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Land of Fair Promise Politics and Reform in Los Angeles Schools, 1885-1941 $18.88 Judith Rosenberg Raftery Book Land of Fair Promise Politics and Reform in Los Angeles Schools, 1885-1941 Judith Rosenberg Raftery This book uses a case study of education and educational reform in Los Angeles as a lens for viewing a wide range of political and cultural questions involved in urban development in the American West, notable the manner and motives of those who changes school policy. Rapid population growth after 1885 and the recognition that large numbers of school children were either non-white or non-English-speaking compelled Western Progressives to reestablish order and end corrupt schoolboard practices. Drawing on the ideas of Jane Addams and John Dewey, reformers made the Los Angeles school system an instance of apparently effective reform, not only in educational terms, but also administratively and in the broad range of social services provided under school direction -- penny-lunch programs, after-hour playgrounds, day-care centers, adult classes, and home classes for shut-in mothers. But these achievements bore increasingly equivocal results as industrialization, immigration, and urbanization contributed to immense social and economic problems, and reformers intensified programs to Americanize immigrant children. More complicated and divisive progressive politics vied increasingly with professionalization and grassroots pressure from immigrant groups to determine education policy. Many of the leading Los Angeles reformers were women, newly empowered by suffrage, who expanded their campaigns for social change. Also, since women composed most of the teaching force, they began to see themselves as professional educators. But professionalization proved to be a double-edged sword. Better trained than their predecessors, women nevertheless had to fight to hold on to their status as the school system became more efficient, more structured, and more impersonal. Professionalization also led to clashes between professionals; psychologists introduced IQ measurement, and many classroom teachers found mental testing unreliable and sought alternate methods to evaluate the abilities of children. Reformers, educators, and ethnic organizations worked assiduously to modify the social behavior of the now-diverse school population. Despite differences, these groups together built a new social fabric, a patchwork shaped by the unrelenting realities of twentieth-century America. the book is illustrated with 14 photographs. Judith Rosenberg Raftery is Assistant Professor of History at California State University, Chico. This is a reproduction edition from a scanned copy of the following original edition: Title Land of fair promise: politics and reform in Los Angeles schools, 1885-1941 Author Judith Rosenberg Raftery Edition illustrated Publisher Stanford University Press, 1992 ISBN 0804719306, 9780804719308 Length 284 pages Find more reproduction works from Stanford University Press at QOOP.com Principles of College and University Administration $16.21 Lloyd S. Woodburne Book This is a reproduction editon from scan of the 1958 work. Considering the long existence of universities, it is surprising that so little has been written about college and university administration. Students, dormitories, accounting procedures, curricula, and athletics have all received their share of published material. But a careful study of the internal operation of institutions of higher education has almost never been made. Dr. Woodburne is an experienced educator and administrator, and he presents here a detailed analysis of academic leadership and planning, as they relate to areas of finance, public relations, personnel, curriculum, teaching, departmental administration, and research. The characteristics of effective leadership are defined, stressing the need for mutual respect and good faith between various levels, the creation and maintenance of smoothly functioning channels of communication which permit a free flow of ideas, and an understanding of the possible long-range effects of executive decisions. The author states two essential conditions for a successful partnership between faculty and administration: problems which arise must be considered objectively and without personal prejudice, and the administration must provide for the free dissemination of information concerning interdepartmental activities and decisions. Although this contention will be subscribed to by most, it is violated as often as it is observed. Conflicts which frequently arise between teaching and management are explored in discussions of tenure, promotion, educational priorities, and the role of department heads. The principal work of the college or university is performed by trained professionals, and its major product of an educated mind cannot be reduced to mechanical production measures. In fact,aside from typing and filing, the