Bücher der Reihe Undergraduate Texts in Mathematics

¿The theory is systematically developed by the axiomatic method that has, since von Neumann, dominated the general approach to linear functional analysis and that achieves here a high degree of lucidity and clarity. The presentation is never awkward or dry, as it sometimes is in other ¿modern¿ textbooks; it is as unconventional as one has come to expect from the author. The book contains about 350 well placed and instructive problems, which cover a considerable part of the subject. All in all this is an excellent work, of equally high value for both student and teacher.¿ Zentralblatt für Mathematik

The first course in Analysis, which follows calculus, along with other courses, such as differential equations and elementary linear algebra, in the curricu­ lum, presents special pedagogical challenges. There is a change of stress from computational manipulation to "proof. " Indeed, the course can become more a course in Logic than one in Analysis. Many students, caught short by a weak command of the means of mathematical discourse and unsure of what is expected of them, what "the game" is, suffer bouts of a kind of mental paralysis. This text attempts to address these problems in several ways: First, we have attempted to define "the game" as that of "inquiry," by using a form of exposition that begins with a question and proceeds to analyze, ultimately to answer it, bringing in definitions, arguments, conjectures, exam­ ples, etc. , as they arise naturally in the course of a narrative discussion of the question. (The true, historical narrative is too convoluted to serve for first explanations, so no attempt at historical accuracy has been made; our narra­ tives are completely contrived. ) Second, we have kept the logic informal, especially in the course of preliminary speculative discussions, where common sense and plausibility­ tempered by mild skepticism-serve to energize the inquiry.

There are three changes in the second edition. First, with the help of readers and colleagues-thanks to all-I have corrected typographical errors and made minor changes in substance and style. Second, I have added a fewmore Exercises,especially at the end ofChapter4.Third, I have appended a section on Differential Geometry, the essential mathematical tool in the study of two-dimensional structural shells and four-dimensional general relativity. JAMES G. SIMMONDS vii Preface to the First Edition When I was an undergraduate, working as a co-op student at North Ameri­ can Aviation, I tried to learn something about tensors. In the Aeronautical Engineering Department at MIT, I had just finished an introductory course in classical mechanics that so impressed me that to this day I cannot watch a plane in flight-especially in a turn-without imaging it bristling with vec­ tors. Near the end of the course the professor showed that, if an airplane is treated as a rigid body, there arises a mysterious collection of rather simple­ looking integrals called the components of the moment of inertia tensor.

Mathematics students generally meet the Riemann integral early in their undergraduate studies, then at advanced undergraduate or graduate level they receive a course on measure and integration dealing with the Lebesgue theory. However, those whose interests lie more in the direction of applied mathematics will in all probability find themselves needing to use the Lebesgue or Lebesgue-Stieltjes Integral without having the necessary theoretical background. It is to such readers that this book is addressed. The authors aim to introduce the Lebesgue-Stieltjes integral on the real line in a natural way as an extension of the Riemann integral. They have tried to make the treatment as practical as possible. The evaluation of Lebesgue-Stieltjes integrals is discussed in detail, as are the key theorems of integral calculus as well as the standard convergence theorems. The book then concludes with a brief discussion of multivariate integrals and surveys ok L^p spaces and some applications. Exercises, which extend and illustrate the theory, and provide practice in techniques, are included. Michael Carter and Bruce van Brunt are senior lecturers in mathematics at Massey University, Palmerston North, New Zealand. Michael Carter obtained his Ph.D. at Massey University in 1976. He has research interests in control theory and differential equations, and has many years of experience in teaching analysis. Bruce van Brunt obtained his D.Phil. at the University of Oxford in 1989. His research interests include differential geometry, differential equations, and analysis. His publications include

reason for delaying its study has to do with the question of mathematical maturity. * No use is made here of trigonometric, logarithmic, or expo­ nential functions except in occasional optional material indicating how such functions can be handled. A perceptive remark made by George P6lya suggests how we can simultaneously learn mathematics and learn "about" mathematics-i.e., about the nature of mathematics and how it is developed: If the learning of mathematics reflects to any degree the invention of mathematics, it must have a place for guessing, for plausible inference. The reader will find plenty of opportunity here for guessing. The early chapters go at a gentle pace and invite the reader to enter into the spirit of the investigation. Exercises asking the reader to "make a guess" should be taken in this spirit-as simply an invitation to speculate about what is the likely truth in a given situation without feeling any pressure to guess "correctly". Readers will soon realize that a matter about which they are asked to guess will likely be a topic of serious discussion later on.

Mathematics majors at Michigan State University take a ¿Capstone¿ course near the end of their undergraduate careers. The content of this course varies with each offering. Its purpose is to bring together different topics from the undergraduate curriculum and introduce students to a developing area in mathematics. This text was originally written for a Capstone course. Basicwavelettheoryisanaturaltopicforsuchacourse. Byname, wavelets date back only to the 1980s. On the boundary between mathematics and engineering, wavelet theory shows students that mathematics research is still thriving, with important applications in areas such as image compression and the numerical solution of differential equations. The author believes that the essentials of wavelet theory are suf?ciently elementary to be taught successfully to advanced undergraduates. This text is intended for undergraduates, so only a basic background in linear algebra and analysis is assumed. We do not require familiarity with complex numbers and the roots of unity. These are introduced in the ?rst two sections of chapter 1. In the remainder of chapter 1 we review linear algebra. Students should be familiar with the basic de?nitions in sections 1. 3 and 1. 4. From our viewpoint, linear transformations are the primary object of study; v Preface vi a matrix arises as a realization of a linear transformation. Many students may have been exposed to the material on change of basis in section 1. 4, but may bene?t from seeing it again. In section 1.