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 Global Global
edition edition

edition
Global
For these Global Editions, the editorial team at Pearson has collaborated
Precalculus

Graphical, Numerical, Algebraic

with educators across the world to address a wide range of subjects and
requirements, equipping students with the best possible learning tools.
Graphical, Numerical, Algebraic

Precalculus
This Global Edition preserves the cutting-edge approach and pedagogy of Ninth edition
the original, but also features alterations, customization, and adaptation Franklin D. Demana | Bert K. Waits
from the North American version. Gregory D. Foley | Daniel Kennedy
David E. Bock

edition
Ninth
Kennedy • Bock
Demana • Waits • Foley
This is a special edition of an established title widely
used by colleges and universities throughout the world.
Pearson published this exclusive edition for the benefit
of students outside the United States and Canada. If you
purchased this book within the United States or Canada
you should be aware that it has been imported without
the approval of the Publisher or Author.

Pearson Global Edition

Demana_1292079452_mech.indd 1 08/09/14 3:30 pm

 Contents 7

2.4 Real Zeros of Polynomial Functions   221

Long Division and the Division Algorithm • Remainder and Factor
Theorems • Synthetic Division • Rational Zeros Theorem • Upper
and Lower Bounds

2.5 Complex Zeros and the

Fundamental Theorem of Algebra   234
Two Major Theorems • Complex Conjugate Zeros • Factoring with
Real Number Coefficients

2.6 Graphs of Rational Functions   242

Rational Functions • Transformations of the Reciprocal Function •
Limits and Asymptotes • Analyzing Graphs of Rational Functions •
Exploring Relative Humidity

2.7 Solving Equations in One Variable   252

Solving Rational Equations • Extraneous Solutions • Applications

2.8 Solving Inequalities in One Variable   260

Polynomial Inequalities • Rational Inequalities • Other Inequalities •
Applications

Key Ideas 269

Review Exercises 270
Chapter Project 274

Chapter 3 Exponential, Logistic,

and Logarithmic Functions
3.1 Exponential and Logistic Functions   276
Exponential Functions and Their Graphs • The Natural Base e •
Logistic Functions and Their Graphs • Population Models

3.2 Exponential and Logistic Modeling   289

Constant Percentage Rate and Exponential Functions • Exponential
Growth and Decay Models • Using Regression to Model
Population • Other Logistic Models

3.3 Logarithmic Functions and Their Graphs   298

Inverses of Exponential Functions • Common Logarithms—Base 10 •
Natural Logarithms—Base e • Graphs of Logarithmic Functions •
Measuring Sound Using Decibels

3.4 Properties of Logarithmic Functions   307

Properties of Logarithms • Change of Base • Graphs of Logarithmic
Functions with Base b • Re-expressing Data

3.5 Equation Solving and Modeling   316

Solving Exponential Equations • Solving Logarithmic Equations •
Orders of Magnitude and Logarithmic Models • Newton’s Law
of Cooling • Logarithmic Re-expression

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 8 Contents

3.6 Mathematics of Finance   328

Simple and Compound Interest • Interest Compounded k Times per
Year • Interest Compounded Continuously • Annual Percentage
Yield • Annuities—Future Value • Loans and Mortgages—Present Value

Key Ideas 337

Review Exercises 338
Chapter Project 342

Chapter 4 Trigonometric Functions

4.1 Angles and Their Measures   344
The Problem of Angular Measure • Degrees and Radians • Circular
Arc Length • Angular and Linear Motion

4.2 Trigonometric Functions of Acute Angles   353

Right Triangle Trigonometry • Two Famous Triangles • Evaluating
Trigonometric Functions with a Calculator • Common Calculator
Errors when Evaluating Trig Functions • Applications of Right
Triangle Trigonometry

4.3 Trigonometry Extended: The Circular Functions   362

Trigonometric Functions of Any Angle • Trigonometric Functions
of Real Numbers • Periodic Functions • The 16-Point Unit Circle

4.4 Graphs of Sine and Cosine: Sinusoids   374

The Basic Waves Revisited • Sinusoids and Transformations •
Modeling Periodic Behavior with Sinusoids

4.5 Graphs of Tangent, Cotangent, Secant, and Cosecant   385

The Tangent Function • The Cotangent Function • The Secant
Function • The Cosecant Function

4.6 Graphs of Composite Trigonometric Functions   393

Combining Trigonometric and Algebraic Functions • Sums and
Differences of Sinusoids • Damped Oscillation

4.7 Inverse Trigonometric Functions   402

Inverse Sine Function • Inverse Cosine and Tangent Functions •
Composing Trigonometric and Inverse Trigonometric Functions •
Applications of Inverse Trigonometric Functions

4.8 Solving Problems with Trigonometry   412

More Right Triangle Problems • Simple Harmonic Motion

Key Ideas 423

Review Exercises 423
Chapter Project 426

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 Contents 9

Chapter 5 Analytic Trigonometry

5.1 Fundamental Identities   428
Identities • Basic Trigonometric Identities • Pythagorean Identities •
Cofunction Identities • Odd-Even Identities • Simplifying Trigonometric
Expressions • Solving Trigonometric Equations

5.2 Proving Trigonometric Identities   437

A Proof Strategy • Proving Identities • Disproving Non-Identities •
Identities in Calculus

5.3 Sum and Difference Identities   445

Cosine of a Difference • Cosine of a Sum • Sine of a Difference
or Sum • Tangent of a Difference or Sum • Verifying a Sinusoid
Algebraically

5.4 Multiple-Angle Identities   452

Double-Angle Identities • Power-Reducing Identities • Half-Angle
Identities • Solving Trigonometric Equations

5.5 The Law of Sines   458

Deriving the Law of Sines • Solving Triangles (AAS, ASA) • The
Ambiguous Case (SSA) • Applications

5.6 The Law of Cosines   466

Deriving the Law of Cosines • Solving Triangles (SAS, SSS) •
Triangle Area and Heron’s Formula • Applications

Key Ideas 474

Review Exercises 474
Chapter Project 478

Chapter 6 Applications of Trigonometry

6.1 Vectors in the Plane   480
Two-Dimensional Vectors • Vector Operations • Unit Vectors •
Direction Angles • Applications of Vectors

6.2 Dot Product of Vectors   491

The Dot Product • Angle Between Vectors • Projecting One
Vector onto Another • Work

6.3 Parametric Equations and Motion   499

Parametric Equations • Parametric Curves • Eliminating the
Parameter • Lines and Line Segments • Simulating Motion with
a Grapher

6.4 Polar Coordinates   511

Polar Coordinate System • Coordinate Conversion • Equation
Conversion • Finding Distance Using Polar Coordinates

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 10 Contents

6.5 Graphs of Polar Equations   518

Polar Curves and Parametric Curves • Symmetry • Analyzing
Polar Graphs • Rose Curves • Limaçon Curves • Other Polar Curves

6.6 De Moivre’s Theorem and nth Roots   527

The Complex Plane • Polar Form of Complex Numbers •
Multiplication and Division of Complex Numbers • Powers
of Complex Numbers • Roots of Complex Numbers

Key Ideas 537

Review Exercises 538
Chapter Project 541

Chapter 7 Systems and Matrices

7.1 Solving Systems of Two Equations   543
The Method of Substitution • Solving Systems Graphically •
The Method of Elimination • Applications

7.2 Matrix Algebra   553

Matrices • Matrix Addition and Subtraction • Matrix
Multiplication • Identity and Inverse Matrices • Determinant
of a Square Matrix • Applications

7.3 Multivariate Linear Systems and Row Operations   567

Triangular Form for Linear Systems • Gaussian Elimination • Elementary
Row Operations and Row Echelon Form • Reduced Row Echelon
Form • Solving Systems Using Inverse Matrices • Partial Fraction
Decomposition • Other Applications