only routine mechanical operations of a university occur in the business office or in buildings and grounds activities. Everything else involves a teacher's concern for the validity of his subject matter, or value judgments on the part of administration. This volume will prove a useful and vital tool in the exercising of those judgments. Lloyd S. Woodburne is Dean of the College of Arts and Sciences at the University of Washington, Seattle. He is the author of Faculty Personnel Policies in Higher Education. This is a reproduction edition from a scanned copy of the original work: Title Principles of College and University Administration Author Lloyd S. Woodburne Publisher Stanford University Press 1958 ISBN080473366X, 9780804733663 Economy in Education $12.61 William J. Cooper Book We owe so much to our public schools and so readily take them for granted that we may fail to recognize how careful we should be in any projected program of economy in education. The people of our nation have gone through an economic crisis of great severity and have in spite of it retained good health, good order, and stability. This is evidence of an informed public. For this we may certainly credit our public school system more than any other factor. The American school has brought about in each community a mutual understanding which has permitted unusual co-operation in these times of difficulty. Before we change any essential element in our public school system, then we must be sure that we are not damaging it, for it provides the best guaranty of continued national life that we have. This is a reproduction edition from a scanned copy of the following original edition: Economy in education William John Cooper Stanford university press, 1933 Original from the University of Michigan 82 pages Find more reproduction works from Stanford University Press at QOOP.com Television in the Lives of Our Children $20.08 Wilbur Schramm, Jack Lyle, and Edwin B. Parker Book The average North American child, from age 3 to age 16, spends one-sixth of his waking hours on television. This is as much time as he spends in school, more time than he devotes to any other activity except sleep and play. Here is a report of the first major study on the North American continent of the complicated way in which television operates in the lives of children. It represents three years of research on 6,000 children, and is also based on information obtained from 2,300 parents, teachers, and school officials. The book begins with a consideration of the part televisions plays in the lives of children, then fills in the basic facts -- how much children use television at different ages under different conditions, what kinds of programs they watch, and what they think of them. Then it examines t he chief variables--intelligence, social backgrounds, and home and peer-group relationships--which, along with age and sex make it possible to predict generally what use a child will make of television. One interesting finding is that children in a town with television are about a year more advanced in vocabulary when they enter school than are children in a town without television. It appears, however, that the learning advantage is not maintained for more than a few years. The book then considers the chief effects which have been ascribed to television, such as delinquency and debasement of taste, and tests the validity of these claims. It sums up everything so far discovered by research concerning the effects of television on children, and the conclusions that can now safely be drawn. An interesting feature is a detailed analysis of a typical week (five weekdays) of the television fare seen in a major city during the period from 4:00 to 9:00 P.M., the so-called "children's hour." The results showed that more than half the 100 hours monitored was given to programs in which extreme violence (murders, stranglings, suicides, etc.) played an important part. In conclusion, t he authors suggest some things that parents, schools, and broadcasters can do to keep televisions from possibly having a harmful effect on children. An eminent professor of psychiatry, Dr. Lawrence Z. Freedman, has contributed a paper giving a psychiatric view of the problem. Detailed statistics and tabulations are given tin the Appendixes, which also contain information about related topics (such as children's use of other mass media). Mr. Schramm is Director of the Institute for Communication Research, Stanford University. Mr. Lyle is Assistant Professor in the Graduate School of Journalism, University of California, Los Angeles. Mr. Parker is Assistant Professor in the Institute of Communications Research, University of Illinois. This is a reproduction edition from a scanned copy of the following original edition: Title Televisión in the lives of our children Authors Wilbur Lang Schramm, Jack Lyle, Edwin B. Parker, Lawrence Z. Freedman Publisher Stanford University Press, 1961 ISBN 0804700621, 9780804700627 Length 324 pages Find more reproduction works from Stanford University Press at QOOP.com CBC Class of 2009 for Arturo Victor French image

