!! Ebook Download Ethics in Action: Student Video and Workbook, by Gerald Corey, Marianne Schneider Corey, Robert Haynes, Marianne Corey

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In this exciting student video with accompanying workbook, your students will see Jerry and Marianne Corey in action demonstrating an integrative approach to common ethical dilemmas in a variety of settings.This compelling video includes: vignettes demonstrating ethical situations and responses, commentary from the Coreys, and group interaction and discussion.

• Sales Rank: #2476847 in Books
• Published on: 1998-04-07
• Original language: English
• Number of items: 1
• Dimensions: 11.00" h x 8.75" w x .50" l,
• Binding: CD-ROM

Review
"What a high level, professional job you all did! What I have always liked about your work is the fact that you do not allow humane considerations to fall by the wayside, and you adopt a sensible, flexible, and rational approach to ethical issues and boundary crossings."

"We need more materials like this with an interactive and example-based point of reference to teach ethics. . . . The written and video materials were very provocative and stimulated lots of thinking about ethics in new ways. You did an excellent job of involving the student audience as participants in building ethical perspectives for good counseling."

About the Author
Gerald Corey is Professor Emeritus of Human Services at California State University at Fullerton; a Diplomate in Counseling Psychology, American Board of Professional Psychology; a licensed psychologist; a National Certified Counselor; a Fellow of the American Psychological Association (Counseling Psychology); a Fellow of the American Counseling Association; and a Fellow of the Association for Specialists in Group Work. Dr. Corey taught undergraduate and graduate courses in group counseling, as well as courses in experiential groups, the theory and practice of counseling, and ethics in counseling. He is the author or co-author of 15 counseling textbooks currently in print and numerous journal articles. Along with his wife, Marianne Schneider Corey, Dr. Corey has conducted group counseling training workshops for mental health professionals at many universities in the United States, Canada, Mexico, China, Hong Kong, Korea, Germany, Belgium, Scotland, England, and Ireland. The two received the Association for Specialists in Group Work's Eminent Career Award in 2001. Dr. Corey earned his doctorate in counseling from the University of Southern California.

Marianne Schneider Corey is a licensed marriage and family therapist in California and is a National Certified Counselor. She received her master's degree in marriage, family, and child counseling from Chapman College. She is a Fellow of the Association for Specialists in Group Work and was the recipient of this organization's Eminent Career Award in 2001. She received the Lifetime Achievement Award from the American Mental Health Counselors Association in 2011. She also holds memberships in the American Counseling Association, the Association for Specialists in Group Work, the Association for Counselor Education and Supervision, the Association for Multicultural Counseling and Development, and the American Mental Health Counselors Association. She is the co-author of several counseling textbooks, and has made educational DVD programs on various aspects of counseling practice. Marianne has been involved in leading groups for different populations, providing training and supervision workshops in group process, facilitating self-exploration groups for graduate students in counseling, and co-facilitating training groups for group counselors and weeklong residential workshops in personal growth. With her husband, Jerry Corey, she has given many presentations at professional conferences and has conducted training workshops, continuing education seminars, and personal growth groups in the United States, Germany, Ireland, Belgium, Mexico, Hong Kong, China, and Korea.

Robert Haynes is a licensed clinical psychologist and producer of psychology video programs for Borderline Productions. Haynes received his doctorate in clinical psychology from the Fuller Graduate School of Psychology and is a member of the APA, ACA, and ACES. He has been actively involved in professional psychology through clinical practice, as well as teaching, consulting, leading workshops, and writing on a variety of topics. Haynes recently retired after 25 years as training director of the accredited clinical psychology internship program at Atascadero State Hospital in California. He has co-authored multimedia projects with the Coreys including the EVOLUTION OF A GROUP: STUDENT VIDEO AND WORKBOOK and STUDENT VIDEO AND WORKBOOK FOR THE ART OF INTEGRATIVE COUNSELING, and the ETHICS IN ACTION CD-ROM.

Most helpful customer reviews

3 of 3 people found the following review helpful.
Highly Recommended Companion
By Hugh Crethar
This videotape was very well designed with realistic ethics-oriented scenarios role-played by graduate students. Each scenario fits under one of the following categories:
1. Basic Elements of Ethical Decision Making
2. How Counselor Values Influence the Helping Relatinship with Clients
3. The Importance of Defining Appropriate Boundaries in Work with Clients
"Ethics in Action" is very useful in conjunction with the "Institutional Version" as well. I recommend watching each scenario, discussing relevant issues, then watching the videotaped discussion when using this tape.

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!! Ebook Free A First Course in Mathematical Modeling, 3rd Edition, by Frank R. Giordano, Maurice D. Weir, William P. Fox

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This text provides an introduction to the entire 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 a student's problem solving capabilities. 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.

• Sales Rank: #836212 in Books
• Brand: Brand: Brooks Cole
• Published on: 2002-07-29
• Original language: English
• Number of items: 1
• Dimensions: 1.00" h x 7.56" w x 9.46" l,
• Binding: Hardcover
• 552 pages

Features

• Used Book in Good Condition

Review
"The authors keep a good balance of theory and practice, maintaining fidelity to the ideal of developing experience and skills in the modeling process, rather than overconcentrating on the mathematics of modeling. The revisions are thoughtful and strengthen the text, tying together more effectively the good selection of methods and applications contained in previous editions."

"The approach to modeling is very solid, and corresponds with what I have seen as useful in teaching modeling at all levels for 25 years."

"The examples, projects and exercises are excellent. Very varied and interesting, with a good mix of topics. It is great to be able to pick and choose from among the topics and examples. At the same time there is nothing superfluous about the coverage."

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.

Maurice D. Weir is professor emeritus at the Naval Postgraduate School. He began his teaching career at Whitman College, and then in 1969 became a professor of mathematics at the Naval Postgraduate School, where he also served as associate provost for instruction. Dr. Weir's research and teaching interests include combat systems modeling and simulation, mathematics education, mathematical modeling, and differential equations. Professor Weir won the Outstanding Civilian Service Medal from the United States Military Academy in 1986 and the Schieffelin Award for Excellence in Teaching at the Naval Postgraduate School in 1983. Professor Weir retired from teaching in 1999 but is still actively engaged in writing mathematics textbooks. He received his M.S. and D.A. degrees from Carnegie-Mellon.