7.4 Systems of Inequalities in Two Variables 581

Graph of an Inequality • Systems of Inequalities • Linear Programming

Key Ideas 589

Review Exercises 589
Chapter Project 593

Chapter 8 Analytic Geometry in

Two and Three Dimensions
8.1 Conic Sections and a New Look at Parabolas   595
Conic Sections • Geometry of a Parabola • Translations
of Parabolas • Reflective Property of a Parabola

8.2 Circles and Ellipses 606

Transforming the Unit Circle • Geometry of an Ellipse • Translations
of Ellipses • Orbits and Eccentricity • Reflective Property of an Ellipse

A01_DEMA9455_09_GE_NASTA_FM.indd 10 9/5/14 3:07 PM

 Contents 11

8.3 Hyperbolas  617

Geometry of a Hyperbola • Translations of Hyperbolas •
Eccentricity and Orbits • Reflective Property of a Hyperbola •
Long-Range Navigation

8.4 Quadratic Equations with xy Terms   627

Quadratic Equations Revisited • Axis Rotation Formulas •
Discriminant Test

8.5 Polar Equations of Conics 636

Eccentricity Revisited • Writing Polar Equations for Conics •
Analyzing Polar Equations of Conics • Orbits Revisited

8.6 Three-Dimensional Cartesian Coordinate System 645

Three-Dimensional Cartesian Coordinates • Distance and Midpoint
Formulas • Equation of a Sphere • Planes and Other Surfaces • Vectors
in Space • Lines in Space

Key Ideas 653

Review Exercises 654
Chapter Project 656

Chapter 9 Discrete Mathematics

9.1 Basic Combinatorics   658
Discrete Versus Continuous • The Importance of Counting • The
Multiplication Principle of Counting • Permutations • Combinations •
Subsets of an n-Set

9.2 Binomial Theorem   668

Powers of Binomials • Pascal’s Triangle • Binomial
Theorem • Factorial Identities

9.3 Sequences  674

Infinite Sequences • Limits of Infinite Sequences • Arithmetic
and Geometric Sequences • Sequences and Technology

9.4 Series  682

Summation Notation • Sums of Arithmetic and Geometric
Sequences • Infinite Series • Convergence of Geometric Series

9.5 Mathematical Induction   691

Tower of Hanoi Problem • Principle of Mathematical
Induction • Induction and Deduction

Key Ideas 697

Review Exercises 697
Chapter Project 699

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 12 Contents

Chapter 10 Statistics and Probability

10.1 Probability 701
Sample Spaces and Probability Functions • Determining Probabilities •
Venn Diagrams • Tree Diagrams • Conditional Probability

10.2 Statistics (Graphical)   715

Statistics • Categorical Data • Quantitative Data: Stemplots • Frequency
Tables • Histograms • Describing Distributions: Shape • Time Plots

10.3 Statistics (Numerical)   728

Parameters and Statistics • Describing and Comparing
Distributions • Five-Number Summary • Boxplots • The Mean
(and When to Use It) • Variance and Standard Deviation • Normal
Distributions

10.4 Random Variables and Probability Models   741

Probability Models and Expected Values • Binomial Probability
Models • Normal Model • Normal Approximation for
Binomial Distributions

10.5 Statistical Literacy   756

Uses and Misuses of Statistics • Correlation Revisited •
Importance of Randomness • Samples, Surveys, and Observational
Studies • Experimental Design • Using Randomness • Simulations

Key Ideas 771

Review Exercises 771
Chapter Project 776

Chapter 11 An Introduction to Calculus:

Limits, Derivatives, and Integrals
11.1 Limits and Motion: The Tangent Problem   778
Average Velocity • Instantaneous Velocity • Limits
Revisited • The Connection to Tangent Lines • The Derivative

11.2 Limits and Motion: The Area Problem   789

Distance from a Constant Velocity • Distance from a Changing
Velocity • Limits at Infinity • The Connection to Areas • The Definite
Integral

11.3 More on Limits   797

A Little History • Defining a Limit Informally • Properties of Limits •
Limits of Continuous Functions • One-Sided and Two-Sided Limits •
Limits Involving Infinity

11.4 Numerical Derivatives and Integrals   808

Derivatives on a Calculator • Definite Integrals on a Calculator • Computing
a Derivative from Data • Computing a Definite Integral from Data

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 Contents 13

Key Ideas 817

Review Exercises 817
Chapter Project 819

Appendix A Algebra Review

A.1 Radicals and Rational Exponents 821
Radicals • Simplifying Radical Expressions • Rationalizing the
Denominator • Rational Exponents

A.2 Polynomials and Factoring 826

Adding, Subtracting, and Multiplying Polynomials • Special
Products • Factoring Polynomials Using Special Products •
Factoring Trinomials • Factoring by Grouping

A.3 Fractional Expressions 833

Algebraic Expressions and Their Domains • Reducing Rational
Expressions • Operations with Rational Expressions •
Compound Rational Expressions

Appendix B Logic
B.1 Logic: An Introduction 838
Statements • Compound Statements

B.2 Conditionals and Biconditionals 844

Forms of Statements • Valid Reasoning

Appendix C Key Formulas

C.1 Formulas from Algebra 851
C.2 Formulas from Geometry 852
C.3 Formulas from Trigonometry 852
C.4 Formulas from Analytic Geometry 854
C.5 Gallery of Basic Functions 855

Bibliography  856
Glossary  857
Selected Answers   875
Applications Index   977
Index   981

A01_DEMA9455_09_GE_NASTA_FM.indd 13 9/5/14 3:08 PM

 About the Authors
Franklin D. Demana
Frank Demana received his master’s degree in mathematics and his Ph.D. from
Michigan State University. Currently, he is Professor Emeritus of Mathematics at The
Ohio State University. As an active supporter of the use of technology to teach and
learn mathematics, he is cofounder of the international Teachers Teaching with
Technology (T3) professional development program. He has been the director and
codirector of more than $10 million of National Science Foundation (NSF) and founda-
tional grant activities, including a $3 million grant from the U.S. Department of
Education Mathematics and Science Educational Research program awarded to The
Ohio State University. Along with frequent presentations at professional meetings, he
has published a variety of articles in the areas of computer- and calculator-enhanced
mathematics instruction. Dr. Demana is also cofounder (with Bert Waits) of the annual
International Conference on Technology in Collegiate Mathematics (ICTCM). He is
co-recipient of the 1997 Glenn Gilbert National Leadership Award presented by the
National Council of Supervisors of Mathematics, and co-recipient of the 1998
Christofferson-Fawcett Mathematics Education Award presented by the Ohio Council
of Teachers of Mathematics.
Dr. Demana coauthored Calculus: Graphical, Numerical, Algebraic; Essential
Algebra: A Calculator Approach; Transition to College Mathematics; College Algebra
and Trigonometry: A Graphing Approach; College Algebra: A Graphing Approach;
Precalculus: Functions and Graphs; and Intermediate Algebra: A Graphing Approach.

Bert K. Waits
Bert Waits received his Ph.D. from The Ohio State University and is currently Professor
Emeritus of Mathematics there. Dr. Waits is cofounder of the international Teachers
Teaching with Technology (T3) professional development program, and has been codi-
rector or principal investigator on several large National Science Foundation projects.
Dr. Waits has published articles in more than 70 nationally recognized professional
journals. He frequently has given invited lectures, workshops, and minicourses at
national meetings of the MAA and the National Council of Teachers of Mathematics
(NCTM) on how to use computer technology to enhance the teaching and learning of
mathematics. Dr. Waits is co-recipient of the 1997 Glenn Gilbert National Leadership
Award presented by the National Council of Supervisors of Mathematics, and is the
cofounder (with Frank Demana) of the ICTCM. He is also co-recipient of the 1998
Christofferson-Fawcett Mathematics Education Award presented by the Ohio Council
of Teachers of Mathematics. Dr. Waits was one of the six authors of the high school
portion of the groundbreaking 1989 NCTM Standards.
Dr. Waits coauthored Calculus: Graphical, Numerical, Algebraic; College Algebra
and Trigonometry: A Graphing Approach; College Algebra: A Graphing Approach;
Precalculus: Functions and Graphs; and Intermediate Algebra: A Graphing Approach.