Public Relations for Colleges and Universities : A Manual of Practical Procedure $13.27 Christopher Edgar Persons Book This book was originally published in 1946. Many colleges and universities are becoming intensely concerned with their future prospects and realistically aware that their former casual, unorganized, and somewhat ineffective methods of making public contacts are inadequate. The necessity, not only for the acquisition of funds but also for the justification of the institution itself and its objectives, demands an effective, well-planned public relations program. This book presents a sound and flexible public relations procedure for the establishment of a closer relationship between institutions of higher learning and the rest of the world. Christopher Edgar Persons was Vice-President of McCann-Erickson, Inc. and a special consultant on public relations to Western educational institutions when this book was published. This is a reproduction edition from a scanned copy of the following edition: Title Public Relations for Colleges and Universities Author: Christopher Edgar Persons Publisher Stanford University Press Copyright 1946 ISBN 080473240X, 9780804732406 Schooling and Work in the Democratic State $20.80 Martin Carnoy and Henry M. Levin Book A new explanation of the relation between schooling and work in the democratic, advanced industrial state emerges from this study that rejects both traditional views and the more recent Marxian perspective. Traditional views consider schools as autonomous institutions that are able to pursue thegoals of equality and social mobility irrespective of the inequalities of capitalist society; the Marxian perspective views schools as serving the role of producing wage-labor for capitalistic exploitation. The authors suggest that the shortcomings of both views are rooted in the fact that they do not recognize the true functions of the democratic, capitalist state. This state is seen as an arena for struggle between forces pushing for egalitarian, democratic, reforms and those seeking to use the resources of the state for private capital accumulation. Depending on which side has primacy at the moment, schools will reflect one set of goals over the other. However, victory is never complete, and the tide of battle has shifted back and forth historically. The authors develop this theory through interpreting the dynamic relation between U.S. schools and the workplace. Based on this approach, they predict changes in both schooling and work as well as the forms that future conflicts between the contending forces are likely to take. Martin Carnoy is Professor of Education and Economics, and Henry M. Levin is Professor of Eduction and Affiliated Professor of Economics, at Stanford University. This is a reproduction edition made from a scan of the following original edition: Schooling and work in the democratic state By Martin Carnoy, Henry M. Levin Published by Stanford University Press, 1985 ISBN 0804712425, 9780804712422 307 pages Contents Introduction 1 functionalist , capitalist , social relations Historical Traditions and a New Approach 7 relations of production , functionalist , U.S. Supreme Court Education and Theories of the State 26 social-conflict theory , relations of production , capital accumulation Education and the Changing American Workplace 52 capital accumulation , labor market , Proposition 13 Social Conflict and the Structure of Education 76 vocational education , social mobility , herent Reproduction and the Practices of Schooling 110 ability group , Huntington School , percentile ranking Contradiction in Education 144 social equality , profes , school discipline Reforms in the Workplace 177 trade unions , autonomous work groups , job enrichment Predicting Educational Reforms 215 mastery learning , flexible modular scheduling , educational vouchers The Potential and Limits of School Struggles 247 Reaganomics , Educational vouchers , Reagan Administration References Cited 271 American Economic Review , Althusser , Chicago Index 299 Levin , Schooling Planning Models for Colleges and Universities $28.30 David S. P. Hopkins and William F. Massy Book Drawing on the authors’ extensive experience at Stanford University as well as the work of others, this first systematic approach to fiscal and human resource planning in colleges and universities shows how transition models can and should become an integral part of the planning process. The authors first discuss the uses and abuses of planning models in general and the principles and methodologies for developing such models. They then describe many specific models that have proved to be useful at Stanford and elsewhere in solving immediate problems and establishing long-term goals. These models cover such diverse problems as medium- and long-range financial forecasting; estimating resource