Fourth Grade Science Fair Projects

Fourth Grade Science Fair Projects-Maths Practice

Fourth grade students are very energetic and their span of attention or attention is very small. Above that, they want to observe, infer, predict and classify anything taught on science. learning by doing is a good thought and it registers in their young minds and they can never go wrong in their examinations. For this, a lot of schools conduct fourth grade science fair. Here, all the fourth grade science fair projects will be displayed.

Maths Practice

The children illustrate their fourth grade science fair projects, while the others watch these projects and learn. Teaching them in a play way method is very effective. Here are few fourth grade science fair projects for this age group.

Salt increases the density of water. Add four to five tablespoons of salt in a glass of water stir it nicely and float an egg. Also add microscopic more luke-warm fresh water and check, the egg will float in-between the salt and the water. Try using sugar or flour in the water the egg will sink.

Which water is good for plants can be made as a task by choosing a pot with some seeds; one pot can be watered with tap water, the other pot to be watered with only rain water. Check the growth for seven weeks; the rain water watered pot is better.

Will plants grow with a liquid other than water can be done in an productive task by choosing four pots, Water the first pot with water, second one with vinegar, third one with orange juice and fourth one with milk. The succeed is the one with water grows the maximum, the one with vinegar dies as it is an acid, the one with orange juice and milk also grows but nowhere near as much as the pure source.

A fourth grade science fair task to test which environment is best for plants. Take three pots, one with sand, one with soil, and one with gravel and put few seeds in each pot, wet them at quarterly intervals and make a graph, the seeds in the soil grew the maximum.

Classification of mammals -- Mammals are found every where. Polar bears in cold areas, camels in hot areas, moles live under the ground, bats live in caves and flies in the air and dolphins live in oceans. Fur and fat help them to protect themselves in cold regions and they sweat and pant to issue their extra heat. A fourth grade science fair task can be made by cutting and pasting picture of mammals and their place of rest.

Sunflower house project: On the ground draw a quadrilateral and plant sunflower seeds leaving adequate space in the middle of two seeds all in the perimeter of the square, but don't forget to leave a microscopic space in the front side for the door. Once the sunflower plants grow one inch, plant bean seeds colse to each sunflower plant. As they grow the beans will climb up the sunflower stalks and originate a extraordinary playhouse for the children. In this way they learn the characteristics of creepers, flower plants, trees, shrubs etc.

Excellent features of sunflowers are we can get oil, easy to grow and a good bird feeder, Make a sun and a flower and label its uses.

Life cycle of a butterfly - egg, caterpillar, cocoon and then a gorgeous butterfly can be made live in your garden.

A Bird house can be made in wood, to encourage birds to come and live. examine the birds and their habits.

Instincts can be taught in a task form by showing baby birds open their mouth for food, baby turtles know to go to the sea when their eggs hatch.

Children at this age group should be given simpler fourth grade science fair projects to keep them occupied. Once they are busy and disciplined, teachers job become easier to make them learn and enjoy schooling.

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Right Brain, Left Brain

Right Brain, Left Brain-Maths Practice Questions

The right brain controls the left side of the body and the left brain controls the right side of the body. The right brain is the more creative or emotional hemisphere and the left brain is the analytical and judgmental hemisphere. whatever that is new or not familiar to an individual is right brain dominant. whatever that is familiar is left brain dominant.

Maths Practice Questions

Along with right and left brain there are separate parts of the brain. The frontal lobe controls your personality, the temporal lobe deals with short and long term memory, the parietal lobe is the lobe of the hand, and the occipital lobe, the very back part of the head, controls vision.

There are exact activities that may stimulate the right or left brain.

Activities that stimulate the left brain are solving crossword or word crusade puzzles, carrying out of learned tasks, language usage, both ample and expressive, analytical information, problem solving, and recalling new information. Geometric or spatial memory, hand gestures, writing one's name, classifications of pictures or words into categories, recalling involved narratives, recognizing person you have met, and name recognition are also all left brain activities.

Activities that stimulate the right brain are emotional issues, the creative process, recalling memorized lists, any unfamiliar event or activity, and holding the attention span. looking or feeling separate sizes, looking separate colors, attention exercises spirited timing, looking unfamiliar faces, and meeting person new also stimulate the right brain..

You are not dead until your brain is dead. Your brain needs two things to survive: fuel and activation. Fuel comes in the form of oxygen and glucose. Glucose comes from the food you eat, and oxygen comes from the air you breathe. The general inspiration/expiration ratio should be exhalation twice as long as inhalation. That is to say - breathe out twice as long as you breathe in.

There are also exact medicine modalities that a clinician may apply to growth function or activation of the right or left brain. One example is big letters made up of small letters. If you look at the small letters you will fire right cerebellum to left brain. If you look at the big letters you will fire left cerebellum to right brain.

Auditory stimulation (listening to nature sounds, clicks of a metronome, or Mozart in a major key) in the left ear comes up straight through the brain stem over to the right brain and vice versa for the right ear.

Visual stimulation from the left side in a checkerboard pattern using separate colors comes up straight through the optic pathway to the brain stem and up to the right brain. The T.E.N.S. Unit set at subthreshold stimulates large diameter nerves which fire up to the cerebellum and to the opposite brain.

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Tornado Science Fair Projects

Tornado Science Fair Projects-Maths Practice

Creating a tornado science fair scheme has been quite favorite at science fairs. Of course, it isn't inherent to originate a life-sized tornado for distinct reasons! However, miniaturized versions may be created using easy models like the one about to be demonstrated. It is to be remembered that proportions matter a lot, while creating the models. Therefore, these exact proportions need to be followed. The following is perhaps the simplest tornado science fair scheme that can be made with daily household materials. This experiment demonstrates the formation of the eye of the tornado - the central zone of calmness known as the vortex - within lowly bottles.

Maths Practice

The tornado science fair scheme requires easy ingredients:
- Two large bottles - the larger the better. Soft drink bottles made of plastic are recommended.
- Water colored using food coloring. The lighter the color is, great the demonstration will be. Glitter dust or confetti effect in a dazzling display.
- A drill.
- Duct tape and silicon caulking.
- A steadily spinning surface, an old article player if possible.

The apparatus can be set up quite easily. The first step of tornado science fair scheme is to make half-inch wide holes at the center of the caps. These caps may then be joined together using the silicon caulking, retention the holes connected. The bottles may be filled with the colored water now. The second step of the tornado science fair scheme is to attach each end of this double cap to each bottle. Finally, the two caps may be firmly fastened using the duct tape. The whole apparatus takes a shape and form similar to that of an hourglass.

Now, the whole apparatus of the tornado science fair scheme may be settled upside down, the bottle with the water being at the top, on the spinning surface. It will be observed that as the water gently drains out to the lower bottle, a vortex is formed in the midst of the spinning water. This vortex is similar to the buildings of the vortex formed inside a tornado.

Precautions to be taken while this tornado science fair scheme are few, but important. The joints must be made perfectly airtight, so that there is no leakage of water and air bubbles don't enter the bottles. Moreover, the spinning covering must have a steady motion. Otherwise, the whole rhythm of the tornado would be disrupted. The steps are few; however, are leading in a tornado science fair project.

The project, as it stands, is a very simple, elegant, and elementary science fair scheme that judges see all of the time. What you must do in order to stand out is to make this scheme a little bit dissimilar than every person else's science fair project. The fact is, with a scheme like this, you won't get a actually stunning A+ grade plainly because this scheme didn't involve too much personel thinking. However, by taking this model as a start and exploring some connected view or by finding at some specific aspect of the model, you can actually earn a amazing grade, and maybe even win the science fair with this easy tornado science fair project.

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An Obstacle policy for a Child corporeal performance

An Obstacle policy for a Child corporeal performance-Maths Practice

Setting up an obstacle policy is a spectacular, child corporeal activity. Children get lots of exercise while having fun. An obstacle policy can be set up with items you may already have. commonly an obstacle policy is set up outdoors, but can be a spectacular, indoor action when the weather is bad.

Maths Practice

To set up an obstacle course, think of terms such as jump, hop, crawl under, climb over, walk along, go right or go left. A child corporeal action includes practicing gross motor skills, equilibrium and coordination. Plan out the policy by listing the skills you want the children to practice. Eight to ten stations is a good number for school age children.

• Use a ladder flat on the ground to run through
• Crawl under a table or broom hung in the middle of 2 chairs
• Hop straight through hula hoops set on the ground
• Step over an obstacle such as yardstick in the middle of 2 chairs at knee height
• Walk across equilibrium beam (4"x4" board)
• Weave in and out of poles made with Pvc pipe inserted in sand buckets
• Squeeze straight through 2 objects located close so child walks sideways
• Throw ball into wastebasket
• Carry an object on a spoon (water balloon outdoors, small ball indoors)
• Jump or skip 5 times with jump rope
• Bounce or dribble ball to next center (at least 5 times)

You can adjust this child corporeal action to fit the ages, abilities and number of children in your group. Make the obstacle policy straightforward at first and gradually increase the difficulty of each station.

If you want, time the kids to see how fast they can unblemished the course. description their private times and see if they can practice to improve their own times. Make certificates of accomplishment and completion of this child corporeal activity; the obstacle course.

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How to Overcome a frailness

All citizen like to view themselves in a inevitable light. No one likes to be thought about a failure or a lesser
human being. But everyone has weaknesses. Most of the time citizen tend to ignore their infirmity and focus on showcasing their inevitable attributes. There is nothing wrong with showing your inevitable attributes but you can't ignore your weaknesses.

When citizen ignore the things that they are bad at, it tends to come back on them later in life. Let's make an example of this situation. Some citizen are exquisite writers. But when it comes to talking to people, in a face to face situation, they are a walking, talking disaster. Transportation is a revered and requisite skill. One can never expect to get straight through life without the capability to delineate a point verbally. As human beings, our involved Transportation skills put us far beyond any other animal. Because human beings can delineate math, history, science, sociology and a wealth of other subjects many things never get lost. We can make improvements in our society sheerly straight through the Transportation of thoughts and principles. When we ignore a skill / infirmity we deprive ourselves and one an additional one of gains that can be made straight through our own private improvement.

