Looking at a course I’d never heard of before: Liberal Arts Mathematics (MGF 1106). Very interesting concept. I used Google BARD to tell me the history of it and it did: —- The history of MGF 1106 Liberal Arts Mathematics courses can be traced back to the early 2000s, when community colleges in Florida began to develop new mathematics courses that were designed to be more accessible and relevant to students who were not majoring in STEM fields. These courses were typically called “Liberal Arts Mathematics” or “Mathematics for Liberal Arts Students.” One of the first community colleges to develop a Liberal Arts Mathematics course was Florida State College at Jacksonville (FSCJ). In 2004, FSCJ launched its MGF 1106 Liberal Arts Mathematics course. This course was designed to meet the needs of students who were majoring in fields such as the humanities, social sciences, and business. The course covered a variety of topics, including sets, logic, counting methods, probability, descriptive statistics, number theory, linear programming, and geometries. Other community colleges in Florida soon followed suit, and by the mid-2000s, Liberal Arts Mathematics courses were being offered at many community colleges across the state. In 2007, the Florida College System adopted a statewide general education core curriculum, which included a requirement for one course in mathematics. Liberal Arts Mathematics courses were designated as meeting this requirement. Today, MGF 1106 Liberal Arts Mathematics courses are offered at many community colleges across the United States. These courses are designed to give students a broad overview of mathematical concepts and to help them develop their critical thinking and problem-solving skills. The history of MGF 1106 Liberal Arts Mathematics courses is a reflection of the changing needs of students and the increasing emphasis on quantitative literacy in today’s society. Liberal Arts Mathematics courses are designed to help students develop the mathematical skills they need to succeed in their academic and professional lives.

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Yes, it works: [via me and claude-instant] Here are some concise examples using the nested formats: Paragraph/Essay: 1. ((Philosophy essay) (Dualism thesis)) (((Mind) ghost in machine) arguments) 2. ((Novel analysis) (Theme thesis)) (((Chapter 3) rising action) events) Knowledge Domains/Concepts: 1. ((Biology) (Cell)) (((Membrane) lipid bilayer) structures) 2. ((Psychology) (Cognition)) (((Attention) selective filtering) experiments) 3. ((History) (Revolution)) (((Enlightenment) natural rights) events) 4. ((Linguistics) (Semantics)) (((Reference) direct-indirect) indexes) 5. ((Economics) (Market)) (((Supply) production functions) dynamics) Let me know if any part needs further explanation or you need additional concise examples using this format!

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Here are the likely Dewey Decimal Classification (DDC) numbers added in parentheses for each topic: Mathematics/Logic Spectrum – Pure Math: Set theory (511), graph theory (519.2), algebra (512), geometry (516), topology (514), calculus (515), analysis (515) – Applied Math: Numerical analysis (510), statistics (519.5), probability (519.2), optimization (519.7), control theory (629.8) – Formal Logic: Propositional logic (160), predicate logic (160), proof theory (511.3) Natural Sciences Spectrum – Physics: Mechanics (531), electrodynamics (537), thermodynamics (536), optics (535), relativity (530.11), quantum mechanics (530.12) – Chemistry: Organic chemistry (547), inorganic chemistry (546), analytical chemistry (543), physical chemistry (541), biochemistry (572) – Biology: Molecular biology (572), genetics (576), biochemistry (572), physiology (612), anatomy (611), ecology (577), evolution (576.8) – Earth Sciences: Geology (550), meteorology (551.5), oceanography (551.46), climatology (551.6), paleontology (560), astronomy (520) Social Sciences Spectrum – Psychology: Cognitive (153), social (302.5), developmental (155.4), clinical (616.89), behavioral (155.7) – Sociology: Theory (301), demography (304.6), criminology (364), social groups (305), institutions (301.04) – Anthropology: Cultural (306), linguistic (306.44), archaeological (930.1), biological (599), social (301.01) – Economics: Microeconomics (330.4), macroeconomics (339.5), game theory (330.01), behavioral (330.019) – Political Science: Political theory (320), comparative politics (320.9), international relations (327) Humanities Spectrum – History: Cultural (900), art (704), economic (330.9), political (320), military (355) – Philosophy: Metaphysics (110), epistemology (121), ethics (170), aesthetics (701), logic (160) – Literature: Poetry (808.1), novels (823), drama (822), literary theory (801.95), criticism (801) – Languages: Linguistics (410), semiotics (302.2), translation (418), interpretation (418) – Arts: Music theory (780.1), visual arts theory (701), theater (792), dance (793) Applied Fields Spectrum – Engineering: Mechanical (620), electrical (621.3), civil (624), chemical (660), biomedical (610) – Computer Science: Theory (004), software (005.3), systems (004.35), AI (006.3), HCI (006.3) – Medicine: Anatomy (611), physiology (612), pathology (616), diagnosis (616.07), treatment (615) – Business: Management (658), marketing (658.8), finance (332), accounting (657), operations research (658.4) – Education: Learning theories (370.15), instructional design (371.3), assessment (371.26), policy (379.1) Interdisciplinary Fields Spectrum – Cognitive Science: Psychology (150), neuroscience (612.8), linguistics (410), philosophy (128), computer science (006.3) – Environmental Studies: Biology (333.7), earth sciences (333.7), economics (333.7), policy (363.7), ethics (179) – Science and Technology Studies: History (509), philosophy (501), sociology (306.4) of science and technology – Bioethics: Biology (174), medicine (174), philosophy (174), law (174), policy (363.192) – Digital Humanities: Humanities (020.285), computer science (004), information science (020.285), librarianship (020.285)