requirements and the variable costs of programs; long-run financial equilibrium and the transition to equilibrium; faculty appointment, promotion, and retirement policies; predicting student enrollments; and applying value judgments to financial alternatives. The final chapter discusses the applicability of the Stanford-based planning models to other schools. David S.P. Hopkins is Director of the Office of Analysis and Planning at the Stanford University Medical School, and William F. Massy is Vice President of Business and Finance and Professor of Business Administration at Stanford University. This is a reproduction edition based on a scan of the following original edition: Title Planning models for colleges and universities Authors David S. Hopkins, William F. Massy Publisher Stanford University Press, 1981 ISBN 0804710236, 9780804710237 Length 544 pages Contents Modeling and the Stanford Experience 1 The Evolution of Planning Models at Stanford University 24 Planning Models in Theory and Practice 71 Budget Projection Models 131 Production and Cost Models 186 Modeling for Financial Equilibrium 225 Financial Planning Under Uncertainty 266 Further Applications of University Planning Models 329 8 Means and Standard Deviations of SteadyState Number 380 2 Optional Constraints in TRADES 394 4 Primary Planning Variables Used in Stanford Study 420 1 A Development Strategy for Financial Planning Models 457 Table A4 1 Initial Allocation Fractions A and A 490 Table A10 1 Illustrative Data for the Decision Calculus Model 509 2 Historical Budget Surpluses and Deficits at Stanford 30 3 LongRun Financial Equilibrium Model Early 40 Constrained Value Optimization 384 The Pilot Experiment at Stanford 419 Applying the Planning Models at Other Schools 433 Other Modeling Projects at Stanford 467 Value Maximization Subject to Constraints 475 A Budget Model for NeedBased Financial Aid Programs 486 A Brief Technical Description of the Stanford Investment 492 Computer Printout from a Sample Session with the Univer 499 A Sample Session with the Staff Affirmative Action Planning 506 The University of Northern California 517 BIBLIOGRAPHY 525 GLOSSARYINDEX 535 2 LongRange Financial Forecast for Stanford University 34 4 Amount of Budget Reduction and Payout Rate 42 5 Income Expenditures and Deficit During Stanford Univer 48 7 Chronology of Transition Model Calculations 57 9 Changes in Policy Assumptions for Tuition Salaries 65 1 Examples of College and University Planning Variables 76 2 Classification of Inputs and Outputs for Colleges 113 3 Types of Cost Measures 124 1 Expenditure Forecast Summary by Object of Expenditure 134 5 Physical Variables Associated with Budget Line Items 143 11 StepDown Schedule of Indirect Costs at Stanford 162 13 Annual Growth Rates of Key Economic Quantities 182 1 Degree Winners and Dropouts by Entry Status and Enroll 197 6 Ratios of Instructional Faculty FTE to Students 210 1 Effects of the Enrichment Factor the Payout Rate and 236 2 Elasticities of Selected Equilibrium Solutions with Respect 252 Payout 271 4 Illustrative Dispersions Correlations and Serial Correla 292 7 Sensitivity Analysis for and ta Based on the Analytical 305 1 Fractional Flows of Faculty 196672 School of Human 345 Percent Absolute 358 5 Transition to LongRun Financial Equilibrium Model 47 7 Annual Income and Expenditures for Stanford University 55 1 Production Possibility Frontier and Indifference Curves 83 3 Marginal Values Revenues and Costs 92 4 Industry SupplyandDemand Relations for Nonprofit 106 1 Sources of Funds for a Constant Population of Financial 156 3 The RiskReturn Tradeoff Based on a 47Year History 169 5 An Illustration of Budget Disequilibrium 180 1 An Illustration of the Production Function of a Cost 193 4 Numerical Solution to the EightCohort Model 202 6 An Illustration of the Allocation and Appointment 214 1 Paradigm for ExtensiveForm Dynamic Planning 230 3 Examples of Tradeoffs Involving Rates in FirstOrder 250 1 Sample Probability Distributions for Real Total Return 268 3 An Illustrative Planning and Budgeting Cycle for Year 279 5 Flowchart for FirstOrder Smoothing Process 296 6 Probability That Downward Adjustments Are More Than 308 8 Probabilities That Endowment Payout P and Payout 316 12 The Effect of LookAhead in Dynamic Control 322 1 TwoState Flow Diagram of a Faculty Tenure System 335 4 Flow Diagram for Nontenured Faculty in 15State Model 346 7 TenYear Faculty Projections for a 10 Reduction in 350 10 The Cohort Flow Model 361 12 Staff Cohort Persistence at Stanford 375 1 Example of a TRADES Working Configuration 389 2 TRADES Forecast Mode Display for a ThreeYear Plan 396 An Illustra 403 9 Illustration of a TRADES Structured Search Option 411 12 Illustration of the Weighted IdealPoint Preference Model 419 13 Flow Chart for the Decision Calculus Program 429 1 Schematic Diagram for Hierarchical TRADES 448 hause japan image story of Japan hause 21st Century Physics FlexBook: A Compilation of Contemporary and Emerging Technologies $9.28 Commonwealth of Virginia Book

