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interpret quantitative information and use it to create and critique logic and data-driven arguments. Students will solve problems by interpreting quantitative information in context. Students will demonstrate the ability to work with mathematical notation, techniques, tools, and concepts. Students will create and critique logical arguments supported by quantitative evidence or symbolic relationships. Engaging the Natural World (NW)Engaging the Natural World (4): Students will learn methods to develop
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large numbers and central limit theorem, sampling distributions, theory of point estimators, confidence intervals, hypothesis tests, regression (time permitting). Cross-listed with STAT 242. Previously was MATH/STAT 341. Prerequisite: MATH 151. (4) MATH 245 : Discrete Structures - NS Topics that are of relevance to computer scientists and computer engineers, including quantified logic, sets, relations, functions, recursion, combinatorics, and probability. Tools of logical reasoning, such as
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. Integration21Knowledge GridStudents demonstrate analytical and organizational skills by filling in the internal cells of a grid in which the first column and top row provide key categories. 22Sequence ChainsStudents analyze and depict graphically a sequence of events, actions, roles, or decisions. Sequence Chains require students to create a visual map of the logic within a series. 23Concept MapsStudents draw a diagram that conveys their ideas about or understanding of a complex concept, procedure, or process they
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did. I was born and raised in Puyallup, Washington, and knew that I wanted to stay local for college. Math was always my favorite subject in school. I enjoyed problem-solving, and the logic of the subject. Thus, I started my undergraduate studies at Pacific Lutheran University with mathematics as my intended major. It wasn’t until I took an introductory microeconomics course to fulfill a social science requirement that I became captivated by this applied field of math. That spring, I decided to
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, theory of point estimators, confidence intervals, hypothesis tests, regression (time permitting). Cross-listed with STAT 242. Previously was MATH/STAT 341. Prerequisite: MATH 151. (4) MATH 245 : Discrete Structures Topics that are of relevance to computer scientists and computer engineers, including quantified logic, sets, relations, functions, recursion, combinatorics, and probability. Tools of logical reasoning, such as induction, proof by contradiction, and predicate calculus, will be taught and
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event gathers scholars, artists and practitioners to explore the human phenomena of genocide, of war crimes, and of crimes against humanity. It seeks a complex understanding of the logic and implications of these behaviors as well as the wellspring of human resilience, resistance, intellectual, and creative response that meet them at every turn. Legacies of the Shoah is made possible by the generous contributions of Peter and Grace Wang, the Benson Foundation, and the Norwegian Royal Ministry of
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of relevance to computer scientists and computer engineers, including quantified logic, sets, relations, functions, recursion, combinatorics, and probability. Tools of logical reasoning, such as induction, proof by contradiction, and predicate calculus, will be taught and applied. Prerequisite: MATH 151 or placement into MATH 152. (4) MATH 253 : Multivariable Calculus An introduction to vectors, partial derivatives, multiple integrals, and vector analysis. Prerequisite: MATH 152. (4) MATH 287
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both smaller entrepreneurial organizations and larger global entities. Provides opportunity to explore potential disciplines and careers in business. (4) BUSA 202 : Financial Accounting Accounting for financial performance for the use of external decision-makers considering investment in a business organization. Origins and uses of financial information; accounting concepts and principles; logic, content, and format of financial statements; accounting issues in the U.S. and other nations
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important to help them understand that the idea of the liberal arts is rooted in ancient Greek and Roman culture and the term describes those skills and subjects that were deemed necessary for the education of free people—libera being the Latin root for liberty. In the medieval period, those arts were identified with seven subjects—grammar, rhetoric, logic, arithmetic, geometry, music, and astronomy. I like to refer to these by name to emphasize that the liberal arts have always included the sciences
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Logic: Globalization, Conspiracy Theory and the Shoah”, which appeared in the 2012 volume Holocaust Denial: the Politics of Perfidy, edited by Robert Wistrich (an earlier version was published by the Vidal Sassoon Center for the Study of Antisemitism at the Hebrew University in 2009) and “Antisemitism and Terrorism on the Electronic Highway” which appeared in the book Terrorism and the Internet: Threats — Target Groups — Deradicalisation Strategies (IOS Press for NATO, 2010). Mr. Weitzman also co
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