Overcoming a infirmity is very much akin to getting in shape. You have to work at it to come to be stronger. If you aren't good at something, make it a point to do what it takes to figure out how to enhance your weakness. Go to Barnes and Nobles. Look for books that comprise subject matter that focus on your weakness. Seek out web pages of citizen who are experts in the field which you are trying to enhance in. All in all though, the most way to enhance your infirmity is just to jump in and try what you are bad at. Practice it. You will come to be better. That's only human nature. The more you work at it the great you will get at it.

How Does Play Help Children's Development?

In this narrative I will introduce my personal definition of play, but acknowledge that play is basically indefinable because it is so vast and variable. I seek free flow play and the obstacles to play, and the purpose and value of play. I seek one small group of students working definition of play as a developmental tool that helps children originate holistically and other aspects of our definition, ie a developmental journey, play being accessible to all, and the aspect of fun and enjoyment in play. Alongside this, this narrative examines structured and unstructured play, including theorists views and I comprise some of my own observations and seek the play article in them.

Before I increase on group's definition of play, I would like to state my own theory about play, and illustrate what I mean stressing again, that play is basically indefinable because of its flexible and vast nature.

My theory is that play is fluid. It can take many forms, have many meanings, express itself in many ways, but it cannot be contained in a box or shape and labelled as 'play'. If play is taken out of one context and into another it changes its shape and purpose, and the way it moves and performs. All of it is play in its many facets, and all of it is of equal value, because it meets the differing needs of the child at the time it is being played.

Play is fluid so therefore cannot be defined purely as one aspect or another, and as water is fluid, so is play - it changes its shape to its environment, circumstances and players, taking on dissimilar forms, expressions and meanings to the players concerned. It has intrinsic meaning to the children and may change direction at any moment, agreeing to the children's needs and personality etc. Bruce verifies that play is like fluid and free-flowing,

She stated: "the whole point about play is that it cannot be pinned down. It flows. It is on the move." (Bruce 2004:154)

Free-flowing play can be dinky by obstacles such as time, adults, relationships, routines, outcomes, interferences, circumstances, environment, or disability, and may not flow in the natural direction a child may wish to take it if dinky by any of the above obstacles. However, because play is fluid, it can continue where it was left, or be restarted and flow in entirely dissimilar direction if obstacles do not restrict play.

Props may be used during free flow play which then takes on a symbolic characteristic, and children may engage in role play or socio-dramatic, plus rough and tumble, all rolled up into one, manufacture it difficult to untangle and define! Children do not need adults to direct free-flow or fluid play, only to keep them safe from harming themselves or harming others. This may be viewed as an obstacle by children (and so it is) but as long as adults are not being 'over-protective' or 'over-restrictive' and children understand the need for security rules (they tend to like rules in play anyway!) then the

obstacle or interruption is only a temporary obstacle, that children can overcome and move one, because their play is flexible and fluid.

The purpose or value of play, as mentioned is intrinsic to the child and players and appears to be part of children's developmental journey. Bruce (2004:149) describes play as a process with no sufficient end. Play helps children originate in a holistic way, developing their public interactions, language skills, co-operation, insight of how the world works, and personal, public and emotional development. Play is a tool that brings knowledge and experiences together. Vygotsky viewed play as a vehicle (or tool) for public interaction. Bruner believed roleplay was a vehicle (or tool) for studying about society's rules and conventions. Piaget believed play unifies children's experiences, knowledge and experience. Frobel, Steiner, and Issacs were the biggest advocates of holistic development. Frobel believed studying and improvement is holistic, absorbing the child, other adults and the environment, and that childhood is a stage in it's own right. Steiner based his theory on Frobels and advanced a programme involving

play. Issacs believed play was central to the allembracing improvement of the child.

Play is as an leading of children's developmental journey - it becomes a tool by which children learn to originate in a holistic manner, it enables them to understand themselves, other people, their society and the world nearby them. Play also enables children to act out experiences, past and present, and enter into fantasy worlds. Bruner believed that play is process-led rather than task orientated, but also believed it prepares children for adulthood. (Fisher 1996:97) We are all on a lifelong journey and the journey, and the journey for me may be dissimilar to your journey. We may start at the same place, but go in dissimilar directions, and we may meet again but be dissimilar people, because life (and play, as part of that process) shapes the habitancy and character we become. The journey of developing and studying is a long, slow, and ongoing process throughout life - a developmental journey which starts at birth and finishes at death, and play in its many fluid forms, becomes part of the process.

If play is structured, directed or initiated by adults, play takes on a dissimilar role. If play has a goal, target or outcome for a child to achieve, often children do not view this type of play as play, but as work.... They view

work as teacher-directed and play as choice, sitting down as working, and being active as playing (Wood & Attfield, 2005:17). However, a divide between play and work cannot beyond doubt be made. Children learn in and straight through play, whether it is teacher initiated or child initiated. Frobel, Steiner, Issacs, Piaget believed play should not be directed. Miss Boyce believed in a mixed approach, including free flow play and a more structured timetable for teacher-directed sessions. Montessori, demonstrated skills to children and did not believe in freeplay. Brunner saw play as a process but also believed adults need to scaffold children's experiences in order to help them develop to the next stage, as did Vygotsky, who advocated adults working alongside children to build on / scaffold their insight to move them onto the next stage. McMillian also believed in a structured environment that was planned to hold children's needs, and which integrated subjects such as maths, science and literacy.

Whether play is adult led or child led, children will learn many skills straight through play such as; co-operation, negotiation, other people's views, public skills, language skills, fine and gross motor skills may improve and other skills may

be mastered, reasoning and cognitive skills are used and improved, so therefore children will learn straight through play whether there is an intended outcome or not! My own observations of children's play confirmed this. Children learned straight through many dissimilar types of play, structured and unstructured. Structured play helped children originate more in the cognitive realm whereas unstructured play helped children originate more in the creative, language, bodily and personal/social realm.

If they do meet the outcomes (which they should do if the resources, processes and intensions are aimed at the right level...) then this is an added bonus! If planned and resourced correctly by practitioners, play can help children meet targets within the Foundation Stage or Key stage 1, surface all aspects of the curriculum from Personal, public and emotional improvement straight through to creative development.

Adults can improve the ability of children's play by providing a rich collection of resources, and well planned structured play, indoors and out, needs sensitive scaffolding for children to develop or learn new skills and knowledge. Adults also need to provide abundance of free flow play, and time

to perfect tasks. If adults aim to intervene as dinky as potential in free play, this will provide a good outcome for children.

In structured play the teacher/adult has used play as a 'tool' (others call it a vehicle or medium) but may not be viewed as play in its purest form. Play cannot be categorized into 'play' or 'not play' (because play is fluid and takes many forms) but may be good defined as 'more pure play' or 'less pure play'' (Wood & Attfield 2005:4-5) Wood and Attfield supplementary define pure play as unstructured, active, fun, a process, pretend, child invented and child-choosen. Linden states, "Circumstances can preclude or restrict play. Constraints may be located by adults or the environment limits children's experiences. Alternatively, developmental problems, disability or illness can shape the possibilities for children." Play may be hampered (children may have obstacles to play) if they have any form of disability or cultural, language, public or economic differences. Children (like adults) tend to be exclusive, uncertain about things or habitancy they don't understand or are not like them, unless they are informed/educated that all children have an equal right to play and should be granted passage and opportunities to play.

Children need adults to be good role models demonstrating equality by provision and adaptability to children's needs. Children need adults to provide dissimilar types of play or dissimilar ways of playing, so that children can passage it. Some children may need more adult hold to passage play, especially if there is some form of disability or involved needs. These children may passage play differently, but all children have the same right to originate in a holistic way that all children do. All children need the 'tool' of play for their own development; because play is fluid, the way the tool is used may be different.

I observed a young boy (of about 8 years old) and other children aged between 6-10 years in a public club setting. All the children, except the dinky boy of 8, were engaged in locomotive play. They were chasing, tickling, rolling, dancing etc throughout the night, generally in small groups of children. The play looked chaotic but was not out of place in the setting. The adults observed this play and did not intervene. The children appeared

to have no purpose or intension but to enjoy themselves, and the value to them was in participating in the fun, manufacture up games and dances, enjoying public activities together and passing time in an enjoyable way.

The other dinky boy of 8 however, did not join in any of the play, he merely acknowledged the other children. Instead of playing with the other children, this dinky boy stood in front of the band that was performing, and appeared to be conducting them (using a toy), virtually all night. He was engrossed in his play/work. Later on when the band had a break, he circled nearby the

hall floor, (walking on his toes) manufacture 'car-like' movements. At this point the boy may have been involved in role play. However, his first play was very difficult to understand (possibly role play or practice play?) This dinky boy appeared to have extra needs along the line of Asperger's syndrome (noted from old study and personal experience) I suspected Asperger's syndrome because he did not present with the other children, experience them, play alongside them, or join in their play. When they came near him once during locomotive play, he illustrated repelled / moved himself clearly out of their way. He couldn't or didn't passage any type of social, co-operative or

parallel play, but favorite his own solitary operation and the type of play he engaged in was repetitive. Although his play didn't make sense to me, it was meaningful to him. He appeared to believe he was truly directing the band (though they ignored him and continued their performance) any way he was engrossed in roleplay or practice play and appeared to enjoy what he was doing. His play was intrinsically critical to him and he had as much right to play in this way as the other children had to play in their way. Linden Stated "Play stems from children's own perception of the world and how it works... Play is a very personal, creative activity... Within children's understanding, their play is meaningful in it connection to non-play reality. (2000:43).