Collaborative Statistics $31.98 Barbara Illowsky and Susan Dean Book Collaborative Statistics was written by two faculty members at De Anza College in Cupertino, California. This book is intended for introductory statistics courses being taken by students at two- and four-year colleges who are majoring in fields other than math or engineering. The textbook has been used in courses offered by many California community colleges in regular and honors-level classroom settings and in distance learning classes. The book focuses on applications of statistical knowledge rather than the theory behind it. The focus is on: * thinking statistically * incorporating technology * working collaboratively * writing thoughtfully You can view or download a digital version of this book for free from Connexions here. About Connexions Connexions is an environment for collaboratively developing, freely sharing, and rapidly publishing scholarly content on the Web. Our Content Commons contains educational material for everyone, from children to college students to professionals. All content is free to use and reuse under the Creative Commons Attribution License (CC-BY 2.0). Connexions is part of an exciting new information distribution system that allows for Print On Demand Books. Thank you for participating. Play in green $10.39 Paolo Tasini Magnet To Survive and Excel : The Story of Southwestern University, 1840–2000 $29.95 William B. Jones Book Insert book description here. Russian household vocabulary stickers $7.39 Irene Shifman Sticker Stick these on the objects in question to learn the words or just for fun. Check out other word stickers. Manual for Stanford Profile Scales of Hypnotic Susceptibility $15.00 Ernest R. Hilgard, Lillian W. Lauer, Arlene H. Morgan Book

ALGEBRA 1 Unit of Equations $9.52 CK-12 FOUNDATION Book This unit consists of 4 key chapters that get to the heart of the matter in Algebra I: Equations. The first chapter on equations of lines provides students with the procedural knowledge to solve simple equations and to see how equations can model everyday relationships such as percent discounts. Although equations are useful for modeling real-world phenomena, they are also mathematical objects in their own right. The second chapter on graphs explores more fully the components of linear equations such as slope and intercepts. Linear relationships can manifest in a variety of representations, including tables, graphs and equations, thus, the third chapter introduces students to the more analytic ways of describing linear relationships to help determine if two lines are parallel, perpendicular or, in fact, the same line. Finally, we see that inequalities are similar to equations in that they show a relationship between two expressions. Students can solve and graph inequalities in a similar way to equations. However, there are some differences that we will talk about in this last chapter. One of the differences is that for linear inequalities the answer is an interval of values or areas whereas for a linear equation the answer is most often one value. Other differenes will be explored. Dig In! Hands-on Soil Investigations $12.90 NSTA Press, Natural Resources Conservation Service, and USDA Book Give students the dirt on soil with a practical book that brings new meaning to the term "hands-on." Using these 12 activities and two original stories as guides, kids will soon be up to their elbows in the study of soil formation, habitats and land use, animals that depend on soil, plants that grow in soil, soil science, and soil conservation. Each teacher-tested lesson plan offers helpful background, assessment methods, and suggestions for further exploration. This book also contains SciLinks--Internet links, housed on an NSTA web site, that we promise to keep up-to-date and relevant to your teaching for as long as the book stays in print! The Big Book of Questions $6.30 Josh Snuffengluffen Book A big book of over 400 questions sure to teach you something! The Handbook of Doctoral Programs in Educational Leadership: Issues and Challenges $23.50 Edited by: Carol A. Mullen, Theodore B. Creighton, Frederick L. Dembowski & Sandra L. Harris Book The goal and purpose of this book are aimed at advancing understanding in areas relating to educational leadership and administration, and to enhance the capability and efficacy of university programs. It focuses on developing better methods of pedagogy and instruction to help bring about more effective academic and professional development programs for all doctoral students and faculty in educational administration. It also strives to create more effective pathways and networks for exchanging new understandings and viable strategies among persons working to advance educational administration. The chapters address numerous areas of the field related to the theme of better preparing school leaders in doctoral programs, including program accreditation, design