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.

Most helpful customer reviews

0 of 0 people found the following review helpful.
Four Stars
By Amazon Customer
Solid book for good examples

7 of 8 people found the following review helpful.
Nice study on modelling
By meowfast
I wanted to find a book that could teach me how to use math to model problems better. This book covers many different ways to make mathematical models. This book isn't going to overwhelm you with math, it shows you the pitfalls with different ways of modelling things. I recommend this book to anyone who wants to learn how to apply math to real world problems.

26 of 33 people found the following review helpful.
The Text for Mathematical Models of Reality
By A Customer
From discrete to continuous modelling, with many proyects and examples, I like very spacially this book for the undergraduate level. The presentation is very clear, but rigurous, making experience the reader through the models. It focuses on the interpretation and ends with some tools for modelbuilding. For a start of mathematical model understanding of reality this book is specially good, clear and completely well written. Good job Mr. Giordano and Weir! See also: Mesterton-Gibbons:An aproach to Mathematical Modelling, Fowler: Mathematical Models in the Sciences, Beltrami: Mathematics for Dynamical Modeling, Morrison: The Art of Modeling Dynamical Systams and Giordano: Differential Equations a Modeling Aproach.

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^ Download PDF Probability and Statistics for Engineers, by Richard L. Scheaffer, James T. McClave

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Designed to teach engineers to think statistically so that data can be collected and used intelligently in solving real problems, this text is intended for calculus-based, one-semester introduction to engineering statistics courses. Although traditional topics are covered, this edition takes a modern, data-oriented, problem-solving, process-improvement view of engineering statistics. The emphasis is on collecting good data through sample surveys and experiments and on applying it to real problems.

• Sales Rank: #2715110 in Books
• Brand: Brand: Duxbury Press
• Published on: 1994-04-04
• Original language: English
• Number of items: 1
• Dimensions: 1.43" h x 7.63" w x 9.55" l, 2.60 pounds
• Binding: Hardcover
• 743 pages

Features

• Used Book in Good Condition

About the Author
Richard L. Scheaffer, Professor Emeritus of Statistics, University of Florida, received his Ph.D. in statistics from Florida State University. Accompanying a career of teaching, research and administration, Dr. Scheaffer has led efforts on the improvement of statistics education throughout the school and college curriculum. Co-author of five textbooks, he was one of the developers of the Quantitative Literacy Project that formed the basis of the data analysis strand in the curriculum standards of the National Council of Teachers of Mathematics. He also led the task force that developed the AP Statistics Program, for which he served as Chief Faculty Consultant. Dr. Scheaffer is a Fellow and past president of the American Statistical Association, a past chair of the Conference Board of the Mathematical Sciences, and an advisor on numerous statistics education projects.

Most helpful customer reviews

9 of 9 people found the following review helpful.
Do not buy this horrible excuse of a textbook!!!
By Jin
I took an engineering statistics course this past semester that required the class to buy this textbook. One week after class started our professor informed us that this textbook contained quite a few errors in just the first few chapters. This "textbook" is written very poorly and has errors almost every few pages. The most glaring problem was that the answers provided in the back of the book for odd questions were sometimes incorrect. As in the problem would say what is 2+2 and the back would give you 5. This caused extreme confusion and frustration during the first week as our entire class bombarded our professor with questions as to how we did certain questions wrong when we were sure they were right. In addition to the errors in the answers provided, there were many grammatical errors scattered all over the book. A textbook should never have grammatical errors much less a $200 one. Usually, the errors are easy to spot out and can be overlooked but the major problem was when they occurred in the questions. In certain ones, the word 'and' would be used when they meant to use 'or' and sometimes words were missing completely. In statistics, the answer to a question that emphasizes 'and' or 'or' are drastically different especially when its the case of combinations or permutations. Simply put, whoever edited/proofread this textbook did not do their job even remotely correct and it should not be used for learning statistics as it will make you question whether you did the problems wrong or if the book simply made another avoidable mistake. I should make note that these problems were present in the fifth edition and I am not sure whether these same mistakes are in any of the previous or future editions. Do not buy this textbook and if it is on your class materials, inform your professor of the problems this textbook carries.

5 of 5 people found the following review helpful.
Toilet Paper
By Amazon Customer
This book has SO MANY errors. Every page I find a mistake, and I don't mean little spelling errors I mean they didn't add correctly, or the formula that's being presented is wrong(!!!), or their charts are labeled incorrectly.

Also most the problems start out with "refer to Exercise __" which is on some other page or sometimes another chapter, so you have to constantly flip back and forth. Even the solutions manual was like that (which, by the way, you will need, because it's not always clear how they got their answers- only to find out they did it wrong!!)

And worse of all is the tables in the appendixes are not labeled right, so the book refers you to appendix D table 4, but it's the wrong set of values, the one you actually want is printed on the inside back cover that's not labeled at all!

Did this book not get edited? I kept wondering if maybe it was a semester project for some class.

5 of 5 people found the following review helpful.
Aweful
By Andrew McKinlay
I haven't even read one chapter and I have already made my decision about this textbook. There are glaring errors every page! And I'm not talking about just the exercises, in the examples and descriptions, too! I am not normally able to spot errors in this textbook, but this is just crazy. A rip off of money. The prose is forced, boring, and dull. Sounds like someone wrote this thing at the last minute.

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> Get Free Ebook Principles and Applications of Assessment in Counseling, by Susan C. Whiston

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This text is a comprehensive introduction to appraisal and assessment targeted specifically for counseling students. It presents mathematical and statistical concepts in a simple and useful manner. The text stresses the importance of counselors being good consumers of assessment tools to avoid misusing tools in manners harmful to clients.

