Regression Analysis: Unified Concepts, Practical Applications, Computer Implementation
Regression Analysis: Unified Concepts, Practical Applications, Computer Implementation is a concise and innovative book that gives a complete presentation of applied regression analysis in approximately one-half the space of competing books. With only the modest prerequisite of a basic (non-calculus) statistics course this text is appropriate for the widest possible audience including college juniors, seniors and first-year graduate students in business and statistics, as well as professionals in business and industry. The book is able to accommodate this wide audience because of the unique, integrative approach that is taken to the teaching of regression analysis. Whereas other regression books cover regression in four chapters, beginning with a statistical review, followed by chapters on simple linear regression, matrix algebra and multiple regression, this book introduces regression and covers both simple linear regression and multiple regression in single cohesive chapter. This is made possible through an efficient, integrative discussion of the two techniques. Additionally, in the same chapter (Chapter Two) basic statistical and matrix algebra concepts are introduced as needed In order to facilitate instruction. This approach avoids the needless repetition that is often found in longer treatments of the subject, while serving to bring a collective focus to students of widely varying mathematical backgrounds.
About the Author
Professor Emeritus, Decision Sciences; Miami University; Oxford, Ohio
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Offering a solid introduction to the entire modeling process, A FIRST COURSE IN MATHEMATICAL MODELING, 5th Edition delivers an excellent balance of theory and practice, giving students hands-on experience developing and sharpening their skills in the modeling process. Throughout the book, students practice key facets of modeling, including creative and empirical model construction, model analysis, and model research. The authors apply a proven six-step problem-solving process to enhance students’ problem-solving capabilities — whatever their level. Rather than simply emphasizing the calculation step, the authors first ensure that students learn how to identify problems, construct or select models, and figure out what data needs to be collected. By involving students in the mathematical process as early as possible — beginning with short projects — the book facilitates their progressive development and confidence in mathematics and modeling.
About the Author
Frank R. Giordano began his teaching career at the United States Military Academy, West Point, New York, where he served for 21 years, including seven years as professor and head of the Department of Mathematical Sciences. He currently is a Professor of Defense Analysis and Operations Research at the Naval Postgraduate School, Monterey, CA. He has served as project director for several major National Science Foundation grants devoted to modeling, including one to initiate a high school modeling contest (the HiMCM). For the past 15 years, he has served as the director of the Mathematical Contest in Modeling. Frank R. Giordano began his teaching career at the United States Military Academy, West Point, New York, where he served for 21 years, including seven years as professor and head of the Department of Mathematical Sciences. He currently is a Professor of Defense Analysis and Operations Research at the Naval Postgraduate School, Monterey, CA. He has served as project director for several major National Science Foundation grants devoted to modeling, including one to initiate a high school modeling contest (the HiMCM). For the past 15 years, he has served as the director of the Mathematical Contest in Modeling.
William P. Fox is a professor in the Department of Defense Analysis at the Naval Postgraduate School in Monterey, CA. Previously; he was an instructor, assistant professor, associate professor, and professor of operations research while serving in the Department of Mathematical Sciences at the United States Military Academy (USMA) for more than 12 years. He also served as the Chair of Mathematics at Francis Marion University for eight years before coming to the Naval Postgraduate School. Dr. Fox has taught a variety of mathematics courses in his career, and his areas of interest include mathematical modeling, optimization, statistics, and simulations. He holds his undergraduate degree from USMA, a master’s degree from the Naval Postgraduate School, and a Ph.D. from Clemson University.
Steven B. Horton is professor of operations research and acting deputy head in the Department of Mathematical Sciences at the United States Military Academy (USMA), West Point. He has taught a variety of mathematics courses at West Point since joining the faculty in 1991. Dr. Horton holds his undergraduate degree from USMA, master’s degrees from Georgia Tech and the National Defense University, and a Ph.D. from Georgia Tech.
The interest earned on a bank account, the arrangement of seeds in a sunflower, and the shape of the Gateway Arch in St. Louis are all intimately connected with the mysterious number e. In this informal and engaging history, Eli Maor portrays the curious characters and the elegant mathematics that lie behind the number. Designed for a reader with only a modest background in mathematics, this biography of e brings out that number’s central importance in mathematics and illuminates a golden era in the age of science.
This text is a study of limits and continuity, and is designed to supplement standard calculus texts. It discusses limits and continuity in several different ways, since students gain understanding through comparison.
Continuity of a function and limit of a sequence are introduced before limit of a function. It is hoped that the student will gain momentum while studying these easier concepts so that when he reaches the difficult concepts of deleted neighborhood, limit point, and limit of a function, he will not lose sight of the simple pattern underlying the limit.
As in previous editions, the focus in BASIC COLLEGE MATHEMATICS remains on the Aufmann Interactive Method (AIM). Students are encouraged to be active participants in the classroom and in their own studies as they work through the How To examples and the paired Examples and You Try It problems. Student engagement is crucial to success. Presenting students with worked examples, and then providing them with the opportunity to immediately solve similar problems, helps them build their confidence and eventually master the concepts. Simplicity is key in the organization of this edition, as in all other editions. All lessons, exercise sets, tests, and supplements are organized around a carefully constructed hierarchy of objectives. Each exercise mirrors a preceding objective, which helps to reinforce key concepts and promote skill building. This clear, objective-based approach allows students to organize their thoughts around the content, and supports instructors as they work to design syllabi, lesson plans, and other administrative documents. New features like Focus on Success, Apply the Concept, and Concept Check add an increased emphasis on study skills and conceptual understanding to strengthen the foundation of student success. The Tenth Edition also features a new design, enhancing the Aufmann Interactive Method and making the pages easier for both students and instructors to follow. Available with InfoTrac Student Collections http://gocengage.com/infotrac.
About the Author
Richard Aufmann is the lead author of two bestselling developmental math series and a bestselling college algebra and trigonometry series, as well as several derivative math texts. He received a BA in mathematics from the University of California, Irvine, and an MA in mathematics from California State University, Long Beach. Mr. Aufmann taught math, computer science, and physics at Palomar College in California, where he was on the faculty for 28 years. His textbooks are highly recognized and respected among college mathematics professors. Today, Mr. Aufmann’s professional interests include quantitative literacy, the developmental math curriculum, and the impact of technology on curriculum development.
Joanne Lockwood received a BA in English Literature from St. Lawrence University and both an MBA and a BA in mathematics from Plymouth State University. Ms. Lockwood taught at Plymouth State University and Nashua Community College in New Hampshire, and has over 20 years’ experience teaching mathematics at the high school and college level. Ms. Lockwood has co-authored two bestselling developmental math series, as well as numerous derivative math texts and ancillaries. Ms. Lockwood’s primary interest today is helping developmental math students overcome their challenges in learning math.