I also observed other types of play in other settings with younger children. The type of play I observed included socio-dramatic (2-3 year olds involved in playing with dolls, prams and accessories, going shopping etc); exploratory play (2-3 year olds exploring playdough and cutters, moulding, shaping, cutting etc); creative play - free painting, mixing paints, manufacture patterns and pictures and epistemic play (2-6 year olds involved in table top games,

including sounds game, snakes & ladders and alphabet jigsaw). The studying processes during these observations was vast, from public skills, co-operation and concentration to language skills, bodily skills, fine motor skills, mathematic skills, creative skills to cognitive skills, being used, extended and enhanced in play to the advantage of the child/ren concerned.

Play however, is not just a tool that enables development, play in itself is fun and has value in itself. Play is as critical to the child as work is to adults. Fisher (96:103) stated "Play has its own intrinsic rewards, it is done easily and voluntary and it is fully enjoyable." If play is self-chosen, self-motivated and directed, then it can only be enjoyable. Theorists such as Lazarus and Garvey hold this view; beyond doubt children would not engage in play so facilely if it were not so! Linden (2001:44) stated, "children play for play's sake. The operation is an end in itself and is not undertaken for an end product."

Conclusion

In this narrative I have stated my theory of play as being fluid, and other aspects or definitions of play and its value in children's development. Included in this are some theorist's views of play, and observations of children's play and what they are gaining from it, noting however, that defining play in all its elements, is very difficult! Play has many facets and functions it is impossible for one or two statements to adequately state what play is or does and many theorists hold differing views, reflecting this difficulty.

Play has become a tool in the Early Years sector and schooling and it is key to insight how children think and feel. It has become clearer to me that play is crucial to children's public and emotional development, and other aspects such as language skills, cognitive skills and insight the world in which they live. It has also become clearer to me that the least amount of time adults intervene in children's play, the better! (Though of course there is a time when structured play is appropriate). Play is enjoyable and motivating and a tool that develops children holistically and plays is fluid in that it fulfils many dissimilar roles that aids children in their developmental journey.

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Can't Do thinking Arithmetic? inspect the 1 hidden That is the Absolute Key to Mastering thinking Maths

So you think you can't do thinking arithmetic?

I understand how you feel. I have a M.Sc. In theoretical Physics but for a long time found that I could not do thinking maths either.

That was until one day when I discovered the hidden that made it inherent for me to do any type of thinking arithmetic.

And it is a hidden that not only opened the door for me, but it will open the door for you too.

Speaking of not being able to do thinking maths, did you know that you are not alone with this problem?

As an ex-high school maths teacher, I found that a lot of my students struggled with thinking arithmetic.

So you no ifs ands or buts are not alone with this problem. But help is at hand...

Tell me, are you tired of needing a calculator, or pen and paper to do the most basic additions or subtractions?

There is a way of doing it all in your head without the need for a calculator, or pen and paper.

Would you like to find out how?

So, what is my secret? It is this ...

Bite size know how.

You are probably wondering what 'bit size know how' means.

It means that there are 2 parts to this secret, which I will now explain:

1. Know how: this means that you need to know how to do it. One major question habitancy have with thinking arithmetic is that they don't know how to do it.

2. Bite size: this means that you need to know how to do it in bite size steps you can cope with. And because we are all different, what is a bite size for me may not be a bit size for you.

Warning: do not underestimate the 2-part hidden above! It is the hidden that will unlock your quality to master thinking maths and astound your friends and your work colleagues.

As an example, let me construe how to add 2 numbers together.

The way to do it is to add the corresponding numbers from left to right.

Let's say we want to add 132 + 214?

Add the hundreds first to get: 1 + 2 = 3

Then add the tens: 3 + 1 = 4

And add the one's to get: 2 + 4 = 6

Now, join the numbers together to get: 346

How easy is that?

Think you can now add 2 numbers together in your head?

Try it: 23 + 12, 312 + 481, 1324 + 8635.

Another way of seeing at the 2-step hidden is...

You can't do thinking maths because you don't know how to do it in straightforward steps you can manage!

Do not underestimate the power of 'bite size know how'.

No Need to Hate Math With Math Software

With the dawning of technology, there is no need to hate Math at school or when practicing at home. With a Math software, children starts to produce their reliance and increase their math skills with simple arithmetic calculations.

Learners practice performing simple calculations, without the aid of a calculator, as well as to produce recognition and recall of answers to math practice problems at a pace that they can cope with confidence.

Other interactive math software programs have a reading and understanding level that is thorough for Grades 3 and up and are valuable tools for students in upper elementary and middle school, who are seeing to build reliance in performing basic math operations quickly.

Most volumes begin with an explanation of basic arithmetic operations namely: addition, subtraction, multiplication, and division. Reference tables are supplied to supply clues for quick reasoning arithmetic and mastery of math facts. When ready to be tested, the student can plump a drill, which has 10 questions and are superior from a database of estimate pairs for calculation. The Basic Level volumes use simple single digit numbers and the interactive math software at the developed Level uses mostly double digit numbers for math practice problems. Each drill is then scored and timed with the results saved. With the test records, students can follow their own progress and adults who may be supervising can monitor progress and correlate if there are any learning issues that need intervention.

Moreover, some math software programs are ready also in distinct languages such as Spanish and French. There are also those with a learning supervision ideas (Lms) that automatically tracks students test scores and provides the teacher with a database to sort and print as needed.

Kindergarten and 1st grade math students will be able to start at the starting with the basic concepts of relative position followed by counting and estimate sequences. Second grade math students and third grade math students will benefit from practicing sequences before piquant on to increasing and subtraction. Fourth grade math students may first report increasing before piquant on to multiplication. While fifth grade math students will report the basics of multiplication before learning the detailed steps of long division. When reaching sixth grade, students will benefit from reviewing the material studied in previous years and supplement with piquant worksheets together with the plan of time, geometry, figural analogies and much more.

The math software is undeniably a valuable tool for discovering a students weaknesses or accomplishments. This bundle is thorough for elementary math students as well as middle school math students, high school math students, who need to learn or re-learn the basics of arithmetic. Many students slip through their early elementary math years with holes in their elementary math education. Older learners will feel the pride of accomplishing math skills they plan they would never learn.

However, this software is not only feasible for young learners but for adults as well, who needs to polish and report again their mathematical skills.

Teachers on their part find the schedule valuable as the math tests are scored and stored by the computer for estimation of progress. The process is also simple because after taking the test, a personalized score sheet is printed along with an estimation of topics requiring additional study. The student can then return to the body of the schedule and practice those sections which were identified as weak areas. The use of the tests is flexible as the student may take Test A as a pre test and Test B as a post test or Test A may be used for one student and Test B for another.

As a whole, a math software is a modern blessing for both learners and teachers who would enjoy learning the numbers instead of dreading them.

Christmas Math Activities

Christmas math activities are an ideal classroom treat during the time prominent up to Christmas. However there are many Christmas math activities that are also ideal for home. These Christmas activities with a focus on math are an ideal way to make math practice fun and to get kids no ifs ands or buts enthusiastic about math.

Try these Christmas math activities with the kids and you are sure to have them begging for more.

Christmas Counting
This is a version of the counting game Buzz. For the Christmas version, you just need to replace the word 'buzz' with a Christmas word. You could use the word 'Santa' or the word 'reindeer' instead of 'buzz'. To play the game, the children count nearby the group with each someone taking a turn to say a number. When they get to the amount 7, any manifold of 7 or any amount containing a digit 7, they simply say 'Santa' instead of saying the number. If a player says the amount instead of saying 'Santa' they are out. The counting will go like this, '1, 2, 3, 4, 5, 6, Santa, 8, 9, 10, 11, 12, 13, Santa.

The aim of the game is to count as far as potential with no one production a mistake or it can be played as an elimination game with the last someone left in the game being the winner. It can also be played using a distinct amount as the 'Santa' number. Try it with the amount 5 for an easier version of the game or try it with 8 or 9 for a more difficult version.

Santa's Sleigh
This Christmas math operation is ideal for practicing any basic math skills that you choose. You will need a photograph of a sleigh and pictures of 8 reindeer for each player or team. The children can be complicated in drawing the reindeer pictures and might like to name each reindeer also. The object of the game is to be the first player or team to add the 8 reindeer in front of Santa's sleigh.

Two players or teams compete to be the first to riposte the question. You could use basic expanding facts for the game or more complicated calculations intelligent decimal numbers or percentages. The first player to riposte correctly wins a reindeer to add in front of their sleigh. The reindeer can be taped or pinned onto the sleigh. The first player or team with eight reindeer is the winner.

There are many, many distinct ways to give your math practice a Christmas flavor. Use the Christmas math activities above to make math more intelligent but also think some other educational Christmas activities. Try some Christmas word puzzles like a Christmas 'Word Find' or play a game of Christmas hangman with Christmas words. You could also try a game of Christmas bingo using Christmas words. Hope these ideas help to make Christmas more fun for the kids. Merry Christmas!

How To prepare For the Gre With Math Games

As we get toward that time of year when college and graduate school applications are due (November through January - did you forget?), many people's attentiveness grudgingly turns towards the requisite evil of the standardized test. For adults hoping to go to graduate school, it is an especially nerve-wracking time. I have tried to help my students alleviate some of that angst and make the work a slight more fun by suggesting to them the use of vocabulary and math games to build those skills.

There are three customary challenges that must be faced when taking the standardized tests (Sat, Gre and Gmat) that is a step toward garnering entry into college and most graduate and Mba programs-

- problem solving skills: the quality to look take in data and use it in the most effective manner to reply a specific question;
- game play skills: understanding rules and situational structure and using those to your benefit rather than as a limitation; and
- basic math and language skills - calculation, arithmetic, geometry, algebra, vocabulary, grammar, and reading for normal meaning.

Even though most test-takers focus on the math and language skills as the customary challenge that they must face in taking tests, the first two challenges can as a matter of fact be the most difficult to overcome. School systems prior to the 1990s did not teach cross-curricular qoute solving skills and, few population think of the strategy of game play unless they have played timed chess or other strategy games. Interestingly enough, sports games commonly encompass these latter two challenges and sometimes all three when you take into catalogue statistical analysis, but development the conceptual cross-over from football to the Gre is not an easy one for most people.

