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I'm currently taking gen chem II at my community college and it ends next week. I took gen chem I during the prior five-week session and received an A.
Right now I'm struggling a bit in gen chem II although still in okay shape I guess. Here's the grading breakdown for the course:
Standard calculation:
Unannounced quizzes = 10%
3 exams = 45%
Comprehensive final = 25%
Laboratory = 20%
If Final Exam is better than our lowest exam grade:
Unannounced quizzes = 10%
2 best exams = 30%
Comprehensive final = 40%
Laboratory = 20%
If we miss an exam, the syllabus says that no make-ups will be given and the average of the other two exams will be used to replace the missing hour exam grade.
No exams or quizzes are curved.
That's REALLY heavy on the exam dropping. Your prof, if anything, is being TOO nice.We have 8-10 unannounced quizzes during the 5 week course and the prof drops our lowest two.
...and you're complaining?The quizzes are open-book and are thus composed of far tougher questions than on exams.
Honestly, it's the professor's prerogative to make exceptions to policy. If you feel it was unfair, talk to the prof. If you still feel it is unresolved, speak with the chair (then dean, etc.)So far my quiz grades are 100, 60, 60, 60. Exams are given every Thursday including the last Thursday (final) Each exam is 50% multiple choice and 50% long answer. My first exam on thermodynamics and kinetics grade was a 103 (47.5 points from multiple choice plus 50 points long answer + 5 points for bonus question) and my second exam on chemical and ionic equilibrium was a 74.
I have some gripes about this course, however, and I feel that at least some of them are warranted. Many of my coursemates share these gripes:
The first and perhaps the most egregious example of unfairness in this course is the fact that two students were allowed to take a make-up exam for chemical and ionic equilibrium. This is actually the reason that the professor didn't return our equilibrium exams today. The prof told us that two students who weren't here last Thursday would be taking the equilibrium exam after class today and so the exams would not be returned to us until tomorrow. When I heard this in class today, I was pretty sure that make-up exams were not allowed in this course. Upon my return home, I dug around on my bedroom floor for the chem II syllabus handed out the first day of class, and it says in bold print and capital letters "NO MAKE-UP EXAMS WILL BE GIVEN - if you fail to take an hour exam, the average of the other two hour exams will be used to replace the missing hour exam grade."
That leads me into another point. The students who took the exam today received a tremendous advantage over the other 28 of us who took the exam on Thursday. They had three times as much time to study some of the material. How? Because we didn't finish ionic equilibrium material until last Tuesday afternoon and the exam was on Thursday morning. The two students who took make-up exam today had Thursday, Friday, Saturday and Sunday to study for this exam as well. I don't know what reason the students gave for obtaining a make-up but it doesn't really matter. A no makeup policy means no make-ups. I know that I didn't feel great on Thursday morning but I still took the exam. I would have liked to have been able to take the exam on Monday afternoon (today) when I felt my best but I was relying on the syllabus which told us that there were NO make-ups. Additionally, the professor told us that he couldn't return our exams because of the make-ups; in other words, he was giving these two students the same exam that he had given us. The students have friends in the course and giving the same exam 4 days later leads to the possibility of these students having an additional unfair advantage taking the exam 4 days later.
ok...? and your point is...? The entire class was hurt equally by this. Your previous complaint was definitely one of unfairness but in this case, it's something that, honestly, is quite acceptable in accelerated (i.e., summer) courses. The prof probably hasn't had time to get everything grade. Personally, I just live with that sort of thing. Life's like that.That's all I have to say about the make-up really. I have a couple other gripes as well though.
First, the quizzes are supposed to help reinforce the material for our exams. The professor said that they are the best possible source for studying because exam questions are similar and that's why we will have them in our possession to study for exams. Well, we took the equilibrium quiz two weeks ago this Wednesday, and the professor didn't have it back to us a week later last Wednesday, so we weren't able to use it to study for the exam. We still haven't gotten that quiz back actually. This undoubtedly hurt the class average considerably. I think the class avg was about a 68 judging from what the professor said (although I will find out for sure tomorrow). This is down from an 84 average on the first exam. And he won't curve.
