The Free Pre-Veterinary Newsletter From Cornell -- July 1999 Bacteriology calculus Cell Biology Ecology/Population Biology Embryology Animalassistedactivities teach future veterinarians the interpersonal communication http://www.vet.cornell.edu/admissions/june00news.htm
Extractions: DVM Admissions Newsletters The Free Pre-Veterinary Newsletter from Cornell June 2000 College of Veterinary Medicine, Cornell University All articles are by Joseph M. Piekunka, Director of Admissions for the Doctor of Veterinary Medicine (DVM) Program, unless otherwise indicated. This is an open newsletter; please forward it to anyone who may be interested. Articles in This Issue: Advice for Returning Students Contemplating Veterinary Medicine Most veterinary colleges require a pre-med program. Our prerequisites are available at http://www.vet.cornell.edu/admissions/prep.htm Which prerequisite should come first? Chemistry should always be first (unless you never had calculus; most college chemistry requires some knowledge of calculus). Why should chemistry be first? Twenty-three of the twenty-seven U.S. veterinary colleges require inorganic chemistry, organic chemistry and biochemistry. This is a two and a half-year sequence of chemistry, and you should not take multiple chemistries at the same time. The sooner you get started with the chemistry sequence, the sooner you can apply to veterinary college. The other course work, biology and physics, require one year of each and these may be taken simultaneously with the chemistries. Delaying with chemistry would just prolong your preparation period.
Cmcmath : Asil 630 Et Al what to teach but not how to teach it within a Mathematical Reasoning in the CalculusStrand. Ching Timothy Gill Discover through activities how mathematical http://www.cmc-math.org/AsilReg630
Saturday Student Workshop Series of whom will go on to teach mathematics at was attended by 30 high school calculusstudents and More information on workshops and activities sponsored by SWRIMS http://grad.math.arizona.edu/~jsmith/workshops/
Extractions: Each workshop runs from 9:00 - 4:00 on a Saturday and focuses on a mathematical topic which is interesting and accessible to motivated high school students, but one which falls outside the traditional high school mathematics curriculum. These topics are often related to current mathematical research, and so introduce the participants to some of the "real" mathematics that mathematicians actually study. Hands-on activities and technology are used as much as possible to introduce concepts to the attendees. The workshops are attended by up to 30 high school students and teachers from southern Arizona. Usually, three or four teachers attend along with a small group of students from their schools, though many students attend without their teachers. The students gain some insight into what mathematics is really like, which not only piques their interest in taking more mathematics courses, but encourages many of them to consider studying science and mathematics when they attend college. The high school teachers not only bring a unique learning experience to their students, but also learn a great deal themselves about mathematical topics they may not have studied before. In addition, attending teachers provide valuable feedback to the workshop presenters about the success of activities, and give helpful teaching advice.
Western Regional Mathematics Conference March 21, 2002 and problems be used to motivate and teach? of geometry through handson activitiesdeveloped using the Western Illinois University Easy calculus Concepts-Even http://www.wiu.edu/users/mimath/events/conf-2002.html
High School Math calculus@Internet Find pre-calculus, calculus, graphing calculator Lesson plans andactivities are available for free. web page designed to teach young and old http://members.tripod.com/exworthy/himath.htm
Extractions: Middle/ High School Math Teaching Resources Algebra /and Graphing Geometry/Tesselations Living Skill Math Math-Link Collections ... Puzzles and Games S taff Dev. Lessons Links Teach Res ... Web Eval Teaching Resources Authentic Assessment in Mathematics - This site collects and organizes available Internet resources on Authentic Mathematical Assessment, applicable to Secondary Schools. Math Mini-lessons - Middle school teachers can find links to real world lessons. Welcome to Zona Land Using Java programming, Ray Tracing and VRML (a virtual reality language), this site creates tools and lessons to help students fully grasp major concepts in Algebra, Geometry, and Physics. This is an awesome site. Math Teacher Link - Organized by math topic this site has great tutorials and activities for high school level teachers who want to expand their math teaching skills. ExploreMath - Teachers planning upper level lessons will use these "shockwave" demonstrations that explain many mathematical concepts. Wachowicz's Web World of Finance - High School students and teachers will find the book entitled "Fundamentals of Finance", PowerPoint presentations, quizzes and tests, spreadsheet templates, and lots more.
PMSchoolhouse Saxon Phonics phonics and spelling rules. Progressively difficult alphabetizing activitiesteach dictionary skills. Cumulative assessments occur at http://www.pmschoolhouse.com/pages/saxonphonics.htm
Extractions: SAXON PHONICS COURSE DESCRIPTION Phonics K, First Edition Phonics K begins by working with auditory discrimination skills to assess children's phonemic awareness that is, their cognizance of the different sounds of the English language. Phonemic awareness indicates that children are ready to learn to read. When they are ready, the parent begins to introduce each letter individually. In order to allow plenty of time for exposure, one week is devoted to the introduction of each letter. Phonics K students will: learn the sound, name, and written form of each letter review daily all previously taught letters to ensure sufficient exposure to and mastery of each letter create words by blending sounds spell by unblending sounds never be asked to read or write sounds that have not been taught be assessed regularly to monitor progress participate in games and activities that motivate, reinforce, and remediate.