Most of the math and language skills that are needed to excel on tests were, at some point, learned in the test-takers academic or business career. By the time that an adult has been through four years of college and then spent some unspecified number of time in the workplace, these "basic" skills are rusty. Many students confuse this rustiness with an inability to accomplish or a lack of knowledge. Generally, a bit of refresh and practice is sufficient to grease those joints.

I have found that one great way to simultaneously sharpen all of these skills and to get ready students for these tests are with vocabulary-building and math games.

This includes:

o card games,
o board games,
o computer games,
o mobile applications for the

o iPhone,
o blackberry

Effectively, games can mimic the challenges faced in these testing situations and they are fun, so the student gets to practice without the pressure of performance. This is important to help alleviate "test anxiety" which can also be a huge factor in poor test performance.

So, continue with the preparing books, the classes, and the tutoring. These are all effective means of preparing for tests. But, for a slight fun and studying in the mix, go out and find a concentrate of vocabulary and math games that you enjoy, especially those online and iPhone application games that you can play anywhere. All work and no play does not finally get Jane or John into the graduate school of choice.

The Sat Math Test - Why A Tutor Is a Good Idea

Are you as prepared as you need to be to take the Math 2 Sat subject test? If you're planning on taking your Sat math test in the near future, then you'll want to do everything in your power to get the best results. Your Sat math score could mean the distinction in the middle of getting into the right school and following your dream work or ending up with your second choice. The following information will help you shape out what you need to do to get the best results on your Math 2 Sat subject test so keep reading...

Why is the Math 2 Sat subject Test So Important?

Many students get nervous just reasoning about taking their Math 2 Sat subject test. It appears to be the one part of the Sat test that makes students the most terrified. It's not that every part of the Sat isn't important, because they all are. Your Sat score can conclude which college you end up attending. And everybody knows that the college you attend has a big impact on your future. But for some speculate the math measure of the Sat makes test-takers even more nervous than the rest.

For a lot of students, this is because Math requires a ton of memorization of rules, vocabulary, and formulas. Even one tiny mistake will effect in a wrong acknowledge and a lower Math Sat score. Even those of us who tend to do great in a math policy may suffer anxiety when it comes to taking a test like the Math 2 Sat subject test because so much is riding on each answer. Still, it's prominent to do your best on test day as your score will influence your future so drastically.

How to Get a Great Score on the Sat Math

Most students want to know how they can perform better on their Math 2 Sat subject test without having to spend a ton of money on practice books and tests and without having to attend a structured Sat class that interferes with their daily schedule.

Many students have had overwhelming results on their Sat tests after working intimately with tutors. A pro Math Sat tutor can help you understand complex math formulas you've never verily been able to grasp before. The best tutor will work with you straight through numerous problems, providing you with complicated examples to ensure you truly grasp the concepts.

The downside of hiring a pro Math tutor is that it might be difficult to find a tutor to meet with face to face who will be willing to go straight through countless revisions without charging you an arm and a leg.

However, there are some verily good video tutoring systems available that give you the palpate of working with a tutor without the high cost. The advantage of having your own video tutor range stored safely on your computer is that you can view the assorted subject videos time after time until it makes sense to you. After all, repetition is one of the best ways of learning something. With good potential videos, you can pause to experiment, rewind to impart a specific section and drill down to exactly where you feel you need the help the most .

Just remember, when it comes to doing well on your Math 2 Sat subject test, the most prominent thing is to get ready as much as possible. That way, when it's time to take the test, you'll be distinct and relaxed and ready to get that high score.

Math Is Not Hard!

As a math tutor for 15 years, I have tutored hundreds of students from all the grade levels. I found most of the students were not comfortable with mathematics. More than 80% of them said, "the mathematics is very hard." Why do most of the students find mathematics a hard branch and try to avoid it?

The answer for the above request is inexpressive in a straightforward example. I always give the example of stairs to my students, and giving the same example in this article. I correlate the steps of a staircase to the concepts in mathematics. As this is very hard to reach higher floors of a construction without stairs (or elevators these days), same way learn higher concepts in mathematics without learning basic concepts is very hard.

People have to start from the ground, then first step, second, third and so on to reach their destination floor. Exactly the same way students have to start from Kindergarten, then grade one, grade two and three and so on to reach their math destination. Also, if some of the steps are broken in the staircase, it is still hard to reach the desired floor using those steps. Same way, if you are missing some of the basic concepts from elementary grades, math for you is still hard.

Now, the kindergarten, first grade and second grade are like first concentrate of the steps of the stairs. You can learn this level of math easily, as you can jump sufficient to take yourself to second or third step of the stairs easily. As it is very hard to reach sixth or seventh step of a stairs by jumping from the ground, exactly the same way to learn grade five or higher grade math is very hard (or impossible) without having the good knowledge of the kindergarten to grade three or grade four math.

Now, reconsider one someone is jumping on the ground to reach the third floor of a building. Can this someone make it? Never, if he is not Spiderman. For this person, to reach the third floor by jumping is impossible or very hard and finally he gave up saying that it was very hard to reach third floor.

But an additional one someone used the stairs to reach the same floor. This someone found it very easy and reach there with microscopic effort. correlate this someone to a trainee who knows all the basic concepts learned in elementary grades. To learn grade six or grade seven math for this trainee will be easy. But there is an additional one trainee in grade six and doesn't know the lower grade math concepts such as, times tables, factors or number system. This trainee is in the same situation as the person, who is jumping to reach third floor from the ground level.

From the example it is very clear that mathematics in each grade have the same importance. So, you need to be focused on math in all the grades on all the basic concepts. Ask your teachers lots of questions. Keep request until you are not clear about the concepts or topics you are working on.

Each grade act as a step in the whole staircase to the mathematics high-rise building. Performing poor in math in any grade is like breaking some steps in the whole staircase. As broken steps make the whole staircase risky or scary to use in the future, incomplete math competencies in lower grades make math very hard in the high school.

So, what it takes to be smart in mathematics? My answer is; stay focused on math in each and every level of your studies. Participate in your class math practice sessions. Ask your trainer lots of questions until you are not clear about any concept. Mathematics is a branch of solving the problems on paper by hand rather than only to read them. As in case of collective Studies taking more readings make you smart, in math practicing lots of problems and solving them by hand makes you smart.

To practice mathematics, math workbooks are the good source. You learn a idea in a workbook, then in the same booklet there are more problems on the same idea for practice. an additional one good method to practice mathematical concepts is using math worksheets and you can print math worksheets free of charge from the web.

Finally, selection is yours. You can select the jumping method to reach your math destination or you can use right and proven path to reach your math destination.

The right and proven path to math destination has the following steps:

* Start learning math as soon as you start your kindergarten

* Focus in your math classes and listen to your teacher

* Ask your trainer lots of request until you are not clear about the concept, you are learning

* Practice, practice and practice. For this you can use math worksheets or math workbooks.

If you take the proven path, one day you might say, "Math is not hard."

How to Study Math and Physics Effectively

At school I was useless at math. So was Albert Einstein I believe. Many years after leaving school I enrolled in a length studying policy at a university for a diploma in datametrics. I did well in all the computer courses, but I had to do a module in physics as well. I went to write the exam and managed to get a magnificent 38%.

The University allowed me to rewrite a further exam, and I had two months to get myself sorted out. I had already learnt the work with all my heart. What more could I do?

Two months later I rewrote the exam, and passed with a mark of 88% ! This enabled me to pass the Diploma cum laude, with distinction.

So, how did I do that?

Well, I discovered a hidden to studying subjects that involve figures, numerical problems and the like. The hidden is simple: practice.

The text book I was working out of had the answers to all the problems at the back of the book. So I tried to do the sums without seeing at the answer. Then I would check. If the answer was wrong, I would try again, using a different approach. If that didn't work out, then I would start with the answer and work backwards to the start. Then I would do it again from the front.

Then I would do the next question. I did them all. I solved every request that I could find. I practiced and practiced.

I worked in pencil, with an eraser handy, so that if the sum got messy I could clean it up. I used lots of scrap paper. It was hard work, but after awhile the elation of solving more and more questions first time round started making it a zephyr to do.

So to summarize:

1. Get a book with lots of problems to solve in it. Make sure it has the answers in the book.
2. Only look at the answers to check if you got it right. Try to solve it first before seeing at the answer at all.
3. If you can't get it right, try again.
4. If you still can't get it right, start with the answer and work backwards.
5. Do every problem you can find. Do them again if you are not yet confident.
6. Be prepared to work hard, and it will pay off big time.

Just the other day I gave this guidance to a granny who was seeing after her 14 year old granddaughter. This young girl was failing math and Granny couldn't help her much. Three weeks later she saw me again, and couldn't wait to thank me. She explained that it had made a titanic difference, and her granddaughter was precisely beginning to enjoy math, and was passing the tests easily.

Like that guy Hunter said in the Tv series of the same name -- It works for me!

Duncan Kelly

Easy Math

Math had been difficult for some of us, but then it is a skill like language where you have to practice at all times.

Math is part of everyday life because everyday, population deal with business, money, and jobs. We can't go away counting, it sharpens the brains.

I have learned to love Math when I was in high school, though I did not excel in it; I got one of the top scores in basic Math and other Math subjects except for Algebra. Math goes with Science and I found Science to be fascinating.

In college/university my parents concept I could be dealing with a field linked to counting. But then, to analyze every catalogue got boring for me. I wasn't fond of recording every detail and solving the problems of a lost centavo. Anyway, I closed the policy and writing still found me. Hooray!

In the later years, I practiced selling and then I have learned how small businesses work. It was a way to augment a housewife's wage and add some money; I have to love numbers; it means profit. Here, I have practiced counting fast without the calculators tallying 10's and 100's in my mind. I discovered I counted faster than the students and other professionals who use the calculator. Although my answers aren't exact, it came right rounded off.

