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NumberSystemsSpring2024.html
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<!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Transitional//EN" "http://www.w3.org/TR/xhtml1/DTD/xhtml1-transitional.dtd">
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<title>Number Systems</title>
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<head>
<title>Math 378: Number Systems, Spring 2024</title>
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<body style="background-color: #FFFFFF;" alink="#ff0000" link="#000000" vlink="#000000">
<center><h1>
Math 378: Number Systems<br>
Spring 2024
</h1>
</center>
<center>
<h2>General Information</h2></center>
<table align="center" border="2" cellpadding="4" cellspacing="2" width="70%">
<tbody>
<!--<tr>             Table of links:</tr>-->
<tr bgcolor="#ACB6F8">
<th><a href="#classes">Classes</a> </th>
<th><a href="#instructor">Instructor</a> </th>
<th><a href="#goals">Goals and Official Course Description</a></th>
<th><a href="#textbk">Text & Prerequisites</a> </th>
<th><a href="#content">Course Content</a></th>
</tr>
<tr bgcolor="#8594F7">
<th><a href="#dates">Important Dates</a></th>
<th><a href="#grades">Grades</a></th>
<th><a href="#hw">Homework</a> </th>
<th><a href="#exams">Quizzes and Final</a> </th>
<th><a href="https://en.wikipedia.org/wiki/Euler%27s_identity">e<sup> π i</sup> + 1 = 0</a></th>
</tr>
<tr bgcolor="#5F73F9">
<th><a href="#synchronicity">Synchronicity and Late Work</a></th>
<th><a href="#statement">Statement of Expectations</a> </th>
<th><a href="#integrity">Academic Integrity</a> </th>
<th><a href="#Support">Support From Me</a></th>
<th><a href="#kids">Policies on Children in Class</a></th>
</tr>
<tr bgcolor="#4AD1C0">
<th><a href="#credit"><font color="white">Expanded Credit Hour Statement</font></a></th>
<th><a href="#writing"><font color="white">The Writing Center</font></a></th>
<th><a href="#accessibility"><font color="white">Accessibility Issues</font></a></th>
<th><a href="#cougarcare"><font color="white">Cougar Care Network</font></a></th>
<th><a href="#reporting"><font color="white">Mandated Reporting & Resources</font></a> </th>
</tr>
</tbody>
</table>
<div style="width: 80%">
This page is based on a template from David Gross and includes content from Rebecca Lush and Tumay Tunur.
In preparing Math 378, I am very grateful for the help I received from Linda Holt and Wayne Aitken.
<p>
<table bgcolor="#ACB6F8" border="1" cellpadding="4" cellspacing="2" width="100%">
<tbody>
<tr>
<th align="left"><a name="classes"></a>Classes</th>
</tr>
</tbody>
</table>
</p>
<p>
<ul>
<li> <b>Class: Tuesday and Thursday. 2:30-3:45 in Commons 206</b></li>
<br />
<li>Class meetings will have elements of lecture, but also elements of discussion and problem solving sessions.
Be prepared to share and discuss mathematics with others. </li>
<br />
<li> <b><a href="NumberSystemsCourseScheduleSpring2024.pdf" target="_blank"><font color="blue">Course Schedule</font></a> </b></li>
<br />
<li><b> <a href="NumberSystemsAitkenHolt.pdf" target="_blank"><font color="blue">Course Text</font></a> </b></li>
<br/>
<li><b>If you are feeling a bit under the weather, please wear a mask. If you are very sick, do not come to class.
