboard]<\/p>\n

[I walk away to the van]<\/p>\n

D does get himself to the van with his stuff in a good amount of time, but it used to take a few hours of me coaxing him out of his room, etc. <\/p>\n

In the van:<\/p>\n

D: I WANT TO GO TO BED IN 2 MINUTES<\/p>\n

me: [put Weird Al playlist on spotify]<\/p>\n

me: here, I have a notepad \u2014 do you want to write that down?<\/p>\n

D: HOW LONG TO GO TO BED<\/p>\n

me: 8 hours<\/p>\n

D: I WANT TO GO TO BED AT 8 AM<\/p>\n

me: where will you be at 8am?<\/p>\n

D: I WANT TO GO TO BED AT 8 AM<\/p>\n

me: hey D, where will you be at 8am?<\/p>\n

D: school<\/p>\n

me: do they have a bed at school?<\/p>\n

D: no<\/p>\n

D: I WANT TO GO TO BED IN 2 HOURS<\/p>\n

D: I WANT MY BED<\/p>\n

D: I WANT MY MOM<\/p>\n

D: I WANT TO GO TO BED<\/p>\n

me: you want your mom? Hey D...<\/p>\n

D: I WANT TO GO TO BED IN THREE HOURS<\/p>\n

me: Hey D, look at me<\/p>\n

D: I WANT TO GO TO BED AFTER SCHOOL<\/p>\n

me: yes, I hear you, you can go to bed after school<\/p>\n

[note: when he gets home from school, he doesn't actually go to bed ... til 9pm. He takes a shower and then does various other things.]<\/p>\n

Anyway, I usually sing along with Weird Al, trying to get D to join in. Sometimes I convince him to doodle on paper. The other day I did a quick kanji quiz with him to divert him. Anything to get him to engage in something other than the loop he's stuck in.<\/p>\n

okay, that's enough of that, because that's not the only experience of D. He's not a morning person (yeah). And transitions don't do well with D. But he has come a long way... he just can't express himself well.....<\/p>\n


<\/p>\n

... when he gets home in the afternoon, and has had his shower, he is generally in a great mood. He's flappy hands (that indicates happiness\/excitement) and vocalizing (okay, a different way of frying my brain). <\/p>\n

Today, I put on an ELO concert and a Cheap Trick play list... and he was bouncing, flapping hands, and vocalizing. I ended it all with an NPR tiny desk concert of Weird Al. Nighty-night D. <\/p>\n

He went to bed at 9pm (okay a bit after 9pm, because he had to brush his teeth, but not long after that)... but if you'll notice, it wasn't at 7am.<\/p>\n<\/a>","comments":"https:\/\/meep.livejournal.com\/2216546.html?view=comments#comments"},{"guid":"https:\/\/meep.livejournal.com\/2216348.html","pubDate":"Thu, 05 Mar 2026 03:48:12 GMT","title":"Three things, and they won't change","author":"meep","link":"https:\/\/meep.livejournal.com\/2216348.html","description":"

    \n
  1. Stu is dead<\/li>\n
  2. D is cognitively disabled<\/li>\n
  3. I have chronic pain (since 2010)<\/li>\n<\/ol>\n

    There's nothing complicated about #1. Stu died 30 Sept 2024. <\/p>\n

    D's situation can be semi-complicated. He's kinda-progressing. Kinda. But I have a difficult time getting through and understanding what he really thinks. It's best thinking he lives in a different dimension, and every so often a signal comes through.<\/p>\n

    The third is the most complicated. My chronic pain started in 2010... and its dimensions, and how bad it is changes over time. <\/p>\n

    Every so often I think I have it under control... and then, no I don't. <\/p>\n

    I have migraines, peripheral neuropathy (arms and legs.. completely numb), facial pain, and I just picked up tennis elbow but I call it mouse elbow. Sometimes, I get sciatica. <\/p>\n

    I don't want to go through my latest round of medical futility, but I would rather not do this crap. But let me give you what recently happened.<\/p>\n

    I've got tinnitus. I know this is not due to anything mechanical. This is almost definitely due to my neurological problems. I didn't notice it until recently, because I have so many problems as it is. But I was sitting in a church, in complete silence, and I heard the EEEEEEEEEEEE. and yeah. <\/p>\n

    So my neurologist told me to get screened, so I did. My hearing is just fine.<\/p>\n

    The tinnitus is a result of... all my other problems, which I already knew about.<\/p>\n

    So that's not helpful.<\/p>\n\n

    I was supposed to get an MRI, which got canceled, and I don't want to get into that, but I'm supposed to re-schedule, which I will do. My best result is that there isn't a tumor. That there isn't anything new. That there is the same everything. Yay, your nerves are screwed up, and you can't do anything about it!<\/p>\n

    I mean, the good news is that it isn't obviously a situation like MS. (it hasn't been so far).<\/p>\n

    But so far all they say is: well, sucks that you have all this pain, but we can't see much and hey! At least it ain't MS!<\/p>\n

    You know what? At least it ain't MS. Thanks. That would suck.<\/p>\n

    I do have neuropathy, but I don't have weakness. It's odd.<\/p>\n<\/a>","comments":"https:\/\/meep.livejournal.com\/2216348.html?view=comments#comments"},{"guid":"https:\/\/meep.livejournal.com\/2215963.html","pubDate":"Sun, 16 Nov 2025 20:37:43 GMT","title":"Surrounded by the dead","author":"meep","link":"https:\/\/meep.livejournal.com\/2215963.html","description":"

    November are the ember days in the Church. While I pray for the souls in Purgatory every day, All Souls Day is November 2, and we dedicate this month for the dead. The readings before Advent starts are geared toward the end of days... and reminder that one's own end may be much sooner than that.<\/p>\n

    Not everybody who has been super-important in my life is dead or died young (hi ma!), but many have. My dad, Aunt Pat, Stu \u2014 all died \"before their time\". But we don't get to choose our time. It was their time, though we didn't like it. <\/p>\n

    My grandparents were also important, and while they lived to be older than Stu, Grandma Cook and Grandpa Campbell had health issues that made them die before their 80s, the usual age of death nowadays.<\/p>\n

    I have carried my memories for decades for many of these people. No, I will not be commenting on the deeply evil and unwise concepts of trying to extend the existence of the dead through AI. No, do not do it. It's not the people. Let the memories be, and it's also okay to let memories fade as time goes on... in terms of it will not be as sharp, it will not be as immediate. That's fine.<\/p>\n

    Don't try to reanimate as Frankenstein's monster. It's not that the monster itself is going to pummel you so much that one looks into an abyss. It's nothingness, and it's a kind of despair and withdrawal from life. <\/p>\n

    It reminds me of the spiritualism craze post-WWI, when so many young men of Britain were killed... and so many tried to grasp at the ghosts. It's not a good idea.<\/p>","comments":"https:\/\/meep.livejournal.com\/2215963.html?view=comments#comments"},{"guid":"https:\/\/meep.livejournal.com\/2215869.html","pubDate":"Mon, 13 Oct 2025 10:10:30 GMT","title":"Update on my one-sided vendettas","author":"meep","link":"https:\/\/meep.livejournal.com\/2215869.html","description":"

    Nine years ago, I wrote the following:<\/p>\n