This text is an adaption of *Business Communication for Success*, an open textbook produced by the University of Minnesota Libraries Publishing in 2015.

Chapters 9, 18, and 20 of *Business Communication for Success: GVSU Edition* were revised and rewritten by student authors in 2017, as part of a course in the Writing Department at Grand Valley State University. All other chapters retain the content and formatting of previous editions.

**Note about the 2015 edition:**

The edition produced by the University of Minnesota Libraries Publishing University of Minnesota Libraries Publishing was itself adapted from a work distributed under a Creative Commons license (CC BY-NC-SA) in 2010 by a publisher who requested that they and the original author not receive attribution.

This adaptation reformatted the original text, and replaced some images and figures to make the resulting whole more shareable. The 2015 adaptation did not significantly alter or update the original 2010 text.

]]>Since this can be a difficult task, there are several features of the book designed to assist students in this endeavor. In particular, most sections of the book start with a beginning activity that review prior mathematical work that is necessary for the new section or introduce new concepts and definitions that will be used later in that section. Each section also contains several progress checks that are short exercises or activities designed to help readers determine if they are understanding the material. In addition, the text contains links to several interactive Geogebra applets or worksheets. These applets are usually part of a beginning activity or a progress check and are intended to be used as part of the textbook.

The authors are very interested in constructive criticism of the textbook from the users of the book, especially students, who are using or have used the book. Please send any comments you have to trigtext@gmail.com.

]]>· Develop logical thinking skills and to develop the ability to think more abstractly in a proof oriented setting.

· Develop the ability to construct and write mathematical proofs using standard methods of mathematical proof including direct proofs, proof by contradiction, mathematical induction, case analysis, and counterexamples.

· Develop the ability to read and understand written mathematical proofs.

· Develop talents for creative thinking and problem solving.

· Improve their quality of communication in mathematics. This includes improving writing techniques, reading comprehension, and oral communication in mathematics.

· Better understand the nature of mathematics and its language.

This text also provides students with material that will be needed for their further study of mathematics.

]]>Through a rich multimedia presentation that includes personal testimonies, images, maps, found artifacts, video, audio, and animations, Bent not Broken shows how one family survived the war and came to America in 2005.

More than just an ebook, this highly interactive and compelling account of human endurance and cultural adaptation will appeal to young adult and adult readers who are willing to enter into the life of a family under the extreme duress of war.

]]>• Develop logical thinking skills and to develop the ability to think more abstractly in a proof oriented setting.

• Develop the ability to construct and write mathematical proofs using standard methods of mathematical proof including direct proofs, proof by contradiction, mathematical induction, case analysis, and counterexamples.

• Develop the ability to read and understand written mathematical proofs.

• Develop talents for creative thinking and problem solving.

• Improve their quality of communication in mathematics. This includes improving writing techniques, reading comprehension, and oral communication in mathematics.

• Better understand the nature of mathematics and its language.

Another important goal of this text is to provide students with material that will be needed for their further study of mathematics.

This type of course has now become a standard part of the mathematics major at many colleges and universities. It is often referred to as a “transition course” from the calculus sequence to the upper-level courses in the major. The transition is from the problem-solving orientation of calculus to the more abstract and theoretical upper-level courses. This is needed today because many students complete their study of calculus without seeing a formal proof or having constructed a proof of their own. This is in contrast to many upper-level mathematics courses, where the emphasis is on the formal development of abstract mathematical ideas, and the expectations are that students will be able to read and understand proofs and be able to construct and write coherent, understandable mathematical proofs. Students should be able to use this text with a background of one semester of calculus.

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