You will not be penalized for taking care of yourself and stopping the spread of disease.</b></li>
<br />
<li><b>Administrative Drop: </b> I will be taking attendance
for the first week of class. If you do not attend the first week of classes and you do not email me to let me know
why you will be missing the first week of class, then you will be
<a href="https://www.csusm.edu/enroll/services/administrative_drop.html" target="_blank">
<font color="blue">administratively dropped</font></a>. </li>
</ul>
<!-- %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%-->
<p>
<table bgcolor="#ACB6F8" border="1" cellpadding="4" cellspacing="2" width="100%">
<tbody>
<tr>
<th align="left"><a name="instructor"></a> Instructor</th>
</tr>
</tbody>
</table>
</p>
<ul>
<li><b>Instructor:</b> <a href="https://www.hansonsmath.info/" target="_blank"><font color="blue">Hanson Smith</font></a>
<li><b>Office:</b> Administrative Building 6134
<br />
<li><b>E-mail:</b> <a href="mailto:[email protected]"><font color="blue">[email protected]</font></a>
<li><b>Office Hours:</b> Tuesday 10:30-12:30, Wednesday 8:00-9:00 am on
<a href="https://csusm.zoom.us/j/84285632263"><font color="blue">Zoom (meeting ID: 842 8563 2263)</font></a>, and by appointment. </br>
</br>
<li><b>Delivery:</b> We will be using
<a href="https://csusm.instructure.com/courses/31500" target="_blank"><font color="blue">Canvas</font></a>
as a delivery system for some aspects of this class.
In particular, the class notes, homework assessments, worksheets, and various other materials will be on Canvas.
Assignments will be turned in on <a href="https://www.gradescope.com/courses/715309" target="_blank"><font color="blue">Gradescope</font></a>.
However, email will be the primary mode of communication.
<br />
<br />
<li><b>GA:</b> Jesse Stevenson (<a href="mailto:[email protected]"><font color="blue">[email protected]</font></a>) will be our graduate assistant this semester.
We will be grading the assignments together, and Jesse will also be helping facilitate our in-class work.
<li><b>GA Office Hours:</b> Tuesday and Thursday from 1-2 pm in Academic Hall 423A.
</ul>
<!--%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%-->
<p>
<table bgcolor="#ACB6F8" border="1" cellpadding="4" cellspacing="2" width="100%">
<tbody>
<tr>
<th align="left"><a name="goals"></a> Official Course Description and Goals</th>
</tr>
</tbody>
</table>
</p>
<p><b>Official Course Description:</b> Numbers: natural, rational, real, and complex.
Algebraic laws: commutative, associative, and distributive.
Brief introduction to groups, rings, and fields. Divisibility and unique factorization for integers and polynomials.
Integers modulo n as finite rings and fields.
The rational numbers as a non-complete countable ordered field. The real numbers as a complete uncountable ordered field.
Sequences and limits including Cauchy sequences, lim inf and lim sup.
Complex numbers including De Moivre’s theorem and related trigonometric identities. Factoring polynomials over the various number systems.
The Fundamental Theorem of Algebra.</p>
<p>
<b>Goals:</b> The overarching goal for the semester is to gain a working knowledge of and fluency with the basic number systems and their axiomatic construction.
Moreover, we will work towards a deeper understanding of the axiomatic method employed in mathematics and an appreciation of the rigor involved in any application
of this method.
One practical goal that will underpin the course is
deepening our familiarity with and maturity in mathematics, especially with the goal of preparing ourselves for the terminal courses in the major.
We will work to develop sound proof writing techniques and increased proficiency with logic and set theory in proof writing.
In this context, we will learn to read mathematics, especially our own mathematics, thoughtfully and critically.
This includes building the ability to communicate mathematics and reason mathematically.
We will spend our time reading, understanding, responding to, and creating mathematical arguments.
You are probably familiar with having this sort of mathematical dialogue with an instructor, but a goal of this course is
to open and develop this kind of dialogue with your peers. To this end, we will create a welcoming and supportive classroom
community that gives us space to make mistakes and learn. <br>
<li> Please consider how what we are doing in this course relates to the goals above.
I have thought a great deal about how each assignment supports these goals, but I would love to hear about ways
the course and our ability to meet our goals can be improved.
<!-- %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%-->
<p>
<table bgcolor="#ACB6F8" border="1" cellpadding="4" cellspacing="2" width="100%">
<tbody>
<tr>
<th align="left"><a name="textbk"></a>Text & Prerequisites</th>
</tr>
</tbody>
</table>
</p>
<p>
<table border="0" cellpadding="0" cellspacing="0" width="100%">
<tbody>
Our primary reference will be
<a href="NumberSystemsAitkenHolt.pdf" target="_blank"><font color="blue"><i>Number Systems</i></font></a> by
CSUSM professors Wayne Aitken and Linda Holt.
