tI he updatmg be done mentally， and which Ifeeitilch practlt "<br > account a number of factors: educator me oua，~ v - :h me t a~v ，<br > evaluations/requeSts， current clinical use in examinations， l continue to<br > required for simple calculations， most of whKh :.m<br > practice as observed by the author on<br >pital visits， the input of experts in specific clinical should be competent to do. It is these skills which<br > nallv author choice. Dimensional Analysis for Meds， Second Edition addresse，<br >is， and， fi 1 I be~in by identifying rcefullv in its content， it is aim the teas， m<br >In making content aeclsmna ~ the use of dimensionat anatysta l<br > outcomes and these become the first and fo " ， ~ - :s not discussed llntll<br >dent competenCy<br > for all changes. What exactly does the student complicated calculations arc<br >dd nes .. .~ ~ kz~rt;~s? How can mid text， where more<br >ed to know to meet tuentmea oum introduced， and where it rightfully belongS.<br > ent be structured to make learning easy， All calculations in this text were checked with a<br >ts cont "too much" If one is not used by studentS， or their<br >.joyable， and lasting? At what point does calculator， an occasional discrepancy at<br >struction serve only to confuse? Given that different calculator setting varies，<br >:ograms/instructors have different requirements， how the hundredth or tenth may be experienced， but should<br > I structure content to please the maiority"~ The last correct. This is clearly explained in<br >an essential consideration if the text is to continue be considered<br > "Directions to the Student" on page xi， but may need<br > to be reinforced as instruction progresses.<br >) be successful， wish to express my thanks to the<br > Philosophically I feel that content should be kept hundreds of educators who completed and returned<br >Ls simple as possible. I believe that my most important Once again I<br >.ask is to give the student sound basics and a sense of of the previous edition of Dimensional<br >~ccomplishment to overcome the natural fear of such an evaluation<br >a major responsibility as dinical calculations. There is Analysis for Meds. I am very pleased with my landmark<br >no point teaching to an "ideal" which is unrealistic， yet second edition， and trust you will be too.<br > ， _ ..^~ ^1: trvJnff tO<br >