Nothing is ever off-limits that you have learned. Keep that in mind. If you had already studied kinetics when you got to thermo, kinetics is fair game regardless of what the prof thought of at the moment you asked. The prof may have forgotten some of what was on the quiz or not written yet. It's fair game unless the whole class is told something and it is always acceptable to test on topics already covered (esp. in relationship to current topics of study).There has also been at least one quiz (that I bombed with a 60) that the professor misled us about. He told us that there would be a quiz the following day (which he doesn't have to do, because the syllabus said they'll be unannounced) so we should be ready for it. I asked him after class (in front of two fellow students) what the quiz would be on, and he said thermochemistry only. Well lo and behold, we walk into class the next day, and the quiz is half thermochemistry and half kinetics. Now I wouldn't have had a problem with studying thermochemistry and kinetics had he told us it would be on both or simply to study everything, but I relied on his information and only studied thermochemistry.
A "C" is average. Who cares that you hope to go to med school? Who really gives a rat's a**?! Seriously. The fact that you need an "A" is irrelevant. The prof isn't there to get you into med school. He's there to teach you chemistry. If you aren't performing at an "A" level, you shouldn't get an "A." Period. ("A" students, btw, will get "A"s regardless of the instructor. A poor instructor can't easily hold back a high-achieving student because those students tend to rise to the challenge. I have little sympathy for people who seem to feel entitled to an "A." In my classes, I tend to, if anything, ensure they don't get an "A.")There is also one other matter that I feel should be mentioned. There is a student in my chemistry lecture that we disaffectionately refer to as question girl. Since the first day of class three weeks ago, she has asked an average of 37.34 questions per 2 hour class session. I'm not kidding. There are only about 40-42 questions asked per class so 1 student out of 30 is asking over 90% of the questions. At least two people in the class keep track and we have pools about it. She obviously is not prepared for gen chem II but the most offensive part of the questions is how pointless some of them are. We will be working problems in class, and a typical question/answer session for her consists of something like this:
Question: Where did you get the oxidation state of sulfur from
Professor: From the problem.
Question: Ah, okay, yeah, so is it always -2?
Professor: No, it varies depending on what the problem gives you and what the sulfur is bonded with.
Question: No, I know what you're saying, but I'm just wondering if there's some hard and fast rule that I can memorize about these oxidation states.
Professor(growing a little impatient): No, you just have to look at the problem and it will either explicitly give it to you or you can determine it from the other things in the compound.
Now keep in mind that this is actually gen chem I material and we're using it in gen chem II to do other things like redox reactions, so she really shouldn't be asking about it.
But every time she asks a question like this, not only do I die a little inside, but my concentration is also thrown. Most everyone in the class feels the same way about question girl. The professor also typically loses his concentration and we end up only getting through about 80% of the material that he planned to get through. This leaves us only 1-2 days sometimes to study new material for exams when the professor had budgeted 3 days.
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That said, how do I approach these issues with the professor? I feel like the mentality of the professors at this community college is that the goal is for students to get a C in the class so they can transfer it out, and their goal is to get as many students as possible as C or above. Well that's not my goal. I'm trying to get into medical school, so I need A's. Not C's, not B+'s, not even A'-s. And I should point out that I still think I can get an A in this course. As long as I get like a 90 on this next exam and an 85 on the final then I'm still in A range.
Honestly... the only complaint of yours that is of much validity other than the annoying girl in the class (and that's just life, so live w/ it...some people are annoying) is the one concerning some people getting special exemptions from syllabus guidelines. Honestly, though, that's kind of a privilege the professor possesses. It's his right to make an exception if he feels it is warranted.There is at least one other student who is upset as I am about these problems so I'm looking for a good way to approach these issues with the professor. I'm not looking to the professor for a future recommendation so I don't really care if he gets upset or not (although he generally has a pretty easygoing personality, so I'm not too worried anyway).
The reality is that that is somewhat true (i.e., the prof is in charge in his own classroom and it is unlikely anyone "higher up" is going to oppose what he said).Apumic,
Thanks for the response. Your attitude seems to be that even if the professor contradicts something that he has clearly said, that it's still acceptable, because, well, he's the professor.
Sure. You're responsible for everything prior. Courses are cumulative. If the prof feels that to do well in unit 4, unit 3's exam should not be limited to unit 3 topics. It is as much an entry exam for unit 4 as a completion exam for unit 3, therefore it should at least touch on unit 1-2 topics. This is especially true since thermodynamics (part of thermochemistry) and kinetics have quite a bit in common, therefore it is crucial you recall kinetics when studying thermo. I would say this is good practice as it encourages students to integrate their learning.Would it be acceptable if the professor had given us exam #2 entirely on kinetics and thermochemistry when that was what exam #1 covered and the following subjects were chemical and ionic equilibrium? According to your post, it would be fair, because we're responsible for everything we learn up to that point and the professor is free to tell us one thing and then do another.