• Sales Rank: #3005131 in Books
• Published on: 1999-11-01
• Original language: English
• Number of items: 1
• Dimensions: .91" h x 7.57" w x 9.58" l,
• Binding: Hardcover
• 550 pages

Review
"Logical, lucid, and inviting . . . a no-nonsense approach to assessment."

"More comprehensive and current than any other available text."

About the Author
Susan Whiston is a professor at Indiana University in the Counseling Department. She is an active member of both ACA and APA and has published many journal articles.

Most helpful customer reviews

18 of 22 people found the following review helpful.
Everything the counselor needs to know about assessment.
By Rocco B. Rubino
Where was this book when I had to take an assessment class during the fall 2001 Term?
At any rate, even though I have already taken an assessment course, I bought this book anyway for my own personal reference. Crazy you say? Consider this...
Counselors have to be good consumers of assessments and the information they yield. While no one in their right mind advocates the "test and tell approach," ascribing a level of omniscience reserved only for deity, still tests and measurements can yield a lot of useful data. But what to do with it all? This is where this text comes in.
It is simply good, ethical practice to be able to have a fairly good working understanding of the how,when,where, and whys of assessment.
Whether you are taking a class, or need a refresher, or you are like me and you are a nut when it comes to doing this the correct way, this book is for you, price notwithstanding.

5 of 5 people found the following review helpful.
Want to sleep easy?
By M. Herzog
This book has good info but the way its written makes it so drawn out, however she has great research.

0 of 0 people found the following review helpful.
Five Stars
By Jen Gray
Great book.

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The Fourth Edition of Yoshiwara and Yoshiwara's MODELING, FUNCTIONS, AND GRAPHS: ALGEBRA FOR COLLEGE STUDENTS includes content found in a typical algebra course, along with introductions to curve-fitting and display of data. Yoshiwara and Yoshiwara focus on three core themes throughout their textbook: Modeling, Functions, and Graphs. In their work of modeling and functions, the authors utilize the Rule of Four, which is that all problems should be considered using algebraic, numerical, graphical, and verbal methods. The authors motivate students to acquire the skills and techniques of algebra by placing them in the context of simple applications that use real-life data.

• Sales Rank: #800198 in Books
• Brand: Brand: Cengage Learning
• Published on: 2006-08-25
• Original language: English
• Number of items: 1
• Dimensions: 10.00" h x 8.50" w x 1.25" l, 4.31 pounds
• Binding: Hardcover
• 936 pages

Features

• Used Book in Good Condition

About the Author
Kathy Yoshiwara was born in Derby in the UK and grew up in Richmond, Virginia. She attended Michigan State University, where she studied Greek and mathematics. She did graduate work at UCLA and earned an MA in mathematics in 1977. She left UCLA in 1979 to join the faculty at Pierce College, where she has been teaching ever since, except for the 1988-1999 academic year, when she taught at Barnsley College in Yorkshire (northern England) on a Fulbright teaching exchange. She is the author or co-author of three mathematics textbooks and is a member of the Calculus Consortium for Higher Education, where she is part of the writing team for their Precalculus text. She is a member of the MAA (Mathematical Association of America) and currently serves on the Committee for Curriculum Renewal and the First Two Years (CRAFTY). In 1996 she received the Award for Distinguished College or University Teaching of Mathematics from the Southern California Section of the MAA. She is married to Bruce Yoshiwara and benefits from his expertise in all things mathematical.

Bruce Yoshiwara has taught full-time at L.A. Pierce College since 1989 (except for the 1998-1999 academic year, when he and his wife Katherine Yoshiwara both had Fulbright Teacher Exchange positions at Barnsley College, England). He is co-author (Katherine is the principal author) of three algebra and pre-algebra textbooks. He serves on the Mathematical Association of American (MAA) Committee on Computers in Mathematics Education and is a consultant for Project NExT (New Experiences in Teaching). Bruce is editor of the Pierce Math Department newsletter and maintains the department web page.

Most helpful customer reviews

0 of 0 people found the following review helpful.
Math book
By ARAY
Super great deal, fast delivery. Save money on books.

12 of 15 people found the following review helpful.
This Book is Larger than Tolstoy's "War and Peace"
By Arthur Blenheim
Dear Average Reader,

Math is my best subject, but it might as well be my worst because this is absolutely the worst text book I've ever seen. If I could meet the authors, Mr. and Mrs. Yoshiwara, I would ask them why they believe the best way for a student to learn college algebra is by providing him with an 8.5-by-10.5-inch hardcover text at 2 inches thick containing almost 1000 pages and a CD ROM, an 8.5-by-11-inch softcover "work book" an inch thich with 350 pages, and an 10-by-8-inch softcover "solution manual" another inch thick with 425 pages.

I deduce from these books that college algebra must be the most complicated thing to learn in the history of mankind. In fact, I actually shudder before these books. The reason I shudder is not because I believe algebra must be this difficult, but because I can't think of a worse undertaking than what I'll witness inside these pages.

Forget the $115 + $45 + sales tax price (as of Fall 2006). First, no person in a college program could possibly have enough time in his semester to completely read these books. I seriously doubt anyone would ever attempt, or could be able, to read these books in his entire life. This assessment comes from just the threat of the sheer size of so many pages, and a CD ROM.

Second, the book is merely acceptable at best. For instance, the first question of the first excercise asks how many weeks are between week 5 and week 9? Five, of course. I'll count them: week 5, week 6, week 7, week 8, and week 9. My math teacher insisted I was wrong, but that's not my point: why would anyone publish a textbook so reckless that the answer of its questions must be assumed in definition?

Let me explain. I suggest to my friend we could go get some lunch together. He says he didn't bring much money. So, I take the change out of my pocket and hold it in my hand. Then, I instruct my friend to do the same. I count my money, and he counts his. We add them together and we get our answer. We have just 95 cents BETWEEN the two of us.

Here's another one. There are five people sitting between me and that actor from television. I wasn't counting him, nor me. Following this interpretation means there are three weeks between weeks 5 and 9. That is because weeks 6, 7, and 8 are between weeks 5 and 9: three weeks. Logically, one should not assume an interpretation without facts.