<br>
</br>
They have generously provided a pdf free of cost.
<b> Please do not post this pdf anywhere or share the text with individuals outside of the class.</b>
</br>
Reading will be an integral part of the course, and you are expected to read in addition to attending class.
</tr>
</table>
<br />
<a href="https://www.csusm.edu/academicadvising/majorminor/worksheets/math/math.pdf" target="_blank">
<font color="blue"><b>Prerequisites:</b></font></a> <a href="https://catalog.csusm.edu/preview_course_nopop.php?catoid=1&coid=1434" target="_blank">
<font color="blue"> Math 350: Foundations of Theoretical Mathematics.</font></a>
<!-- %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%-->
<p>
<table bgcolor="#ACB6F8" border="1" cellpadding="4" cellspacing="2" width="100%">
<tbody>
<tr>
<th align="left"><a name="content"></a>Course Content</th>
</tr>
</tbody>
</table>
</p>
<p>
A general list of the chapters of <a href="NumberSystemsAitkenHolt.pdf" target="_blank"><font color="blue"><i>Number Systems</i></font></a> that we will attempt to cover:
<table width="60%">
<tbody>
<tr><td>
<b>Chapter</b></td><td><b>Chapter Title</b></td><td>
<tr><td align=""center">
1</td><td><align="left">The Peano Axioms</align></td><td>
<tr><td align=""center">
2</td><td><align="left">The Natural Numbers as an Ordered Set </align></td><td>
<tr><td align=""center">
3</td><td><align="left">Cardinality and Counting</align></td><td>
<tr><td align=""center">
4</td><td><align="left">The Integers</align></td><td>
<tr><td align=""center">
5</td><td><align="left">Exploring the Integers</align></td><td>
<tr><td align=""center">
6</td><td><align="left">Modular Arithmetic</align></td><td>
<tr><td align=""center">
7</td><td><align="left">The Rational Numbers</align></td><td>
<tr><td align=""center">
8</td><td><align="left">Sequences and Limits</align></td><td>
<tr><td align=""center">
9</td><td><align="left">Completeness and Continuity</align></td>
<td>
<tr><td align=""center">
10</td><td><align="left">Constructing the Real Numbers</align></td><td>
<tr><td align=""center">
11</td><td><align="left">Exploring the Real Numbers</align></td><td>
<!-- <tr><td align=""center">
12</td><td><align="left">The Complex Numbers</align></td><td> -->
</tbody>
</table>
<br />
<li> More details can be found in the <b><a href="NumberSystemsCourseScheduleSpring2024.pdf" target="_blank"><font color="blue">Course Schedule</font></a>.</b>
Note that things will get shifted around as the semester progresses. I'll keep you abreast of any changes via
in-class communication, email, and by updating the course schedule.
<br />
<br />
<li> There are numerous great resources online. Dr. David Barsky has made videos explaining many of the common concepts at play in Math 350.
The can be accessed via <a href="DrBarsky's350Videos.xlsx" target="_blank"><font color="blue">this excel spreadsheet</font></a>.
Please do not share this resource outside of the class. <br>
<br>
<li>Feel free to use external resources to help with your studying.
Please share if you find anything particularly helpful. Further, please cite the resources that you use.
<br />
<br />
<!-- %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%-->
<p>
<table bgcolor="#8594F7" border="1" cellpadding="4" cellspacing="2" width="100%">
<tbody>
<tr>
<th align="left"><a name="dates"></a>Important Dates</th>
</tr>
</tbody>
</table>
</p>
<p>
<p></p>
<table align="center" border="2" cellpadding="4" cellspacing="2" width="80%">
<tbody>
<tr><th>Tuesday, January 23</th> <th>First Day of Class</th></tr>
<tr><th>Tuesday, Feb. 13</th><th>In-Class Quiz 1</th></tr>
<tr><th>Tuesday, March 12</th><th>In-Class Quiz 2</th></tr>
<tr><th>Tuesday, April 30</font></th><th> In-Class Quiz 3</th></tr>
<tr><th>Thursday, May 9</th> <th>Our Last Day of Class</th></tr>
<tr><th>May 13, 6:15-8:15 pm </th> <th> Final Exam </th></tr>
</tbody>
</table>
<br />
<li> More details can be found in the <b><a href="NumberSystemsCourseScheduleSpring2024.pdf" target="_blank"><font color="blue">Course Schedule</font></a>.</b>
Note that things can change and get shifted around as the semester progresses. I'll keep you abreast of any changes via
in-class communication, email, and by updating the course schedule.
