By and large it is uniformly true that in mathematics there is a time lapse between a mathematical discovery and the moment it becomes useful; and that this lapse can be anything from 30 to 100 years, in some cases even more; and that the whole system seems to function without any direction, with any reference to usefulness, and without any desire to do things which are useful. — von Neumann Although I'm now retired, some students and former students may still find some of this information useful.I lead a nonmathematical course this fall for the Osher Lifelong Learning Institute at the Waterbury Campus. The course was The ArabIsraeli Conflict Part II: Cutting Through the Myths and Misinformation and Negotiating a Solution. The course description was: For more than six decades, the ArabIsraeli conflict has been given an enormous amount of attention by the world and attracts a disproportionate amount of coverage in the media. Much of the dialog is driven by a lack of understanding of basic issues and misleading terminology. We will examine commonlyheld myths, including false information propagated by figures as prominent as a former president of the U.S., and negotiating teams will attempt to come up with a reasonable agreement ending the Palestinian ArabIsraeli portion of the conflict.This course was partially a followup to The ArabIsraeli Conflict: Cutting Through the Myths & Misinformation which met in the spring, but may be taken without having taken the spring course, which had the description: The ArabIsraeli conflict has for more than six decades been given an enormous amount of attention by the world and attracts a disproportionate amount of coverage in the media. Much of the dialog is driven by a lack of understanding of basic issues and misleading terminology. The course will review the history, missed opportunities and commonly held myths, including false information propagated by figures as prominent as a former president of the United States. We will examine the current situation and discuss remedies which might eventually lead to a resolution of the conflict.
The following items are of interest for all students taking or planning to take mathematics courses:Other Information Regarding Courses I've Taught RecentlyNew Numbering System

Mathematics 1050  (108) Mathematical Modeling in the Environment 
Mathematics 1070 (105) Mathematics for Business and Economics  
Mathematics 1071 (106) Calculus for Business and Economics  
Mathematics 1132 (116) Calculus II  
Mathematics 2110 (210) Multivariable Calculus 
Mathematics 101  Basic Algebra with Applications 
Mathematics 102  Problem Solving 
Mathematics 103  Elementary Discrete Mathematics 
Mathematics 105  Mathematics for Business and Economics 
Mathematics 106  Calculus for Business and Economics 
Mathematics 107  Elementary Mathematical Modeling 
Mathematics 108  Mathematical Modeling in the Environment 
Mathematics 109  Algebra and Trigonometry 
Mathematics 115  Calculus I 
Mathematics 116  Calculus II 
Mathematics 210  Multivariable Calculus 
Mathematics 211  Elementary Differential Equations 
Mathematics 216  Abstract Algebra 
Mathematics 227  Applied Linear Algebra 
Statistics 110  Elementary Concepts of Statistics 
The information on the above courses is based on the last time I taught each of them but students may find it helpful in terms of getting an idea of what is involved in each course. Other information about most mathematics courses, including syllabi used by other instructors, is available at the Mathematics Department Home Page.
Students planning their schedules will also find the UCONN/WATERBURY MATHEMATICS COURSE GUIDE invaluable as a way to learn about the different mathematics courses offered at the Waterbury Campus.
Students who are unable to complete their assignments on time might wish to compare their reasons with the Top Ten Excuses for Not Doing Math Homework.