Gregory D. Foley
Greg Foley received B.A. and M.A. degrees in mathematics and a Ph.D. in mathemat-
ics education from The University of Texas at Austin. He is the Robert L. Morton
Professor of Mathematics Education at Ohio University. Dr. Foley has taught elemen-
tary arithmetic through graduate-level mathematics, as well as upper division and
14

A01_DEMA9455_09_GE_NASTA_FM.indd 14 9/5/14 3:08 PM

 About the Authors 15

graduate-level mathematics education classes. He has held full-time faculty positions at

North Harris County College, Austin Community College, The Ohio State University,
Sam Houston State University, and Appalachian State University, and served as
Director of the Liberal Arts and Science Academy and as Senior Scientist for Secondary
School Mathematics Improvement for the Austin Independent School District in
Austin, Texas. Dr. Foley has presented over 300 lectures, workshops, and institutes
throughout the United States and, internationally, has directed or codirected more than
50 funded projects totaling some $5 million; he has published over 40 scholarly works.
Active in numerous professional organizations, Dr. Foley serves as chair of the edito-
rial panel for the Mathematics Teacher, published by the National Council of Teachers
of Mathematics. In 1998, he received the biennial American Mathematical Association
of Two-Year Colleges (AMATYC) Award for Mathematics Excellence; in 2005, the
annual Teachers Teaching with Technology (T3) Leadership Award; and in 2013, Ohio
University’s Patton College award for distinguished graduate teaching.
Dr. Foley coauthored Precalculus: A Graphing Approach; Precalculus: Functions and
Graphs; and Advanced Quantitative Reasoning: Mathematics for the World Around Us.

Daniel Kennedy
Dan Kennedy received his undergraduate degree from the College of the Holy Cross
and his master’s degree and Ph.D. in mathematics from the University of North Carolina
at Chapel Hill. Since 1973 he has taught mathematics at the Baylor School in
Chattanooga, Tennessee, where he holds the Cartter Lupton Distinguished Professorship.
Dr. Kennedy joined the Advanced Placement® Calculus Test Development Committee
in 1986, then in 1990 became the first high school teacher in 35 years to chair that
­committee. It was during his tenure as chair that the program moved to require graphing
calculators and laid the early groundwork for the 1998 reform of the Advanced
Placement Calculus curriculum. The author of the 1997 Teacher’s Guide—AP®
Calculus, Dr. Kennedy has conducted more than 50 workshops and institutes for high
school calculus teachers. His articles on mathematics teaching have appeared in the
Mathematics Teacher and the American Mathematical Monthly, and he is a frequent
speaker on education reform at professional and civic meetings. Dr. Kennedy was
named a Tandy Technology Scholar in 1992 and a Presidential Award winner in 1995.
Dr. Kennedy coauthored Calculus: Graphical, Numerical, Algebraic; Prentice Hall
Algebra I; Prentice Hall Geometry; and Prentice Hall Algebra 2.

David E. Bock
Dave Bock holds degrees from the University at Albany (NY) in mathematics (B.A.)
and statistics/education (M.S.). Mr. Bock taught mathematics at Ithaca High School for
35 years, including both BC Calculus and AP Statistics. He also taught Statistics at
Tompkins-Cortland Community College, Ithaca College, and Cornell University,
where he recently served as K–12 Education and Outreach Coordinator and Senior
Lecturer for the Mathematics Department. Mr. Bock serves as a Statistics consultant to
the College Board, leading numerous workshops and institutes for AP Statistics teach-
ers. He has been a reader for the AP Calculus exam and both a reader and a table leader
for the AP Statistics exam. During his career Mr. Bock won numerous teaching awards,
including the MAA’s Edyth May Sliffe Award for Distinguished High School
Mathematics Teaching (twice) and Cornell University’s Outstanding Educator Award
(three times), and was also a finalist for New York State Teacher of the Year.
Mr. Bock coauthored the AP Statistics textbook Stats: Modeling the World, the non-AP
text Stats in Your World, Barron’s AP Calculus review book, and Barron’s AP Calculus
Flash Cards.

A01_DEMA9455_09_GE_NASTA_FM.indd 15 9/5/14 3:08 PM

 Preface
Our Approach
The Rule of Four—A Balanced Approach
A principal feature of this text is the balance among the algebraic, numerical, graphical,
and verbal methods of representing problems: the rule of four. For instance, we obtain
solutions algebraically when that is the most appropriate technique to use, and we obtain
solutions graphically or numerically when algebra is difficult to use. We urge students to
solve problems by one method and then support or confirm their solutions by using
another method. We believe that students must learn the value of each of these methods or
representations and must learn to choose the one most appropriate for solving the particu-
lar problem under consideration. This approach reinforces the idea that to understand a
problem fully, students need to understand it algebraically as well as graphically and
numerically.

Problem-Solving Approach
Systematic problem solving is emphasized in the examples throughout the text, using the
following variation of Polya’s problem-solving process:

• understand the problem,

• develop a mathematical model,
• solve the mathematical model and support or confirm the solutions, and
• interpret the solution.
Students are encouraged to use this process throughout the text.

Twelve Basic Functions

Twelve basic functions are emphasized throughout the book as a major theme and focus.
These functions are

• The Identity Function • The Natural Logarithm Function

• The Squaring Function • The Sine Function
• The Cubing Function • The Cosine Function
• The Reciprocal Function • The Absolute Value Function
• The Square Root Function • The Greatest Integer Function
• The Exponential Function • The Logistic Function

One of the most distinctive features of this textbook is that it introduces students to the full
vocabulary of functions early in the course. Students meet the twelve basic functions
graphically in Chapter 1 and are able to compare and contrast them as they learn about
concepts like domain, range, symmetry, continuity, end behavior, asymptotes, extrema,
and even periodicity—concepts that are difficult to appreciate when the only examples a
teacher can refer to are polynomials. With this book, students are able to characterize
functions by their behavior within the first month of classes. Once students have a com-
fortable understanding of functions in general, the rest of the course consists of studying

16

A01_DEMA9455_09_GE_NASTA_FM.indd 16 9/5/14 3:08 PM

 Preface 17

the various types of functions in greater depth, particularly with respect to their alge-
braic properties and modeling applications.
These functions are used to develop the fundamental analytic skills that are needed in
calculus and advanced mathematics courses. A complete gallery of basic functions is
included in Appendix C and inside the back cover of the book for easy reference.

Applications and Real Data

The majority of the applications in the text are based on real data from cited sources, and
their presentations are self-contained. As they work through the applications, students
are exposed to functions as mechanisms for modeling real-life problems. They learn to
analyze and model data, represent data graphically, interpret from graphs, and fit curves.
Additionally, the tabular representation of data presented in this text highlights the con-
cept that a function is a correspondence between numerical variables. This helps stu-
dents build the connection between numerical quantities and graphs and recognize the
importance of a full graphical, numerical, and algebraic understanding of a problem. For
a complete listing of applications, please see the Applications Index on page 977.

