PREFACE xiColleagues and students at the University of Michigan, Dearborn, de-
serve thanks for important suggestions and feedback. Professors Stephen
Milles, James Ward Brown, Frank Papp, Michael Lachance, and Manuel
Esteban, as well as Larry Polnicky, were of particular help. Sandra Flack
and Joyce Moss of the U. M. D. mathematics department provided clerical
support, for which I am grateful.
Helene Neu, of the University of Michigan, Ann Arbor, gave me much
advice and many helpful insights, as did Professors Ted Giebutowski and
Keith Ferland of Plymouth State College in Plymouth, New Hampshire,
and Dr. Robert Haberstroh of Computervision in Woburn, Massachusetts.
Special thanks for valuable support and encouragement go to my friends
and colleagues in biomedical research, Dr. Ruth Maulucci and Dr. Richard
Eckhouse, of MOCO, Inc., Scituate, Massachusetts.
Finally, I would like to take this opportunity to thank two of my own
teachers from my years as a Ph. D. candidate at the University of
Massachusetts, Amherst: Dr. Samuel S. Holland, Jr., and Dr. David J.
Foulis. Professor Holland, who directed my doctoral dissertation, taught
me a great deal about doing mathematics but, through his example, even
more about teaching mathematics and writing it. Professor Foulis not onlyq
influenced my research in that period through his pioneering work in the
field of orthomodular lattice theory, but also introduced me to the concept
of a bridging course for undergraduates through his excellent text, Funda-
mental Concepts of Mathematics.
RONALD P. MORASH
October 1986 University of Michigan, Dearborn