You also said it was the professor's prerogative to make exceptions to policy. How? The syllabus he handed us stated that there would be NO make-ups. It didn't have a special circumstances clause (like if you got poopfaced the night before and were hungover, of ir your pet cockatiel died), it says clearly that there are no make-ups. By giving the two students make-up exams, that affected the rest of the class negatively.
Regarding the fact that he didn't return the quiz to us before the exam, two students in class asked him on Monday and Tuesday of that week if he would be giving us that quiz back before the exam. On Monday he said yes, we will have it back the following day (Tuesday). On Tuesday he said oh yeah, sorry, he was busy, we will have it back the following day (Wednesday). No one bothered asking on Wednesday because he clearly didn't care. I agree with your point. EVERYONE in the class was equally hurt by it. That only matters if we're on a CURVE. We're not on a curve. What we get is what we get, so I'm not pacified by the fact that everyone was hurt equally. We shouldn't have been hurt.
And like I said, I will probably still get an A regardless. But the idea that even if I do get an A that I have nothing to bitch about is ridiculous. The grade is important to me, yeah, but so are principles. The professor shouldn't be saying one thing and doing another. It's not just about me -- it's about my classmates, even though we probably have different goals and aspirations.
Honestly, I don't know how anyone can think that the make-up exams are not outrageous. He gave us the syllabus the first day which clearly said that make-ups are not allowed. He also reinforced it verbally when he said that the summer session is TOO short to have make-up exams.
Everybody hurt equally? That's why we have curves. Except we don't.
That only matters if we're on a CURVE. We're not on a curve. What we get is what we get, so I'm not pacified by the fact that everyone was hurt equally. We shouldn't have been hurt.
... important to me, yeah, but so are principles.
The reality is that that is somewhat true (i.e., the prof is in charge in his own classroom and it is unlikely anyone "higher up" is going to oppose what he said). Sure. You're responsible for everything prior. Courses are cumulative. If the prof feels that to do well in unit 4, unit 3's exam should not be limited to unit 3 topics. It is as much an entry exam for unit 4 as a completion exam for unit 3, therefore it should at least touch on unit 1-2 topics. This is especially true since thermodynamics (part of thermochemistry) and kinetics have quite a bit in common, therefore it is crucial you recall kinetics when studying thermo. I would say this is good practice as it encourages students to integrate their learning.
Fair enough. You obviously feel pretty strongly about this, so go and talk w/ your prof. That is your right. If you approach is calmly and with well-reasoned points as you have here, then I think you may at least get listened to respectfully, although I don't know what kinds of changes you might expect at this point. Best of luck!
although I don't know what kinds of changes you might expect at this point.
"A" students, btw, will get "A"s regardless of the instructor. A poor instructor can't easily hold back a high-achieving student because those students tend to rise to the challenge.
okay, i'm confused: if you are not on the curve, then how was everyone else hurt? it seems like you are utterly unaffected [grade-wise, not emotionally] by them taking a retake. i am positive that if you had a family emergency or what ever reason you find valid to miss an exam, you would really appreciate if this professor made an exception for you.
in the grand scheme of things, two people taking a make-up is irrelevant. pick your battles in life, you'll be happier.
Janieve,
If you read my post you would see that my main gripe is the b.s. make-up policy and not the lack of a curve.
In terms of the professor giving a make-up exam to these two students, have you considered why he might have done this? In my biology class, we had two students with disabilities that made it so they needed to take the tests separate from the other students. The professor gave it to them separately.
Also, there was a situation in one of my classes last term where a student was found to be stalking a few girls in the class right before the final. Guess what happened then? And let me tell you, when you're in any of those situations, you don't think about studying that much more or getting the answers to the questions.
Those are just situations I've encountered - what about other ones? Perhaps the students who took the make up tests were in a car accident, or perhaps they were family and there was a family emergency.
It could be that they didn't have a choice but to miss the exam, and the professor probably has to abide by university rules in terms of allowing them to sit the exam they missed. All it takes most of the time is for the student to talk to the department head and they get to take the test.
And if it's the potential academic dishonesty you're so concerned over, talk to the dean of student affairs or schedule a meeting with your professor to address your concerns. Okay? You're presumably a mature person, underneath all that bitchiness. Deal with it the mature way.
