I continued to do arithmetic with my father, passing proudly through fractions to decimals. I eventually arrived at the point where so many cows ate so much grass, and tanks filled with water in so many hours I found it quite enthralling. — Agatha Christie, An Autobiography Although I'm now retired, some students and former students may still find some of the information I posted while I was still an active faculty member to be useful. Some of the information and links are outdated and I plan on updated them as time permits. Ironically, I often feel I have much less free time in retirement than I used to have.After my retirement, my wife and I made two moves. We now winter in Netanya, where I am able to enjoy my breakfast in our small apartment there looking out over the Mediterranean, and summer in Massachusetts, where our home is much larger but the view doesn't compare. I also spend more time confronting the rampant misinformation and distortions spread about the ArabIsraeli conflict than I spend with mathematics and founded two new organizations, PRIMERMassachusetts and PRIMERIsrael, while remaining active as president emeritus of PRIMERConnecticut. (PRIMER is an acronym for Promoting Responsibility In Middle East Reporting.) I remain available for workshops on letter writing and for speaking on various aspects of the ArabIsraeli conflict. My favorite topic is "Inconvenient Truths the AntiIsrael Activists Don't Want You to Know." The notes from one version of that talk are available at primerct.blogspot.com/2017/03/gettingacrosstruthsantizionists.html and an abbreviated list of inconvenient truths may be found at primerct.blogspot.com/2017/03/listofinconvenienttruthsanti.html. If you're interested in having me speak, send me an email. Shortly after I retired, before I got too busy to get tied down teaching courses, I led some nonmathematical courses on the ArabIsraeli conflict for the Osher Lifelong Learning Institute at the Waterbury Campus. The courses were The ArabIsraeli Conflict: Cutting Through the Myths & Misinformation and The ArabIsraeli Conflict Part II: Cutting Through the Myths & Misinformation and Negotiating a Solution. The description of the first course was: 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 description for the second course 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.
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.