<!-- %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%-->
<p>
<table bgcolor="#8594F7" border="1" cellpadding="4" cellspacing="2" width="100%">
<tbody>
<tr>
<th align="left"><a name="grades"></a> Grades</th>
</tr>
</tbody>
</table>
</p>
<p>
What are grades? What purpose do they serve? What do they mean? <a href="https://www.jessestommel.com/how-to-ungrade/" target="_blank"><font color="blue">
This blog post</font></a> outlines some problems with grades.
</p>
<p>
The following is the grading scheme that I would like to implement for the course.
I feel it strikes a balance between different manners of doing and presenting mathematics.
Please let me know if you would like to see any changes.
I would like everyone to understand how grades are calculated. <br />
<li>Homework: 40 %
<li>Quiz 1: 10 %
<li>Quiz 2: 10 %
<li>Quiz 3: 10 %
<li>Final Exam: 30 %
</p>
<!-- %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%-->
<p><table bgcolor="#8594F7" border="1" cellpadding="4" cellspacing="2" width="100%">
<tbody>
<tr>
<th align="left"><a name="hw"></a>Homework</th>
</tr>
</tbody>
</table>
</p>
<p>
There will be psuedo-weekly homework assignments this semester.
The exercises have been integrated into the course text. Though every exercise in the book is important, I will select around 8 formal
exercises from each chapter to turn in.
To this end, <b>it is important to read the course text so that you have the full context for each exercise.</b>
There will be 12 homework sets corresponding to Homework 0 and the 11 chapters we will work through.
For each homework set except Homework 0, you will be paired with a partner. Though you will be graded individually,
you must meet and discuss the homework with your partner at least once. Homework partners are a way for you to get
to meet other people in the class and a way for you to learn from each other.
If you would not like to be paired with a partner, please let me know.
Due dates for homework assignments are given in the
<b><a href="NumberSystemsCourseScheduleSpring2024.pdf" target="_blank"><font color="blue">Course Schedule</font></a>.</b>
Save for Homeworks 5, 10, and 11, homework will be due on Wednesdays
at 11:59 pm. It will be due on <a href="" target="_blank">
<font color="blue">Gradescope</font></a>. <!-- Hopefully, you've received an email enrolling you in
<b><a href="https://www.gradescope.com/courses/437269/assignments/2225700/submissions" target="_blank">
<font color="blue">Gradescope</font></a></b>. If you haven't, please let me know so I can resend it. -->
<br />
<br />
In general, the GA and I will grade two homework problems in-depth and grade the rest for completion.
As the semester progresses, our standards for mathematical writing and logical argument will become higher.
Quizzes will feature problems that are remarkably similar to the homework or to problems we work in class,
so spending time completing homework to perfection is
doubly advantageous. <br />
<p>It is natural and expected to struggle on homework. You are encouraged have larger study sessions together and come to office hours for help with homework.
<b>Homework is a place to learn how to do things!</b>
You may use whatever resources you wish on the homework as long as you cite your sources and submit your own work.</p>
<p><b><u>Support:</u></b> Some big-picture resources are the
<a href="https://www.csusm.edu/sass/index.html" target="blank"><font color="blue">Student Academic Support Services (SASS)</font></a>,
<a href="https://www.csusm.edu/asc/index.html" target="blank"><font color="blue">Academic Success Center</font></a>,
<a href="https://www.csusm.edu/students/index.html#acasupport" target="blank"><font color="blue">Academic Support</font></a>, and
<a href="https://www.csusm.edu/lts/syllabuslanguage.html" target="blank"><font color="blue">Learning & Tutoring Services</font></a>. </p>
<p>Finally, I have three+ hours a week that are specifically for helping y'all, and the GA has one hour as well.