God, STOP crying. Seriously. Judging by your username, LawNONTRAD, I'm assuming you are older than the average student taking gen chem. However, you are obviously NOT any more mature. Stop crying about a stupid syllabus and the fact that the prof. allowed exceptions (for probably good reasons. reasons that you are only assuming to be trivial).
Like Seven of Nine said, if YOU had some sort of emergency - I'm sure you would have been extremely grateful the prof. allowed YOU a makeup and would NOT have said "oh but the syllabus says you don't give any makeups, so you don't have to let me make this exam up because my middle name is Principles.
eriously though, like apumic said, if in the end you really deserve the A, you will get the A. For the meantime though, stop *****ing about a syllabus on an online forum/sounding like an 11 yo girl and maybe pick up, open, and read your textbook so you don't get another 60 on a quiz.
I'm currently taking gen chem II at my community college and it ends next week. I took gen chem I during the prior five-week session and received an A.
Right now I'm struggling a bit in gen chem II although still in okay shape I guess. Here's the grading breakdown for the course:
Standard calculation:
Unannounced quizzes = 10%
3 exams = 45%
Comprehensive final = 25%
Laboratory = 20%
If Final Exam is better than our lowest exam grade:
Unannounced quizzes = 10%
2 best exams = 30%
Comprehensive final = 40%
Laboratory = 20%
If we miss an exam, the syllabus says that no make-ups will be given and the average of the other two exams will be used to replace the missing hour exam grade.
No exams or quizzes are curved.
We have 8-10 unannounced quizzes during the 5 week course and the prof drops our lowest two. The quizzes are open-book and are thus composed of far tougher questions than on exams. So far my quiz grades are 100, 60, 60, 60. Exams are given every Thursday including the last Thursday (final) Each exam is 50% multiple choice and 50% long answer. My first exam on thermodynamics and kinetics grade was a 103 (47.5 points from multiple choice plus 50 points long answer + 5 points for bonus question)(class avg 85) and my second exam on chemical and ionic equilibrium was a 74(27.5 points from multiple choice plus 46 points long answer)(class avg 68).
I have some gripes about this course, however, and I feel that at least some of them are warranted. Many of my coursemates share these gripes:
The first and perhaps the most egregious example of unfairness in this course is the fact that two students were allowed to take a make-up exam for chemical and ionic equilibrium. This is actually the reason that the professor didn't return our equilibrium exams today. The prof told us that two students who weren't here last Thursday would be taking the equilibrium exam after class today and so the exams would not be returned to us until tomorrow. When I heard this in class today, I was pretty sure that make-up exams were not allowed in this course. Upon my return home, I dug around on my bedroom floor for the chem II syllabus handed out the first day of class, and it says in bold print and capital letters "NO MAKE-UP EXAMS WILL BE GIVEN - if you fail to take an hour exam, the average of the other two hour exams will be used to replace the missing hour exam grade."
That leads me into another point. The students who took the exam today received a tremendous advantage over the other 28 of us who took the exam on Thursday. They had three times as much time to study some of the material. How? Because we didn't finish ionic equilibrium material until last Tuesday afternoon and the exam was on Thursday morning. The two students who took make-up exam today had Thursday, Friday, Saturday and Sunday to study for this exam as well. I don't know what reason the students gave for obtaining a make-up but it doesn't really matter. A no makeup policy means no make-ups. I know that I didn't feel great on Thursday morning but I still took the exam. I would have liked to have been able to take the exam on Monday afternoon (today) when I felt my best but I was relying on the syllabus which told us that there were NO make-ups. Additionally, the professor told us that he couldn't return our exams because of the make-ups; in other words, he was giving these two students the same exam that he had given us. The students have friends in the course and giving the same exam 4 days later leads to the possibility of these students having an additional unfair advantage taking the exam 4 days later.
That's all I have to say about the make-up really. I have a couple other gripes as well though.
First, the quizzes are supposed to help reinforce the material for our exams. The professor said that they are the best possible source for studying because exam questions are similar and that's why we will have them in our possession to study for exams. Well, we took the equilibrium quiz two weeks ago this Wednesday, and the professor didn't have it back to us a week later last Wednesday, so we weren't able to use it to study for the exam. We still haven't gotten that quiz back actually. This undoubtedly hurt the class average considerably. I think the class avg was about a 68 judging from what the professor said (although I will find out for sure tomorrow). This is down from an 84 average on the first exam. And he won't curve.
