Thank you for using the timer - this advanced tool can estimate your performance and suggest more practice questions. We have subscribed you to Daily Prep Questions via email.

Customized for You

we will pick new questions that match your level based on your Timer History

Track Your Progress

every week, we’ll send you an estimated GMAT score based on your performance

Practice Pays

we will pick new questions that match your level based on your Timer History

Not interested in getting valuable practice questions and articles delivered to your email? No problem, unsubscribe here.

It appears that you are browsing the GMAT Club forum unregistered!

Signing up is free, quick, and confidential.
Join other 500,000 members and get the full benefits of GMAT Club

Registration gives you:

Tests

Take 11 tests and quizzes from GMAT Club and leading GMAT prep companies such as Manhattan GMAT,
Knewton, and others. All are free for GMAT Club members.

Applicant Stats

View detailed applicant stats such as GPA, GMAT score, work experience, location, application
status, and more

Books/Downloads

Download thousands of study notes,
question collections, GMAT Club’s
Grammar and Math books.
All are free!

Thank you for using the timer!
We noticed you are actually not timing your practice. Click the START button first next time you use the timer.
There are many benefits to timing your practice, including:

Dean: The mathematics department at our university has said [#permalink]

Show Tags

07 Mar 2013, 00:56

6

This post was BOOKMARKED

00:00

A

B

C

D

E

Difficulty:

85% (hard)

Question Stats:

49% (02:49) correct
51% (01:59) wrong based on 256 sessions

HideShow timer Statictics

Dean: The mathematics department at our university has said that it should be given sole responsibility for teaching the course Statistics for the Social Sciences. But this course has no more mathematics in it than high school algebra does. The fact that a course has mathematics in it does not mean that it needs to be taught by a mathematics professor, any more than a course approaching its subject from a historical perspective must be taught by a history professor. Such demands by the mathematics department are therefore unjustified.

The dean’s argument is most vulnerable to criticism on the grounds that it (A) presumes, without providing justification, that expertise in a subject does not enable one to teach that subject well (B) purports to refute a view by showing that one possible reason for that view is insufficient (C) presumes, without providing justification, that most students are as knowledgeable about mathematics as they are about history (D) fails to establish that mathematics professors are not capable of teaching Statistics for the Social Sciences effectively (E) presumes, without providing justification, that any policies that apply to history courses must be justified with respect to mathematics courses

Re: Tough CR: Teaching Statistics for the Social Sciences [#permalink]

Show Tags

07 Mar 2013, 02:16

PraPon wrote:

Dean: The mathematics department at our university has said that it should be given sole responsibility for teaching the course Statistics for the Social Sciences. But this course has no more mathematics in it than high school algebra does. The fact that a course has mathematics in it does not mean that it needs to be taught by a mathematics professor, any more than a course approaching its subject from a historical perspective must be taught by a history professor. Such demands by the mathematics department are therefore unjustified.

The dean’s argument is most vulnerable to criticism on the grounds that it (A) presumes, without providing justification, that expertise in a subject does not enable one to teach that subject well (B) purports to refute a view by showing that one possible reason for that view is insufficient (C) presumes, without providing justification, that most students are as knowledgeable about mathematics as they are about history (D) fails to establish that mathematics professors are not capable of teaching Statistics for the Social Sciences effectively (E) presumes, without providing justification, that any policies that apply to history courses must be justified with respect to mathematics courses

OA will follow.

Hi PraPon, I'll go with B : purports to refute a view by showing that one possible reason for that view is insufficient the view is : The mathematics department at our university has said that it should be given sole responsibility for teaching the course Statistics for the Social Sciences. Refute this view : But this course has no more mathematics in it than high school algebra does ; i.e ourse approaching its subject from a historical perspective must be taught by a history professor. Possible reason: a course has mathematics in it insufficient : unjustified _________________

KUDOS is the good manner to help the entire community.

"If you don't change your life, your life will change you"

Re: Tough CR: Teaching Statistics for the Social Sciences [#permalink]

Show Tags

07 Mar 2013, 08:11

Rock750 wrote:

PraPon wrote:

Dean: The mathematics department at our university has said that it should be given sole responsibility for teaching the course Statistics for the Social Sciences. But this course has no more mathematics in it than high school algebra does. The fact that a course has mathematics in it does not mean that it needs to be taught by a mathematics professor, any more than a course approaching its subject from a historical perspective must be taught by a history professor. Such demands by the mathematics department are therefore unjustified.

The dean’s argument is most vulnerable to criticism on the grounds that it (A) presumes, without providing justification, that expertise in a subject does not enable one to teach that subject well (B) purports to refute a view by showing that one possible reason for that view is insufficient (C) presumes, without providing justification, that most students are as knowledgeable about mathematics as they are about history (D) fails to establish that mathematics professors are not capable of teaching Statistics for the Social Sciences effectively (E) presumes, without providing justification, that any policies that apply to history courses must be justified with respect to mathematics courses

OA will follow.

