Gilbert G. Walter – författare

A bestseller in its first edition, Wavelets and Other Orthogonal Systems: Second Edition has been fully updated to reflect the recent growth and development of this field, especially in the area of multiwavelets. The authors have incorporated more examples and numerous illustrations to help clarify concepts. They have also added a considerable amount of new material, including sections addressing impulse trains, an alternate approach to periodic wavelets, and positive wavelet s. Other new discussions include irregular sampling in wavelet subspaces, hybrid wavelet sampling, interpolating multiwavelets, and several new statistics topics.With cutting-edge applications in data compression, image analysis, numerical analysis, and acoustics wavelets remain at the forefront of current research. Wavelets and Other Orthogonal Systems maintains its mathematical perspective in presenting wavelets in the same setting as other orthogonal systems, thus allowing their advantages and disadvantages to be seen more directly. Now even more student friendly, the second edition forms an outstanding text not only for graduate students in mathematics, but also for those interested in scientific and engineering applications.

The subject of mathematical modeling has expanded considerably in the past twenty years. This is in part due to the appearance of the text by Kemeny and Snell, "Mathematical Models in the Social Sciences," as well as the one by Maki and Thompson, "Mathematical Models and Applica­ tions. " Courses in the subject became a widespread if not standard part of the undergraduate mathematics curriculum. These courses included var­ ious mathematical topics such as Markov chains, differential equations, linear programming, optimization, and probability. However, if our own experience is any guide, they failed to teach mathematical modeling; that is, few students who completed the course were able to carry out the mod­ eling paradigm in all but the simplest cases. They could be taught to solve differential equations or find the equilibrium distribution of a regular Markov chain, but could not, in general, make the transition from "real world" statements to their mathematical formulation. The reason is that this process is very difficult, much more difficult than doing the mathemat­ ical analysis. After all, that is exactly what engineers spend a great deal of time learning to do. But they concentrate on very specific problems and rely on previous formulations of similar problems. It is unreasonable to expect students to learn to convert a large variety of real-world problems to mathematical statements, but this is what these courses require.

The subject of mathematical modeling has expanded considerably in the past twenty years. This is in part due to the appearance of the text by Kemeny and Snell, "Mathematical Models in the Social Sciences," as well as the one by Maki and Thompson, "Mathematical Models and Applica­ tions. " Courses in the subject became a widespread if not standard part of the undergraduate mathematics curriculum. These courses included var­ ious mathematical topics such as Markov chains, differential equations, linear programming, optimization, and probability. However, if our own experience is any guide, they failed to teach mathematical modeling; that is, few students who completed the course were able to carry out the mod­ eling paradigm in all but the simplest cases. They could be taught to solve differential equations or find the equilibrium distribution of a regular Markov chain, but could not, in general, make the transition from "real world" statements to their mathematical formulation. The reason is that this process is very difficult, much more difficult than doing the mathemat­ ical analysis. After all, that is exactly what engineers spend a great deal of time learning to do. But they concentrate on very specific problems and rely on previous formulations of similar problems. It is unreasonable to expect students to learn to convert a large variety of real-world problems to mathematical statements, but this is what these courses require.