Preface To The Instructor A - Higher Education Pearson
SAMPLE PREFACE. NOT FOR DISTRIBUTION.Preface to the InstructorAs professors at both an urban university and acommunity college, Michael Sullivan and MichaelSullivan, III, are aware of the varied needs ofCollege Algebra students, ranging from those who havelittle mathematical background and a fear of mathematicscourses, to those having a strong mathematical educationand a high level of motivation. For some of your students,this will be their last course in mathematics, whereasothers will further their mathematical education. This textis written for both groups.As a teacher, and as an author of precalculus,engineering calculus, finite mathematics, and businesscalculus texts, Michael Sullivan understands what studentsmust know if they are to be focused and successful in upperlevel math courses. However, as a father of four, he alsounderstands the realities of college life. As an author ofa developmental mathematics series, Michael’s co-authorand son, Michael Sullivan, III, understands the trepidationsand skills students bring to the College Algebra course.Michael, III also believes in the value of technology as atool for learning that enhances understanding withoutsacrificing math skills. Together, both authors have takengreat pains to ensure that the text contains solid, studentfriendly examples and problems, as well as a clear andseamless writing style.A tremendous benefit of authoring a successful seriesis the broad-based feedback we receive from teachersand students. We are sincerely grateful for their support.Virtually every change in this edition is the result of theirthoughtful comments and suggestions. We are sincerelygrateful for this support and hope that we have been ableto take these ideas and, building upon a successful firstedition, make this series an even better tool for learningand teaching. We continue to encourage you to share withus your experiences teaching from this text.About This BookThis book utilizes a functions approach to College Algebra.Functions are introduced early (Chapter 1) in variousformats: maps, tables, sets of ordered pairs, equations, andgraphs. Our approach to functions illustrates the symbolic,numeric, graphic, and verbal representations of functions.This allows students to make connections between the visualrepresentation of a function and its algebraic representation.It is our belief that students need to “hit the groundrunning” so that they do not become complacent in theirstudies. After all, it is highly likely that students have beenexposed to solving equations and inequalities prior toentering this class. By spending precious time reviewingthese concepts, students are likely to think of the courseas a rehash of material learned in other courses and sayto themselves, “I know this material, so I don’t have tostudy.” This may result in the students developing poorstudy habits for this course. By introducing functionsearly in the course, students are less likely to develop badhabits.Another advantage of the early introduction offunctions is that the discussion of equations and inequalitiescan focus around the concept of a function. For example,rather than asking students to solve an equation such as2x2 5x 2 0, we ask students to find the zeros off1x2 2x2 5x 2 or solve f1x2 0 when f1x2 2x2 5x 2. While the technique used to solve this typeof problem is the same, the fact that the problem looksdifferent to the student means the student is less apt tosay, “Oh, I already have seen this problem before, and Iknow how to solve it.” In addition, in Calculus students aregoing to be asked to solve equations such as f ′1x2 0, sosolving f1x2 0 is a logical prerequisite skill to practicein Precalculus. Another advantage to solving equationsthrough the eyes of a function is that the properties offunctions can be included in the solution. For example, thelinear function f1x2 2x - 3 has one real zero becausethe function f is increasing on its domain.Features in the Fourth EditionRather than provide a list of new features here, thatinformation can be found on pages i–iii.This places the features in their proper context, asbuilding blocks of an overall learning system that has