and delivery, innovations in educational leadership, curricular and instructional improvement, dissertation conventions and writing, self-reflection and professional growth, social justice in leadership and learning, and mentoring theory and practice. About NCPEA Established in 1947, the National Council of Professors of Educational Administration (NCPEA) continues its commitment to serve the interests and needs of professors of educational administration and practicing school leaders. NCPEA members enjoy exceptional opportunities for professional growth and development in a welcoming, supportive, and collegial environment. NCPEA is committed to the improvement of the practice and study of education administration. About Connexions Connexions is an environment for collaboratively developing, freely sharing, and rapidly publishing scholarly content on the Web. Our Content Commons contains educational material for everyone—from children to college students to professionals—organized in small modules that are easily connected into larger courses and collections. All content is free to use and reuse under the Creative Commons "attribution" license. This work is licensed under the Creative Commons Attribution License: http://creativecommons.org/licenses/ Educational Administration: The Roles of Leadership and Management $25.00 Edited by: Frederick L. Dembowski Book The goal and purpose of this book are aimed at advancing understanding in areas relating to the management of educational administration, with clear delineations between management and leadership. The eight nationally recognized authors clearly address both sides of this dichotomy—and do so in meaningful and understandable ways. And they present meaningful dialogue on the important aspect of management. Leadership and management are both important functions, but they have different purposes and they seek to obtain different outcomes. The chapters address numerous areas of the field related to the theme of better preparing school leaders in university preparation programs, and include The Changing Role of Leadership and Management, Theories of Educational Management, The Art of Successful School-Based Management, and a 21st Century Definition of Personnel Management. About NCPEA Established in 1947, the National Council of Professors of Educational Administration (NCPEA) continues its commitment to serve the interests and needs of professors of educational administration and practicing school leaders. NCPEA members enjoy exceptional opportunities for professional growth and development in a welcoming, supportive, and collegial environment. NCPEA is committed to the improvement of the practice and study of education administration. About Connexions Connexions is an environment for collaboratively developing, freely sharing, and rapidly publishing scholarly content on the Web. Our Content Commons contains educational material for everyone—from children to college students to professionals—organized in small modules that are easily connected into larger courses and collections. All content is free to use and reuse under the Creative Commons "attribution" license. This work is licensed under the Creative Commons Attribution License: http://creativecommons.org/licenses/

Understanding Basic Music Theory $23.70 Catherine Schmidt-Jones Book An expanded version of Introduction to Music Theory by the same author, this course includes a review of common notation and an introduction to the physics behind music theory, as well as the basic concepts of music theory and a few slightly advanced but very useful topics, such as transposition. Thank you for requesting a copy of this Connexions Print On Demand Book. Connexions is part of an exciting new information distribution system that allows for Print on Demand Books. The book you are about to purchase is a Print On Demand Book. Its look and feel may not be the quality you are used to with a traditional typeset book. Some of the cost savings you experience are related to the quality of the look and feel of the book. AT THIS TIME, CONNEXIONS/QOOP DOES NOT ALLOW FOR RETURNS. ALL SALES ARE FINAL. IF YOU ARE CONCERNED AT ALL ABOUT THE QUALITY OF THE BOOK YOU ARE ABOUT TO RECEIVE, PLEASE REVIEW THE PDF PREVIEW BEFORE PURCHASING THE BOOK. Thank you for participating in this exciting new information distribution system. A Learning Approach to School Discipline: Problem Solving Instead of Punishing $12.98 Gary E. Martin and Angus J. MacNeil Book School discipline has been, continues to be, and hopefully will not continue to be the number one problem and duty of the school principal and his or her teaching faculty. "A Learning Approach to School Discipline: Problem Solving Instead of Punishing" provides administrators and teachers with the rationale and proven methods for addressing student behavioral problems. Teaching students to problem solve, improve decisions, and know that their actions can produce positive outcomes results in student