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There are a few key factors that tend to make a subject esoteric: – Specialized knowledge – The topic requires deep knowledge and expertise that is not widely accessible or understood by the general public. It has a steep learning curve. – Limited scope – The concepts apply to a narrow or limited domain of interest, rather than having broad applicability. Often very technical or niche subjects. – Abstract theory – The ideas are highly theoretical and conceptual without direct practical application. They may deal with abstractions, models, and unseen processes. – Unconventional perspectives – The topic offers unorthodox viewpoints that go against mainstream thought. This includes mystical, fringe, or obscure philosophies. – Enigmatic language – Discussions involve complex, nuanced terminology that can be difficult for outsiders to grasp. Jargon prevails over plain language. – Intellectual history – The subject has origins in ancient or esoteric philosophies, and traces a lineage of thinkers not widely studied. – Interdisciplinary nature – The topic spans disparate disciplines and integrates specialized knowledge from different fields. Hybrid subjects tend to be more esoteric. – Limited interest – Only a small number of experts worldwide devote themselves to advancing the subject, so few contributions occur. – Counter-cultural – The ideas challenge dominant cultures, institutions, and power structures rather than being aligned with them. In general, esoteric subjects are introspective, philosophical, complex, and impenetrable for mainstream audiences. They explore hidden workings through unconventional lenses.

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It seems like you’re making a statement about the nature of time, specifically the distinction between “experienced” time (present) and “marked” time (past). Let’s break down the concept: 1. **Experienced Time**: This is the present moment, the “now,” that we are living and experiencing. It’s unmarked and transient, always shifting as we move from one moment to the next. 2. **Marked Time**: This refers to the past, events that have been recorded or marked in some way. Once a moment is marked, it becomes part of history and is no longer in the present. It can be read and analyzed but is no longer experienced in the same way. Your statement also suggests that marking time while experiencing it is possible but not necessary, unless the course or timing matters. This might mean that while we can record or mark events as they happen, it might take away from the pure experience of the moment, unless there is a specific need to track the time or sequence of events. In essence, you’re touching on philosophical and psychological concepts related to how we perceive and interact with time. The act of marking or recording time can change our experience of it, possibly making us more aware of its passage or allowing us to analyze it later, at the expense of fully immersing ourselves in the present moment. It’s a concept that resonates with various philosophical, psychological, and even spiritual traditions that emphasize mindfulness and being present in the moment. (Opinion) The balance between experiencing the present and marking time for future reference might be a personal preference, and it can be influenced by the context or purpose of the activity. Some might find value in fully immersing themselves in the experience without distraction, while others might see benefits in tracking or marking time for reflection, learning, or other practical purposes. It’s an intriguing interplay that highlights the complex nature of our relationship with time.

It seems like you’re … [read full article]