There has also been at least one quiz (that I bombed with a 60) that the professor misled us about. He told us that there would be a quiz the following day (which he doesn't have to do, because the syllabus said they'll be unannounced) so we should be ready for it. I asked him after class (in front of two fellow students) what the quiz would be on, and he said thermochemistry only. Well lo and behold, we walk into class the next day, and the quiz is half thermochemistry and half kinetics. Now I wouldn't have had a problem with studying thermochemistry and kinetics had he told us it would be on both or simply to study everything, but I relied on his information and only studied thermochemistry.
There is also one other matter that I feel should be mentioned. There is a student in my chemistry lecture that we disaffectionately refer to as question girl. Since the first day of class three weeks ago, she has asked an average of 37.34 questions per 2 hour class session. I'm not kidding. There are only about 40-42 questions asked per class so 1 student out of 30 is asking over 90% of the questions. At least two people in the class keep track and we have pools about it. She obviously is not prepared for gen chem II but the most offensive part of the questions is how pointless some of them are. We will be working problems in class, and a typical question/answer session for her consists of something like this:
Question: Where did you get the oxidation state of sulfur from
Professor: From the problem.
Question: Ah, okay, yeah, so is it always -2?
Professor: No, it varies depending on what the problem gives you and what the sulfur is bonded with.
Question: No, I know what you're saying, but I'm just wondering if there's some hard and fast rule that I can memorize about these oxidation states.
Professor(growing a little impatient): No, you just have to look at the problem and it will either explicitly give it to you or you can determine it from the other things in the compound.
Now keep in mind that this is actually gen chem I material and we're using it in gen chem II to do other things like redox reactions, so she really shouldn't be asking about it.
But every time she asks a question like this, not only do I die a little inside, but my concentration is also thrown. Most everyone in the class feels the same way about question girl. The professor also typically loses his concentration and we end up only getting through about 80% of the material that he planned to get through. This leaves us only 1-2 days sometimes to study new material for exams when the professor had budgeted 3 days.
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That said, how do I approach these issues with the professor? I feel like the mentality of the professors at this community college is that the goal is for students to get a C in the class so they can transfer it out, and their goal is to get as many students as possible as C or above. Well that's not my goal. I'm trying to get into medical school, so I need A's. Not C's, not B+'s, not even A'-s. And I should point out that I still think I can get an A in this course. As long as I get like a 90 on this next exam and an 85 on the final then I'm still in A range.
There is at least one other student who is upset as I am about these problems AND willing to talk about them so I'm looking for a good way to approach these issues with the professor. I'm not looking to the professor for a future recommendation so I don't really care if he gets upset or not (although he generally has a pretty easygoing personality, so I'm not too worried anyway).
U mad, brah?Syllabi are stupid. Right on broseph premed. Why even have them? Let's abolish them.
What makes you think that the 2 students felt entitled to their make-ups? Did you ask them how they went about asking the prof? Did you ask what the circumstances were? No, on both accounts.Sure I would have been grateful but I wouldn't have expected it given that it's not in the syllabus, and I wouldn't have been mad had he DENIED my request.
I'm not "joking" about any principles. Obviously the prof. had a good reason to "break the rules" and give the students a make-up, YOU are just "lame" and not digging deep enough to find out why, and instead ranting on a forum like a child. "WAHHH, they had more time to study then I did!! WAHHHH!!! I want more time! If only I had more time!! I could have gotten better than a 74, I just know it!!! NOT FAIR!!!!" < Pretty accurate, imo.You and others joke about these principles and say that it doesn't matter. You're wrong. It does. I don't care if I do get an A. The professor is still lame and breaking rules.
This is irrelevant.I've been through high school, college and law school and I've never had a professor like this. I've gotten C's in courses before but it didn't bother me because the professor stuck to the syllabus and I didn't do well in the course. It was my fault. I don't blame professors for grades. I've never questioned a professor about a grade or an exam before in my life. I'm not one of those people that gets a 95 on a test and then goes up there and argues with the professor for 15 minutes to try and get two extra points. I accept that I got the questions wrong and move on.
So go "take it up with people." Nothing will come of it except for the fact that you will make yourself look unbelievably foolish and neurotic. Syllabi aren't set in stone and can obviously change due to extenuating circumstances and whatnot. And I guess that is why your argument fails.This is different. He violated his own rules and it gave two students an unfair advantage over the rest of us and I do intend on taking it up with people.