Please come to my office hours with any questions! If you think a question is dumb or you think
you "don't understand anything," then that is even more reason to come to my office hours.
I am very used to struggling with math and I want to help everyone learn in this course.
I can assure you that I have made math mistakes that are much more embarrassing than
any mistake you will make in this course. </p>
<p>Class attendance is not mandatory this semester, though it is highly encouraged. I know flexibility is appreciated, so I will not grade participation directly.
However, we will have in-class assessments and you are responsible for catching up on material you miss.</p>
<li> All-University Writing Requirement: The requirement of 2500 words for courses of 3 or more units will be satisfied
in this course by proof writing on the homework, quizzes, primary source project, and final exam.
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<p><table bgcolor="#8594F7" border="1" cellpadding="4" cellspacing="2" width="100%">
<tbody>
<tr>
<th align="left"><a name="exams"></a>Quizzes and Final</th>
</tr>
</tbody>
</table>
</p>
<p>
We will have three quizzes and a final exam.
<p> In-class quizzes are closed book and notes. In-class quizzes will last 30 minutes.
<!--<p> After hearing everyones' ideas on grading, <strike>I've decided to change the quiz format to better reflect the things you want in grading.
We will still have three quizzes, but they will be a bit longer (20-25 min.).
You'll upload a camscanner picture of your quiz to HuskyCT once you finish, but you'll take your quiz home with you to grade yourself.
I'll give you a rough rubric/idea of how I would grade it, but you will grade and correct your quiz yourself.
You will then turn-in your graded quiz with corrections and a reflection on how you're doing in the class one week after the original date of the quiz.
We will talk about the expectations for the corrections and the reflection in more detail once we get closer to the date of the first quiz. </strike>
<p>The take-home final is open book and notes, but closed everything else.</b>
Using any resource outside of your book and your notes constitutes
academic dishonesty and will be dealt with accordingly. -->
<p><b>Make-Up Policy:</b> In general, no make-ups for quizzes will be given.
If you are going to miss a quiz and can show proof of some officially acceptable reason, e.g.: a verifiably documented medical excuse
or a conflicting official university sanctioned activity that cannot be rescheduled, then we can make arrangements.<br />
If you are sick or something comes up, then please let me know as far before the assignment or assessment is due as you can.
We will do our best to get through this semester safely and healthily.
On as case-by-case basis, I can try to make arrangements in a way that is as fair and equitable as possible.
<p>
Please avoid making travel arrangements that would not allow you to take the final at the scheduled
time. There are allowance made for students with more than two final exams on a given day or more than three final exams in a given 24-hour period.
See <a href="https://csusm.policystat.com/policy/7985912/latest/" target="blank"><font color="blue">Final Exam Conflicts, APC 719-15</font></a>. <br>
<br>
Please note that CSUSM does <bf>NOT</bf> consider
vacations, previously purchased tickets or reservations, graduations, social events, misreading
the assigned final exam schedule, and oversleeping as viable excuses for missing a final exam.
If you think that your situation warrants permission to reschedule, please contact me as well as the DoS office as soon as possible.
</p>
<br />
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<p>
<table bgcolor="#5F73F9" border="1" cellpadding="4" cellspacing="2" width="100%">
<tbody>
<tr>
<th align="left"><a name="synchronicity"></a>Synchronicity and Late Work</th>
</tr>
</tbody>
</table>
</p>
This is an in-person class and has been designed to be taught in person. Not attending in person will affect your experience in this course.
However, to make it easier for you to engage in this course regardless of your situation, I will be asking for note takers and hopefully posting their notes.
Please let me know if you enjoy taking detailed notes and want to post them for everyone.
<!--Update: Two very kind students have volunteered to take notes.
<a href="https://csusm.instructure.com/courses/5143/modules" target="blank"><font color="blue">
The notes are now posted in the "Modules" section in Canvas. </font></a>.-->
There will be days where we will do graded work in class. You must let me know well before these days if you are absolutely unable to attend.
<p>
<p>Late assignments (homework, projects, quizzes, and exams) will have points deducted based on how late the assignment is.
I reserve the right to deduct points from late work or award no credit for late work as I see fit.
