This course will acquaint the student with some of the ancient Greek contributions to the Western philosophical and scientific tradition. We will examine a broad range of central philosophical themes concerning: nature, law, justice, knowledge, virtue, happiness, and death. There will be a strong emphasis on analyses of arguments found in the texts.

The Art of the Probable" addresses the history of scientific ideas, in particular the emergence and development of mathematical probability. But it is neither meant to be a history of the exact sciences per se nor an annex to, say, the Course 6 curriculum in probability and statistics. Rather, our objective is to focus on the formal, thematic, and rhetorical features that imaginative literature shares with texts in the history of probability. These shared issues include (but are not limited to): the attempt to quantify or otherwise explain the presence of chance, risk, and contingency in everyday life; the deduction of causes for phenomena that are knowable only in their effects; and, above all, the question of what it means to think and act rationally in an uncertain world. Our course therefore aims to broaden students’ appreciation for and understanding of how literature interacts with--both reflecting upon and contributing to--the scientific understanding of the world. We are just as centrally committed to encouraging students to regard imaginative literature as a unique contribution to knowledge in its own right, and to see literary works of art as objects that demand and richly repay close critical analysis. It is our hope that the course will serve students well if they elect to pursue further work in Literature or other discipline in SHASS, and also enrich or complement their understanding of probability and statistics in other scientific and engineering subjects they elect to take.

To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information. By the end of this unit you will be able to Define Information Literacy, Define the four domains that fall under Metaliterate Learners, Identify a lack of knowledge in a subject area, Identify a search topic/question and define it using simple terminology, Articulate current knowledge on a topic, Recognize a need for information and data to achieve a specific end and define limits to the information need, and Manage time effectively to complete a search.

Development of programs containing a significant amount of knowledge about their application domain. Outline: brief review of relevant AI techniques; case studies from a number of application domains, chosen to illustrate principles of system development; discussion of technical issues encountered in building a system, including selection of knowledge representation, knowledge acquisition, etc.; and discussion of current and future research. Hands-on experience in building an expert system (term project).

Help Sam the gardener in the Sunflower Greenhouse. Learn about plants and their parts, photosynthesis and energy. This lesson includes practical exercises. Good for grade 3.

This unit will use a variety of resources to show issues related to Indigenous lands, explain some of the Red Cliff Band of Lake Superior Chippewas history and discuss how the Red Cliff Band of Lake Superior Chippewas is going about reclaiming tribal traditional lands, and how Indigenous people have a traditional, cultural, and spiritual connection with the lands that they reside on.This unit will use a podcast, youtube video, news articles, and traditional storytelling in hopes the students will be able to see the importance of gaining knowledge. After this unit they will learn about the Power of Indigenous Knowledge!

This course is an introduction to epistemology: the theory of knowledge. We will focus on skepticism—that is, the thesis that we know nothing at all—and we will survey a range of skeptical arguments and responses to skepticism.