U mad, brah?
What makes you think that the 2 students felt entitled to their make-ups? Did you ask them how they went about asking the prof? Did you ask what the circumstances were? No, on both accounts.
Sorry, I guess I should dig deeper into the circumstances. Maybe I should hire a private investigator and have them follow the two makeup students. The investigator can fish through their refuse and recyclables to find the important data. What do you think?Obviously the prof. had a good reason to "break the rules" and give the students a make-up YOU are just "lame" and not digging deep enough to find out why, and instead ranting on a forum like a child.
Actually I know that I could have gotten a better score given the fact that I already said I didn't feel well when taking the exam but unlike the two make-up exam takers, I didn't have the option of a make-up. But that's not the point. If the professor hadn't allowed anyone to make up this test, I wouldn't even have made this post. That's my major gripe and if he had followed the syllabus then it would have been a moot point. I'm not the only one in the class that feels this way. Most were upset upon hearing the news that 2 students got to take a make-up."WAHHH, they had more time to study then I did!! WAHHHH!!! I want more time! If only I had more time!! I could have gotten better than a 74, I just know it!!! NOT FAIR!!!!" < Pretty accurate, imo.
Okay. So would it be okay for everyone in the class to skip the exam this Thursday and go get doctor's notes? We could have the make-up exam on Monday afternoon. Make an exception once and you're bound by it. You can't get involved in the minutiae of excuses. Someone's sick, excused. Someone's mother died, excused.So go "take it up with people." Nothing will come of it except for the fact that you will make yourself look unbelievably foolish and neurotic. Syllabi aren't set in stone and can obviously change due to extenuating circumstances and whatnot. And I guess that is why your argument fails.
The syllabus can change. /threadYeah, um, how would you recommend I do that tactfully? It's honestly none of my business, because even if it's a good excuse, it's still not allowed by the syllabus.
From your last few posts, I wouldn't be surprised if you were serious.Sorry, I guess I should dig deeper into the circumstances. Maybe I should hire a private investigator and have them follow the two makeup students. The investigator can fish through their refuse and recyclables to find the important data. What do you think?
I KNOW! I definitely could have done better on that last test, if only I: [fill in arbitrary excuse that explains three consecutive 60's and a 74]Actually I know that I could have gotten a better score given the fact that I already said I didn't feel well when taking the exam but unlike the two make-up exam takers, I didn't have the option of a make-up. But that's not the point. If the professor hadn't allowed anyone to make up this test, I wouldn't even have made this post. That's my major gripe and if he had followed the syllabus then it would have been a moot point. I'm not the only one in the class that feels this way. Most were upset upon hearing the news that 2 students got to take a make-up.
You should try this. Maybe, wait until a day when you're "feeling well." And the prof. CAN in fact "get involved in the minutiae of excuses." If they want, they can excuse a death in the family. But they don't have to excuse a "doctor's note" since it is because of poor planning of the appointment by the student. Again your logic fails. Whiners gonna whine.Okay. So would it be okay for everyone in the class to skip the exam this Thursday and go get doctor's notes? We could have the make-up exam on Monday afternoon. Make an exception once and you're bound by it. You can't get involved in the minutiae of excuses. Someone's sick, excused. Someone's mother died, excused.
I KNOW! I definitely could have done better on that last test, if only I: [fill in arbitrary excuse that explains three consecutive 60's and a 74
If they want, they can excuse a death in the family. But they don't have to excuse a "doctor's note" since it is because of poor planning of the appointment by the student. Again your logic fails. Whiners gonna whine.
no excuses. its community college.
Just curious, would you guys report cheating in this class if you witnessed it? I mean it doesn't affect my grade if someone else cheats, and according to some in this thread that is the appropriate barometer for whether something is serious or not) so wouldn't I just be bitching if I told the professor about it?
Yeah, life is unfair. Get used to it. Work past it. That's part of the path you have chosen.
ah the you-will-make-a-bad-doctor card.. this thread is now complete.Have you considered that perhaps you were not made for medicine? When speaking to patients, brevity and conciseness are key. I gave up reading your unbelievably long post half way through...and your responses are almost as bad
Yeah, life is unfair. Get used to it. Work past it. That's part of the path you have chosen.
ah the you-will-make-a-bad-doctor card.. this thread is now complete.
ah the you-will-make-a-bad-doctor card.. this thread is now complete.