In supermarkets, I all the time tell the checker " Please buzz me at this amount." I saw others computing using gadgets, but maybe they were just so diligent and acting out cool, but they seemed funny. Here's what I do, I don't use any gadget. "I counted in 10's and 100's and that's it." See how you bring basic Math till the day you die!

I remember when the co-teacher of my mother added plate numbers of cars during a "stop." I remember how my cousin Giovanni memorized serial numbers of money in his young age. I remember how my daughter Riza knew telephone numbers and dates by heart when in high school. And how in my mind, I adored my classmates Allan and Luisa play with numbers. All these, were real Math practice in life, that can equal exercises in the books. We can teach this to our young and old population. Practice, and more practice is the answer!

Check this out:

60 seconds = 1 minute
60 minutes = 1 hour
24 hours = 1 day
7 days = 1 week
4 weeks = 1 month
12 months = 1 year
365 days = 1 year
366 days = 1 leap year
10 years = 1 decade
100 years = 1 century
1000 years = 1 millennium

"Meridies" is the Latin word for noon.
Ante means before; Post means after.
From midnight to before noon is morning = ante miridiem = A.M.
12 noon is midday.
From noon to 12 midnight = afternoon = post meridiem = P.M.

Happy counting!

Rosalinda Flores - Martinez
IshallWrite

instructor Tips: Organizing Your Adhd Students

Thank you to all of our expert educators who dedicate themselves to our children! We know how difficult it can be working with Adhd children, so here are your teacher tips for the week, brought to you by the Adhd data Library and AddinSchool.com. You can read over 500 classroom interventions at http://www.AddinSchool.com. Here are some tips on Organizing Your Adhd Students: See what you can do to help compose the Adhd child's environment. Use dividers and folders in his desk so he can actually find things. Teach him how to compose himself better. These are skills that he does not know, and needs to learn. Help the child to compose his written work or numbers. Allow the child to move a pencil or his finger across the page while reading. If he's writing, allow him to use one or two fingers for spacing between words. While math, graph paper may be very helpful to compose his numbers and columns.

Your pupil will function better when able to anticipate times requiring increased concentration. A visual representation of the day's program will provide someone else occasion to internalize classroom routine. Completing school work and maintaining behavior While the school day can be exhausting experiences. Large homework loads on a regular basis can become discouraging for him and very stressful for the parent involved. Attempt to have homework reduced, if possible, and little to guided practice on material that he has begun to master. Attempt to break down long?term assignments into steps to lessen your student's feeling overwhelmed. Think having the pupil complete every third problem, instead of answering each one. Emphasize practice and assignment completion on the word processor to lower the disappointment many students feel with written work. Model an organized classroom and model the strategies you use to cope with disorganization. compose a daily classroom routine and schedule. Show that you value club by following 5 minutes each day for the children to compose their desks, folders, etc. Reinforce club by having a "desk fairy" that gives a daily award for the most organized row of desks.

Use individual assignment charts or pads that can go home with the child to be signed daily by parents if necessary. compose a clear principles for retention track of completed and uncompleted work such as having individual hanging files in which each child can place completed work and a special portfolio for uncompleted work.

Develop a color coding formula for your room in which each field is associated with a determined color that is the that subjects textbook cover and on the portfolio or workbook for that subject. compose a repaymen principles for in-school work and homework completion. One example of a principles that reinforces both work ability and work quantity involves translating points earned into "dollars" to be used for silent auction at the end of grading period. For children needing more immediate reinforcement, each completed assignment could earn the child a "raffle ticket" with her/his name on it . Prizes or special privileges could be awarded on the basis of a random drawing held daily or weekly. Write program and timelines on the board each day. provide due dates for assignments each day. Divide longer assignments into sections and provide due dates or times for the completion of each section. Tape a checklist to the child's desk or put one in each field folder/notebook that outlines the steps in following directions or checking to be sure an assignment is complete. provide study guides or outlines of the content you want the child to learn, or let the child build her/his own study guide with worksheets tat have been actually corrected. Be clear about when pupil movement is permitted and when it is discouraged, such as While independent work times. Your pupil should be encouraged to utilize assignment sheets, broken down by day and subject. He or his teachers can record assignments at the completion of each task. An organizing time at the end of each day can be helpful to gain the requisite materials for the assignments and compose a plan of operation for completion. This will greatly aid the amelioration of the "executive processes." Your pupil can become overwhelmed with floods of paper and be unable to find the needed materials. It is often helpful to carry only two work folders, one that contains work to be completed and one with work to be filed. Reviewing these work folders should become a regular part of the daily routine, with irrelevant work removed.
Some students now take a small dose of their medication when they come home from school to aid in studying/homework completion. Check with the doctor about the time period of maximum medication effectiveness to help set?up a sensible homework schedule. Quite often, variability in work execution will be associated to the teacher's style and your student's temperament. Teachers tend to instruct using their own preferential learning style. Sequential teachers may help by providing more buildings for him but the teacher may become frustrated with his disorganization and behavior. Random teachers, while not providing external structure, may be more likely to utilize flexibility in adjusting to his needs. Attempt to place your pupil with teachers who have similar styles that have proven efficient for their particular needs. Some teachers have received training in dealing with students with attentional problems that would make them a particularly efficient resource. One of the simplest interventions with the most power is to have an extra set of textbooks at home to minimize the question of not having the requisite homework materials.
Since fine motor activities and spelling can be a problem, Think a major emphasis on using a word processor at an early age. Software to practice keyboarding should have stimulating graphics to motivate their use. Using a "spell check" program is critical. Along with the "executive process" of organizing for homework at the end of the day, a daily check-in time at the beginning of the school day can be helpful in preparing for a victorious day. Checking the old night's homework, highlighting changes in the daily schedule, and even pre?teaching some of the lessons for the day can ease stress.
Your pupil should have a regularly scheduled time for cleaning his desk at least once a week. This will heighten his ability to find his materials. It may, however, need the assistance/instruction of an adult to make this a victorious experience. Hopefully these will help the Adhd students in your classroom to be more successful. You can learn more about concentration Deficit Hyperactivity disorder at the Adhd data Library.

6 base educator Interview Questions and How to write back Them

When you get a call from a school administrator curious you to interview for a teaching job, how do you feel? Happy? Elated? Excited? Nervous? Scared stiff?

You don't need to worry about the interview if you're a well-prepared, considerable candidate. Preparing for a teaching interview is a lot like learning for a test. You can describe generally asked questions, think about what you'll say beforehand, and go in to do your best. If you put in order beforehand, the interview questions will seem habit and familiar. You'll have answers on the tip of your tongue, ready-to-go.

Below is a list of six generally asked educator interview questions from my eBook, Guide to Getting the Teaching Job of Your Dreams. How would you talk each question?

1. Tell us about yourself.

This will be the first question at almost every interview. Just give a brief background in about three sentences. Tell them what colleges you graduated from, what you're certified to teach, what your teaching & working experiences are, and why you'd love the job.

2. How do you teach to the state standards?

If you interview in the United States, school administrators love to talk about state, local, or national standards! Reassure your interviewer that all you do ties into standards. Be sure the part plans in your folder have the state standards typed right on them. When they ask about them, pull out your part and show them the close ties between your teaching and the standards.

3. How will you put in order students for standardized assessments?

There are standardized assessments at almost every grade level. Be sure you know the names of the tests. Talk about your experiences Preparing students. You'll get bonus points if you know and describe the format of the test because that will prove your familiarity.

4. describe your discipline philosophy.

You use lots of definite reinforcement. You are firm, but you don't yell. You have proper consequences for inappropriate behavior. You have your classroom rules posted clearly on the walls. You set base routines that students follow. You adhere to the school's discipline guidelines. Also, emphasize that you presume discipline problems will be minimal because your lessons are very curious and curious to students. Don't tell the interviewer that you "send kids to the principal's office" whenever there is a problem. You should be able to deal with most discipline problems on your own. Only students who have committed very serious behavior problems should be sent to the office.

5. How do you make sure you meet the needs of a student with an Iep?

An Iep is an "individualized schooling plan." Students with extra needs will be given an Iep, or a list of things that you must do when teaching the child. An Iep might contain whatever from "additional time for testing" to "needs all test questions read aloud" to "needs to use braille textbook." How do you ensure you're meeting the needs of a student with an Iep? First, read the Iep carefully. If you have questions, consult a extra schooling teacher, counselor, or other staff member who can help you. Then, you just make sure you follow the requirements on the Iep word for word. When necessary, you may be asked to attend a meeting in which you can make suggestions for updating the Iep. Your goal, and the goal of the Iep, is to make sure the student has whatever he or she needs to be successful in your class.

6. How do you describe with parents?

This question will come up at almost every elementary school interview. It's fairly base in the middle school and high school as well. You might have a weekly parent newsletter that you send home each week. For grades 3 and up, you may wish students to have an assignment book that has to be signed each night. This way, parents know what assignments are given and when projects are due. When there are discipline problems you call home and talk to parents. It's prominent to have an open-door procedure and request parents to share their concerns at any time.

For more educator interview questions, I request you to download my eBook Getting the Teaching Job of Your Dreams ( http://www.iwantateachingjob.com ). In it you will find 50 base interview questions and answers as well as practical advice for getting the teaching job you want.

learning Math

Math is an fascinating affair for many students while some students see learning math as a challenge. For them, the branch math is quite boring and they tend to make silly mistakes in doing math calculations. This is because they lack permissible training from the beginning. Math learning can be fascinating if you are applying the following steps.

Learn the Fundamentals of Math

The surmise why many students accomplish bad in math is that they are not sure about the fundamental theory of Math. If the fundamentals of this branch are strong, then the comprehension even more complex math problems tend to be an easy task.