Here's a question similar to one from the book which my class studied. I go to the grocery store for cola. A 2-liter of cola costs $1.70. A 3-liter of cola costs $2.25. Therefore, the 2-liter is 85 cents per liter, and the 3-liter is 75 cents per liter. Because the price of the 3-liter is a better bargain, I go to the cashier. I pay 75 cents and leave. Since it's impossible for anyone to buy one liter from a 3-liter, I know this math doesn't account for the view of who's doing the shopping.

Here's a math problem not in the Yoshiwara text. A doctor once asked the mathematician and philosopher Bertrand Russell a question. He asked, "Where does it hurt?" Russell says, "In my mind." This book will be doing that, too.

Here's a math question from the book. What is the cost of 10 feet of fabric at $5.79 per yard? It's an easy question to answer: $19.30. But, this same question in the book, Excercise A.1, number 5, reads exactly like this:

Question 5. Dress fabric is sold (from bolts with a standard width) for $5.79 per yard.
a. Write an expression for the nubmer of yards of fabric in terms of the number of feet of the fabric. (There are 3 feet in a yard.)
b. Write an expression for the cost of the fabric in terms of the number of feet.
c. Find the cost of 10 feet of fabric.

Let me give you MY VERSION of this question a second time.

Question 5. "What is the cost of 10 feet of fabric at $5.79 per yard?"

Notice the simplicity of my version of their question?

First, what does it want to know when it wants something "in terms" of something else? What is this? What are terms? Every math problem will result in writing a term. Factually, it's impossible to do any math class homework without writing a term. This wording has no logic.

Second, why does the book have to tell me to "write an expression?" I always write expressions for all math homework. I cannot solve the problem without forming an expression. Does it ask me to write the expression I form? Well, my college professor told me to do that anyway. He called it, "Homework." All math teachers want students to write the expression they think. How else do students perform homework: writing it really is the only way! This book is full of trite statements!

Third, all the questions in the book ask questions with the same confusion I mention. They have traded in the normal style of algebra text book homework where the question is posed as a question, and NOT posed as an instruction, telling me what to do. In the Yoshiwara book, all questions are formed as instructions; meaning, it has no questions in the book. Therefore, the main objective of the Yoshwara text is to force conformity upon students. The famous MENSA International, the intellectual exchange with IQ tests, forms questions with question marks ending their sentences. Their logic quizzes do not expect members to follow statements of instruction. Therefore, I can extrapolate: the Yoshiwara text uses no proper test of logic, nor does it use any logic in its test design.

I told a friend of mine I thought the Yoshiwara algebra text was excessive. He said, your teacher would know more than you about the qualifications of the textbook for his class. The statement is correct, but it unfortunately only accounts for one person's beliefs, and is inconsiderate to the students'. I scored highest in my last two math classes, but I know I don't know nothing, so I gently reminded him, although my teacher is a professional instructor, that I am a professional student who has to read the text. My friend suggested I study from an alternate algebra text, but I told him that action doesn't make much sense since I will have to complete problems from the Yoshiwara text for my instructor anyway. To form a pun, I figure I don't need more problems.

Math has always been my best subject, to which I have always done well. I had a higher grade score in my last two algebra courses than anyone else in my classes. But, since I have to study from Yoshiwaras' book, I'm thinking of suicide.

The Yoshiwara text is only in line with that new logic that says people are using their vision to learn, more than reading books to learn. My English teacher told me about that new logic. It's like being on crack, or watching MTV. At least, the book tries to adapt to what my English teacher calls the mind of an MTV generation. If this book follows that logic, it's because there's very little simplicity. It's a major undertaking. It's a barrage of math principle with a prerequisite of a master's degree. It was designed by math professors with total interest in math and a blatant disregard to life and logic. They didn't make it to learn math from it; they made it to look like it's the most complete text on algebra that ever existed, only in order to make its existence necessary, for no sane person would read it.

Judging from the text questions I read and the quantity of text, I bet the authors want to teach students to "pump out" math answers without having to think.

No one should ever be forced to study a math text larger than a New York City phone book.

0 of 0 people found the following review helpful.
Timely delivery
By FSPAGE302
I am a student at Valdosta State University who just happen to currently be in West Africa. I am taking this class online and needed my book deliveried timely to a person that was about to come to Africa. Due to the current mail system here, you cannot receive anything in a timely manner, so if you know someone flying in, it is better to have them bring it. I found out at the last minute my church member was coming to visit and I needed the book delivered quickly to her. The book made it to her before she left for her flight so I am glad there where no delays in the delivery process. The book itself I don't care for, I am a visual learner and it dosen't give enough examples for me. I like the real world application they use but wish there were more example since this is for an online course.

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AUTOMATICALLY PACKAGED WITH EVERY NEW COPY OF THE BOOK AND NOT AVAILABLE SEPARATELY.

• Sales Rank: #9947270 in Books
• Brand: Brand: Cengage Learning
• Published on: 2003-08-08
• Original language: English
• Binding: CD-ROM

Features

• Used Book in Good Condition

About the Author
Michael Longnecker currently serves as Professor and Associate Department Head at Texas A&M University. He received his B.S. at Michigan Technological University, his first M.S. at Western Michigan University, his second M.S. at Florida State University, and his Ph.D. at Florida State University. He is interested in Nonparametrics, Statistical Process Control, and Statistical Consulting.

