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Macroeconomics: Theory through Applications
No full textRussell Cooper and Andrew John have written an economics text aimed directly at students from its very inception. You\u27re thinking/ ”Yeah/ sure. I\u27ve heard that before.“ This textbook/ Macroeconomics: Theory Through Applications/ centers around student needs and expectations through two premises: … Students are motivated to study economics if they see that it relates to their own lives. … Students learn best from an inductive approach/ in which they are first confronted with a problem/ and then led through the process of solving that problem. Many books claim to present economics in a way that is digestible for students; Russell and Andrew have truly created one from scratch. This textbook will assist you in increasing students\u27 economic literacy both by developing their aptitude for economic thinking and by presenting key insights about economics that every educated individual should know. How? Russell and Andrew have done three things in this text to accomplish that goal: 1. Applications Ahead of Theory: They present all the theory that is standard in Principles books. But by beginning with applications/ students get to learn why this theory is needed. The authors take the kind of material that other authors put in ”applications boxes“ and place it at the heart of their book. Each chapter is built around a particular business or policy application/ such as social security/ globalization/ and the wealth and poverty of nations. Why take this approach? Traditional courses focus too much on abstract theory relative to the interests and capabilities of the average undergraduate. Students are rarely engaged and the formal theory is never integrated into the way students think about economic issues. And traditional books are organized around theoretical constructs that mean nothing to students. The authors\u27 applications-first approach ensures that students will not see chapters with titles like ”Cost Functions“ or ”Short-Run Fluctuations“. They introduce tools and ideas as and when they are needed. Each chapter is designed with two goals. First/ the application upon which the chapter is built provides a ”hook“ that gets students\u27 attention. Second/ the application is a suitable vehicle a vehicle for teaching the principles of economics. 2. Learning through Repetition: Important tools appear over and over again/ allowing students to learn from repetition and to see how one framework can be useful in many different contexts. Each piece of economic theory in this text is first introduced and explained in the context of a specific application. Most are re-used in other chapters/ so students see them in action on multiple occasions. As students progress through the book/ they accumulate a set of techniques and ideas. These are collected separately in a ”toolkit“ that provides students with an easy reference and also gives them a condensed summary of economic principles for examination preparation. 3. A Student\u27s Table of Contents vs. An Instructor\u27s Table of Contents: There is no further proof that Russell and Andrew have created a book aimed specifically at educating students about economics than their two tables of contents. The Student\u27s Table of Contents speaks to students/ piquing their interest to involve them in the economics/ and a Instructor\u27s Table of Contents with the economics to better help you organize your teaching—and frankly/ you don\u27t need to get excited by economics/ you already are.https://mds.marshall.edu/oa-textbooks/1101/thumbnail.jp
Concepts of Biology
No full textConcepts of Biology is designed for the introductory biology course for nonmajors taught at most two- and four-year colleges. The scope/ sequence/ and level of the program are designed to match typical course syllabi in the market. Concepts of Biology includes interesting applications/ features a rich art program/ and conveys the major themes of biology. OpenStax College has compiled many resources for faculty and students/ from faculty-only content to interactive homework and study guides.https://mds.marshall.edu/oa-textbooks/1131/thumbnail.jp
Anatomy and Physiology
No full textAnatomy and Physiology is a dynamic textbook for the yearlong Human Anatomy and Physiology course taught at most two- and four-year colleges and universities to students majoring in nursing and allied health. A&P is 29 chapters of pedagogically effective learning content/ organized by body system/ and written at an audience-appropriate level. The lucid text/ strategically constructed art/ inspiring career features/ and links to external learning tools address the critical teaching and learning challenges in the course. Color is used for pedagogical effect in A&P. Most art will consist of elegant black line/ with the strongest line illustrating the most important structure(s) and shading used to show dimension and shape. Color (used only when needed) highlights and clarifies the primary anatomical or functional point of the illustration. Student focus is drawn to the most important learning point in each illustration/ without distraction from excessive gradients/ shadows/ and loud highlights. The online book provides students with links to surgical videos/ histology/ interactive diagrams/ and cadaver imagery at critical junctures. The text will publish in early June 2013. OpenStax College has compiled many resources for faculty and students/ from faculty-only content to interactive homework and study guides.https://mds.marshall.edu/oa-textbooks/1132/thumbnail.jp
