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era.School of the ArtsDate and Artist: 1988; Tom Torrens See it: Located on the western entry of upper campus. “The School of the Arts” sign is a combination of materials including neon letters that spell out “arts”. This is sculpture was commissioned by the School of Arts now the College of Professional Studies and is approximately eight feet long and eight feet high.Generations of OakDate and Artist: October 26, 1995; Kathryn Wold (Sparks) See it: Located on lower campus below the music center. The

teams charged with bringing new ideas or products to market. ARTD 202: 3D Design– Develop an understanding in three-dimensional design with an emphasis on spatial awareness, problem-solving, and the many varieties of sculptural form. ARTD 310: Graphic Design 3– Design and execution of printed materials; emphasis on technical procedures and problems in mass communication. BUSA 340: Non-Profit Management– Operating strategies and organizing principles of nonprofit entities; management and leadership

record as ST: followed by the specific title designated by the academic unit. (1 to 4) MATH 433 : Abstract Algebra The algebra of axiomatically defined objects, such as groups, rings, and fields, with emphasis on theory and proof. Prerequisites: MATH 317, 331. (4) MATH 446 : Mathematics in the Secondary School Methods and materials in secondary school math teaching. Basic mathematical concepts; principles of number operation, relation, proof, and problem solving in the context of arithmetic, algebra

aspects of German cultural and history. Her research and publications are focused on the role of the artist in public discourse in East and West Germany, as well as on the exhibition of contemporary art as a cultural and political force in the Cold War era and today. Her most recent work deals with contemporary art and cultural integration. In addition to teaching on topics such as gender issues, identity, and memory in modern and contemporary art, Heather is Coordinator of the University Gallery

Student Life Viewing, printing, storage, display, or playing of sounds of any sexually explicit or potentially offensive materials in a way that may create an offensive working or learning environment. Excessive use of paper, toner, disk space, or other resources. Monopolizing systems so that others are prevented from use. Overloading computers or networks with excessive data. Activities in violation of faculty and staff employment handbooks or student conduct policies (the PLU Code of Conduct). Using

techniques. Cross-listed with STAT 442. Prerequisites: MATH 331 and any of MATH/STAT 145, STAT 231, 232, 232, or MATH/STAT 242. (4) MATH 446 : Mathematics in the Secondary School Methods and materials in teaching secondary mathematics. Introduction to Common Core State Standards in Mathematics, effective and equitable mathematics teaching practices, and curriculum design. This course includes a field experience component. Cross-listed with EDUC 446. Prerequisite: EDUC 205 and MATH 253 or 331. (4) MATH

place dotted with tiny, box-like homes constructed out of corrugated metal and other found materials, the rain created a cacophony — millions of warm, heavy drops landing on thousands of metal roofs. The sound was deafening and beautiful. I think about the children who live there, some of whom may be my learners when school begins, and how that sound must have filled their ears. The rain slows and I watch the flagstone surrounding the pool dry from my perch on the leather couch. The final few

international law, asymmetrical power relations between it and Palestine, and a strongly held creed in the effectiveness of force over diplomatic intervention. Utilizing Israel as a case study highlights how some nations – namely powerful or well-allied ones – can persistently violate international law with a mere admonishing “finger wag” from the international community as a response. By assessing Israel’s relationship with international law, the entire international legal system can be better understood