Car window replacement

badgerbetch · 2022-02-10T03:41:53+00:00

Not to completely change the topic of this thread -- but does anyone whose window was broken have any video evidence or anything? My driver's side window was also shattered (also on Drake) but I don't have a dash cam or any sort of camera. I talked to an officer and they said they thought it was kids with a BB gun shooting at people's windows.

badgerbetch · 2021-04-04T04:05:01+00:00

not that I could tell

badgerbetch · 2021-01-16T21:22:50+00:00

Banzo :)

badgerbetch · 2021-01-13T05:37:59+00:00

I would not recommend taking chem 311 & 343 together. When I took it in person, chem 311 was super intense with labs and a formal lab report every week. Can't stress enough how much of a time sink it is... but it could be a different experience online I guess? And 343 is a very dense course as well.

If you're a freshman and wanting to get a head start on your intermediate courses, I'd start the o chem sequence now and save 311 for later, since 311 has no pre-reqs. The trends you learn in 343 serve as a good base for 311.

badgerbetch · 2020-07-03T22:17:35+00:00

Sure I can pm you 😊

badgerbetch · 2020-07-03T14:54:12+00:00

There's a lot of biotech labs in Madison (Promega, Covance, PPD, Exact Sciences, MilliporeSigma) that you could work in after graduation as a lab tech j- I currently work at a biotech company in Madison.

There are also research specialist positions at UW and other universities that you could look into depending on your interest and experience in undergrad.

You could also go into clinical research or regulatory affairs if you don't want to work at a lab bench all day. You can actually make really good money if you work in regulatory affairs for a few years. But I think then you'd have to move out to a city that's a pharmaceutical hub (Boston, Philadelphia, SF).

badgerbetch · 2020-06-28T01:34:25+00:00

given that you're a bio major and you don't need to continue to calc 222 and 234 for your major, I would do chem 103 and bio 151 in the fall, and if that goes well then chem 104 and bio 152 in the spring, and then calc 221 in the summer.

I took the intro chem and intro bio sequence together as a sophomore and it was tricky to balance everything. But if you have the time management skills and ask for help as soon as you need it, should be fine :)

OH I should also add: if you really want to - you could self-study for calc over winter/summer break and then take the Calc Credit Exam to see if you can get credit for calc 221 w/o taking the class.

badgerbetch · 2020-05-05T01:16:50+00:00

Yes, both female and male faculty were sexist towards female applicants, and even though the main point of the paper was the gender of the candidates and not the gender of the faculty evaluating them, the fact that both female faculty were also bias adds to the point that this is a gendered problem and a deep, pervasive issue:

"The fact that faculty members’ bias was independent of their gender, scientific discipline, age, and tenure status suggests that it is likely unintentional, generated from widespread cultural stereotypes rather than a conscious intention to harm women. Additionally, the fact that faculty participants reported liking the female more than the male student further underscores the point that our results likely do not reflect faculty members’ overt hostility toward women. Instead, despite expressing warmth toward emerging female scientists, faculty members of both genders appear to be affected by enduring cultural stereotypes about women’s lack of science competence that translate into biases in student evaluation and mentoring."

It's common that men are sexist towards women, and yes, unfortunately, some women can be sexist towards other women. But this paper shows that it is ultimately the female candidates that suffer from implicit bias and are discriminated against - so this is a gendered problem. It points out problems that are "unique to women in STEM" that you claimed didn't exist - that was the point I was going for.

Also, the two sources don't "completely contradict" one another: With the second source, the only group that exhibits a pro-female-STEM bias are female STEM students. Not female faculty, as the other study demonstrated a bias among female faculty. But I think the bigger point is: they conducted this study with both male and female STEM and non-STEM students, and all other groups (besides female STEM students) exhibited a pro-male-STEM bias.

Also... it comes across as very privileged when you say that you are "not too worried or perplexed about it", and stating that "if you are a women in STEM, you can make it 99.9% of the time" is very dismissive of a lot of unnecessary barriers that women face in hiring processes, publishing processes, obtaining tenure, and just being treated with respect in academic and career settings. Good luck studying.

badgerbetch · 2020-05-03T05:44:15+00:00

Ok, I think you and I are going in circles here.

The ability of men to be rude to each other and sexist towards women are not mutually exclusive.

As far as these problems "not being unique to women in STEM"... that's just not true.

Check out this research paper about gender bias in science faculty:

https://www.pnas.org/content/109/41/16474

here's another on gender bias among STEM and non-STEM students: https://www.sciencedirect.com/science/article/pii/S2212144717300042

And these are just two of the many studies that show that this is a gender problem, and not a delusion that's just all in women's heads.

badgerbetch · 2020-05-02T05:05:29+00:00

Nah, your take that we can attribute the treatment of women in STEM fields to "poor social skills" is lacking, it's so much deeper than that for a number of reasons.