Unless otherwise noted or excepted, late work turned in after the last day of class will not be accepted.
Generally, I am happy to give extensions if you let me know well before an assignment is due.
If you are having trouble staying on top of your assignments, please come talk to me.
My goal is to help you learn.</p>
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<p>
<table bgcolor="#5F73F9" border="1" cellpadding="4" cellspacing="2" width="100%">
<tbody>
<tr>
<th align="left"><a name="statement"></a>Statement of Expectations</th>
</tr>
</tbody>
</table>
</p>
<p>
I understand everyone is dealing with different things in their lives, and I will do my
best to be flexible and accomodating.
I ask you to be open with me and to discuss issues with me when they come up. I will listen and do
what I can to help you succeed in this course. Conversely,
I ask that you be understanding of the mistakes I will certainly make, and I ask that you give me honest feedback about how I can
improve.
<p>
As individuals and as a class we will be respectful of everyone; language or behavior that discriminates against or excludes
anyone will not be tolerated.
We will avoid stereotypes about who is "good" at math. Math is difficult, but also beautiful, and as a class we will work together to overcome
difficulties and share the beauty. This is especially true with group work. You must treat your group members with respect and engage in positive
and constructive conversations. If you are curious about what this environment looks like, I invite you to check out the
<a href="https://www.csusm.edu/civility/about/index.html" target="blank">
<font color="blue">CSUSM Civility Campaign</font></a>.
</p>
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<table bgcolor="#5F73F9" border="1" cellpadding="4" cellspacing="2" width="100%">
<tbody>
<tr>
<th align="left"><a name="integrity"></a>Academic Integrity</th>
</tr>
</tbody>
</table>
</p>
<p>
Students will be expected to adhere to the guideline of academic honesty and integrity, as outlined in the
<a href="https://www.csusm.edu/dos/studres/standards_student_conduct.html" target="blank">
<font color="blue">CSUSM Standards for Student Conduct</font></a>.
All assignments must be original work, clear and error-free.
All ideas/material that are borrowed from other sources must have appropriate references to the original sources.
Any quoted material should give credit to the source and be punctuated accordingly. Copying and pasting material from
a source such at ChatGPT is not original work, and claiming it as such is academic dishonesty. You may use AI to help
in your studying and in doing the homework; however, keep in mind that a model like ChatGPT is not designed for proof-based mathematics
and makes a plethora of errors, some subtle and some agregious.
</p>
<p>Students are responsible for honest completion and representation of their work.
Unless otherwise noted, all completed assignments are to consist solely of your own individual work and ideas
without input from any external resources or persons.
There will be zero tolerance for infractions.
If you believe there has been an infraction by someone in the class, please bring it to the my attention.
I reserve the right to discipline any student for academic dishonesty,
in accordance with the general rules and regulations of the university.
Disciplinary action may include the lowering of grades and/or the assignment of a failing grade for an exam, assignment, or the class as a whole.
It is recommended that students consult the
<a href="https://csusm.policystat.com/policy/7984230/latest/" target="blank"><font color="blue">CSUSM Academic Honesty Policy</font></a>.</p>
<!-- I expect you to be familiar with and abide by
<a href="https://community.uconn.edu/the-student-code-appendix-a/" target="_blank">
<font color="blue">UConn's academic integrity policy</font></a> at all times. There should be no
help given or received on exams or quizzes, not from other people, not from tutors, not from online sites.
Academic misconduct includes, but is not limited to, providing or receiving assistance in a manner
not authorized by the instructor in the creation of work to be submitted for academic evaluation
(e.g. papers, projects, examinations and assessments - whether online or in class); presenting,
as one's own, the ideas, words or calculations of another for academic evaluation; doing
unauthorized academic work for which another person will receive credit or be evaluated;
using unauthorized aids in preparing work for evaluation (e.g. unauthorized formula sheets,
unauthorized calculators, unauthorized programs or formulas loaded into your calculator, etc.);
and presenting the same or substantially the same papers or projects in two or more courses without
the explicit permission of the instructors involved.