Elementary Differential Equations with Boundary Value Problems
No full textElementary Differential Equations with Boundary Value Problems is written for students in science/ engineering/ and mathematics who have completed calculus through partial differentiation. An elementary text should be written so the student can read it with comprehension without too much pain. I have tried to put myself in the student\u27s place/ and have chosen to err on the side of too much detail rather than not enough. An elementary text can\u27t be better than its exercises. This text includes 1695 numbered exercises/ many with several parts. They range in difficulty from routine to very challenging. An elementary text should be written in an informal but mathematically accurate way/ illustrated by appropriate graphics. I have tried to formulate mathematical concepts succinctly in language that students can understand. I have minimized the number of explicitly stated theorems and definitions/ preferring to deal with concepts in a more conversational way/ copiously illustrated by 250 completely worked out examples. Where appropriate/ concepts and results are depicted in 144 figures. Although I believe that the computer is an immensely valuable tool for learning/ doing/ and writing mathematics/ the selection and treatment of topics in this text reflects my pedagogical orientation along traditional lines. However/ I have incorporated what I believe to be the best use of modern technology/ so you can select the level of technology that you want to include in your course. The text includes 336 exercises – identified by the symbols C and C/G – that call for graphics or computation and graphics. There are also 73 laboratory exercises – identified by L – that require extensive use of technology. In addition/ several sections include informal advice on the use of technology. If you prefer not to emphasize technology/ simply ignore these exercises and the advice.https://mds.marshall.edu/oa-textbooks/1136/thumbnail.jp
Information Systems for Business and Beyond
No full textWelcome to Information Systems for Business and Beyond. In this book/ you will be introduced to the concept of information systems/ their use in business/ and the larger impact they are having on our world. This book is written as an introductory text/ meant for those with little or no experience with computers or information systems. While sometimes the descriptions can get a little bit technical/ every effort has been made to convey the information essential to understanding a topic while not getting bogged down in detailed terminology or esoteric discussions. Learning objectives can be found at the beginning of each chapter. Of course/ all chapters are recommended for use in an introductory information systems course. However/ for courses on a shorter calendar or courses using additional textbooks/ a review of the learning objectives will help determine which chapters can be omitted. At the end of each chapter/ there is a set of study questions and exercises (except for chapter 1/ which only offers study questions). The study questions can be assigned to help focus students\u27 reading on the learning objectives. The exercises are meant to be a more in-depth/ experiential way for students to learn chapter topics. It is recommended that you review any exercise before assigning it/ adding any detail needed (such as length/ due date) to complete the assignment.https://mds.marshall.edu/oa-textbooks/1144/thumbnail.jp
Principles of Macroeconomics - 2e
No full textPrinciples of Macroeconomics 2e covers the scope and sequence of most introductory economics courses. The text includes many current examples/ which are handled in a politically equitable way. The outcome is a balanced approach to the theory and application of economics concepts. The second edition has been thoroughly revised to increase clarity/ update data and current event impacts/ and incorporate the feedback from many reviewers and adopters. Changes made in Principles of Macroeconomics 2e are described in the preface and the transition guide to help instructors transition to the second edition. The first edition of Principles of Macroeconomics by OpenStax is available in web view here.https://mds.marshall.edu/oa-textbooks/1147/thumbnail.jp
How We Got from There to Here: A Story of Real Analysis
No full textThe typical introductory real analysis text starts with an analysis of the real number system and uses this to develop the definition of a limit/ which is then used as a foundation for the definitions encountered thereafter. While this is certainly a reasonable approach from a logical point of view/ it is not how the subject evolved/ nor is it necessarily the best way to introduce students to the rigorous but highly non-intuitive definitions and proofs found in analysis. This book proposes that an effective way to motivate these definitions is to tell one of the stories (there are many) of the historical development of the subject/ from its intuitive beginnings to modern rigor. The definitions and techniques are motivated by the actual difficulties encountered by the intuitive approach and are presented in their historical context. However/ this