Technology and Exercises

The authors of this textbook have encouraged the use of technology in mathematics
education for three decades. Our approach to problem solving (pages 94–95) distin-
guishes between solving the problem and supporting or confirming the solution, and
how technology figures into each of those processes.
We have come to realize, however, that advances in technology and increased familiar-
ity with calculators have gradually blurred some of the distinctions between solving
and supporting that we had once assumed to be apparent. We do not want to retreat in
any way from our support of modern technology, but we feel that the time has come to
provide more guidance about the intent of the various exercises in our textbook.
Therefore, as a service to teachers and students alike, exercises in this textbook that should
be solved without calculators are identified with gray ovals around the exercise numbers.
These usually are exercises that demonstrate how various functions behave ­algebraically
or how algebraic representations reflect graphical behavior and vice versa. Application
problems usually have no restrictions, in keeping with our emphasis on m ­ odeling and on
bringing all representations to bear when confronting real-world problems.
Incidentally, we continue to encourage the use of calculators to support answers
graphically or numerically after the problems have been solved with pencil and paper.
Any time students can make connections among the graphical, analytical, and numeri-
cal representations, they are doing good mathematics.
As a final note, we will freely admit that different teachers use our textbook in different
ways, and some will probably override our no-calculator recommendations to fit with
their pedagogical strategies. In the end, the teachers know what is best for their stu-
dents, and we are just here to help.

Content Changes to This Edition

Mindful of the need to keep the applications of mathematics relevant to our students,
we have changed many of the examples and exercises throughout the book to include
the most current data available to us at the time of publication. Additionally, calculator
screens were updated to conform to the enhanced capabilities of modern graphers. We
have also added more student and teacher notes. The importance of statistics and prob-
ability for college, career, and everyday life has grown to the point that we now have a
separate chapter titled Statistics and Probability. The Common Core Edition is built
upon the prior editions of this textbook.

A01_DEMA9455_09_GE_NASTA_FM.indd 17 9/17/14 3:13 PM

 18 Preface

In Chapter P the use of the point-slope form of a line has been integrated into the solu-
tion of more examples. In Chapter 1 references to calculator regression models were
reworded to avoid giving the wrong signals about how statisticians actually operate.
The discussion of linear correlation was revised in Chapter 2 to complement this edi-
tion’s more extensive treatment of Statistics. The section on financial mathematics in
Chapter 3 was updated, and simple interest was included. Additionally, a predator-
prey application was added.
In Chapter 6, several significant textual changes have been made in order to tie the
topics of this chapter (vectors, parametric equations, and polar graphing) more directly
to the topics in the preceding chapters, particularly the unifying concepts of functions
and their graphs in the Cartesian plane. The material on partial fractions has been incor-
porated into Section 7.3 to streamline Chapter 7.
Within Chapter 8 the treatment of conic sections has been changed to emphasize that
they are extensions of previously studied topics, even if their graphs do not pass the
vertical line test. Explorations have been added to allow students to make the connec-
tions with earlier topics; for example, rotation of axes is introduced by prompting stu-
dents to treat one of their twelve basic functions (the reciprocal function) as a hyper-
bola and find its vertices and foci.
The new Chapter 10 expands the discussion of Statistics and probability. Section
10.1 opens the chapter with a discussion of basic probability concepts, including
sample spaces, determining probabilities of compound events, Venn diagrams, tree
diagrams, and conditional probability. Section 10.2 examines the creation and inter-
pretation of graphical displays of data, including pie charts and bar charts of categori-
cal data, stemplots and histograms for quantitative data, and time plots. Section 10.3
presents numerical summaries of center and spread for describing and comparing dis-
tributions, including the five-number summary, mean, and standard deviation, and
introduces both boxplots and the Normal curve. Section 10.4 expands the discussion
of probability to include random variables and probability models, including expected
value, binomial probabilities, and Normal probabilities, and links these models to data
and decision making by introducing the concept of statistical significance. Section
10.5 closes the chapter with a broad look at statistical literacy, the design of statistical
studies, the important role of randomness, and the use of simulations to estimate prob-
abilities and assess statistical significance. Throughout the chapter the emphasis is on
proper statistical terminology and practice, attention to applications, and statistical
thinking.

Features
Chapter Openers include a general description of an application that can be solved
with the concepts learned in the chapter. The application is revisited later in the chapter
via a specific problem that is solved.
A Chapter Overview begins each chapter to give students a sense of what they are
going to learn. This overview provides a roadmap of the chapter, as well as tells how
the topics in the chapter are connected under one big idea. It is always helpful to
remember that mathematics isn’t modular, but interconnected, and that the skills and
concepts learned throughout the course build on one another to help students under-
stand more complicated processes and relationships. Similarly, the What you’ll learn
about . . . and why feature presents the big ideas in each section and explains their
purpose.
Throughout the book, Vocabulary is highlighted in yellow for easy reference.
Additionally, Properties, Definitions, and Theorems are boxed in blue, and Procedures
in purple, so that they can be easily found. The Web/Real Data icon marks the
examples and exercises that use real cited data.

A01_DEMA9455_09_GE_NASTA_FM.indd 18 9/5/14 3:08 PM

 Preface 19

Each example ends with a suggestion to Now Try a related exercise. Working the sug-
gested exercise is an easy way for students to check their comprehension of the mate-
rial while reading each section.
Explorations appear throughout the text and provide students with the perfect opportu-
nity to become active learners and to discover mathematics on their own. This will help
hone critical-thinking and problem-solving skills. Some are technology-based and oth-
ers involve exploring mathematical ideas and connections.
Margin Notes and Tips on various topics appear throughout the text. Tips offer practi-
cal advice on using the grapher to obtain the best, most accurate results. Margin notes
include historical information and hints about examples, and provide additional insight
to help students avoid common pitfalls and errors.
The Looking Ahead to Calculus icon is found throughout the text next to many
examples and topics to point out concepts that students will encounter again in calcu-
lus. Ideas that foreshadow calculus, such as limits, maximum and minimum, asymp-
totes, and continuity, are highlighted. Some calculus notation and language are intro-
duced in the early chapters and used throughout the text to establish familiarity.
The Chapter Review material at the end of each chapter consists of sections dedicated
to helping students review the chapter concepts. Key Ideas are broken into parts:
Properties, Theorems, and Formulas; Procedures; and Gallery of Functions. The
Review Exercises represent the full range of exercises covered in the chapter and give
additional practice with the ideas developed in the chapter. The exercises with red
numbers indicate problems that would make up a good chapter test. Chapter Projects
conclude each chapter and require students to analyze data. They can be assigned as
either individual or group work. Each project expands upon concepts and ideas taught
in the chapter, and many projects refer to the Web for further investigation of real data.

Exercise Sets
Each exercise set begins with a Quick Review to help students review skills needed in
the exercise set and references others sections students can go to for help. Some exercises
are designed to be solved without a calculator; the numbers of these exercises are printed
within a gray oval. Students are urged to support the answers to these (and all) exercises
graphically or numerically, but only after they have solved them with pencil and paper.
There are over 6000 exercises, including 720 Quick Review Exercises. The section
exercises have been carefully graded from routine to challenging. The following types
of skills are tested in each exercise set:

• Algebraic and analytic manipulation

• Connecting algebra to geometry
• Interpretation of graphs
• Graphical and numerical representations of functions
• Data analysis
Also included in the exercise sets are thought-provoking exercises:

• Standardized Test Questions include two true-false problems with justifications

and four multiple-choice questions.
• Explorations are opportunities for students to discover mathematics on their own
or in groups. These exercises often require the use of critical thinking to explore
the ideas.

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 20 Preface

• Writing to Learn exercises give students practice at communicating about math-

ematics and opportunities to demonstrate understanding of important ideas.
• Group Activity exercises ask students to work on the problems in groups or
solve them as individual or group projects.
• Extending the Ideas exercises go beyond what is presented in the textbook.
These exercises are challenging extensions of the book’s material.
This variety of exercises provides sufficient flexibility to emphasize the skills most
needed for each student or class.