Hi PraPon, I'll go with B : purports to refute a view by showing that one possible reason for that view is insufficient the view is : The mathematics department at our university has said that it should be given sole responsibility for teaching the course Statistics for the Social Sciences. Refute this view : But this course has no more mathematics in it than high school algebra does ; i.e ourse approaching its subject from a historical perspective must be taught by a history professor. Possible reason: a course has mathematics in it insufficient : unjustified

Yes (B) is the answer. Nice work. _________________

Re: Tough CR: Teaching Statistics for the Social Sciences [#permalink]

Show Tags

07 Mar 2013, 10:28

PraPon wrote:

Dean: The mathematics department at our university has said that it should be given sole responsibility for teaching the course Statistics for the Social Sciences. But this course has no more mathematics in it than high school algebra does. The fact that a course has mathematics in it does not mean that it needs to be taught by a mathematics professor, any more than a course approaching its subject from a historical perspective must be taught by a history professor. Such demands by the mathematics department are therefore unjustified.

The dean’s argument is most vulnerable to criticism on the grounds that it (A) presumes, without providing justification, that expertise in a subject does not enable one to teach that subject well (B) purports to refute a view by showing that one possible reason for that view is insufficient (C) presumes, without providing justification, that most students are as knowledgeable about mathematics as they are about history (D) fails to establish that mathematics professors are not capable of teaching Statistics for the Social Sciences effectively (E) presumes, without providing justification, that any policies that apply to history courses must be justified with respect to mathematics courses

Added OA.

I am finding it difficult for me.can someone explain it in details plz................

Re: Tough CR: Teaching Statistics for the Social Sciences [#permalink]

Show Tags

07 Mar 2013, 11:47

mun23 wrote:

PraPon wrote:

Dean: The mathematics department at our university has said that it should be given sole responsibility for teaching the course Statistics for the Social Sciences. But this course has no more mathematics in it than high school algebra does. The fact that a course has mathematics in it does not mean that it needs to be taught by a mathematics professor, any more than a course approaching its subject from a historical perspective must be taught by a history professor. Such demands by the mathematics department are therefore unjustified.

The dean’s argument is most vulnerable to criticism on the grounds that it (A) presumes, without providing justification, that expertise in a subject does not enable one to teach that subject well (B) purports to refute a view by showing that one possible reason for that view is insufficient (C) presumes, without providing justification, that most students are as knowledgeable about mathematics as they are about history (D) fails to establish that mathematics professors are not capable of teaching Statistics for the Social Sciences effectively (E) presumes, without providing justification, that any policies that apply to history courses must be justified with respect to mathematics courses

Added OA.

I am finding it difficult for me.can someone explain it in details plz................

Hi mun23,

Here is what i did : * Identify the logical structure of the argument :

Dean: The mathematics department at our university has said that it should be given sole responsibility for teaching the course Statistics for the Social Sciences[Fact or view]. But[connecting word using to refute the precedent view] this course has no more mathematics in it than high school algebra does. The fact that a course has mathematics in it[one possible reason for the view] does not mean that it needs to be taught by a mathematics professor, any more than a course approaching its subject from a historical perspective must be taught by a history professor[refute again]. Such demands by the mathematics department are therefore unjustified.[concludes using therefore that the reason is insufficent]

*Choose the answer choice that fit perfectly with the structure of the original argument : (A) presumes, without providing justification, that expertise in a subject does not enable one to teach that subject well Clearly out of scope, the argument never mentionned anything about HOW the expertise enables or not one to teach well or bad

(B) purports to refute a view by showing that one possible reason for that view is insufficient Correct, it follows the structure of the argument

(C) presumes, without providing justification, that most students are as knowledgeable about mathematics as they are about history Again, this is out of scope , the argument never mentionned anything about students and their knowledge [always remember that you should stay with the perimeter of the argument]

(D) fails to establish that mathematics professors are not capable of teaching Statistics for the Social Sciences effectively this is not what the author was trying to do, i.e his purpose wasn't to establish that mathematics professors are not capable of teaching Statistics for the Social Sciences effectively , he was just implying that the course Statistics for the Social Sciences contains such a basic mathematics in it and does'nt require to be teached by a mathematic expert and so this option is WRONG (E) presumes, without providing justification, that any policies that apply to history courses must be justified with respect to mathematics courses Again, this is out of scope, policies / respect ?!

Hope that is clear enough !!! _________________

KUDOS is the good manner to help the entire community.

"If you don't change your life, your life will change you"

Re: Dean: The mathematics department at our university has said [#permalink]

Show Tags

08 Mar 2013, 21:16

PraPon wrote:

Dean: The mathematics department at our university has said that it should be given sole responsibility for teaching the course Statistics for the Social Sciences. But this course has no more mathematics in it than high school algebra does. The fact that a course has mathematics in it does not mean that it needs to be taught by a mathematics professor, any more than a course approaching its subject from a historical perspective must be taught by a history professor. Such demands by the mathematics department are therefore unjustified.