Constant attempt and Practice

At first learning Math may feel a Herculean task for many. But by constant attempt and hard work learning of Math can be very interesting. Practice anyone you learnt by solving the issues. Then your knowledge will be deep rooted.

Real World and Math

Understanding Math just by seeing at the Blackboard and books won't help students of math. They need to present Math with the real world to see how these theory are absolutely implemented. Look around your surroundings and you can see in any place Math in action. Teaching of math with real life examples is found to be a very thorough technique by teachers of Math around the world. When the students are able to join together the surmise behind the Math theory and the real world, then they could understand Math with less attempt and pain.

Top 25 Undergraduate Schools

With competition rising fiercely for admission into a good undergraduate school and the choice of subjects, school curriculum increasing with it, choosing the best undergraduate school can be confusing. There are large, small, public, private, urban and rural undergraduate schools to select from; while some are keen because of their keen locale in a countryside setting or in the midst of a cosmopolitan setting others lure the students with their state-of-the-art facilities and marvelous host of teachers.

The list of top 25 undergraduate schools listed below have many diverse traits and certain characteristics, however the tasteless thread running straight through them is that of the promise of the best schooling ever. The undergraduate school curriculum of these top 25 schools is unparalleled and makes them stand apart as the institutions of great learning.

Best Ivy undergraduate school

Yale University, New Haven, Connecticut Yale president Richard Levin is a leader and a visionary and has been tireless in his efforts to convert Ed admissions policies, manufacture it a one of the many reasons for it being the vied for the number one position and topping the student's list for admissions. A big attraction of the undergraduate palpate for students is the residential-college system. Students live in one of twelve colleges, each with its own certain personality, under the guidance of a master and a dean.

Best School for Entrepreneurs

Pennsylvania State University, University Park, Pa.

Six of the campus's 10 undergraduate schools offer entrepreneurship courses. The Smeal College of enterprise and the College of Engineering are the most natural partners, with joint programs to show engineers how to run businesses and to teach enterprise students the newest technology. Hotel-management students control two on-campus hotels and discussion centres where they're involved in all things from food service to staffing the front desk while the College of Communications focuses on entrepreneurship in the data Age.

Big 10 School - Northwestern University, Evanston, Ill

Comprising of six undergraduate schools, Northwestern University attracts students with diverse aspirations together with budding actors, journalists, engineers and teachers as well as a host of liberal-arts students. Each school is world renown and attracts the best minds from across the globe. Set in Evanston at the edge of the bustling Cosmo polis of Chicago, Northwestern offers its students the best of both worlds.

Best Architectural School - Massachusetts form of Technology, Cambridge, Massachusetts

President Charles Vest initiated an ambitious billion construction agenda at Mit which includes the Steven Holl's Simmons Hall, a aluminium-clad dormitory as well as the Fumihiko Maki's expansion of the Media Lab. The more predominant construction is that of the Stata Center, a computer-science landmark by Frank Gehry containing labs for the "intelligence sciences" and related corridors and communal spaces to encourage spontaneous collaboration. Mit calls it an "intellectual village."

Best school of for Arts - Juilliard School, New York, N.Y.

With a history of more than a hundred years, Julliard is known as one the most predominant undergraduate school of arts and can boast of an impressive alumni list the likes of the actor Kevin Kline, violinist Itzhak Perlman and choreographer Lar Lubovitch. To celebrate this glory, the school has introduced new choreography, productions and performances. Only a few select students comprising of musicians, dancers and actors get chosen every year to showcase their talent in the Juilliard Theatre right next to Lincoln Centre. That's the best inspiration for any aspiring star.

Best Library- Harvard University, Cambridge, Massachusetts

Harvard's library ideas ranks with the best of any kind in the country, even as compared to the Library of Congress. The variety which includes more than 15 million volumes, 5.5 million microforms, 6.5 million manuscripts and 5 million other explore materials such as photographs, maps and recordings is the largest in the world. Harvard's digital variety is particularly strong, and is hugely beneficial for students who want access to any existing online journal

Best Riding School - Hollins University, Roanoke, Virginia

Situated in the wonderful locale of Virginia's horse country, Hollins undergraduate school is known for its exceptional training for equestriennes. The school is a regular winner of the Old Dominion Athletic discussion championship, and the Hollins team has won ten times in the Intercollegiate Horse Show Association. Although many Hollins students work with horses after graduation as trainers, riders or veterinarians, the school also offers a strong liberal-arts agenda and a highly regarded creative-writing curriculum. It is predominant for its celebrity alumni the likes of Margaret Wise Brown, Annie Dillard and Lee Smith.

Best undergraduate school for diversity-Wesleyan University, Middletown, Connecticut

Dean of Admissions Nancy Meislahn believes that only a large cross section of society from across the globe can contribute to the intellectual diversity of an educational system. Wesleyan's trainee citizen comprises of one third coloured citizen and 7% international students. An added 15% are the first in their house to attend a four-year college. It offers a huge diversity of shared studying and wide range of perspective to the classroom.

Best Tech Savvy School - Dartmouth College, Hanover, N.H

This undergraduate school has been in the forefront of technological revolution ever since professors John Kemeny and Thomas Kurtz, forty years ago, not only realized the point of computers but were responsible for creating the computer language Basic. It is known to have the first e-mail programs and an early campus computer network. Dartmouth was also the first Ivy to install WiFi on campus. The school offers free software to students so they can turn their laptops into telephones using the school's WiFi.

Best Fitness School - University of Virginia, Charlottesville, Virginia

Following the adage of Thomas Jefferson, the founder of Uva, who advocated that a strong body makes the mind strong, Uva offers both varsity competitors and weekend warriors some of the best fitness facilities in the country. Students benefit hugely from the four indoor recreation centres, which together make up 300,000 quadrate feet of pools, running tracks, weight rooms and classrooms for yoga and kickboxing. The school also maintains a 23-acre park for outdoor field sports and jogging.

Best Honor Code - Haverford College, Haverford, Pa.

The honor code is central to the college's values and includes every aspect of academic and communal life. Rob Killion, Director of Admissions says that the founder, Haverford expects citizen to learn from one another, consider and argue with one another--but to do so respectfully. It is an academically truthful liberal-arts college that advocates take-home and non-supervised exams as well as students living in dorms, without resident advisers

Best school for studying abroad - Tufts University, Medford, Massachusetts

The mission at Tufts is simple - to teach students to be world citizens. Tufts likes students who want to study abroad which translates into a strong language requirement, and a opportunity to learn a new culture in one of Tufts's own centres in countries like Germany, Chile, China or Ghana. About 40% of Tufts juniors are travelling across the world during the academic year.

Best School for Politics - George Washington University, Washington, D.C

With a campus close to the World Bank and a stone's throw away from the White House, Gwu is a dream college for every Political Science major. Many of the professors are consultants to top government officials thus bringing a real, practical and keen perspective to the classroom. The school also encourages internships at government agencies, think tanks and advocacy organizations.

Best school for duplicate Majors - Rice University, Houston, Texas

Rice allows its students to seek their passions and requires them to commit to their majors only in the Junior Year unlike most schools who ask for it in the Sophomore Year. With an ambitious trainee body, many of them go for duplicate majors. The most tasteless mixture is science and humanities. The school is best known for its engineering and science curriculum, but the communal sciences are also becoming strong.

Best school for Greeks with brains- University of Michigan, Ann Arbor, Mich

Michigan is known for its multi-disciplinary coming together with all things from music to medicine. A good eclectic mix of academics and a keen communal life, it offers its students everything. About 15% of undergrads go Greek, which students say helps them find a friendlier society within the vast trainee population. Fraternities and sororities are especially beloved with the many out-of-state students.

Best school for Hot and Dry - Pomona College, Claremont, Calif.

Pomona is one of five colleges of the Claremont University where students palpate the best of both worlds - the academically keen environment of a small New England liberal-arts college with year-round California sunshine. A mixture that is keen and motivating, the applications are up by practically 30% in the last few years. Students also can seek the academic and communal resources of the other Claremont colleges, together with Pitzer, Harvey Mudd and Scripps. But none of the colleges will be tapping a keg during "dry week," a tradition at the start of the year during wherein no alcohol is allowed on campus.

Best State University - University of Texas at Austin

Although University of Texas Austin has attained the contrast of a laid-back campus, it is no place for slackers. With 50,000 students (more than any other school in the country), Ut boasts some of the nation's best business, law and engineering schools. Besides football, it has 900 trainee organizations that should keep you going.

Best school for landing a job - Carnegie Mellon University, Pittsburgh, Pa

Practical coming and hands-on palpate is the most prominent part of life at Carnegie Mellon. The school has 12 programs together with computer science, engineering and drama which are very famous. The school takes pride in being on the cutting edge in every field and encourages students to think about applying what they learn to the real world. About 70 percent of Carnegie Mellon students have a job offer when they graduate.

Best school for health Careers - University of North Carolina, Chapel Hill, N.C.

One of the top communal universities in the Us, Unc-Chapel Hill offers students a choice of more than 50 majors. But the main attraction for future doctors, nurses and other health professionals is the opportunity to study at a campus with all health disciplines in one place. The School of Nursing and the School of communal health both have undergraduate programs. At the School of Medicine, undergrads can earn degrees in radiology science or clinical laboratory practice.

Best school for Individualists - Oberlin College, Oberlin, Ohio

Oberlin comprises of the College of Arts and Sciences and the Conservatory of Music. It has a unique coming to life and studying and the undergraduate school curriculum offers innovative branch matter like - Death and the Art of Dying, American Mixed Blood, and Destination: L.A. The student-run Experimental College lets undergraduates teach courses of their own creation, like manufacture Your Own movable or Mythology and Epic Storytelling in "Lord of the Rings." This eccentricity is very rewarding and Oberlin graduates have more Ph.D.s than alumni of any other liberal-arts college.

Best school for city haters - Cornell University, Ithaca, N.Y.