Technology Resources
The following supplements are available for purchase:

MyMathLab® Online Course (optional, for purchase only)—access

code required
MyMathLab delivers proven results in helping individual students succeed. It pro-
vides engaging experiences that personalize, stimulate, and measure learning for each
student. And it comes from a trusted partner with educational expertise and an eye on
the future. To learn more about how MyMathLab combines proven learning applica-
tions with powerful assessment, visit www.mymathlab.com or contact your Pearson
Sales Representative. In this MyMathLab® course, you have access to the most cut-
ting-edge, innovative study solutions proven to increase students’ success.

Additional Teacher Resources

Most of the teacher supplements and resources available for this text are available
electronically for download at the Instructor Resource Center (IRC). Please go to
www.pearsonglobaleditions.com/demana and select “we need IRC (Instructor
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locate your resources.
The following supplements are available to qualified adopters:

Online Solutions Manual (Download Only)

Provides complete solutions to all exercises, including Quick Reviews, Exercises,
Explorations, and Chapter Reviews.

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Provides Major Concepts Review, Group Activity Worksheets, Sample Chapter Tests,
Standardized Test Preparation Questions, Contest Problems.

Online Tests and Quizzes (Download Only)

Provides two parallel tests per chapter, two quizzes for every three to four sections, two
parallel midterm tests covering Chapters P–5, and two parallel end-of-year tests, cover-
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TestGen® (Download Only)

TestGen enables teachers to build, edit, print, and administer tests using a computer-
ized bank of questions developed to cover all the objectives of the text. TestGen is
algorithmically based, allowing teachers to create multiple but equivalent versions of
the same question or test with the click of a button. Teachers can also modify test bank
questions or add new questions. Tests can be printed or administered online.

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 Preface 21

PowerPoint Slides (Download Only)

Features presentations written and designed specifically for this text, including figures,
alternate examples, definitions, and key concepts.

Web Site
Our Web site, www.pearsonglobaleditions.com/demana, provides dynamic resources
for teachers and students. Some of the resources include TI graphing calculator down-
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 Acknowledgments
We wish to express our gratitude to the reviewers of this and previous editions who
provided such invaluable insight and comment.

Judy Ackerman Vahack Haroutunian

Montgomery College Fresno City College
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Santa Barbara City College Richland College
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 Acknowledgments 23

Paul Mlakar Malcolm Soule

St. Mark’s School of Texas California State University, Northridge
John W. Petro Sandy Spears
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Consultants
We would like to extend a special thank you to the following consultants for their guid-
ance and invaluable insight in the development of recent editions.
Jane Nordquist James Timmons
Ida S. Baker High School, Florida Heide Trask High School, North Carolina
Sudeepa Pathak Jill Weitz
Williamston High School, North Carolina The G-Star School of the Arts, Florida
Laura Reddington
Forest Hill High School, Florida

We express our gratitude to Chris Brueningsen, Linda Antinone, and Bill Bower for their
work on the Chapter Projects. We greatly appreciate Jennifer Blue, Nathan Kidwell,
Brianna Kurtz, and James Lapp for their meticulous accuracy checking and Lisa Collette
for her careful proofreading. We are grateful to Cenveo, who pulled off an amazing job
on composition, and wish to offer special thanks to project manager John Orr, who kept
us on track throughout the project. Our thanks as well are extended to the professional
and remarkable staff at Pearson. We wish to thank our families for their support, patience,
and understanding throughout the process. We dedicate this edition to them!
—F. D. D.
—B. K. W.
—G. D. F.
—D. K.
—D. E. B.

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 24 Acknowledgments

Global Edition
Pearson would like to thank and acknowledge the following people for their work on
the Global Edition:

Contributor
Rajesh Kumar Gupta
Thapar University

Reviewers
Rashmi Singh
Amity University
Vijay Kumar
Dr. B. R. Ambedkar University, Srikakulam
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Pondicherry University