beencarefully crafted over the years to help students get the mostout of the time they put into studying. Please take the timeto review the features listed on pages i–iii and to discussthem with your students at the beginning of your course.Our experience has been that when students utilize thesefeatures, they are more successful in the course.Changes in the Fourth EditionContent Desmos screen captures have been added throughoutthe text. This is done to recognize that graphingtechnology expands beyond graphing calculators. Definitions have been reviewed, and in a fewcases, revised to be consistent with those presentedin Calculus. For example, in the definitions forincreasing/decreasing functions, we deleted the word“open”, allowing for functions to increase/decreaseon any type of interval.Organization Chapter F, Section 3 We moved the objective “Findthe Equation of a Line Given Two Points” after theobjective “Identify the Slope and y-Intercept of aLine from Its Equation”. This allows us to expresslines in slope-intercept form.xxiiiCopyright Pearson. 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xxivSAMPLE PREFACE. NOT FOR DISTRIBUTION.PREFACEUsing this Book Effectively andEfficiently with Your SyllabusTo meet the varied needs of diverse syllabi, this bookcontains more content than is likely to be covered in atypical College Algebra course. As the chart illustrates,this book has been organized with flexibility of use inmind. Even within a given chapter, certain sections areoptional and can be omitted without loss of continuity. Seethe detail following the flow chart.FAPPENDIX AAPPENDIX B345Appendix A ReviewThis review material may be covered at the start of a courseor used as a just-in-time review. Specific references to thismaterial occur throughout the text to assist in the reviewprocess.Appendix B Graphing UtilitiesReference is made to these sections at the appropriateplace in the text.Acknowledgments12Chapter 8 Counting and ProbabilityThe sections follow in sequence.67Foundations A Prelude to FunctionsQuick coverage of this chapter, which is mainly reviewmaterial, will enable you to get to Chapter 1, Functions andTheir Graphs, earlier.Chapter 1 Functions and Their GraphsPerhaps the most important chapter. Sections 1.6 and 1.7are optional.Chapter 2 Linear and Quadratic FunctionsTopic selection depends on your syllabus. Sections 2.2, 2.6,and 2.7 may be omitted without a loss of continuity.Chapter 3 Polynomial and Rational FunctionsTopic selection depends on your syllabus. Section 3.6 isoptional.Chapter 4 Exponential and Logarithmic FunctionsSections 4.1–4.6 follow in sequence. Sections 4.7–4.9 areoptional.Chapter 5 Analytic GeometrySections 5.1–5.4 follow in sequence.Chapter 6 Systems of Equations and InequalitiesSections 6.2–6.7 may be covered in any order.Section 6.8 requires Section 6.7.Chapter 7 Sequences; Induction; the BinomialTheoremThere are three independent parts: Sections 7.1–7.3,Section 7.4, and Section 7.5.Ryan Adams — Northwest Florida StateCollegeJames Africh — College of DuPageSteve Agronsky — Cal Poly State UniversityGererdo Aladro — Florida InternationalUniversityGrant Alexander — Joliet Junior CollegeDave Anderson — South Suburban CollegeRichard Andrews — Florida A&M UniversityJoby Milo Anthony — University of CentralFloridaKaren Appel — Mesa Community CollegeJames E. Arnold — University of WisconsinMilwaukeeAdel Arshaghi — Center for Educational MeritTextbooks are written by authors, but evolve from an ideato final form through the efforts of many people. It wasDon Dellen who first suggested this book and series. Don isremembered for his extensive contributions to publishingand mathematics.Thanks are due to the following people for theirassistance and encouragement to the preparation of thisedition: From Pearson Education: Anne Kelly for her substantialcontributions, ideas, and enthusiasm; Peggy Lucas, whois a huge fan and works tirelessly to get the word out;Dawn Murrin, for her unmatched talent at getting thedetails right; Peggy McMahon for her organizationalskills and leadership in overseeing production; andthe Pearson Math and Science Sales team, for theircontinued confidence and personal support of ourbooks. Accuracy checkers: C. Brad Davis, who read theentire manuscript and accuracy checked answers.His attention to detail is amazing; Timothy Britt, forcreating the Solutions Manuals and accuracy checkinganswers. Michael Sullivan, III would like to thank his colleaguesat Joliet Junior College for their support and feedback.Finally, we offer our grateful thanks to the dedicatedusers and reviewers of our books, whose collective insightsform the backbone of each textbook revision.Our list of indebtedness just grows and grows. And, ifwe’ve forgotten anyone, please accept our apology. Thankyou all.Carolyn Autray — University of West GeorgiaAgnes Azzolino — Middlesex County CollegeTaoufik Bahadi — University of TampaWilson P. Banks — Illinois State UniversityScott Barnett — Henry Ford CommunityCollegeSudeshna Basu — Howard UniversityDale R. Bedgood — East Texas StateUniversityBeth Beno — South Suburban CollegeCarolyn Bernath — Tallahassee CommunityCollegeRebecca Berthiaume — Edison State CollegeWilliam H. Beyer — University of AkronJohn Bialas — Joliet Junior CollegeAnnette Blackwelder — Florida StateUniversityRichelle Blair — Lakeland Community CollegeLinda Blanco — Joliet Junior CollegeKevin Bodden — Lewis and Clark CollegeJeffrey Boerner — University of Wisconsin-StoutBarry Booten — Florida Atlantic UniversityLarry Bouldin — Roane State CommunityCollegeBob Bradshaw — Ohlone CollegeTrudy Bratten — Grossmont CollegeMartin Bredeck — Northern VirginiaCommunity College (AnnandaleCampus)Tim Bremer — Broome Community CollegeCopyright Pearson. All Rights Reserved.A01 SULL9807 04 AIE FM ppi-xxx.indd 2403/11/17 2:55 PM
SAMPLE PREFACE. NOT FOR DISTRIBUTION.Tim Britt — Jackson State Community CollegeMichael Brook — University of DelawareJoanne Brunner — Joliet Junior CollegeWarren Burch — Brevard Community CollegeMary Butler — Lincoln Public SchoolsMelanie Butler — West Virginia UniversityJim Butterbach — Joliet Junior CollegeWilliam J. Cable — University of WisconsinStevens PointLois Calamia — Brookdale Community CollegeJim Campbell — Lincoln Public SchoolsRoger Carlsen — Moraine Valley CommunityCollegeElena Catoiu — Joliet Junior CollegeMathews Chakkanakuzhi — Palomar CollegeTim Chappell — Penn Valley CommunityCollegeJohn Collado — South Suburban CollegeAlicia Collins — Mesa Community CollegeNelson Collins — Joliet Junior CollegeRebecca Connell — Troy UniversityJim Cooper — Joliet Junior CollegeDenise Corbett — East Carolina UniversityCarlos C. Corona — San Antonio CollegeTheodore C. Coskey — South SeattleCommunity CollegeRebecca Connell — Troy UniversityDonna Costello — Plano Senior High SchoolPaul Crittenden — University of Nebraska atLincolnJohn Davenport — East Texas State UniversityFaye Dang — Joliet Junior CollegeAntonio David — Del Mar CollegeStephanie Deacon — Liberty UniversityDuane E. Deal — Ball State UniversityJerry DeGroot — Purdue North CentralTimothy Deis — University of WisconsinPlattevilleJoanna DelMonaco — Middlesex CommunityCollegeVivian Dennis — Eastfield CollegeDeborah Dillon — R. L. Turner High SchoolGuesna Dohrman — Tallahassee CommunityCollegeCheryl Doolittle — Iowa State UniversityKaren R. Dougan — University of FloridaJerrett Dumouchel — Florida CommunityCollege at JacksonvilleLouise Dyson — Clark CollegePaul D. 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Hall — University of WisconsinMadisonJudy Hall — West Virginia UniversityEdward R. Hancock — DeVry Institute ofTechnologyJulia Hassett — DeVry Institute, DupageChristopher Hay-Jahans — University of SouthDakotaMichah Heibel — Lincoln Public SchoolsLaRae Helliwell — San Jose City CollegeCeleste Hernandez — Richland CollegeGloria P. Hernandez — Louisiana StateUniversity at EuniceBrother Herron — Brother Rice High SchoolRobert Hoburg — Western Connecticut StateUniversityLynda Hollingsworth — Northwest MissouriState UniversityDeltrye Holt — Augusta State UniversityCharla Holzbog — Denison High SchoolLee Hruby — Naperville North High SchoolMiles Hubbard — St. Cloud State UniversityKim Hughes — California State College-SanBernardinoStanislav, Jabuka — University of Nevada,RenoRon Jamison — Brigham Young UniversityLars Jensen — Truckee Meadows CommunityCollegeRichard A. Jensen — Manatee CommunityCollegeGlenn Johnson — Middlesex CommunityCollegeSandra G. Johnson — St. Cloud State UniversityTuesday Johnson — New Mexico StateUniversitySusitha Karunaratne — Purdue UniversityNorth CentralMoana H. Karsteter — Tallahassee CommunityCollegeDonna Katula — Joliet Junior CollegeArthur Kaufman — College of Staten IslandThomas Kearns — North Kentucky UniversityJack Keating — Massasoit Community CollegeShelia Kellenbarger — Lincoln Public SchoolsRachael Kenney — North Carolina StateUniversityJohn B. Klassen — North Idaho CollegeDebra Kopcso — Louisiana State UniversityLynne Kowski — Raritan Valley CommunityCollegeYelena Kravchuk — University of Alabama atBirminghamRay S. Kuan — Skyline CollegeKeith Kuchar — Manatee Community CollegePREFACExxvTor Kwembe — Chicago State UniversityLinda J. Kyle — Tarrant Country Jr. CollegeH.E. Lacey — Texas A & M UniversityHarriet Lamm — Coastal Bend CollegeJames Lapp — Fort Lewis CollegeMatt Larson — Lincoln Public SchoolsChristopher Lattin — Oakton CommunityCollegeJulia Ledet — Lousiana State UniversityAdele LeGere — Oakton Community CollegeKevin Leith — University of HoustonJoAnn Lewin — Edison CollegeJeff Lewis — Johnson County CommunityCollegeHeidi Lyne — Joliet Junior CollegeJanice C. Lyon — Tallahassee CommunityCollegeJean McArthur — Joliet Junior CollegeVirginia McCarthy — Iowa State UniversityKarla McCavit — Albion CollegeMichael McClendon — University of CentralOklahomaTom McCollow — DeVry Institute ofTechnologyMarilyn McCollum — North Carolina StateUniversityJill McGowan — Howard UniversityWill McGowant — Howard UniversityDave McGuire — Joliet Junior CollegeAngela McNulty — Joliet Junior CollegeLaurence Maher — North Texas StateUniversityJay A. Malmstrom — Oklahoma CityCommunity CollegeRebecca Mann — Apollo High SchoolLynn Marecek — Santa Ana CollegeAshley Martin — Jamestown CommunityCollegeSherry Martina — Naperville North HighSchoolAlec Matheson — Lamar UniversityNancy Matthews — University of OklahomaJames Maxwell — Oklahoma State UniversityStillwaterMarsha May — Midwestern State UniversityJames McLaughlin — West Chester UniversityJudy Meckley — Joliet Junior CollegeDavid Meel — Bowling Green State UniversityCarolyn Meitler — Concordia UniversitySamia Metwali — Erie Community CollegeRich Meyers — Joliet Junior CollegeMatthew Michaelson — Glendale CommunityCollegeEldon Miller — University of MississippiJames Miller — West Virginia UniversityMichael Miller — Iowa State UniversityKathleen Miranda — SUNY at Old WestburyChris Mirbaha — The Community College ofBaltimore CountyKarla Mitchell — North Idaho CollegeVal Mohanakumar — Hillsborough CommunityCollegeThomas Monaghan — Naperville North HighSchoolMiguel Montanez — Miami Dade College,Wolfson CampusMaria Montoya — Our Lady of the LakeUniversitySusan Moosai — Florida Atlantic UniversityCraig Morse — Naperville North High SchoolSamad Mortabit — Metropolitan StateUniversityPat Mower — Washburn UniversityTammy Muhs — University of Central FloridaA. 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xxviPREFACESAMPLE PREFACE. NOT FOR DISTRIBUTION.Gabriel Nagy — Kansas State UniversityBill Naegele — South Suburban CollegeKarla Neal — Lousiana State UniversityLawrence E. Newman — Holyoke CommunityCollegeDwight Newsome — Pasco-HernandoCommunity CollegeVictoria Noddings — MiraCosta CollegeDenise Nunley — Maricopa CommunityCollegesJames Nymann — University of Texas-El PasoMark Omodt — Anoka-Ramsey CommunityCollegeSeth F. Oppenheimer — Mississippi StateUniversityLeticia Oropesa — University of MiamiLinda Padilla — Joliet Junior CollegeSanja Pantic — University of Illinois at ChicagoDonnabelle Pascual — Leeward CommunityCollegeE. James Peake — Iowa State UniversityKelly Pearson — Murray State UniversityDashamir Petrela — Florida Atlantic UniversityPhilip Pina — Florida Atlantic UniversityCharlotte Pisors — Baylor UniversityMichael Prophet — University of NorthernIowaLaura Pyzdrowski — West Virginia UniversityCarrie Quesnell — Weber State UniversityNeal C. Raber — University of AkronThomas Radin — San Joaquin Delta CollegeAibeng Serene Radulovic — Florida AtlanticUniversityKen A. Rager — Metropolitan State CollegeAngela Raynor — The State University of NewYork at FredoniaKenneth D. Reeves — San Antonio