Cornell's rural, north New York campus is bounded by deep gorges, spectacular landscape and a gorgeous rural setting. However, it has one of the most truthful and keen curriculum that draws only the best minds. The school's many attraction is its academic diversity, with top-ranked undergraduate schools of engineering, arts and sciences, architecture, hotel administration, commercial and labour relations, agriculture and human ecology.

Best school for city lovers - New York University, New York, N.Y.

With the Olsen twins Mary-Kate and Ashley lending Nyu some of its fame, it is a school loved by the urban and the hip. Despite the 9/11 catastrophe, it continues to draw crowds of talented students. One of the top attractions is the Tisch School of the Arts, which nurtures future actors, dancers and screenwriters. The enterprise school is also highly rated, and students can take benefit of internships on Wall Street. The campus of Nyu is not structured in the strictest sense; in fact buildings scattered throughout the Greenwich Village, most students like to believe that they have the whole city as the campus to explore.

Best forces School - U.S. Naval Academy, Annapolis, Md.

The four-year undergraduate curriculum at Annapolis is tough and technically oriented, with core requirements in engineering, natural sciences, humanities and communal sciences. Traditions play a huge part in campus life. "When you first show up for classes in the fall, students begin counting down the number of days until the Army-Navy game," says Cmdr. Tim Disher, admissions officer. Graduates come to be commissioned officers in the Navy or the marine Corps.

Best undergraduate school for scholarships - Berea College, Berea, Ky.
The 1,500 students at Berea come from families with mean household incomes of only ,000, and 80% have grown up in southern Appalachia, a region that spans nine states with some of the most remote and poor rural communities in the country. Berea's mission is unique in that it believes in promoting schooling by giving scholarships to the poor but deserving. All students get full-tuition scholarships, although they do have to pay for their room, board and books. However, scholarships are available for those as well. Students are required to work--many of them at jobs on campus that help to keep Berea's costs down.

Best Surf and Ski School - University of California, Santa Barbara

It is known to be the most gorgeous campus settled at the edge of the Pacific. Ucsb also boasts Nobel Prize winners on its faculty, top explore centres in science and technology and an uncut study-abroad program. Aside from the top academics, the varied recreation programs offered attract many of the students. The campus has its own beaches where students can surf, and the Big Bear ski resort is just a few hours' drive away.

How To Teach Fractions to Preschool and Kindergarten Students

Like all areas of math, fraction concepts need to be communicated to young children with developmentally accepted hands on experiences and fullness of play activities. Concrete objects like pattern blocks and 3D fraction shapes enable kids to make sense of new math concepts or abstract ideas. Children need to have fraction experiences that:

• incorporate their senses
• invite them to experiment and make observations
• let them learn at their own rate, and
• allow them time to investigate a topic further

It is important that preschool and kindergarten math lessons offer opportunities for young children to develop fraction number sense. Before children are able to perform operations (adding, subtracting...) with fractions, they need lots of time for fraction games and play. This will help them visualize fractions and understand that fraction segments are equal parts of a larger object, skills significant for more developed fraction concepts. It is not significant to teach symbols for fractions (1/2, 1/3...) in preschool or kindergarten.

Young children are working towards the following, skills that are significant for more developed fraction concepts in future grades:

• being able to visualize fractions and
• understanding that fraction segments are equal parts of a larger object,

Introduce fractions with cooking, stories, and games

Cooking activities introduce children to the language of fractions and help them link fractions to their daily experiences. As they take part in these activities, children come to be familiar with fraction terms such as whole, part, half, third, quarters. For example - Cut the muffin in half, fill the cup half full, let's use part of the whole orange, put peanut butter on one half of the bread and jam on the other half of the bread, cut the sandwich in quarters...

Use fraction math manipulatives and toys with puppets to make up easy stories

Here is a sample circle time story using an apple fraction toy, 2 puppets and a basket:

Marty the Moose heard a knock on his door (knock on the chalkboard). He opened the door (squeak) and there was his friend, Sam the squirrel..

Improvise and have the puppets take turns cutting the apples and sharing them out, retention in mind that the goal is to introduce and help the children be familiar with the idea of equal sized pieces that are a part of a whole object and fraction terms such as halves, quarters, thirds.

Play easy small group fraction games

Depending on your class size you may need to split the class into small groups, having one half working at independent math centers with modeling clay, drawing, blocks or puzzles and the other half playing the fraction game. As children play games and play with fraction toys they will gain fraction number sense.

The more time children have to play with fraction toys and manipulatives, the more their quality to visualize fractions as equal parts of a whole will increase. For easy fraction game ideas go http://www.kindergarten-lessons.com/fraction_games.html

Definition of Marketing Mix - Product, Price, Place and Promotion

Getting the marketing mix right for your goods or aid means you are face all of the leading bases in your marketing campaign. Here is a definition of marketing mix and a record of its main components.

The term marketing mix refers to the primary elements that must be attended to in order to properly shop a product. Also known as The 4 Ps of Marketing, the marketing mix is a very useful, if a bit general, guideline for understanding the fundamentals of what makes a good marketing campaign. Here is a brief record of each component of the 4 Ps of the marketing mix.

Product: The marketing mix view has its roots in the 1950s U.S. Corporate marketing world, and the practice of marketing has obviously evolved tremendously since this term was invented. One of the changes is that there are a lot more services available nowadays, such as those available online. Also, the unlikeness between goods and aid has become more blurry (e.g., is a Web-based software application a goods or a service?). Whether way, product here refers to products or services. The goods you offer needs to be able to meet a specific, existing shop demand. Or, you need to be able to generate a shop niche through construction a strong brand.

Price: The price you set for your offering plays a large role in its marketability. Pricing for offerings that are more generally available in the shop is more elastic, meaning that unit sales will go up or down more responsively in response to price changes. By contrast, those products that have a generally more limited availability in the shop (but with strong demand) are more inelastic, meaning that price changes will not affect unit sales very much. The price elasticity of your offering can be determined through discrete shop testing techniques.

Place: This term really refers to any way that the customer can regain a product. Provision of a goods can occur via any estimate of distribution channels, such as in a retail store, through the mail, via downloadable files, on a cruise ship, in a hair salon, etc. The ease and options through which you can make your goods available to your customers will have an result on your sales volume.

Promotion: Promotion is involved with any vehicle you employ for getting citizen to know more about your offering. Advertising, social relations, point-of-sale displays, and word-of-mouth promotion are all primary ways for promotion. Promotion can be seen as a way of conclusion the facts gap between would-be sellers and would-be buyers. Your choice of a promotional strategy will be dependent upon your budget, the type of offering you are selling, and availability of said promotional vehicle.

Marketing has come a long way from the 4 Ps of yesteryear, and yet understanding this marketing mix is for your goods remains very relevant today. The marketing mix serves as an perfect touchstone for continually checking that you are face all of the bases in your marketing campaign.

development Toothpaste: A Fun activity for Kids

Are you seeing for a fun operation that might be educational, too? seeing for a fun way to get kids to brush their teeth? Are you seeing for just a fun activity? If you answered yes to any of those questions, then you might want to try your hand at manufacture toothpaste.

Materials Needed:

bowls

baking soda

salt

water

food flavoring extract

spoons

sandwich bags

Place baking soda, salt, and water in isolate bowls. Support the children in placing 4 teaspoons of baking soda, 1 teaspoon of salt, and 1 teaspoon of water in personel sandwich bags. Add a drop of food flavoring extract, such as peppermint, mint, or orange. Let the children mix their own toothpaste in the sandwich bags.

This operation is thorough for children aged 6 and up. Always be sure to supply adult supervision. Either you are a parent or a trainer who would like to use this activity, please also make sure that none of the children are allergic to any of the ingredients used in manufacture the toothpaste.

The educational benefits of this operation include intelligent students so they will apply math concepts such as measuring, counting, and essential thinking. Some sample questions to ask the children: How many teaspoons did you use all together in manufacture the toothpaste? Does the salt and the baking soda taste the same? How does the toothpaste taste? A divergence of flavoring extracts can also be used. The kids could correlate the separate flavors, and then graph accordingly.

For more house involvement, the kids might be allowed to match the type of flavoring with flavors sold in market when the kids accompany parents while grocery shopping.

Whether "Making Toothpaste" is used as a house operation or a classroom activity, its comprehensive objective remains the same: to have fun. So, regardless of the suspect why you might pick to use this activity, please remember to have fun with it.

© C. M. Clifton

Science Fair Abstracts - How to Write an Abstract

A science fair abstract is an abbreviated record or a summary in brief of the whole project. It is one of the last job of the science task but is of huge importance. It states the principal and most important things about the project. The science fair abstract in a clear and easy language gives the important outlines of the whole project. The abstract is generally around 250 words in length. It should appear at the beginning while establishment the task record and it should also be located at the display board of the fair. The science fair abstract, when located at the display board, gives the spectators the condensed version comprising the main elements of the project.

Science fair abstract helps habitancy rule if they want to read the full report. Much more habitancy will read the abstract as any other part of the work. It's like an advertisement speaking for the work done. If one wants the jury and audience to be excited about one's science fair project, then writing an exciting, intriguing abstract is always suggested.

Since a science fair abstract is so short, each section is usually only one or two sentences long. Consequently, every word is important to conveying message. If a word is boring or vague, it will provide distraction. If a word is not adding something important it should be omitted But, even with the abstract's brief length, don't be afraid to reinforce a key point by stating it in more than one way or referring to it in more than one section.

The science fair abstract should always comprise the following parts -

* Introduction--This is your project's purpose statement i.e. Why was the task undertaken

* problem Statement--It lays down the hypothesis of the project

* Procedure--give the record of your variables, your arrival towards the investigation

* Results--give definite data and the synopsis of the results obtained

* Conclusion--state clearly the conclusion derived

While writing the abstract for the science task one should consequent obvious definite guidelines and avoid the following -

* Uncommon scientific terms which most habitancy aren't aware of

* Abbreviations and short forms

* Charts and tables

* Acknowledgements

Given below is an figure to write a science task abstract:

* Title

* Introduction (genera idea about the project)

* problem statement and the hypothesis (what is that is to be established) Methodology (process employed, materials used etc.)