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Reese writes a text that embraces the spirit of many reform goals, such as better integration of modern physics topics, a stronger emphasis on conceptual understanding, and an attention to different learning styles. Most importantly, however, Reese writes for students to allow them not only to learn the tools that physics provides, but also to see why those tools work and the beauty of the ideas that underlie them. Because students sometimes fail to see how the topics of physics connect to each other or to the world outside the classroom, Reese introduces each new topic by describing how it relates to experiences and phenomena with which the student is already familiar or to topics previously discussed. Reese emphasizes introductory physics, rather than encyclopedic physics, leaving appropriate topics for more advanced courses. His thinking is that it is better to build technical knowledge on a firm foundation of fundamental principles rather than on a large collection of mere formulas. In doing this, he helps students develop a thorough understanding of the principles of basic areas of physics: kinematics, dynamics, waves, thermodynamics, electromagnetism, optics, relativity, and modern physics. Because most students cannot discern simplifying patterns and connections when faced with seemingly complex ideas, students learn physics through practice. To assist them, Reese integrates the most significant material from previous chapters into new material; provides an accurate conceptual understanding of fundamental physical principles by placing great emphasis on these principles and how they arose; points out the limits of applicability of the theories and equations of physics; and stresses connections among topics by incorporating many aspects of contemporary physics and astronomy into a mix of traditional topics.

• Sales Rank: #692925 in Books
• Published on: 1999-05-19
• Original language: English
• Number of items: 1
• Dimensions: 11.10" h x 1.83" w x 8.68" l, 6.39 pounds
• Binding: Hardcover
• 1120 pages