CollegeElsi Reinhardt — Truckee MeadowsCommunity CollegeJose Remesar — Miami Dade College, WolfsonCampusJane Ringwald — Iowa State UniversityDouglas F. Robertson — University ofMinnesota, MPLSStephen Rodi — Austin Community CollegeWilliam Rogge — Lincoln Northeast HighSchoolHoward L. Rolf — Baylor UniversityMike Rosenthal — Florida InternationalUniversityPhoebe Rouse — Lousiana State UniversityEdward Rozema — University of Tennessee atChattanoogaDavid Ruffato — Joliet Junior CollegeDennis C. Runde — Manatee CommunityCollegeAlan Saleski — Loyola University of ChicagoSusan Sandmeyer — Jamestown CommunityCollegeBrenda Santistevan — Salt Lake CommunityCollegeLinda Schmidt — Greenville Technical CollegeIngrid Scott — Montgomery CollegeA.K. Shamma — University of West FloridaZachery Sharon — University of Texas at SanAntonioMartin Sherry — Lower Columbia CollegeCarmen Shershin — Florida InternationalUniversityTatrana Shubin — San Jose State UniversityAnita Sikes — Delgado Community CollegeTimothy Sipka — Alma CollegeCharlotte Smedberg — University of TampaLori Smellegar — Manatee Community CollegeGayle Smith — Loyola BlakefieldCindy Soderstrom — Salt Lake CommunityCollegeLeslie Soltis — Mercyhurst CollegeJohn Spellman —
calculus texts, Michael Sullivan understands what students must know if they are to be focused and successful in upper-level math courses. However, as a father of four, he also understands the realities of college life. As an author of a developmental mathematics series, Michael’s co-author and son, Michael Sullivan, III, understands the trepidations and skills students bring to the College .
May 02, 2018 · D. Program Evaluation ͟The organization has provided a description of the framework for how each program will be evaluated. The framework should include all the elements below: ͟The evaluation methods are cost-effective for the organization ͟Quantitative and qualitative data is being collected (at Basics tier, data collection must have begun)
Silat is a combative art of self-defense and survival rooted from Matay archipelago. It was traced at thé early of Langkasuka Kingdom (2nd century CE) till thé reign of Melaka (Malaysia) Sultanate era (13th century). Silat has now evolved to become part of social culture and tradition with thé appearance of a fine physical and spiritual .
On an exceptional basis, Member States may request UNESCO to provide thé candidates with access to thé platform so they can complète thé form by themselves. Thèse requests must be addressed to esd rize unesco. or by 15 A ril 2021 UNESCO will provide thé nomineewith accessto thé platform via their émail address.
̶The leading indicator of employee engagement is based on the quality of the relationship between employee and supervisor Empower your managers! ̶Help them understand the impact on the organization ̶Share important changes, plan options, tasks, and deadlines ̶Provide key messages and talking points ̶Prepare them to answer employee questions
Dr. Sunita Bharatwal** Dr. Pawan Garga*** Abstract Customer satisfaction is derived from thè functionalities and values, a product or Service can provide. The current study aims to segregate thè dimensions of ordine Service quality and gather insights on its impact on web shopping. The trends of purchases have
Chính Văn.- Còn đức Thế tôn thì tuệ giác cực kỳ trong sạch 8: hiện hành bất nhị 9, đạt đến vô tướng 10, đứng vào chỗ đứng của các đức Thế tôn 11, thể hiện tính bình đẳng của các Ngài, đến chỗ không còn chướng ngại 12, giáo pháp không thể khuynh đảo, tâm thức không bị cản trở, cái được
Le genou de Lucy. Odile Jacob. 1999. Coppens Y. Pré-textes. L’homme préhistorique en morceaux. Eds Odile Jacob. 2011. Costentin J., Delaveau P. Café, thé, chocolat, les bons effets sur le cerveau et pour le corps. Editions Odile Jacob. 2010. Crawford M., Marsh D. The driving force : food in human evolution and the future.
Le genou de Lucy. Odile Jacob. 1999. Coppens Y. Pré-textes. L’homme préhistorique en morceaux. Eds Odile Jacob. 2011. Costentin J., Delaveau P. Café, thé, chocolat, les bons effets sur le cerveau et pour le corps. Editions Odile Jacob. 2010. 3 Crawford M., Marsh D. The driving force : food in human evolution and the future.