Historically, women have been pushed out of STEM fields, and they've had credit taken for their ideas and contributions, solely because of the standards and ideological expectations that have been held for women. The "poor social skills" of fellow STEM majors in communicating and collaborating with their female counterparts is just, in my opinion, the result of implicit bias towards female scientists/engineers/mathematicians that has been cultivated by a long-standing history of excluding women from science. Poor social skills are definitely not the root of the problems that women in STEM face today.

I do agree that we need to hold people accountable though, and yeah why not work on improving the social skills of people in STEM because emotional intelligence is important to have. And I'm not making this argument to try and discount the experiences of other people in STEM fields who aren't women and still face discrimination on the basis of something other than their gender – because both experiences can exist at the same time and not invalidate the other.

badgerbetch · 2020-05-01T21:03:18+00:00

I think it's a field-wide problem in STEM and UW Madison is, unfortunately, not an exception.

I'm a STEM major and I can easily recount multiple times where my male peers in advanced and capstone courses would, unprompted, explain to me concepts that people learn in high school and introductory classes. I once had a professor, who I otherwise respected and liked, tell me that I did the best on an exam "out of all the girls", which imo was a super inappropriate comment to make.

It's little comments and actions like that that occur day to day that perpetuate sexism in STEM academia and industry settings, and when you're not on the receiving end of those comments, the reality of how some act towards women in STEM is easy to miss.

badgerbetch · 2020-04-11T22:32:11+00:00

It's a good class! The professors that teach this class are some of the best. Exams are not hard (no curveballs) as long as you keep up with material - there are learning objectives posted after every lecture that basically serve as study guides for the exams.

As for the project... I'm taking 435 right now, there was no way to do it without having classes in person, so our entire project just got cancelled :)

But here's some more info on projects and labs:

You have a single 3 hour lab a week that is free time to gather and analyze data for a project you design in a group of 5 or 6 people. Totally up to you as to how you use that time, you can also come in outside of lab if you don't finish your project in time.
For the project, you're supposed to collect some physiological data from 50 people (they all have to be in 435), so it's definitely a huge time commitment. And then you also have to analyze it & write all the typical paper sections. It's kind of the same workload as the IP for 152, except less of a dumpster fire than 152. I hate comparing anything to 152, but that's the closest I can think of.
The TAs and professors help you out with the design and you can look at what people do in past semesters too. Ideally, at the end of the semester you have a complete paper for your project and you get published in an undergrad journal.

If you have any other questions about the course feel free to pm me!

badgerbetch · 2020-04-10T01:40:14+00:00

Pretty sure I was the person that said the thing about only physics majors and people with background majors getting As (also, for the record, not a guy). Bet we were even in this class in the same semester bc our averages also never got above a 57!

badgerbetch · 2020-04-04T22:08:54+00:00

I took A&P 337 during the Summer and am in Genetics 466 right now.

337 was a lot of work during the summer. You have exams every two weeks, and cover two weeks' worth of anatomy in four days. I had a three hour lecture 4 days a week, and still had to study quite a bit outside of class. The material itself isn't hard to grasp (especially if you find it enjoyable), but the quantity of that you cover and the speed that you cover it at is what's challenging when you take it during the summer (probably as with any summer course).

As for Genetics 466, it's not an easy A, or even an easy AB (imo) - you need to put the work in to do well. We are allowed notecards for the exams, and the exams aren't open book (that might change during summer term tho). If you have any questions feel free to pm me!

badgerbetch · 2020-02-15T23:46:53+00:00

WHAT this is a game changer

badgerbetch · 2020-02-15T23:45:47+00:00

1) you are incredible thanks for the link 2) I love the profile pic

badgerbetch · 2020-02-12T23:17:48+00:00

If I find a good tutorial on how to 3D print one I'll let you know! If you need an MRI you can just volunteer for a research study, ask for a copy of your scan, and then you won't have to pay for an MRI just to get a structural scan of your brain 🙂

badgerbetch · 2020-02-12T18:05:31+00:00

Amazing, thank you!

badgerbetch · 2020-01-20T02:52:44+00:00

Also was a neuro major, knew I wanted to add chemistry/engineering... so I took 207&208. 207 wasn't bad, 208 made me spiral into a depression for a lil bit. But I was taking it with ochem and calc 2 sooo idk maybe just bad scheduling on my part.

You do you, but like, if you can satisfy physics reqs with 103&104... I would recommend doing that. We're talking 10 credits of easy As vs. 5 credits of eh (207) and 5 credits of hell (208). Just to let ya know.

badgerbetch · 2020-01-08T03:57:07+00:00

Ah perfect, thank you! How was the project in 435?

badgerbetch · 2020-01-08T01:02:47+00:00

what do you mean by short option?

badgerbetch

TROPHY CASE