is not a history of analysis book. It is an introductory analysis textbook/ presented through the lens of history. As such/ it does not simply insert historical snippets to supplement the material. The history is an integral part of the topic/ and students are asked to solve problems that occur as they arise in their historical context. This book covers the major topics typically addressed in an introductory undergraduate course in real analysis in their historical order. Written with the student in mind/ the book provides guidance for transforming an intuitive understanding into rigorous mathematical arguments. For example/ in addition to more traditional problems/ major theorems are often stated and a proof is outlined. The student is then asked to fill in the missing details as a homework problem.https://mds.marshall.edu/oa-textbooks/1154/thumbnail.jp
Teaching in a Digital Age: Guidelines for designing teaching and learning - 2nd Edition
No full textTeachers/ instructors and faculty are facing unprecedented change/ with often larger classes/ more diverse students/ demands from government and employers who want more accountability and the development of graduates who are workforce ready/ and above all/ we are all having to cope with ever changing technology. To handle change of this nature/ teachers and instructors need a base of theory and knowledge that will provide a solid foundation for their teaching/ no matter what changes or pressures they face. Although the book contains many practical examples/ it is more than a cookbook on how to teach. It addresses the following questions: is the nature of knowledge changing/ and how do different views on the nature of knowledge result in different approaches to teaching? what is the science and research that can best help me in my teaching? how do I decide whether my courses should be face-to-face/ blended or fully online? what strategies work best when teaching in a technology-rich environment? what methods of teaching are most effective for blended and online classes? how do I make choices among all the available media/ whether text/ audio/ video/ computer/ or social media/ in order to benefit my students and my subject? how do I maintain high quality in my teaching in a rapidly changing learning environment while managing my workload? what are the real possibilities for teaching and learning using MOOCs/ OERS/ open textbooks? In summary/ the book examines the underlying principles that guide effective teaching in an age when everyone/ and in particular the students we are teaching/ are using technology. A framework and a set of guidelines are suggested for making decisions about your teaching/ while understanding that every subject is different/ and every teacher and instructor has something unique and special to bring to their teaching. In the end/ though/ the book isn\u27t really about teachers and instructors/ although you are the target group. It\u27s about you helping your students to develop the knowledge and skills they will need in a digital age: not so much digital skills/ but the thinking and knowledge that will bring them success. For that to happen/ though/ your students need you to be on top of your game. This book is your coach.https://mds.marshall.edu/oa-textbooks/1172/thumbnail.jp
Introduction to the Modeling and Analysis of Complex Systems
No full textIntroduction to the Modeling and Analysis of Complex Systems introduces students to mathematical/computational modeling and analysis developed in the emerging interdisciplinary field of Complex Systems Science. Complex systems are systems made of a large number of microscopic components interacting with each other in nontrivial ways. Many real-world systems can be understood as complex systems/ where critically important information resides in the relationships between the parts and not necessarily within the parts themselves. This textbook offers an accessible yet technically-oriented introduction to the modeling and analysis of complex systems. The topics covered include: fundamentals of modeling/ basics of dynamical systems/ discrete-time models/ continuous-time models/ bifurcations/ chaos/ cellular automata/ continuous field models/ static networks/ dynamic networks/ and agent-based models. Most of these topics are discussed in two chapters/ one focusing on computational modeling and the other on mathematical analysis. This unique approach provides a comprehensive view of related concepts and techniques/ and allows readers and instructors to flexibly choose relevant materials based on their objectives and needs. Python sample codes are provided for each modeling example.https://mds.marshall.edu/oa-textbooks/1183/thumbnail.jp
Calculus Volume 1
No full textCalculus is designed for the typical two- or three-semester general calculus course/ incorporating innovative features to enhance student learning. The book guides students through the core concepts of calculus and helps them understand how those concepts apply to their lives and the world around them. Due to the comprehensive nature of the material/ we are offering the book in three volumes for flexibility and efficiency. Volume 1 covers functions/ limits/ derivatives/ and integration. OpenStax College has compiled many resources for faculty and students/ from faculty-only content to interactive homework and study guides.https://mds.marshall.edu/oa-textbooks/1202/thumbnail.jp