81. R.O.P. Course Offerings MARKETING/SALES careers ROP Center; Auburn. 3 hours a day Monday - Friday) RecommendationsMath and English Graduation Credit economics (must be taken for a http://www.puhsd.k12.ca.us/colfax/pages/depts/rop_offerings.html

COLFAX HIGH SCHOOL 49er REGIONAL OCCUPATIONAL PROGRAM COURSE CATALOG - 2000-2001 WHAT IS R.O.P.? The Regional Occupational Program (R.O.P.) provides students with the opportunity to explore the world of work. By applying the academics and skills acquired while in high school to a real job environment, students may upgrade their existing skills and/or prepare for advanced training. All of this is accomplished through a combination of classroom instruction by qualified instructors and supervised hands-on training in laboratory or real work environments. R.O.P. PROVIDES Preparation for college/advanced training High school credit toward graduation Opportunities to earn community college credits Certificates of completion accompanied with a list of job skills competencies Training for full-time or part-time employment where local employment needs exists Job seeking skills Classes in 2 or 3-hour blocks that may be scheduled within the student's regular class day SPECIAL FEATURES: Many classes are held off the high school campus Many students experience internships in community businesses or industries Students are covered by worker's compensation insurance Participating students must be at least a high school junior and 16 years old R.O.P. classes are in 2 or 3-hour blocks

82. Sci Newsgroups FAQ (moderated) Research in all fields of economics. philosophy.tech Technical philosophymath, science, logic and whatever sci.research.careers FAQ Issues http://www.newsville.com/news/groups/sci.html

Show Newsgroups on the web. I will use my Newsreader. (Newsville members only: Login required.) (Only groups available through your news provider can be read.) sci newsgroups Groups having less than 10 articles at the time of this listing are listed separately sci.aeronautics (moderated) sci.agriculture Farming, agriculture and related topics sci.agriculture.beekeeping Beekeeping, bee-culture and hive products sci.agriculture.fruit sci.agriculture.poultry FAQ Chickens, ducks, geese, and other poultry sci.answers FAQ ] (moderated) Repository for periodic USENET articles. sci.anthropology FAQ All aspects of studying humankind sci.anthropology.paleo Evolution of man and other primates sci.aquaria FAQ Only scientifically-oriented postings about aquaria sci.archaeology Studying antiquities of the world sci.archaeology.mesoamerican The field of mesoamerican archaeology sci.archaeology.moderated (moderated) All aspects of archaeology. sci.astro (8 groups) sci.bio (13 groups) sci.chem (7 groups) sci.cognitive

83. UNDERGRADUATE HANDBOOK RESOURCE ECONOMICS UNIVERSITY OF CONNECTICUT Fall 1999 Ba math 105Q, mathematics for Business and economics. to students wishing to pursue careersor interests Masters, Agricultural and Resource economics, UConn Masters http://www.ucc.uconn.edu/~wwware/Undgradh.html

UNDERGRADUATE HANDBOOK RESOURCE ECONOMICS UNIVERSITY OF CONNECTICUT Spring 2000 Back to ARE Undergrad Home TABLE OF CONTENTS INTRODUCTION THE PROGRAM Overview Courses ... ADDITIONAL INFORMATION I. INTRODUCTION Welcome to a stimulating and gratifying profession! As a prospective student we encourage you to become acquainted with the exciting and rewarding career opportunities provided by the undergraduate programs in Resource Economics at the University of Connecticut. Resource Economics is a diverse, exciting, and dynamic discipline. The field applies economics and business methods to the production and marketing of food products and the management of environmental and natural resources. Why Major in Resource Economics at UConn? Reason #1: The flexibility of the program allows students to go through either a structured curriculum or, with the assistance of the faculty, to create one to meet individual career goals. Possible areas of specialization include Marketing and Business Management, Environmental Economics and Policy, Regional Economic Development, Agricultural Economics, and Economic Development and Trade. Reason #2: The rewarding career opportunities available to graduates include managerial and policy analyst positions in corporations, government, or in their own businesses. Recent graduates are employed in leadership positions throughout Connecticut and the Northeast in institutions such as Merrill Lynch, the Connecticut Farm Bureau and Traveler's Insurance Company. Some graduates pursue further academic training such as Graduate School or Law School.

84. KU CredTran Data For Kent State University ECON, 2206, PRINMACRO economics through Summer, 79, 5.00, ECON, FCS, 1302, CAREERSIN HOSP FD S, 2.00, math, 0005, INTRO COLLEGE math, 3.00, math, 0002, INTERMD mathEMATIC, http://lark.cc.ukans.edu/~irdata/transequiv/OH/001367.html

85. Alternative Education Consumer Math Skills The learner will be able to identify math skills that are necessary for successfulcareers. economics, Analysis, Master, School District of Washington http://www.washington.k12.mo.us/curriculum/alted/CP155713.HTM

86. Behav-finance The math was too activity, from how people respond to price changes to what careersthey pursue Rabin envisions a day when all economics is so infused with the http://phoenix.liunet.edu/~uroy/eco54/histlist/behav-econ/behav-finance.htm

BUSINESSWEEK ONLINE : JULY 31, 2000 ISSUE ECONOMICS Putting a Human Face on Economics Why do people put off saving? Matthew Rabin can answer that For more than two decades, behavioral economists such as Richard Thaler, Andrei Shleifer, Daniel Kahneman, and the late Amos Tversky have been pointing out all the ways in which people diverge from the hyperrational behavior that is assumed by conventional economics. They procrastinate on saving for retirement. They shop for hours to save pennies, then make snap decisions on big-ticket items. They run up huge credit-card debts even when they have ample savings to pay them off. Behavioral economics says real people act like this because most of us lack the farsightedness or the willpower to do what the textbooks say we should. Makes sense, right? But even though it does a better job of describing reality, behavioral economics isn't part of the average economist's toolbox. One reason: Its psychological insights were never put into a formal language that economists could understand and work with. ''The math was too complicated,'' says Colin F.