Review
1. PRELUDES Nature and Mathematics: Physics as Natural Philosophy / Contemporary Physics: Classical and Modern / Standards for Measurement / Units of Convenience and Unit Conversions / The Meaning of the Word Dimension / The Various Meanings of the Equal Sign / Estimation and Order of Magnitude / The Distinction Between Precision and Accuracy / Chapter Summary / Summary of Problem-Solving Tactics / Questions / Problems / Investigative Projects 2. A MATHEMATICAL TOOLBOX: AN INTRODUCTION TO VECTOR ANALYSIS Scalar and Vector Quantities / Multiplication of a Vector by a Scalar / Parallel Transport of Vectors / Vector Addition by Geometric Methods: Tail-to-Tip Method / Determining Whether a Quantity is a Vector / Vector Difference by Geometric Methods / The Scalar Product of Two Vectors / The Cartesian Coordinate System and the Cartesian Unit Vectors / The Cartesian Representation of Any Vector / Multiplication of a Vector Expressed in Cartesian Form by a Scalar / Expressing Vector Addition and Subtraction in Cartesian Form / The Scalar Product of Two Vectors Expressed in Cartesian Form / Determining the Angle Between Two Vectors Expressed in Cartesian Form / Equality of Two Vectors / Vector Equations / The Vector Product of Two Vectors / The Vector Product of Two Vectors Expressed in Cartesian Form / Variation of a Vector / Some Aspects of Vector Calculus / Chapter Summary / Summary of Problem-Solving Tactics / Questions / Problems / Investigative Projects 3. KINEMATICS I: RECTILINEAR MOTION Rectilinear Motion / Position and Changes in Position / Average Speed and Average Velocity / Instantaneous Speed and Instantaneous Velocity / Average Acceleration / Instantaneous Acceleration / Rectilinear Motion with a Constant Acceleration / Geometric Interpretations / Chapter Summary / Summary of Problem-Solving Tactics / Questions / Problems / Investigative Projects 4. KINEMATICS II: MOTION IN TWO AND THREE DIMENSIONS The Position, Velocity, and Acceleration Vectors in Two Dimensions / Two-Dimensional Motion with a Constant Acceleration / Motion in Three Dimensions / Relative Velocity Addition and Accelerations / Uniform Circular Motion: A First Look / The Angular Velocity Vector / The Geometry and Coordinates for Describing Circular Motion / The Position Vector for Circular Motion / The Velocity and Angular Velocity in Circular Motion / Uniform Circular Motion Revisited / Nonuniform Circular Motion and the Angular Acceleration / Nonuniform Circular Motion with a Constant Angular Acceleration / Chapter Summary / Summary of Problem-Solving Tactics / Questions / Problems / Investigative Projects 5. NEWTON'S LAWS OF MOTION Fundamental Particles / The Fundamental Forces of Nature / Newton's First Law of Motion and a Qualitative Conception of Force / The Concept of Force and Its Measurement / Newton's Second Law of Motion / Newton's Third Law of Motion / Limitations to Applying Newton's Laws of Motion / Inertial Reference Frames: Do They Really Exist? / Second Law and Third Law Force Diagrams / Weight and the Normal Force of a Surface / Tension in Ropes, Strings, or Cables / Static Friction / Kinetic Friction at Low Speeds / Kinetic Friction Proportional to the Particle Speed / Fundamental Forces and Other Forces Revisited / Noninertial Reference Frames / Chapter Summary / Summary of Problem-Solving Tactics / Questions / Problems / Investigative Projects 6. THE GRAVITATIONAL FORCE AND THE GRAVITATIONAL FIELD How Did Newton Deduce the Gravitational Force Law? / Newton's Law of Universal Gravitation / Gravitational Force of a Uniform Spherical Shell on a Particle / Gravitational Force of a Uniform Sphere on a Particle / Measuring the Mass of the Earth / Artificial Satellites of the Earth / Kepler's First Law of Planetary Motion and the Geometry of Ellipses / Spatial Average Position of a Planet in an Elliptical Orbit / Kepler's Second Law of Planetary Motion / Central Forces, Orbital Angular Momentum, and Kepler's Second Law / Newton's Form for Kepler's Third Law of Planetary Motion / Customized Units / The Gravitational Field / The Flux of a Vector / Gauss's Law for the Gravitational Field / Chapter Summary / Summary of Problem-Solving Tactics / Questions / Problems / Investigative Projects 7. HOOKE'S FORCE LAW AND SIMPLE HARMONIC OSCILLATION Hooke's Force Law / Simple Harmonic Oscillation / A Vertically Oriented Spring / Connection Between Simple Harmonic Oscillation and Uniform Circular Motion / How to Determine Whether an Oscillatory Motion is Simple Harmonic Motion / The Simple Pendulum / Through a Fictional Earth in 42 Minutes / Damped Oscillations / Forced Oscillations and Resonance / Chapter Summary / Summary of Problem-Solving Tactics / Questions / Problems / Investigative Projects 8. WORK, ENERGY, AND THE CWE THEOREM Motivation for Introducing the Concepts of Work and Energy / The Work Done by Any Force / The Work Done by a Constant Force / The Work Done by the Total Force / Geometric Interpretation of the Work Done by a Force / Conservative, Nonconservative, and Zero-Work Forces / Examples of Conservative, Nonconservative, and Zero-Work Forces / The Concept of Potential Energy / The Gravitational Potential Energy of a System near the Surface of the Earth / The General Form for the Gravitational Potential Energy / The Relationship Between the Local Form for the Gravitational Potential Energy and the More General Form / The Potential Energy Function Associated with Hooke's Force Law / The CWE Theorem / The Escape Speed / Black Holes / Limitations of the CWE Theorem: Two Paradoxical Examples / The Simple Harmonic Oscillator Revisited / The Average and Instantaneous Power of a Force / The Power of the Total Force Acting on a System / Motion Under the Influence of Conservative Forces Only: Energy Diagrams / Chapter Summary / Summary of Problem-Solving Tactics / Questions / Problems / Investigative Projects 9. IMPULSE, MOMENTUM, AND COLLISIONS Momentum and Newton's Second Law of Motion / Impulse-Momentum Theorem / The Rocket: A System with Variable Mass / Conservation of Momentum / Collisions / Disintegrations and Explosions / The Centripetal Acceleration Revisited / An Alternative Way to Look at Force Transmission / The Center of Mass / Dynamics of a System of Particles / Kinetic Energy of a System of Particles / The Velocity of the Center of Mass for Collisions / The Center of Mass Reference Frame / Chapter Summary / Summary of Problem-Solving Tactics / Questions / Problems / Investigative Projects 10. SPIN AND ORBITAL MOTION The Distinction Between Spin and Orbital Motion / The Orbital Angular Momentum of a Particle / The Circular Orbital Motion of a Single Particle / Noncircular Orbital Motion / Rigid Bodies and Symmetry Axes / Spin Angular Momentum of a Rigid Body / The Time Rate of Change of the Spin Angular Momentum / The Moment of Inertia of Various Rigid Bodies / The Kinetic Energy of a Spinning System / Spin Distorts the Shape of the Earth / The Precession of a Rapidly Spinning Top / The Precession of the Spinning Earth / Simultaneous Spin and Orbital Motion / Synchronous Rotation and the Parallel Axis Theorem / Rolling Motion Without Slipping / Wheels / Total Angular Momentum and Torque / Conservation of Angular Momentum / Conditions for Static Equilibrium / Chapter Summary / Summary of Problem-Solving Tactics / Questions / Problems / Investigative Projects 11. SOLIDS AND FLUIDS States of Matter / Stress, Strain, and Young's Modulus for Solids / Fluid Pressure / Static Fluids / Pascal's Principle / Archimedes' Principle / The Center of Buoyancy / Surface Tension / Capillary Action / Fluid Dynamics: Ideal Fluids / Equation of Flow Continuity / Bernoulli's Principle for Incompressible Ideal Fluids / Nonideal Fluids / Viscous Flow / Chapter Summary / Summary of Problem-Solving Tactics / Questions / Problems / Investigative Projects 12. WAVES What is a Wave? / Longitudinal and Transverse Waves / Wavefunctions, Waveforms, and Oscillations / Waves Propagating in One, Two, and Three Dimensions / One-Dimensional Waves Moving at Constant Velocity / The Classical Wave Equation for One-Dimensional Waves / Periodic Waves / Sinusoidal (Harmonic) Waves / Waves on a String / Reflection and Transmission of Waves / Energy Transport Via Mechanical Waves / Wave Intensity / What is a Sound Wave? / Sound Intensity and Sound Level / The Acoustic Doppler Effect / Shock Waves / Diffraction of Waves / The Principle of Superposition / Standing Waves / Wave Groups and Beats / Fourier Analysis and the Uncertainty Principles / Chapter Summary / Summary of Problem-Solving Tactics / Questions / Problems / Investigative Projects 13. TEMPERATURE, HEAT TRANSFER, AND THE FIRST LAW OF THERMODYNAMICS Simple Thermodynamic Systems / Temperature / Work, Heat Transfer and Thermal Equilibrium / The Zeroth Law of Thermodynamics / Thermometers and Temperature Scales / Temperature Conversions Between the Fahrenheit and Celsius Scales / Thermal Effects in Solids and Liquids: Size / Thermal Effects in Ideal Gases / Calorimetry / Reservoirs / Mechanisms for Heat Transfer / Thermodynamic Processes / Energy Conservation: The First Law of Thermodynamics and the CWE Theorem / The Connection Between the CWE Theorem and the General Statement of Energy Conservation / Work Done by a System on Its Surroundings / Work Done by a Gas Taken Around a Cycle / Applying the First Law of Thermodynamics: Changes of State / Chapter