Resources to mark the 100th day of school with math activities. Challenge students to generate 100 different ways to represent the number 100. Students will easily generate 99 + 1 and 50 + 50, but encourage them to think out of the box. Challenge them to include examples from all of the NCTM Standards strands: number sense, numerical operations, geometry, measurement, algebra, patterns, data analysis, probability, discrete math, Create a class list to record the best entries. Some teachers write 100 in big bubble numeral style and then record the entries inside the numerals.

The day-to-day collaboration between the researchers in Public Health and Biostatistics at the School reveals unified topics that cut across many applications. This series of presentations introduces the topics that show empirically to be most important in these collaborations; and emphasizes concepts over details, through recent applications in Public Health.

Covers the basics of R software and the key capabilities of the Bioconductor project (a widely used open source and open development software project for the analysis and comprehension of data arising from high-throughput experimentation in genomics and molecular biology and rooted in the open source statistical computing environment R), including importation and preprocessing of high-throughput data from microarrays and other platforms. Also introduces statistical concepts and tools necessary to interpret and critically evaluate the bioinformatics and computational biology literature. Includes an overview of of preprocessing and normalization, statistical inference, multiple comparison corrections, Bayesian Inference in the context of multiple comparisons, clustering, and classification/machine learning.

This course addresses the challenges of defining a relationship between exposure to environmental chemicals and human disease. Course topics include epidemiological approaches to understanding disease causation; biostatistical methods; evaluation of human exposure to chemicals, and their internal distribution, metabolism, reactions with cellular components, and biological effects; and qualitative and quantitative health risk assessment methods used in the U.S. as bases for regulatory decision-making. Throughout the term, students consider case studies of local and national interest.

This is a collection of teaching materials for teaching students about public health and epidemiology. Materials focus on principles and practices of epidemiology, including the scientific method of inquiry, biostatistics, and outbreak investigation. Exercises allow students to use what they've learned to solve real outbreaks.

This workshop is a continuation of a dialogue on training teaching assistants that began as a major workshop in Lincoln (1999, ABLE Proceedings Vol. 21) and continued at Clemson (2000, ABLE Proceedings Vol. 22). This year we focused on training TAs to grade more consistently by comparing the use of holistic and numeric rubrics for grading papers.

This course teaches the basic skills needed to critique the medical literature by providing a fundamental understanding of epidemiology and biostatistics. One highlight of the course is the Small Group Session. The small group format provides one with an excellent opportunity to closely interact with a faculty member by enhancing the concepts taught in the lectures and clarifying questions concerning the lecture material.

First two modules of a two year part-time flexible distance learning course aimed primarily at medical doctors currently practising occupational health.

It includes a residential block release component which consists of between 3 or 4 weeks over the two year cycle for practicum. There will be substantial requirements for homework in the form of assignments and project related work, expected self-directed learning and distance communication between students and teachers extending over the two years.

While the course is aimed primarily at medical doctors currently practicing occupational health, it is also suited to selected graduates with appropriate University qualifications in relevant health sciences, as long as these individuals are currently practicing professionally in an occupational health setting.(/br> There are 8 modules (the two included here cover Occupational Hygiene and Epidemiology & Biostatistics). Each module has a theme around which the inputs are organised. Teaching inputs are intended to be non-didactic, and to allow student participation wherever possible. Candidates are expected to undertake substantial homework preparation and activities as well as self-directed learning. They will be expected to read widely and intensively around topics, and to provide teaching inputs themselves either directly or by way of specially structured interactive debates and role-play simulations. The content of these activities will include critical appraisal of the occupational health literature, project work, presentations by students as well as epidemiological, bio statistical, toxicological and occupational clinical assignments.

First two modules of a two year part-time flexible distance learning course aimed primarily at medical doctors currently practising occupational health. It includes a residential block release component which consists of between 3 or 4 weeks over the two year cycle for practicum. There will be substantial requirements for homework in the form of assignments and project related work, expected self-directed learning and distance communication between students and teachers extending over the two years.While the course is aimed primarily at medical doctors currently practicing occupational health, it is also suited to selected graduates with appropriate University qualifications in relevant health sciences, as long as these individuals are currently practicing professionally in an occupational health setting. There are 8 modules (the two included here cover Occupational Hygiene and Epidemiology and Biostatistics). Each module has a theme around which the inputs are organised. Teaching inputs are intended to be non-didactic, and to allow student participation wherever possible. Candidates are expected to undertake substantial homework preparation and activities as well as self-directed learning. They will be expected to read widely and intensively around topics, and to provide teaching inputs themselves either directly or by way of specially structured interactive debates and role-play simulations. The content of these activities will include critical appraisal of the occupational health literature, project work, presentations by students as well as epidemiological, bio statistical, toxicological and occupational clinical assignments.

It includes a residential block release component which consists of between 3 or 4 weeks over the two year cycle for practicum. There will be substantial requirements for homework in the form of assignments and project related work, expected self-directed learning and distance communication between students and teachers extending over the two years. While the course is aimed primarily at medical doctors currently practicing occupational health, it is also suited to selected graduates with appropriate University qualifications in relevant health sciences, as long as these individuals are currently practicing professionally in an occupational health setting. There are 8 modules (the two included here cover Occupational Hygiene and Epidemiology & Biostatistics). Each module has a theme around which the inputs are organised. Teaching inputs are intended to be non-didactic, and to allow student participation wherever possible. Candidates are expected to undertake substantial homework preparation and activities as well as self-directed learning. They will be expected to read widely and intensively around topics, and to provide teaching inputs themselves either directly or by way of specially structured interactive debates and role-play simulations. The content of these activities will include critical appraisal of the occupational health literature, project work, presentations by students as well as epidemiological, bio statistical, toxicological and occupational clinical assignments.

This workshop demonstrates on-line use of the national electronic bulletin board, complete with electronic mail started in 1987 by the National Association of Biology Teachers. Once on-line, 14 special interest areas are available, such as AP- Biology, magazine and book reviews, ABT Journal, NABT membership services, question and answer forum, software reviews, and swap/sale of used equipment. Also available for downloading onto your computer are extensive files of labs, graphics, and handouts. Discussions of this and other databases will emphasize the power of these new professional communication tools. Note: This workshop is not included in the published proceedings volume because it was not submitted by the author.

Presents quantitative approaches to theory construction in the context of multiple response variables, with models for both continuous and categorical data. Topics include the statistical basis for causal inference; principles of path analysis; linear structural equation analysis incorporating measurement models; latent class regression; and analysis of panel data with observed and latent variable models. Draws examples from the social sciences, including the status attainment approach to intergenerational mobility, behavior genetics models of disease and environment, consumer satisfaction, functional impairment and disability, and quality of life.