(Offered as STAT 135 and MATH 135.) Introduction to Statistics via Modeling is an introductory statistics course that uses modeling as a unifying framework for much of statistics. The course provides a basic foundation in statistics with a major emphasis on constructing models from data. Students learn important concepts of statistics by mastering powerful and relatively advanced statistical techniques using computational tools.
(Offered as STAT 135 and MATH 135.) Introduction to Statistics via Modeling is an introductory statistics course that uses modeling as a unifying framework for much of statistics. The course provides a basic foundation in statistics with a major emphasis on constructing models from data. Students learn important concepts of statistics by mastering powerful and relatively advanced statistical techniques using computational tools.
A continuation of MATH 111. Inverse trigonometric and hyperbolic functions; methods of integration, both exact and approximate; applications of integration to volume and arc length; improper integrals; l’Hôpital’s rule; infinite series, power series and the Taylor development; and polar coordinates. Four class hours per week.
Requisite: A grade of C or better in MATH 111 or consent of the Department. Limited to 35 students per section. Fall and spring semesters. Professor TBA.
A continuation of MATH 111. Inverse trigonometric and hyperbolic functions; methods of integration, both exact and approximate; applications of integration to volume and arc length; improper integrals; l’Hôpital’s rule; infinite series, power series and the Taylor development; and polar coordinates. Four class hours per week.
Requisite: A grade of C or better in MATH 111 or consent of the Department. Limited to 35 students per section. Fall and spring semesters. Professor TBA.
Basic concepts of limits, derivatives, anti-derivatives; applications, including max/min problems and related rates; the definite integral, simple applications; trigonometric functions; logarithms and exponential functions. Four class hours per week.
Limited to 35 students per section. Fall and spring semesters. In the fall semester, the intensive section (Section 01) is open only to students listed as eligible on the Mathematics placement list. The intensive section replaces one weekly class hour with a 90-to-120-minute group work day. Professors TBA.
MATH 106 is a continuation of MATH 105. Trigonometric, logarithmic and exponential functions will be studied from the point of view of both algebra and calculus. The applications encountered in MATH 105 will reappear in problems involving these new functions. The basic ideas and theorems of calculus will be reviewed in detail, with more attention being paid to rigor. Four class meetings per week, one of which is a two-hour group-work day.
Requisite: MATH 105. Spring semester. Professor TBA.
Independent Reading Courses. Reading in an area selected by the student and approved in advance by a member of the Department.
Fall and spring semesters.
(Research Seminar) This seminar will address some of the foundational questions posed by radical evil to the legal imagination. How have jurists attempted to understand the causes and logic of genocide, and the motives of its perpetrators? Is it possible to “do justice” to such extreme crimes? Is it possible to grasp the complexities of history in the context of criminal trial? What are the special challenges and responsibilities facing those who struggle to submit traumatic history to legal judgment?
(Analytic Seminar) The discipline of legal theory has the task of making law meaningful to itself. But there is a variety of competing legal theories that can make law meaningful in divergent ways. By what measure are we to assess their adequacy? Is internal coherence the best standard or should legal theory strive to accord with the extra-legal world? Then too, the institutions and practices of law are components of social reality and, therefore, as amenable to sociological or cultural analysis as any other component.
Enlightenment philosophers argued that law and reason were sources of freedom and human flourishing. This course explores the ways in which later social theorists challenged and qualified this claim as they confronted the legacies of Enlightenment and the effects of capitalism. We will begin by studying the roots of critical theory in eighteenth- and nineteenth-century philosophy before turning to works by some of the most prominent critical theorists of the last century: Walter Benjamin, Max Horkheimer, Theodor Adorno, and Herbert Marcuse.