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—— (Rubens’), ix. 299.
Crudities (Coryate’s), v. 162; vii. 255.
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Cuckold’s Point in Essex, vi. 167; vii. 240.
Cuckoo, Lines to a (Wordsworth’s), v. 156.
—— Song (in Shakespeare’s As You Like It), viii. 252, 337.
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Cumberland, i. 53, 92; iv. 4; ix. 216, 393; xi. 200, 311, 512.
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—— Richard, i. 320; ii. 197, 207; v. 363; vii. 101 n.; viii. 164, 166; ix.
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—— and Psyche (Gérard’s), ix. 137.
—— —— (Raphael’s), ix. 239, 365.
—— —— (Titian’s), ix. 74.
Curate, The (in Still’s Gammer Gurton’s Needle), v. 286.
Curfew, The (Tobin’s), v. 345.
Curll, Edmund, vi. 418; xii. 330.
Curran, John Philpot, xii. 353; also referred to in i. 393; iii. 312, 425;
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Currie, Mr, xii. 405.
Curtail (Holcroft’s), ii. 204.
Curtis, Sir William, vi. 112; vii. 271; xi. 352, 474.
Curzon Street, xii. 132.
Cut Finger (Wilkie’s), viii. 140; xi. 252.
Cuthbert, John, xii. 14.
Cuthell (publisher), ii. 171.
Cutter of Coleman Street (Cowley’s), viii. 61.
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Cuyp, Aelbert, ix. 19, 36, 51.
Cymbeline (Shakespeare’s), i. 179;
also referred to in i. 394; v. 258; x. 116.
Cymon (Dryden’s), vi. 371;
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Cynthia (in Lyly’s Midas and Endymion), v. 199.
Cynthia’s Revels (Ben Jonson’s), v. 265, 303, 306.
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Daddy Ratton (in Scott’s Heart of Midlothian), vii. 137 n.
Dædalus, x. 346.
Daisy, To a (Wordsworth), v. 156.
D’Alembert, Jean le Rond, vi. 111; viii. 29, 552.
Dalkeith Palace, ii. 325.
Dalmatia, ix. 267.
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Damas, Monsieur, ix. 149.
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—— (Correggio’s), ix. 480, 482.
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Dance, George (Sir Nathaniel Holland), vi. 359, 374, 442.
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Dancing (Davies’ Poem), viii. 53.
Dan Cupid (in Holcroft’s Old Clothesman), ii. 190, 194.
Dandy Dinmont (in Scott’s Guy Mannering), iv. 248.
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Daniel, iii. 265.
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—— P. A., i. 452.
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Dansomanie (Étienne Nicolas Méhul’s), xi. 299; also referred to in
viii. 325–6, 437, 537.
Dante, i. 23, 37, 161; ii. 229; iv. 257, 276, 302; v. 15, 17, 18, 19, 45, 56,
65, 66, 186; vi. 425, 455; vii. 61, 94; viii. 414 n.; ix. 219, 250, 251,
252, 401, 474; x. 45, 55, 60, 61, 62, 63, 67, 77, 87, 112 n., 408; xi.
235, 368, 406; xii. 30, 134.
Daphne, iv. 213; xii. 200.
Daphnis and Chloe (Longus’), x. 14.
Dapperwit (in Wycherley’s Love in a Wood), viii. 78.
Dapple (in Cervantes’ Don Quixote), vii. 223; viii. 8, 108, 109; x. 27,
28.
D’Arblay, Madame, v. 146; vi. 157, 186, 209, 411; vii. 72, 73, 482; viii.
123, 124, 125, 560; ix. 490; x. 24, 41, 42, 43, 44; xi. 385, 442; xii.
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Dares and Entellus (Virgil’s), ix. 166.
Darius, iii. 461; xii. 204.
Darlemont (in Holcroft’s Deaf and Dumb), ii. 235.
Darlington, ii. 79.
Darnley (in David Rizzio), viii. 460.
Dartmoor, vi. 407.
D’Artois, Jacques (Flemish painter), ii. 221.
Darwin, Erasmus, v. 146; xi. 504.
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Daudel, Madame, xi. 356.
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Daventry, ii. 14.
David, i. 57; v. 183.
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—— and Bacchus (Michael Angelo’s), x. 354.
—— Jacques Louis, v. 265; ix. 30, 110, 120, 122, 129, 133, 134, 167; xi.
213, 240 n., 241 n.; xii. 190.
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559; xii. 383.
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Davies (actor), xi. 374.
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Davies, Signora Cecilia, vi. 404.
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—— Sir John, v. 34; viii. 49, 53.
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Da Vinci. See Leonardo da Vinci.
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—— Thomas, vi. 236.
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Dawe, George, vi. 270.
Day, Alexander, vi. 347, 348; vii. 89; ix. 475 n.
—— of Judgment, The, xi. 313.
—— and New Times. See New Times.
—— and Night, Figures of (Michael Angelo’s), ix. 240.
De Bausset, Baron, xii. 135.
De Cive (Hobbes’s), xi. 48.
D’Enghien, Duc, xi. 577; referred to in iii. 82.
De F., Mademoiselle Hersilie (Raymond Gayrard’s), ix. 167.
De Genlis, Madame, ii. 268, 281.
D’Holbach, Baron, i. 434.
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—— l’Amour (Beyle’s), ix. 250.
—— l’Esprit (Helvetius’), vii. 454 n.; xi. 254.
—— Lolme, John Louis, vii. 380; viii. 107; x. 27.
—— Mandeville, Bernard, i. 9, 403; ii. 372; iv. 2, 269, 298, 334, 351;
vi. 50, 353, 387; vii. 166 n., 309, 467; viii. 94 n., 99; xi. 143, 254,
543; xii. 96, 98, 177, 228, 308, 426.
—— Marveil, Arnaud, x. 55.
—— Methodo (Descartes’), x. 143.
—— Montfort (Miss Baillie’s), v. 147.
—— Natura Humana (Hobbes’s), x. 143.
De Nemours, The Duc, xii. 62.
—— Piles, Roger, ix. 477.
—— Quincey, Thomas, iv. 399.
—— Stael, Madame, viii. 552, 557, 558; ix. 311, 490.
—— Thou, George Augustus. See Thuanus.
—— Thoyras, x. 145.
—— Tivoli, Rosa (Philipp Peter Roos), vi. 419.
—— Troyes, Chretien, x. 57.
—— Vaquieras, Rambaud, x. 55.
—— Vere (by R. P. Ward), xi. 374.
—— Very, Monsieur, xii. 141.
—— Wint, Peter, ix. 309; xi. 249.
—— Witt, John, ii. 415.
Dead Christ (A. Caracci’s), ix. 238.
—— —— (Guido’s), ix. 207.
—— Man restored to Life by touching the Bones of Elisha (Allston’s),
xi. 189.
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—— —— Politician, The (a play), xi. 387.
—— Lover, The (Farren’s), viii. 480, 484.
Deal (town), ii. 126.
Dean Street, ii. 183.
Death (Drelincourt on), vi. 430.
—— of Abel, The (Solomon Gessner’s), xii. 273.
—— of Abercrombie, The (song), ix. 152.
—— of Adonis (Cambiasi’s), ix. 35.
—— of Ananias (Raphael’s), ix. 44.
—— of Cardinal Beaufort (Reynolds’), vi. 403; ix. 23.
—— of Clorinda (Lodovic Lana’s), vi. 237.
—— of a Fawn, On the (Marvell’s), v. 372.
—— and the Lady (a ballad), ii. 42.
—— of Nelson, The (song), viii. 229, 370.
Death of Oliver Cromwell (Waller’s), v. 371.
—— on the Pale Horse (West’s), v. 33; vi. 290 n.; ix. 318.