The dean’s argument is most vulnerable to criticism on the grounds that it (A) presumes, without providing justification, that expertise in a subject does not enable one to teach that subject well (B) purports to refute a view by showing that one possible reason for that view is insufficient (C) presumes, without providing justification, that most students are as knowledgeable about mathematics as they are about history (D) fails to establish that mathematics professors are not capable of teaching Statistics for the Social Sciences effectively (E) presumes, without providing justification, that any policies that apply to history courses must be justified with respect to mathematics courses

Added OA.

Logical Structure - Maths dept - It should have the responsibility of teaching stats. Dean - it has only school algebra. If a course contains maths then allocate it to maths dept = a course containing history in it allocate to history

Pre - thinking - if a course contains maths, asking a math prof to teach is no more better than course containing historical perspective to be taught by history prof. And assumption - stats has historical perspective

Lets look at the options (A) presumes, without providing justification, that expertise in a subject does not enable one to teach that subject well - This passage is not about expertise. He never mentioned who is expert. Also expertise enabling one to teach well is a clear case of scope shift. (B) purports to refute a view by showing that one possible reason for that view is insufficient - from our prethinking it is right (C) presumes, without providing justification, that most students are as knowledgeable about mathematics as they are about history - No where in the passage it talks about most students. And it says it has high school algebra but that doesn`t mean students are knowledgeable and about history as well. (D) fails to establish that mathematics professors are not capable of teaching Statistics for the Social Sciences effectively - the authors intention is not prove math prof are not capable. His intention is to prove other departments have equally likely chances to teach the same and math dept don`t have an edge. (E) presumes, without providing justification, that any policies that apply to history courses must be justified with respect to mathematics courses - He is not bench-marking math courses. - Out of context.

Re: Dean: The mathematics department at our university has said [#permalink]

Show Tags

10 Mar 2013, 23:33

1

This post received KUDOS

PraPon wrote:

Dean: The mathematics department at our university has said that it should be given sole responsibility for teaching the course Statistics for the Social Sciences. But this course has no more mathematics in it than high school algebra does. The fact that a course has mathematics in it does not mean that it needs to be taught by a mathematics professor, any more than a course approaching its subject from a historical perspective must be taught by a history professor. Such demands by the mathematics department are therefore unjustified.

The dean’s argument is most vulnerable to criticism on the grounds that it (A) presumes, without providing justification, that expertise in a subject does not enable one to teach that subject well (B) purports to refute a view by showing that one possible reason for that view is insufficient (C) presumes, without providing justification, that most students are as knowledgeable about mathematics as they are about history (D) fails to establish that mathematics professors are not capable of teaching Statistics for the Social Sciences effectively (E) presumes, without providing justification, that any policies that apply to history courses must be justified with respect to mathematics courses

Added OA.

Since we are asked to attack the Dean's argument , let us take his premise.

Dean's Premise: The fact that a course has mathematics in it does not mean that it needs to be taught by a mathematics professor, any more than a course approaching its subject from a historical perspective must be taught by a history professor

Dean's Conclusion: The demands of the mathematics department are unjustified

This is for all practical purposes equivalent to a weaken question. So the right choice should provide an alternate explanation or should reduce the force of the premise. Thus, this is done if

(i) The choice provides an alternate reason why the demands of the mathematics department are indeed justified or

(ii) The choice provides a valid reason why a course with mathematics content even though elementary should be taught by a mathematics professor.

In (i) the right choice will refute the conclusion reached by the dean by providing alternate explanations and in (ii) the right choice will refute/weaken the premise of the dean.

Choice B is correct because it says that the dean's argument only purports to refute the view and does not really refute the view since it shows that only one of the reasons of the view is insufficient. It doesn't fully refute because the argument is not airtight i.e., the conclusion does not necessarily follow from the premise. Thus in effect it says there may be other reasons which may support the view or in other words it says what our (i) above says. _________________

Re: Dean: The mathematics department at our university has said [#permalink]

Show Tags

24 Nov 2014, 21:14

Hello from the GMAT Club VerbalBot!

Thanks to another GMAT Club member, I have just discovered this valuable topic, yet it had no discussion for over a year. I am now bumping it up - doing my job. I think you may find it valuable (esp those replies with Kudos).

Want to see all other topics I dig out? Follow me (click follow button on profile). You will receive a summary of all topics I bump in your profile area as well as via email.

gmatclubot

Re: Dean: The mathematics department at our university has said
[#permalink]
24 Nov 2014, 21:14

So, my final tally is in. I applied to three b schools in total this season: INSEAD – admitted MIT Sloan – admitted Wharton – waitlisted and dinged No...

HBS alum talks about effective altruism and founding and ultimately closing MBAs Across America at TED: Casey Gerald speaks at TED2016 – Dream, February 15-19, 2016, Vancouver Convention Center...