A student who knowingly assists another student in committing an act of academic misconduct
shall be equally accountable for the violation, and shall be subject to the sanctions and other
remedies as described in <a href="https://community.uconn.edu/the-student-code-appendix-a/" target="_blank">
<font color="blue">Appendix A</font></a> of the <a href="https://community.uconn.edu/the-student-code/" target="_blank">
<font color="blue">Student Code</font></a>.
Sanctions shall include, but are not limited to, a letter sent to the Office of Community
Standards of the University; a grade of 0 on the assignment, quiz or exam; a grade of F for
the course. -->
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<p>
<table bgcolor="#5F73F9" border="1" cellpadding="4" cellspacing="2" width="100%">
<tbody>
<tr>
<th align="left"><a name="Support"></a>Support From Me</th>
</tr>
</tbody>
</table>
</p>
<p>I pledge to do my utmost as your instructor to support you and your success in this class.
Regardless of your race,
color, religion, sex, sexual orientation, gender identity or
expression, age, disabilities, citizenship, or national origin, I am happy that you're taking this course
and I am excited to help you learn math. I will do everything I can to make sure you feel welcome in
our classroom and address any aspects or elements of the course that may make you feel unwelcome.
This runs the gamut from being willing to make accomodations for religious observances to making sure
our classroom is a supportive place. Please come to me with any concerns you have! I'm here to listen and
to help give you the tools and conditions to be successful in this course.</p>
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<p>
<table bgcolor="#5F73F9" border="1" cellpadding="4" cellspacing="2" width="100%">
<tbody>
<tr>
<th align="left"><a name="kids"></a>Policies on Children in Class</th>
</tr>
</tbody>
</table>
</p>
The University currently does not have a policy for children in classrooms. What follows is a reflection of my own commitments to students as parents:
You are welcome to feed your baby (breastfed and/or bottlefed) in my classroom;
If you need to pump breastmilk during class time, I would be happy to coordinate timing breaks around this;
Unforeseen disruptions in childcare should not be a deterrent for attending class; it is perfectly acceptable to bring your child to class, as needed;
As students and parents, you are held to the same standards as your peers (deadlines, etc.),
but I am happy to discuss routines and practices that facilitate a healthy school-parenting balance.
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<p>
<table bgcolor="#4AD1C0" border="1" cellpadding="4" cellspacing="2" width="100%">
<tbody>
<tr>
<th align="left"><a name="credit"></a>Expanded Credit Hour Statement</th>
</tr>
</tbody>
</table>
</p>
<p>
As a three unit course, the award of credit in this course is based on learning activities
outside of class meetings having been designed to require a minimum of six hours of effort each week working for most students.
More prosaically, about two hours of work will be required for each 50 minutes we spend together in class.
This work includes things like reading the text, working on homework problems, writing proofs, working in groups on projects,
and studying for assessments.
</p>
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<p>
<table bgcolor="#4AD1C0" border="1" cellpadding="4" cellspacing="2" width="100%">
<tbody>
<tr>
<th align="left"><a name="writing"></a>The Writing Center</th>
</tr>
</tbody>
</table>
</p>
Writing Help (for all classes):
The Writing Center offers welcoming digital and face-to-face learning environments where certified student consultants
offer constructive guidance at any stage of the writing process--idea generation, argument development, sentence-polishing, and more.
They start with the prompt and ask guiding questions as you work to develop compelling work. Chat, voice, and video sessions are available on
Microsoft Teams, by appointment; Quick Help is available on Teams on a drop-in basis;
asynchronous feedback is available by request; and in-person tutoring is available by appointment.
Additional services include Academic English support, webinars, and various online resources. <br />
Follow them on Instagram: @wccsusm.
Questions? Email: [email protected]
Check out details here:
<a href="https://www.csusm.edu/writingcenter/index.html" target="blank">
<font color="blue">CSUSM Writing Center</font></a>.
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<p>
<table bgcolor="#4AD1C0" border="1" cellpadding="4" cellspacing="2" width="100%">
<tbody>
<tr>
<th align="left"><a name="accessibility"></a> Accessibility Issues</th>
</tr>
</tbody>
</table>
</p>
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<p>
If you have or think you have a disability and would like support, please let me know so that I can help facilitate accommodations.