* pathology of data (what indication does the data gives)

* conclusion (what results were found)

* Application (how is the seeing of help)

Nclex Pn Exam Questions and Answers - Knowing What's advent

The purpose of the Nclex is to ensure that a candidate has the required skill and knowledge in order to come to be a safe and efficient practicing nurse. It aims to test those skills for entry-level nurses. It has two sets of exams, and they are Nclex-Rn (registered nurse) and Nclex-Pn (practical nurse).

One of the differences in the middle of the two exams is that in Nclex-Pn, there are only 205 questions and a candidate needs to sass at least 85 of them. It has 15 "pretest" or experimental questions, which will not sway a candidate's score. Pretest questions are there for inherent inclusion in future exams.

Nclex-Pn exam questions and answers, like Nclex-Rn, are based on the knowledge and activities an entry-level nurse should have. The test is a computer adaptive one and the sequence of the questions is determined interactively. You are given a computer to work on and you will only use two keys: the space bar to move the cursor and the enter or return key to pick your answer.

By experience, the computer is programmed to pick a relatively easy first question and bases the selection of the next question based on your answer. For example, if you get the right answer, the next is a bit more difficult. Otherwise, the next question will be slightly easier.

There is in effect no time limit for each question, but spending too much time on one is not in effect advisable. You will know that the exam has come to an end when the computer says so, or when it shuts the exam down. When it ends, it could only mean three things: one, the computer has already determined your quality or competence; two, the time limit for the test has been reached; and three, when all 205 questions have been asked and answered.

During the exam, it is important to know that once you have answered a question, you cannot go back to convert it. You also can't skip a question; otherwise you may not be able to move on.

The Nclex-Pn is a pass or fail exam. It can be taken year-round and the results are released by private State Boards. If you fail, you can take the test again in three months.

Parasites-How Do You Know if You Have Worms and What to Do About Them

I had a client a while back who had this query for me: "I've noticed that I've been getting menstrual cramps the last few months and I don't normally have them. Can you tell me what you think it is?"

It was determined, strangely or not so strangely enough, that the cause of those menstrual cramps was parasites! And this isn't the only disease caused, in part, by parasites. Read on...

I suggest for her, and for you, that you worm both your pets and yourselves about twice a year.

I've tried natural wormers over the years--actually Lots of natural wormers such as: garlic, cloves, black walnut, cilantro, wormwood, pumpkin seeds, pomegranate, diatomaceous earth, Rascal, Zymex, Vermifuge, any other natural wormer formulas and homeopathics, but nothing seems that effective. I've even tried the Hulda Clarke "Zapper" (which does not work by the way, because the voltage of the thing is not strong enough to jab the fecal material within the bowels--save your money by not purchasing or construction one!) I am sorry to record (as a naturopath) that studies show these herbal treatments are only about 20% effective. The Certified Organic society says when all else fails, use ivermectin (which is not organic in any way), but have you seen the list of side affects to that singular product? Three pages long!

I will say that when a client comes to me, I ask them if they have any cravings. One sure sign they are "wormy" is when they tell me they crave cloves. Clove oil has been shown to jab the egg and kill it where the other herbs only kill the adults. Herbs that kill parasites are often found in herbal cancer formulas because parasites are often a core cause of that singular disease.

One calculate why I push so much for habit worming is that the healing field often misses this diagnosis--especially if you don't have a history of traveling surface the United States where parasites are often a big issue. I love working in my orchad and often I am an open-mouth breather when I'm working up the soil. We also live in a windy area and dirt from the wheat and grass fields is often in the air. I try to wash my hands frequently, but whatever who works in the dirt knows that it's nearly impossible to keep from getting it on you.

Another calculate why I stay on top of the worm situation is that worms carry viruses into our body. Some of these viruses can cause cancer, Parkinson's, complicated sclerosis, and a host of other horrid diseases.

In my opinion, the safest, cheapest, easiest, most efficient way to worm yourself and your pets of the most common worms (roundworms--also called strongyles, thread worms, pinworms, ascarids) is to go to the local feed store and get a bottle of horse or dog roundwormer--Equi-Phar, ProTal, Strongid-T, and Nemex are all trade names of Pyrantel Pamoate. I say this because when you ask your physician for a wormer, they normally tell you there is no need for you to be wormed. Make sure it says Pyrantel Pamoate on the label and nothing else added. Mixture wormers are not all the time needed and not all the time safe.

Dosage: Use the dose of 5-10 mg/kilogram bodyweight (about 1 ml/5 to 10 pounds of a 50mg/ml solution) of bodyweight for dogs and humans and 1 ½ ml/5 to 10 pounds for cats. One teaspoon is 5 ml or cc (ml and cc are the same unit of volume). If you are not good at math, you'll want to double-check that you are taking the strict dosage. Although this wormer is so safe that you can take 40 times the number with no harmful side effects, you don't want to under dose. And, "If a dinky is good, a Lot is not important better." The most common side result is nausea so take this product with something on your stomach like a small meal or a few crackers.

One dose is all it takes, but you may have to give a second dose 7-10 days after the first dose for the first worming or if the wormload is quite large. I use this once a year now for myself as I have had a history of heart palpitations (another symptom related with parasites.) The worms will be dead within 20 minutes. You won't feel whatever and should have no side-effects. You won't see whatever pass into the toilet as a general rule but if you are wondering about what is passing, a photo often helps. Often habitancy will mistake intestinal shreds for flatworms or tapeworms and undigested food for parasites. This wormer will not kill those types of parasties. Occasionally I see a pet get nauseated with an overdose, but in 30 years, I have never seen any other side-effect.

Will store-bought wormer work the same? No. Many stores still carry Piperazine wormer which has been so overused that it is no longer an efficient wormer. Piperazine is often marketed as a "monthly" wormer in the pet sections. I once saw a litter of eight puppies in full seizure who had just been wormed that week with piperazine. Imagine eight cute dinky Golden Retreiver puppies laying on their sides shaking. It was horrifying! I immediately wormed them with Pyrantel and the worms just flowed out their dinky rectums and the seizures stopped within 20 minutes. It was expected to watch!

If the product you buy contains a tapeworm medicine (like clorpyriphos which is an organophosphate wormer), that may cause some serious side affects. Never use these store bought wormers on pregnant animals. The animal's guts can contract so strongly to pass the worms that they can rupture their uterus and die. all the time get tapeworm medicine from your physician or veterinarian as we carry much safer brands than the grocery or feed stores do. Tobacco plug is also not safe. Don't use it.

How do you get worms? We pick up worms from some of the things we eat, from the dirt, and from the dust we breathe in. Eating dirt is a sign of iron deficiency. We should talk if you are doing that... I got pin worms when I was a dinky girl by eating a mud pie (my friend said she'd give me a nickel if I did it!) Pinworms are the equivalent of cat and dog roundworms, only they are a distinct species of worm so are not passed from us to them and vice-versa. See more on that below.

Most adults (pets and people) have enough enzymes in their mouths to break down most of the eggs arrival in straight through our mouths and nose, our stomach acids break down even more, but some eggs get by both of those back-up systems where they hatch, find a home, and grow into adults within about 10-14 days in our small intestine. After 14 days, these adult parasites are producing more eggs--millions of them in their lifetime. Yuk!

We see worms most commonly in baby animals and humans because their salivary enzymes are not as strong, the hydrochloric stomach acids have not been totally industrialized yet, and because they have oral fixations and put lots of things into their mouths--they ingest more dirt than adults. Their immune systems cannot keep up with that. The "load" (number of worms) gets so great in the small intestine that it spills over into the large intestine and into the stomach. This is why it is so common to see babies whether vomit worms or poop them out. Because adults have a great immune system, the load is controlled and the worms like the environment of the small intestine, so that is where they stay. We may still have worms, but it is not as evident as it was when we were young children (or pets under a year of age.)

How do you know if you should take a wormer?

Signs of roundworms include, fevers, cough, wheezing, stomach problems, diarrhea, constipation, abdominal cramping, appendicitis, gas, bloating, increased cramping (menstrual), heart palpitations, pain in the lower right quadrant that comes and goes (spasms in the ileocecal valve), itchy anus', dry lusterless hair with split ends, seizures, pica appetite (often for sugar), clear mucous strands in the stool (yes you should be seeing at it each time you go! And yes, I will ask you what it looks like if you ever consult with me.) habitancy and animals with lots of parasites also have big bellies and lots of diameter below the belly button caused from the intestines losing their tone. Most times worms can be diagnosed by seeing at the bowel contents under a microscope or doing a blood test, but not always. Protozooal parasites such as giardia are often missed.

Can I get roundworms and tapeworms from my pets?

Good question, and I get that a lot. If you worm your pets regularly, you won't have this problem. Dog and cat worms are distinct than most human worms. There are only a few species of worms that are zoonotic (passed from your dogs and cats to you)--one of those is Toxoplasma cati, which is passed to the human from cat feces and causes blindness in children. But, the Pyrantel Pamoate kills that and if you clean the litter box every day, the probability of that being passed is nearly nil. Giardia lamblia, an intestinal protozoal leech can be passed to you straight through your pet as well, but mostly humans get Giardia from drinking contaminated water or eating contaminated lettuce or water chestnuts. Mange is Not passed from animals to humans and neither are head lice or public lice. Tapeworms are not transferred from dogs and cats to habitancy (but they are from fish and some farm animals). Tapeworms are treated with distinct drugs than roundworms.

Ring worm is not legitimately a parasitic worm. It is legitimately a fungus and that, too, can be passed from your pets to you. We have fabulous homeopathic drops for that, but keeping the area scrubbed and applying iodine to it can help. Also keeping your immune principles and that of your pet wholesome with good high-quality foods helps immensely.

Well, that's worms in a nutshell (or in this case, an intestine!) Appetizing, eh?