Co-author J.A. Yorke developed an array of tools to help visualize the properties of dynamical systems, while Yorke found it useful to combine these various basic tools into one single package: Dynamics. The program together with this manual provides an introduction to and an overview of fundamental, sophisticated tools and numerical methods together with many simple examples. All numerical methods described in this handbook are implemented in the program, which is capable of, among others: iterating maps and solving differential equations; plotting trajectories; featuring an array of simple commands; printing a created picture in resolution higher than that of the screen. Requires a UNIX workstation running X11 graphics or a PC.

This book, together with the accompanying software program 'Dynamics' helps the novice to begin immediately exploring dynamical systems with a broad array of interactive techniques. Numerous examples in the book present a step-by-step approach to creating pictures of complex phenomena in simple systems.

Discovering Dynamical Systems Through Experiment and Inquiry differs from most texts on dynamical systems by blending the use of computer simulations with inquiry-based learning (IBL). IBL is an excellent tool to move students from merely remembering the material to deeper understanding and analysis. This method relies on asking students questions first, rather than presenting the material in a lecture. Another unique feature of this book is the use of computer simulations. Students can discover examples and counterexamples through manipulations built into the software. These tools have long been used in the study of dynamical systems to visualize chaotic behavior. We refer to this unique approach to teaching mathematics as ECAP—Explore, Conjecture, Apply, and Prove. ECAP was developed to mimic the actual practice of mathematics in an effort to provide students with a more holistic mathematical experience. In general, each section begins with exercises guiding students through explorations of the featured concept and concludes with exercises that help the students formally prove the results. While symbolic dynamics is a standard topic in an undergraduate dynamics text, we have tried to emphasize it in a way that is more detailed and inclusive than is typically the case. Finally, we have chosen to include multiple sections on important ideas from analysis and topology independent from their application to dynamics.

Cortical evoked potentials are of interest primarily as tests of changing neuronal excitabilities accompanying normal brain function. The first three steps in the anal ysis of these complex waveforms are proper placement of electrodes for recording, the proper choice of electrical or sensory stimulus parameters, and the establish ment of behavioral control. The fourth is development of techniques for reliable measurement. Measurement consists of comparison of an unknown entity with a set of standard scales or dimensions having numerical attributes in preassigned degree. A physical object can be described by the dimensions of size, mass, density, etc. In addition there are dimensions such as location, velocity, weight, hardness, etc. Some of these dimensions can be complex (e. g. size depends on three or more subsidiary coordi nates), and some can be interdependent or nonorthogonal (e. g. specification of size and mass may determine density). In each dimension the unit is defined with refer ence to a standard physical entity, e. g. a unit of mass or length, and the result of measurement is expressed as an equivalence between the unknown and the sum of a specified number of units of that entity. The dimensions of a complex waveform are elementary waveforms from which that waveform can be built by simple addition. Any finite single-valued function of time is admissible. They are called basis functions (lO, 15), and they can be expressed in numeric as well as geometric form.