Summary / Summary of Problem-Solving Tactics / Questions / Problems / Investigative Projects 14. KINETIC THEORY Background for the Kinetic Theory of Gases / The Ideal Gas Approximation / The Pressure of an Ideal Gas / The Meaning of the Absolute Temperature / The Internal Energy of an Monatomic Ideal Gas / The Molar Specific Heats of an Ideal Gas / Complications Arise for Diatomic and Polyatomic Gases / Degrees of Freedom and the Equipartition of Energy Theorem / Specific Heat of a Solid / Some Failures of Classical Kinetic Theory / Quantum Mechanical Effects / An Adiabatic Process for an Ideal Gas / Chapter Summary / Summary of Problem-Solving Tactics / Questions / Problems / Investigative Projects 15. THE SECOND LAW OF THERMODYNAMICS Why Do Some Things Happen, While Others Do Not? / Heat Engines and the Second Law of Thermodynamics / The Carnot Heat Engine and Its Efficiency / Absolute Zero and the Third Law of Thermodynamics / Refrigerator Engines and the Second Law of Thermodynamics / The Carnot Refrigerator Engine / The Efficiency of Real Heat Engines and Refrigerator Engines / A New Concept: Entropy / Entropy and the Second Law of Thermodynamics / The Direction of Heat Transfer: A Consequence of the Second Law / A Statistical Interpretation of the Entropy / Entropy Maximization and the Arrow of Time / Extensive and Intensive State Variables / Chapter Summary / Summary of Problem-Solving Tactics / Questions / Problems / Investigative Projects 16. ELECTRIC CHARGES, ELECTRICAL FORCES, AND THE ELECTRIC FIELD The Discovery of Electrification / Polarization and Induction / Coulomb's Force Law for Pointlike Charges: The Quantification of Charge / Charge Quantization / The Electric Field of Static Charges / The Electric Field of a Pointlike Charge Distributions / A Way to Visualize the Electric Field: Electric Field Lines / A Common Molecular Charge Distribution: The Electric Dipole / The Electric Field of Continuous Distributions of Charge / Motion of a Charged Particle in a Uniform Electric Field: An Electrical Projectile / Gauss's Law for Electric Fields / Calculating the Magnitude of the Electric Field Using Gauss's Law / Conductors / Other Electrical Materials / Chapter Summary / Summary of Problem-Solving Tactics / Questions / Problems / Investigative Projects 17. ELECTRIC POTENTIAL ENERGY AND THE ELECTRIC POTENTIAL Electrical Potential Energy and the Electric Potential / The Electric Potential of a Pointlike Charge / The Electrical Potential of a Collection of Pointlike Charges / The Electric Potential of Continuous Charge Distributions of Finite Size / Equipotential Volumes and Surfaces / The Relationship Between the Electric Potential and the Electric Field / Acceleration of Charged Particles Under the Influence of Electrical Forces / A New Energy Unit: The Electron-Volt / An Electric Dipole in an External Electric Field Revisited / The Electric Potential and Electric Field of a Dipole / The Potential Energy of a Distribution of Pointlike Charges / Lightning Rods / Chapter Summary / Summary of Problem-Solving Tactics / Questions / Problems / Investigative Projects 18. CIRCUIT ELEMENTS, INDEPENDENT VOLTAGE SOURCES, AND CAPACITORS Terminology, Notation, and Conventions / Circuit Elements / An Independent Voltage Source: A Source of Emf / Connections of Circuit Elements / Independent Voltage Sources in Series and Parallel / Capacitors / Series and Parallel Combinations of Capacitors / Energy Stored in a Capacitor / Electrostatics in Insulating Material Media / Capacitors and Dielectrics / Dielectric Breakdown (Optional) / Chapter Summary / Summary of Problem-Solving Tactics / Questions / Problems / Investigative Projects 19. ELECTRIC CURRENT, RESISTANCE, AND DC CIRCUIT ANALYSIS The Concept of Electric Current / Electric Current / The Piece de Resistance: Resistance and Ohm's Law / Resistance Thermometers / Characteristic Curves / Series and Parallel Connections Revisited / Resistors in Series and Parallel / Electric Power / Electrical Networks and Circuits / Electronics / Kirchoff's Laws for Circuit Analysis / Electric Shock Hazards / A Model for a Real Battery / Maximum Power Transfer Theorem / Basic Electronic Instruments: Voltmeters, Ammeters, and Ohmmeters / An Introduction to Transients in Circuits: A Series RC Circuit / Chapter Summary / Summary of Problem-Solving Tactics / Questions / Problems / Investigative Projects 20. MAGNETIC FORCES AND THE MAGNETIC FIELD The Magnetic Field / Applications / Magnetic Forces on Currents / Work Done by Magnetic Forces / Torque on a Current Loop in a Magnetic Field / The Biot-Savart Law / Forces of Parallel Currents on Each Other and the Definition of the Ampere / Gauss's Law for the Magnetic Field / Magnetic Poles and Current Loops / Ampere's Law / The Displacement Current and the Ampere-Maxwell Law / Magnetic Materials / The Magnetic Field of the Earth / Chapter Summary / Summary of Problem-Solving Tactics / Questions / Problems / Investigative Projects 21. FARADAY'S LAW OF ELECTROMAGNETIC INDUCTION Faraday's Law of Electromagnetic Induction / Lenz's Law / An AC Generator / Summary of Maxwell's Equations of Electromagnetism / Electromagnetic Waves / Self-Inductance / Series and Parallel Combinations of Inductors / A Series LR Circuit / Energy Stored in a Magnetic Field / A Parallel LC Circuit / Mutual Inductance / An Ideal Transformer / Chapter Summary / Summary of Problem-Solving Tactics / Questions / Problems / Investigative Projects 22. SINUSOIDAL AC CIRCUIT ANALYSIS Representations of a Complex Variable / Arithmetic Operations with Complex Variables / Complex Potential Differences and Currents: Phasors / The Potential Difference and Current Phasors for Resistors, Inductors, and Capacitors / Series and Parallel Combinations of Impedances / Complex Independent ac Voltage Sources / Power Absorbed by Circuit Elements in ac Circuits / A Filter Circuit / A Series RLC Circuit / Chapter Summary / Summary of Problem-Solving Tactics / Questions / Problems / Investigative Projects 23. GEOMETRIC OPTICS The Domains of Optics / The Inverse Square Law for Light / The Law of Reflection / The Law of Refraction / Total Internal Reflection / Dispersion / Rainbows / Objects and Images / The Cartesian Sign Convention / Image Formation by Spherical and Plane Mirrors / Ray Diagrams for Mirrors / Refraction at a Single Spherical Surface / Thin Lenses / Ray Diagrams for Thin Lenses / Optical Instruments / Chapter Summary / Summary of Problem-Solving Tactics / Questions / Problems / Investigative Projects 24. PHYSICAL OPTICS Existence of Light Waves / Interference / Young's Double Slit Experiment / Single Slit Diffraction / Diffraction by a Circular Aperture / Resolution / The Double Slit Revisited / Multiple Slits: The Diffraction Grating / Resolution and Angular Dispersion of a Diffraction Grating / The Index of Refraction and the Speed of Light / Thin-Film Interference / Polarized Light / Polarization by Absorption / Malus's Law / Polarization by Reflection: Brewster's Law / Polarization by Double Refraction / Polarization by Scattering / Rayleigh and Mie Scattering / Optical Activity / Chapter Summary / Summary of Problem-Solving Tactics / Questions / Problems / Investigative Projects 25. THE SPECIAL THEORY OF RELATIVITY Reference Frames / Classical Galilean Relativity / The Need for Change and the Postulates of the Special Theory / Time Dilation / Lengths Perpendicular to the Direction of Motion / Lengths Oriented Along the Direction of Motion: Length Contraction / The Lorentz Transformation Equations / The Relativity of Simultaneity / A Relativistic Centipede / A Relativistic Paradox and Its Resolution / Relativistic Velocity Addition / Cosmic Jets and the Optical Illusion of Superluminal Speeds / The Longitudinal Doppler Effect / The Transverse Doppler Effect / A General Equation for the Relativistic Doppler Effect / Relativistic Momentum / The CWE Theorem Revisited / Implications of the Equivalence Between Mass and Energy / Space-Time Diagrams / Electromagnetic Implications of the Special Theory / The General Theory of Relativity / Chapter Summary / Summary of Problem-Solving Tactics / Questions / Problems / Investigative Projects 26. AN APERITIF: MODERN PHYSICS The Discovery of the Electron / The Discovery of X-Rays / The Discovery of Radioactivity / The Appearance of Planck's Constant h / The Photoelectric Effect / The Quest for an Atomic Model: Plum Pudding / The Bohr Model of a Hydrogenic Atom / The Bohr Correspondence Principle / A Bohr Model of the Solar System? / Problems with the Bohr Model / Radioactivity Revisited / Carbon Dating / Radiation Units, Dose, and Exposure / The Momentum of a Photon / The de Broglie Hypothesis / Chapter Summary / Summary of Problem-Solving Tactics / Questions / Problems / Investigative Projects 27. AN INTRODUCTION TO QUANTUM MECHANICS The Heisenberg Uncertainty Principles / Implications of the Position-Momentum Uncertainty Principle / Implications of the Energy-Time Uncertainty Principle / Observation and Measurement / Particle-Waves and the Wavefunction / Operators / The Schrodinger Equation / Chapter Summary / Questions / Problems / Investigative Projects / EPILOGUE / APPENDIX A: PROOFS OF THE GRAVITATIONAL SHELL THEOREMS / A Mass Within A Uniform Spherical Shell / A Mass Outside a Uniform Spherical Shell / ANSWERS TO PROBLEMS / QUOTATIONS INDEX / REFERENCE INDEX / GENERAL INDEX / CREDITS