—— On the Punishment of, xii. 466.
—— of St. Jerome (Domenichino’s), ix. 240.
—— of Socrates (Martine’s), ix. 182.
—— of an Unfortunate Lady, Elegy on the (Pope’s), v. 373.
—— Verses on his own (Swift’s), v. 374.
—— of the Virgin (Durer’s), ix. 35.
—— of Wolfe (West’s), ix. 55.
Deborah, The Song of, xi. 321.
—— (in F. Reynolds’ The Will), viii. 253.
—— Woodcock (in Bickerstaffe’s Love in a Village), viii. 329.
Debrett’s, John (Whig Resort in Piccadilly), ii. 169–227 passim.
Decade Philosophique, La (periodical), ii. 223.
Decalogue, xi. 313, 490.
Decameron (Boccaccio’s), i. 332; ix. 196, 211; x. 67, 68, 69; xii. 30,
43, 130, 164.
Decamp, Mr (actor), viii. 229, 247.
Deckar, Thomas, v. 223;
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345; vi. 167, 192, 218 n.; vii. 122, 320; x. 205; xii. 34.
Dee, The River, vi. 186.
Defeat of Goliath (Volterra’s), ix. 110.
Defence of National Debt (? Hazlitt’s), xi. p. vii.
—— of Poetry (Sir Philip Sidney’s), v. 326.
—— of the People of England (Milton’s), viii. 233.
Defensio pro populo Anglicano (Milton’s), iii. 299.
Definitions, Specimen of a Dictionary of, ix. 484.
Defoe, Daniel, iv. 334; v. 14; vi. 50, 430; vii. 70; viii. 107 n.; x. 27 n.,
382; xii. 142, 400, 403.
—— —— Life and Times of (Wilson), x. 355.
—— Sophia, x. 382.
Delacroix, Eugène, ix. 137.
Delaval (in Mrs Kemble’s Smiles and Tears), viii. 266.
Del Piombo, Sebastian, ix. 11.
—— Popolo, The Gate, ix. 231.
Delft (town), ix. 301.
Delille, The Abbé, x. 250.
—— Jacques, ix. 146.
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409; x. 127; xii. 346.
Delphi, The Temple of, x. 17.
Delphine (De Stael’s), vii. 220.
Deluge, The (Byron’s description), iv. 258; ix. 109.
—— (Girodet’s), ix. 132; xi. 241.
—— (Poussin’s), vi. 171; ix. 109, 384, 491; xi. 197, 201 n., 242.
Delvilles, The (Miss Burney’s), vi. 157; xi. 385; xii. 65.
Democratic Lectures, iii. 206.
Democritus, x. 232.
Demosthenes, iii. 395; vi. 111; x. 248; xii. 168.
Denbighshire, iii. 413.
Denham, Sir John, v. 84, 372.
Denman, Rev. Mr, vii. 73.
Denmark, iii. 68; iv. 93.
—— Court of, viii. 185.
—— King of, iii. 62; x. 303.
—— Prince of, vi. 376.
Denner, Balthasar, ii. 402; vi. 133, 134, 241; vii. 56; ix. 41; xi. 218,
462.
Dennett (The Misses), vi. 160, 161; viii. 351, 352, 353, 404, 411, 436,
437, 454, 478, 479, 535.
Dennis, John, v. 356; vi. 464; viii. 89, 322.
Dent de Jamant, The, ix. 285, 296; xii. 25.
Deptford, Kent, vi. 484.
Depth and Superficiality, On, vii. 346.
Derby, ii. 14; iii. 280.
—— The Countess of (in Scott’s Peveril of the Peak), xi. 537.
Derbyshire, ii. 14; ix. 279; xi. 540.
Dérivis, Henri Étienne, ix. 171.
Dermody, Thomas, ii. 279.
Derwent River, iv. 270.
Des Noyers, Mons., i. 30; viii. 137; ix. 81.
Descartes, René, x. 143; xi. 286, 288, 289.
Descent of Liberty, The (Leigh Hunt’s), vii. 122.
Description of a Pig (Southey’s), v. 164.
Desdemona (in Shakespeare’s Othello), i. 16, 105, 180, 200, 293; v.
6; vii. 306; viii. 189, 214, 216, 217, 218, 272, 340, 528, 519, 534,
560; x. 116; xi. 291, 294, 295, 405.
Desenfans, Noel Joseph, ii. 189, 198; ix. 19, 24, 25, 55; xi. 205 n.
Desert, The Great, ix. 349.
Deserted Daughter, The (Holcroft’s), ii. 159, 161, 162, 201, 229.
—— Village, The (Goldsmith’s), v. 376.
Deshayes (dancer), i. 72.
Destouches, Mons., ii. 117.
Destut Tracy, Comte de, ix. 186; xii. 104.
Deucalions, The, v. 162.
Devil’s Ditch, The, ii. 37, 40, 52.
—— Elixir, The (Edward Fitzball’s), xii. 229.
Devin du Village, The (Rousseau’s), vi. 444; ix. 170.
Devonshire, ii. 143, 164; iii. 423; vi. 345, 367; ix. 185; x. 416.
—— Duke of, ii. 22.
—— Duchess of, ii. 105; xii. 455.
—— The Duchess of (Vandyke’s), ix. 61.
—— House, ii. 175.
Devotion (Laschallas’), xi. 245, 246.
Dialogue between Roger Ascham and Lady Jane Grey (Landor’s), x.
236.
—— between Queen Elizabeth and Burleigh (Landor’s), x. 238.
—— French and English, xi. 122.
Diamond, Newton’s dog, xi. 263 n.
—— (a thief), ii. 182.
—— Berchem (Beckford’s), ix. 59.
—— Ring, the, or Exchange No Robbery (Theo. Hook’s), viii. 475.
Diana, i. 330; iii. 336; v. 30; vi. 168; ix. 216, 341.
—— bathing (Allston’s), xi. 190.
—— and Actæon (Caracci’s), xi. 238.
—— —— (Domenichino’s), ix. 238.
—— —— (Titian’s), ix. 32.
—— and Calisto (Titian’s), ix. 32.
—— and Endymion (Guercino’s), ix. 238.
—— with her Fawn, at the Louvre, viii. 149; ix. 107, 165, 491; xi. 197.
—— and Nymphs Bathing (Caracci’s), ix. 32.
Diary (Holcroft’s), ii. 169.
Dibdin, Charles, the younger, ii. 222.
—— Thomas John, ii. 223; viii. 413 n., 524.
Diccon, The Bedlam (Still’s Gammer Gurton’s Needle), v. 286, 287,
288.
Dick Amlet (in Vanbrugh’s Confederacy), viii. 80, 81.
Dickons, Mrs Maria, vi. 220, viii. 226.
Dicky Gossip, viii. 388.
Dictionary of Painters (Pilkington’s), ii. 184.
Diderot, Denis, i. 91; vi. 444.
Didier (in L. Bonaparte’s Charlemagne), xi. 235.
Dido, iii. 461; viii. 197; ix. 170; xii. 19.
Didone Abandonnata, viii. 196.
Die Vernon (Scott’s Rob Roy), iv. 248.
Dieppe, ix. 91, 92, 94, 95, 100.
Digby, Lord George, iii. 396.
—— Sir Kenelm, vii. 443 n.
—— Lady Venetia (Vandyke’s), ix. 38, 39.
Digges, Sir Dudley, iii. 394.
Dignum, Charles, vi. 388, 432; vii. 193; xi. 367.
Dilettanti Society, vi. 372 n.; vii. 279; ix. 409.
Dilly, Charles, xi. 221.
Dilworth, (?) Thomas, vii. 26.
Dimond, William, viii. 366, 535.
Dinah Cropley (in Mr Kenney’s The World), viii. 368, 369.
Diodati, Charles, vi. 486.
Diogenes, i. 210.
—— Antonius, x. 15.
Diomed (in Homer’s Iliad), x. 6, 7; xii. 10.
Diphilus, x. 100.
Dipsas (in Lyly’s Midas and Endymion), v. 201.
Dirge in Cymbeline, The (Collins’), v. 116, 374.
Dirk Hatteraick (in Scott’s Guy Mannering), iv. 248; viii. 129.
Dirty Dick, vi. 359.
Disadvantages of Intellectual Superiority, On the, vi. 279.
Disagreeable People, On, xii. 173.
Disciples, The, v. 184.
—— at Emmaus, The (in the Louvre), ix. 112.
Discourse with Cupid (Ben Jonson’s), v. 304.
Discourses (Dr Chalmers’), v. 9.
—— (Sir Joshua Reynolds’), vi. 32, 366; ix. 399, 403, 490; x. 181; xi.
543.
—— (by Algernon Sydney), iv. 81.
—— (R. Taylor’s), xii. 383.
Dispute of the Sacrament (Raphael’s), ix. 380; xi. 226.
D’Israeli, Isaac, ii. 172; iv. 308.
Dissenters, The, x. 368, 370, 372, 375–76, 377.
—— Address to the (Defoe’s), x. 368.
Dissertation on the Rise and Progress of Modern Metaphysics
(Stewart’s), xi. 285.
Distant Objects Please, Why, vi. 255.
Distraining for Rent (Wilkie’s), xi. 253.
Distressed Mother, The, viii. 334.
—— Poet (Hogarth’s), i. 95; ix. 55.
Distresses of the Country, A Lay-Sermon on the, Addressed to the
Middle and Higher Orders, by S. T. Coleridge, Esq., iii. 138.