Students with disabilities who require reasonable accommodations must be approved for services by providing appropriate
and recent documentation to the Disability Support Services (DSS) Office. This office is located in Craven Hall 4300,
and can be contacted by phone at (760) 750-4905, or TTY (760) 750-4909, and by email sent to [email protected].
Students authorized by DSS to receive reasonable accommodations should meet with me during my office hours in order to ensure confidentiality.
</p>
<p>For COVID-19 related class concerns (e.g., excused absences, missed exams, late work etc.),
please contact your instructor. For all other COVID-19 related concerns that students wish to get
campus support to address (e.g., exposure, diagnosis, ongoing symptoms, etc.), students should feel free to contact the Cougar Care Network.
You are welcome but not required to let your instructor know of any COVID-19 related concerns.</p>
<br>
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<p>
<table bgcolor="#4AD1C0" border="1" cellpadding="4" cellspacing="2" width="100%">
<tbody>
<tr>
<th align="left"><a name="cougarcare"></a> Cougar Care Network</th>
</tr>
</tbody>
</table>
</p>
<b> Cougar Care Network: </b>
The Dean of Students division provides support resources via the Cougar Care Network (CCN).
CCN can be used by faculty, staff, and students. Per the CCN homepage,
“Cougar Care Network(CCN) provides information, connection to resources, advocacy and support for students dealing with personal,
academic, financial or other challenges which may adversely affect their academic success and/or collegiate experience.”
As a student you may self-refer if you find that you need help with connecting with campus support resources.
As your instructor, I may refer you to CCN if I see that you would benefit from campus assistance beyond what I can provide
academically for the scope of this class. For more information visit
<a href="https://www.csusm.edu/ccn/index.html" target="blank">
<font color="blue">the CCN home page</font></a>.
<br>
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<p>
<table bgcolor="#4AD1C0" border="1" cellpadding="4" cellspacing="2" width="100%">
<tbody>
<tr>
<th align="left"><a name="reporting"></a>Mandated Reporting & Resources</th>
</tr>
</tbody>
</table>
</p>
CSUSM is committed to fostering a campus community based on respect.
To this end, we recognize that all CSUSM community members are responsible for helping to ensure that our community is free from
harassment, discrimination, sexual misconduct, domestic violence, and stalking.
In accordance with Title IX, CSUSM is legally obligated to respond to reported incidents of
harassment, discrimination, sexual misconduct, domestic violence, and stalking.
Faculty who become aware of an incident of harassment,discrimination, sexual misconduct, domestic violence, and stalking are
required to notify CSUSM’s Title IX Coordinator.
The purpose of this disclosure is to ensure that students are made aware of their reporting options and resources for support.
For more information about your rights and reporting options at CSUSM, including confidential and anonymous reporting options,
please visit
<a href="http://www.csusm.edu/title9/" target="blank">
<font color="blue">CSUSM's Title IX page</font></a>.
<br />
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<p>
<table bgcolor="#4AD1C0" border="1" cellpadding="4" cellspacing="2" width="100%">
<tbody>
<tr>
<th align="left"><a name="land"></a>The Land We Are Occupying</th>
</tr>
</tbody>
</table>
</p>
The land on which we gather is the traditional territory of the Luiseño/Payómkawichum people.
Today, the meeting place of CSUSM and its surrounding areas is still home to the six federally recognized bands
of the La Jolla, Pala, Pauma, Pechanga, Rincon, Soboba Luiseño/Payómkawichum people.
It is also important to acknowledge that this land is a space shared by the Kuupangaxwichem/Cupeño, Kumeyaay, and Ipai peoples.
For more information, please go to CSUSM's <a href="https://www.csusm.edu/cicsc/" target="blank">
<font color="blue">California Indian Culture and Sovereignty Center (CICSC) page</font></a>.
</div>
<!-- Things missing: General Education Program Student Learning Outcomes (GEPSLOs)
The syllabus must include a list of all GEPSLOs that the course has been recognized by the General Education Committee as addressing.
At their own discretion,
instructors may choose additionally to indicate how the GEPSLOs are addressed in the course and how students will be expected to achieve them. -->
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