University of California-Berkeley, Department of Statistics. Summer 2024.
Concepts of Probability, STAT 134-001.
This course is an introduction to probability, emphasizing concepts and applications. It covers conditional expectation, independence, laws of large numbers, discrete and continuous random variables, the central limit theorem, and selected topics such as the Poisson processes, Markov chains, and characteristic functions.
New York University, Stern School of Business, Department of Technology, Operations, and Statistics.
Operations Management, OPMG-UB 1-001
This course is designed as a core course for undergraduate students interested in operations research and its business applications. This course number is OPMG-UB 1-001 Summer 2019, which is offered at NYU Leonard N. Stern School of Business. This summer course is an intense version of the same course in the Fall and Spring semesters, with a doubled density of teaching load. The name of your TA and office hours will be announced in the syllabus. Please direct your questions to my email address, zl1011@stern.nyu.edu.
New York University, College of Art and Science, Courant Institute of Mathematical Sciences.
Mathematics Patterns in Nature
This was the recitation part of the course “Mathematics for Economics Undergrads.” You will attend the recitation sessions and lead students in solving in-class exercises. This undergraduate math course covers combinatorics, probability, and so on.
This is the TA session. This course is designed for the mathematics major undergraduate students at Courant Institute of Mathematical Sciences. This is equivalent to the “Honors Analysis” in other names; it covers the whole set of real analysis and begins part of the Fourier analysis at the end of the semester. There was no textbook for this course. The job of the TA for this course included writing lecture notes for the course. The students always found it hard to understand the professor’s teaching and explanations because this course was taught according to the instructor professor’s preference and understanding of this subject; for example, the Lebesgue integral was defined and constructed in an equivalent but not traditional way like in the most of the textbooks, to make it more quickly to get to the final construction of the Lebesgue integral. In this case, the notes for the class should include the advances of the professor’s construction, cutting the steps into smaller pieces and possibly proving the equivalence of such a construction to other traditional ones in most textbooks, if needed.