Diversions of Purley (Horne Tooke’s), iv. 238, 240, 390; vii. 198; xi.
119, 173; xii. 343.
Divine Comedy of Heaven, Hell and Purgatory (Dante’s), v. 334; x.
60.
—— Legation of Moses, The (Warburton’s), vi. 368; x. 18.
Dobbs, Mrs (actress), viii. 251.
Dobson, Mr, ii. 167.
Dr Cantwell (in Bickerstaffe’s Hypocrite), viii. 245–6; xi. 395.
—— Faustus (the legend), v. 293.
—— Harrison (in Fielding’s Amelia), viii. 115; x. 33.
—— Last in his Chariot (Bickerstaffe), ii. 75, 76; vi. 418.
—— Pangloss (in Colman, Jr.’s, The Heir at Law), iv. 283.
—— Pedro Positive (in Cervantes’ Don Quixote), iii. 78.
—— Rat (in Still’s Gammer Gurton’s Needle), v. 286.
—— Slop (Sterne’s Tristram Shandy), x. 39.
Doctour of Phisike, The (in Chaucer), v. 24.
Doctrine of Necessity, Treatise on the (Hobbes’s), xi. 44.
Dodd, James William, i. 155; viii. 230, 388, 509; xi. 367; xii. 24.
Dodd, Dr William, xii. 348.
Doddridge, Dr Philip, vi. 368.
Dodington, George Bubb, v. 85; vi. 100; xii. 301.
Dodsley, Robert, v. 122.
Dog Tray (Dyer’s), vii. 44.
Dogberry (in Shakespeare’s Much Ado), i. 338; iii. 207; viii. 79; xi.
309, 549.
Doge of Venice, The, xi. 499.
—— —— (Palma Vecchio’s), ix. 34.
—— —— returning Thanks (P. Veronese), ix. 274.
Doge’s Palace, The (Venice), ix. 274.
Dogget, Mr (actor), i. 157, 441; viii. 160.
Dolci, Carlo, ix. 12, 20, 41, 67.
Doll (in Still’s Gammer Gurton’s Needle), v. 286.
—— Tearsheet (in Shakespeare’s Henry IV.), i. 280.
Dolly Snip (in Shakespeare versus Harlequin), viii. 436.
Domenichino (Domenicho Zampieri, also of Bologna), vi. 14, 15, 74;
vii. 274; ix. 35, 51, 70, 107, 112, 113, 206, 238, 240, 264, 367, 386;
x. 278, 292, 294; xi. 197, 238; xii. 48 n., 272, 367.
Dominican Friars, The, xii. 224.
Dominie Sampson (in Scott’s Guy Mannering), iv. 248; viii. 129, 292,
413.
Domitian, i. 390.
Domo d’Ossola, ix. 279.
Don Adriano de Armado (in Shakespeare’s Love’s Labour Lost), i.
332; iii. 64.
—— Carlos (Schiller’s), ii. 178, 183; v. 362; vi. 325 n.; xii. 158.
—— Felix (in Mrs Centlivre’s The Wonder), viii. 155, 156, 333; xi.
402.
—— Giovanni (the Opera, etc.), iii. 226; viii. 362, 363, 365, 366, 371,
404, 538; xi. 307, 370, 427, 455, 500.
Don Giovanni and Kean’s Eustace de St Pierre, xi. 307.
—— John (in Beaumont and Fletcher’s The Chances), viii. 49, 461,
515.
—— —— (in Much Ado), i. 335.
—— Juan (Byron’s), iv. 256, 259 n.; vi. 236, 425; vii. 319; viii. 90,
370; ix. 258; xi. 489; xii. 23, 374.
—— Lopez (in Mrs Centlivre’s The Wonder), viii. 156.
—— Manuel (in Mrs Centlivre’s The Wonder), viii. 156.
—— —— (Cibber’s Kind Impostor, or She Would and She Would
Not), ii. 83.
—— —— (in Maturin’s Bertram), viii. 368.
—— Octavio (in Don Juan), viii. 365.
—— Pedro (in Don Juan), viii. 363, 371.
—— Quixote (Cervantes), i. 12, 57 n., 71 n., 138, 349, 350, 422; iii. 41,
61, 90, 142; iv. 53, 83, 245; v. 83, 140, 325, 372; vi. 85, 97, 162,
 225, 238, 395, 409; vii. 120, 160, 164 n., 223, 229, 465, 474; viii.
11, 65, 108, 109, 110, 111, 112, 117, 125, 151, 398, 429; x. 27, 28, 29,
30, 31, 35, 43, 56, 57, 394; xi. 266, 273 n., 328, 338, 458, 510; xii.
37, 72, 165.
—— —— receiving Mambrino’s Helmet, etc. (Richter’s), ix. 309.
—— Sebastian (Dryden’s), v. 356, 357–8.
Donald (in Holcroft’s The Deserted Daughter), ii. 159.
—— Bean Lean (in Scott’s Waverley), viii. 129; xiii. 354.
—— Mackay (Bartley), xi. 389.
Donatus, Letters to (Milton’s), vi. 180.
Donna Anna, viii. 365; xi. 370.
—— Elvira (in Don Juan), viii. 365.
—— Isabella (in Mrs Centlivre’s The Wonder), xi. 402.
Donne, John, iv. 212; v. 83; vi. 304; vii. 36; viii. 49, 51, 53, 57; xii. 28.
Doria Palace, The, vii. 177; ix. 238.
Doriforth (in Mrs Inchbald’s A Simple Story), xii. 65.
Dorimant (in Etherege’s Man of Mode), viii. 68.
Dorinda, xii. 451.
Dorington (Holcroft’s Man of Ten Thousand, The), ii. 160.
Dornton (in Holcroft’s Road to Ruin), ii. 123; xii. 24.
Dorothea (in Cervantes’ Don Quixote), iv. 245.
—— (in Massinger’s The Virgin Martyr), v. 266.
Dorset, Lord, v. 369, 373.
Dorsetshire, iii. 396, 400.
Dottrel-Catching, iii. 51.
Dou. See Douw, Gerard.
Double Dealer (Congreve’s), viii. 72.
—— Gallant (Cibber’s), viii. 359.
 Also referred to in viii. 161, 162, 360.
Douce, Francis, vii. 38.
Douglas, Family of, x. 172.
—— Gawin, v. 399; x. 311.
—— (Home’s), iv. 233; v. 359; vi. 294; viii. 292; xi. 546 n.
—— (in Miss O’Neill’s Elwina), viii. 257.
Douro, The Marquis of, xi. 362.
Dousterswivel (in Scott’s The Antiquary), vii. 156.
Douw, Gerard, vi. 10; ix. 35, 355.
Dover, ii. 211; ix. 94, 286.
—— -cliff, i. 176, 268.
—— packet-boat, viii. 435.
Dow. See Douw, Gerard.
Downing, (?) George (or Dunning), ii. 66.
—— Mrs, ii. 67, 68.
—— Street, iii. 217, 461.
Downs, The, ii. 126.
Dowton, William, i. 157; viii. 167, 168, 189, 229, 245, 246, 249, 250,
256, 258, 260, 270, 278, 317, 361, 362, 370, 392, 400, 451, 472; xi.
303, 305, 306, 307, 368, 369, 376, 378, 395.
Dowton in the Hypocrite, xi. 395.
Drake, Sir Francis, v. 175; vi. 367.
Drama, Schlegel on the, x. 78.
Dramatic Literature of the Age of Elizabeth, Lectures on the, v. 169;
also x. 275 n.
—— Pieces translated from English.
—— —— Selection of Smaller (by Claude Pierre Patu), i. 66 n.
—— Scenes (by B. Cornwall), v. 346.
—— Writers contemporary with Shakespeare, Lyly, Marlow,
Heywood, Middleton and Rowley, On the, v. 192.
Draper, Sir William, iv. 238.
Drawcansir (in Buckingham’s The Rehearsal), iv. 277, 309; vi. 216.
Drayton, Michael, v. 295; also referred to in v. 201, 370; viii. 42; xi.
284.
Dream of a Painter (Northcote’s), i. 442; ix. 66.
Dreams, On, vii. 17.
Drelincourt, Charles, vi. 430.
Drennan, Dr Wm., ii. 224.
Dresden Gallery, vii. 135.
Drinking (by Cowley), viii. 59.
Droitwich, ii. 66, 196.
Drölling (Michel Martin), ix. 123, 137 n.
Dromios, The Two (Shakespeare’s Comedy of Errors), i. 351.
Drouet, Louis-François Philippe, viii. 298.
Druids, v. 335.
Drummer, or The Haunted House (Addison’s), viii. 158.
Drummond (of Hawthornden), William, v. 299, 301, 302, 303; vi.
175; xii. 34.
—— Samuel, ii. 228.
Drury Lane Theatre, i. 157, 194, 248; ii. 78, 83, 89, 113, 114, 122, 159,
160, 193, 199, 213, 218, 219, 228, 230, 236; vii. 204; viii. 179, 189,
190, 208, 229, 233, 237, 249, 252, 254, 258, 263, 264, 270, 272,
276, 277, 278, 279, 284–285, 289, 292, 294, 297, 300, 304, 310,
316, 335, 340, 341, 352–9, 368, 372, 374, 388, 394, 398, 423–4,
426–7, 430, 435, 439, 450, 461, 465–6, 470, 472, 476, 524, 525,
526, 529, 534, 539; ix. 149; xi. 301, 303, 305, 308, 351, 359, 365,
370, 375–7, 382, 384, 386, 392, 395, 397, 399, 402, 404–5, 409–
10, 413; xii. 17, 139 n., 140 n., 168, 217, 275.
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