empowerment and increased social skill. Gary E. Martin began (gary.martin@nau.edu) his career in working with school-aged children as a Child Care worker and supervisor in two private residential psychiatric treatment centers. He moved into public education as a high school teacher and vice principal, junior high school principal, and principal of an alternative junior-senior high school for seriously emotionally disturbed adolescents. He is currently an Associate Professor in the Educational Leadership Department at Northern Arizona University. He remains very involved with public schools in training teachers for principal certification and conducting workshops on student problem solving. Angus J. MacNeil (amacneil@uh.edu) is an Associate Professor in the Educational Leadership and Cultural Studies Department at the University of Houston. A former school principal and administrator he teachers courses in the master's and doctoral programs. He served twenty-five years in the public schools of Nova Scotia, twenty-one of these as a school administrator. He was a principal in five schools including middle schools and rural high schools and two large urban high schools. His major research interest is the principalship and the relationships principals need to improve student learning and achievement. About Connexions Connexions is an environment for collaboratively developing, freely sharing, and rapidly publishing scholarly content on the Web. Our Content Commons contains educational material for everyone—from children to college students to professionals—organized in small modules that are easily connected into larger courses and collections. All content is free to use and reuse under the Creative Commons "attribution" license. This work is licensed under the Creative Commons Attribution License: http://creativecommons.org/licenses/ LabVIEW Graphical Programming Course $19.98 National Instruments Book An introduction to LabVIEW graphical programming. Thank you for requesting a copy of this Connexions Print On Demand Book. Connexions is part of an exciting new information distribution system that allows for Print on Demand Books. The book you are about to purchase is a Print On Demand Book. Its look and feel may not be the quality you are used to with a traditional typeset book. Some of the cost savings you experience are related to the quality of the look and feel of the book. AT THIS TIME, CONNEXIONS/QOOP DOES NOT ALLOW FOR RETURNS. ALL SALES ARE FINAL. IF YOU ARE CONCERNED AT ALL ABOUT THE QUALITY OF THE BOOK YOU ARE ABOUT TO RECEIVE, PLEASE REVIEW THE PDF PREVIEW BEFORE PURCHASING THE BOOK. Thank you for participating in this exciting new information distribution system. Introduction to Physical Electronics $18.98 Bill Wilson Book An introduction to solid-state devices, including field effect and bipolar transistors, the properties of transmission lines and propagating E&M waves. Thank you for requesting a copy of this Connexions Print On Demand Book. Connexions is part of an exciting new information distribution system that allows for Print on Demand Books. The book you are about to purchase is a Print On Demand Book. Its look and feel may not be the quality you are used to with a traditional typeset book. Some of the cost savings you experience are related to the quality of the look and feel of the book. AT THIS TIME, CONNEXIONS/QOOP DOES NOT ALLOW FOR RETURNS. ALL SALES ARE FINAL. IF YOU ARE CONCERNED AT ALL ABOUT THE QUALITY OF THE BOOK YOU ARE ABOUT TO RECEIVE, PLEASE REVIEW THE PDF PREVIEW BEFORE PURCHASING THE BOOK. Thank you for participating in this exciting new information distribution system. Fundamentals of Electrical Engineering I $20.00 Don Johnson Book This book focuses on the creation, manipulation, transmission, and reception of information by electronic means. Elementary signal theory; time- and frequency-domain analysis; Sampling Theorem. Digital information theory; digital transmission of analog signals; error-correcting codes. About Connexions Connexions is an environment for collaboratively developing, freely sharing, and rapidly publishing scholarly content on the Web. Our Content Commons contains educational material for everyone—from children to college students to professionals—organized in small modules that are easily connected into larger courses and collections. All content is free to use and reuse under the Creative Commons "attribution" license. This book is brought to you by Connexions (cnx.org) at Rice University. You can read the latest version online at http://cnx.org/content/col10040/latest . Some online features may not be available in the printed version. Connexions provides free online access to collaboratively developed educational materials. If you would like to contribute to Connexions, please contact us at cnx@cnx.org. This work is licensed under the Creative Commons Attribution License: http://creativecommons.org/licenses/

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