About the Author
Ph. D. from Johns Hopkins in 1971

Most helpful customer reviews

46 of 46 people found the following review helpful.
A Glorious Feast
By WilliamRich
I was an unemployed software guy with time on my hands so I decided to go back and relearn my undergrad physics and mathematics. The idea was to savor the subjects the second-time-around in contrast to the frenzied cramming of my college days.

My previous college physics professor was the classic "weed out the unworthy" type. He hit us over the head with "Physics" by Halliday and oblique, snotty lectures designed more to demonstrate the gulf between him and us rather than to ignite the glory of science in our hearts. I remember endless hours fitfully parsing Halliday with the growing dread that I was just not good enough to "get" physics. I passed my physics and calculus courses but I never shook that "second-rater" feeling I got from my physics professor.

With the hope of redeeming myself in physics, I turned to Amazon and was able to quickly identify "University Physics" by Reese as the very best book for a self-taught review of undergraduate physics and associated mathematics.

Only rarely do we open a book and shout with great joy that we have discovered a treasure. So it was for me when I opened Reese's book. Reese apparently had endless energy, knowledge, and good will to craft a book so abundantly rich with myriad drawings, pictures, examples, quotations, and historical perspectives that combine to provide one an abundant sense of appreciation and MASTERY of the great themes of fundamental physics. Reese has bent over backwards to give us it all.

Yeah, I'm thrilled and I'm planning on savoring every word of Reese's book. By God, I LOVE physics and Reese should be given a medal!

3 of 3 people found the following review helpful.
Great Book for learning physics.
By Chitrak Gupta
It is a pricey but "worth-it" book for learning physics. I went through a lot of books, Resnick Halliday etc, but found this book much easier to understand. IT is bulky so you have to manage with that.

25 of 25 people found the following review helpful.
Intro physics instructors, go no further!
By Abigail Nussey
"University Physics" is a wonderful introductory physics text --- I should know, I'm a student who used it last semester! Reese pares no material -- he isn't afraid to use vector calculus (after the introductory chapters on vectors, of course) and will show formulas that have partial derivaties -- he even has a conceptual section of a chapter on Fourier series. This book is excellent -- there are very many problems so the student gets lots of practice, and some of the problems are quite tough, but end up being beautifully crafted -- once you discover the answer! All of the problems, in fact, rely on material explicitly covered in each chapter, so there are no surprises or new concepts sprung on the student while he is doing the problems, just the sense that he is doing things by the most general method possible, and hence learning them in the most efficient manner possible. Reese does not rely on special tricks of symmetry or vector identities to transform equations that he believes may be 'scary looking' to the student into soft, over-simplified special cases. Reese treats the student as if he is intensely interested in physics and is planning on making a career in it.
However, this book is not beyond students on even a more rudimentary level, like those who are engineering, chemistry, or biology majors. In fact, I found this book much easier to use and much more accessible than another book by Giancoli meant for non-physics majors -- mainly because Reese presents the material in its most general form, allowing students to hence derive all they need to know about special cases from the general form. Instructors, this is what makes physics easier! It is harder -- even for non-physics majors -- to learn just about the special cases, as simpler books often try to press.
This book is ideal for freshmen in college, but can also be used for high school students who have some knowledge of very rudimentary calculus.

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