Ten years from now, as I try to remember this class, I think that I will remember some of the more obvious things. I will remember, probably, that there was a section on graph theory. It is less likely that I will remember the difference between a Euler and Hamiltonian circuit, but will probably find some familiarity in the names. The large things will be easier to remember; the small stuff not so much.

As for studying for this final, I plan to read my notes again and again as I have done for the exams. Since this is a final, though, I will put in more effort into doing sample problems and the practice exam. 

1.     I thought student loans were the most interesting thing discussed this week because I can apply it to my current life.
2.     I thought refinancing a mortgage was the most challenging topic discussed this week because it is similar to the other formulas.
3.     I’d like to learn more about/spend more time on nothing in class because I don't feel the need.
4.     I’d like to spend less time on nothing in class because I don't feel the need.
5.     What is something we discussed this week that you can see yourself using (either directly or indirectly) after this semester?  How and why?

Everything in this section I will eventually find myself doing outside of this semester. 

1.     I thought calculating interest was the most interesting thing discussed this week because it is an example of how easy it is to overpay on a loan or any kind of debt by paying the minimum amount.
2.     I thought amortization was the most challenging topic discussed this week because the formula is so similar to the one for annuity.
3.     I’d like to learn more about/spend more time on reviewing the material in class because there is a lot to remember.
4.     I’d like to spend less time on nothing in class because there is a lot to remember in this section.
5.     What is something we discussed this week that you can see yourself using (either directly or indirectly) after this semester?  How and why?
If I ever need to borrow money, I will keep this section in mind. I am definitely not getting a credit card, though.

(a) It would take 137 months to pat off entirely with an additional $3173.61 in interest.

(b)It would take 180 months to pay off entirely with an additional $3626.26 in interest; almost half of the original cost.

 I thought calculating the amount of money left in a savings account over a certain period of time was the most interesting thing discussed this week because I can see myself using this in the future. I thought calculating continuously compounded interest with e was the most challenging topic discussed this week because it is unlike the other formulas used to calculate interest and I would like to spend more time in class on it. I don't feel as if there is anything that needs lest time spent on in class.

The most interesting thing discussed in class this week was finding the percentage between two numbers. I think that I could find myself using this in the future. 

I would like to spend some more time on Z-scores. I find that mathematics are easier for me to understand when I know what the numbers I am finding mean. I know that the mean determines the average of a set of numbers, and the mode occurs most often, and these I understand. I realize that Z-scores are the raw score subtracted the mean and divided by the standard deviation, however I don't understand the information that this step gives me, other than to use it to find percentages above/ below/ between a set of numbers. 

I find the most challenging subject to be discussed this week is determining the area of a normal distribution curve. Without a picture, the problem may easily be misinterpreted. 

I think that spending less time in class on any of the material taught this week would not be beneficial, and that this will become easier with practice. 

I do not think we need to spend less time on anything in class, I find this to be a challenging subject and do not want to miss anything important. 

However, I would like to spend more time in class on Union and Intersection. I thought Union and Intersection was by far the most challenging thing discussed this week. 

Outside of class I could see myself using the basic properties of probability in various types of situations like playing card games, I also find it the most interesting discussed this week.

In response to the article;

I do agree with the article, probability may be one of the most important things that can be taught in an educational system, I do disagree with one main point it makes; that all things can be measured using probability. 

Probability is not the best way to measure the chances of something happening in many real life situations. For example 1 in every 3 drivers are under the influence of drugs or alcohol. These statistics may just be taken from recent traffic violations, and not from a poll taking into consideration all drivers. The data could change depending on location or time of day. Though this statistic may provide the accurate effect of educating people on the dangers they may encounter on the road, it is not an accurate statistic to use. 

I thought combinations were the most interesting thing discussed in class this week because it may be useful when assigning tasks in the future.
I thought the most challenging subject discussed this week was the formulas and determining which to use for different types of problems.
I would like to spend more time in class on combining counting methods because it was in the Webwork but I don't remember talking about in in class; I don't think we reached that point yet.
I would like to spend less time in class on computing factorials such as 8!; it comes natural when using the formulas to determine the number of combinations.

Upon reading the article, I learned that it is possible to map the functions of the brain using graph theory. Vanderbilt University researchers used vertices to correspond to parts of the brain and edges to map the communication between each of the parts. 24 subjects were experimented upon, in which they were each given an fMRI  and asked to detect a disk on the screen and how much confidence they had in their answer. These results were then measured and graphed. No single part of the brain stood out in any way, as predicted by researchers. A few parts of the brain had more vertices than others. This suggests that consciousness is part of widespread communication throughout the brain and there is no one part controls most functions.
I find this application of graph theory to be interesting and innovative to help further understand what science knows about the brain. I was surprised to find graph theory applied in this way.

Source: http://news.vanderbilt.edu/2015/03/213466/

I thought the most challenging subject discussed this week was Hamiltonian circuits because they are similar to Euler circuits. I find neither challenging by themselves, but I can see myself switching them in the future.

I would like to spend less time in class on finding Euler circuits. I feel as though I have a good grasp on determining if they are possible by using Euler's theorem.

I would like to discuss finding all the Hamiltonian circuits further. I find that this may be useful in the future if I find myself in a situation like the Traveling Salesman problem, and I found it the most interesting subject discussed in class this week.

Hello!

I'm Cassandra, an English major from Unionville, Missouri.

The last math class I have taken was Pre Calculus in my Senior year of high school. Since then it has been a year, but I'm more focused now and ready to cover some of the topics I had in high school such as Probability and Statistics. I also have vague memories of Financial Mathematics. Though I am unsure exactly what Graph Theory is, I can predict that it can be used to solve problems such as The Bridges of Konigsberg, which we saw in class today. I am sure there are many similar instances in which Graph Theory is applicable, and I am sure that I will see it as class progresses.

I'm taking MATH 110E  for two very honest reasons; one, someone told me that I have to, and two, that it is "Mathematics for English Majors". Though I am and English major, and by stereotype math is "not my thing" it does not deter me from trying hard to succeed in this class. I am looking forward to this semester.