87. Guide To The Math Major At Carleton Note Many interesting careers are open to people with advanced SupplementaryEconomics 110, 111, 332; Philosophy 230, 231, 240 math Department Resources. http://www.mathcs.carleton.edu/GuidetoMath.html

Table of Contents: INTRODUCTION THE MATHEMATICS MAJOR AT CARLETON REQUIREMENTS FOR THE MAJOR RECOMMENDED PATTERNS OF COURSES ... REQUESTING RECOMMENDATIONS I. INTRODUCTION The Carleton mathematics major is designed to reflect the depth and diversity of modern mathematics. We seek to provide an accurate picture of the nature of mathematics itself and of its connections to other disciplines. Specifically, in our courses, seminars, colloquia, and other activities, we aim to further your education in mathematics by covering a broad range of mathematical topics; by increasing your ability to read and to write mathematical proofs; by helping you become a competent mathematical problem solver; by exposing you to the mathematical literature available in our excellent library; by exhibiting connections between the various branches of mathematics and between mathematics and other academic disciplines. II. THE MATHEMATICS MAJOR AT CARLETON The Carleton mathematics major captures the spirit of modern mathematics. Our lower-division courses (Mathematics 111, 121, 211, 232 and 236) provide a firm foundation upon which further study in mathematics can be undertaken. Our upper-division courses (those numbered above 236) present in detail the many aspects of mathematics. Taken together, the eleven courses required for the mathematics major provide our students with a firm, broad introduction to mathematics. Finally, the senior comprehensive exercise enables our majors to study, in depth, a specific mathematical topic of particular interest. Now for the details.

88. TeacherSource . Recommended Books . Math | PBS will also find a list of other careers in science He was awarded the Nobel Prize inEconomics for his Exploring math With Books Kids Love By Kathryn Kaczymarski http://www.pbs.org/teachersource/recommended/math/bk_reference.shtm

April 4, 2003 Archived Recommendations: Reference Alan Turing: The Enigma By Andrew Hodges Published October 2000 Grade Level: Originally published in 1983, this biography of one of the pioneers of computer design is even more pertinent today in light of the phenomenal growth of the Internet. This new edition for high schoolers and older includes information made public only after the end of the Cold War, particularly Turing's contributions in cracking the Nazi Enigma. Annotated Flatland: A Romance of Many Dimensions, The By Edwin A. Abbott and Ian Stewart, editor Published December 2001 Grade Level: Originally published in 1884, Flatland tells the story of A. Square, a plane figure, taken to a land of three dimensions. Stewart, a mathematics professor, has annotated this math classic, revealing much of the history and science underlying Abbott’s book, subjects as diverse as phrenology, ancient Babylon, Karl Marx, the Gregorian calendar, and the mathematician George Boole. Ample margins provide details, references, and explanatory drawings. The book ends with an essay on the fourth dimension in mathematics and bibliographies of Abbott and Charles Howard Hinton. Big Issues: The Examined Life in a Digital Age By Editors of Forbes ASAP Published September 2001 Forbes ASAP is a bimonthly technology magazine. Big Issues is a collection of 66 essays from the first five years, examining the impact of digital technology on society, culture, and individuals. Writers encountered are as diverse as Muhammad Ali and Bill Gates, John Updike and Chuck Yeager. This is probably best used as a source book for teachers, as some of the issues are controversial.

89. NMNWSE Careers Booklet/16. Investment Analysis/Brokerage http://www.t12.lanl.gov/home/lawis/NMNWSE/EYH/CareersBook/C16Inves.html

(previous) (next) CAREERS: EXPLORING THE POSSIBILITIES Investment Analysis/Brokerage What is an investment analyst? You would find a job as an investment analyst, or stock broker, appealing if you like excitement and constant change. An investment analyst gathers pertinent facts on the past performance of management, markets, price/earnings ratios, etc., of companies, compares these facts to those of other companies in the same industry, and estimates a company's future performance. She educates clients on the whole realm of investments; hence, she must be fully informed about world and local political affairs as they relate to the financial world, and she must be able to present facts on more than 40 investment vehicles. Tax investment planning including real estate and oil and gas limited partnerships and estate planning can play an important role in her job. Basically, an analyst is an idea giver, fitting a client's needs and goals to particular investment vehicles, whether the client is an individual investor or a bank, a labor union, a teachers' pension fund, or a government agency. What makes a good investment analyst?

90. Math Sciences Information math Sciences information http://www.math.cmu.edu/~rw1k/undergrad/content.htm

INTRODUCTION TO THE DEPARTMENT The Mathematical Sciences Department at Carnegie Mellon offers outstanding opportunities for anyone seeking an undergraduate education that will open doors to exciting careers and graduate school opportunities. Described here are five major concentrations, the placements of our recent graduates, a sample of Summer opportunities that are available, and descriptions of special opportunities within the Department. In addition, the Department offers a Bachelors degree in Computational Finance as a joint program with the Heinz School. Our students benefit from the opportunity to work with outstanding research faculty in areas such as applied analysis, logic, discrete mathematics, and mathematical finance. Mathematical Sciences Faculty For additional information: rw1k+@andrew.cmu.edu MATHEMATICS This is the traditional major in mathmatics providing a sound background in analysis and algebra. It permits a flexible choice of mathematics courses and can include three computer science courses as part of the major. Graduates from this program have gone to outstanding graduate schools and can also be found in exciting jobs in software and finance.

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