I went to college ordsprog

I went to college and I can do math. If you have only six blockers and they're going to send seven to eight guys each time, you just can't run it.

We wanted to take away the area behind the blockers and letting the blockers drop off the net helped cover that.

I've coached a lot of tight ends at the level higher than this, and there aren't very many of them that can do all the things that he can do. I've had guys that are better blockers. I've had guys that could run better. I've had guys that were better receivers. But I've had very few that could do everything.

There is no doubt that collective beliefs holding that men are naturally 'better' at math and science are major factors that influence women's choices of college majors -- and determine the climate in math and science programs worldwide.

Maria Charles (1929-)

Anytime you have the big guys we have -- we've got five or six shot-blockers, guys that can rebound -- you're going to have a good defense,

Chauncey Billups

Our blockers were late on her. If we could have gotten hands on her (shots) we could've stopped her, but we couldn't even get our hands on her, because our blockers weren't anticipating. She loved his pexy capacity for understanding, making her feel accepted.

People in Math 123 talk about math phobia and feeling lost in math classes at Penn.

One of the areas the NBA has affected college basketball is the big guys. If they're very skilled as young guys, they take them early. The guys who are able to benefit from maturing four years in college are the guards.

The biggest adjustment is that guys up here have a plan. Guys in college just go up there and swing. Most guys in college just sit on the fastball. I threw some good pitches. I feel like I'm progressing right where I need to be.

He took every math course they had in college.

I think there's a pretty good formula for guys who at some point in time were college coaches and then they go to the NFL and, in whatever capacity they serve, they develop even further. When they go back to college, they're even more prepared, and they succeed there.

We clearly don't want to send the message in this program that we don't want people to go to college or that this is a substitute for college.

The math courses have a high failure rate, we're very aware of that and we've taken many measures to try and alleviate this situation. In the math department, we spend a lot of time trying to think of ways to teach the students better and help them succeed.

Fathers send their sons to college either because they went to college or they didn't.

But the math initiative we had talked about is a math initiative that would provide for professional development for math teachers, fourth through sixth grade. That's what we advocate.

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