By Mitchel T. Keller, William T. Trotter

This is a textual content with good enough fabric for a one-semester advent to combinatorics. the unique target market was once essentially computing device technological know-how majors, however the issues incorporated make it appropriate for numerous diversified scholars. subject matters comprise

- Basic enumeration: strings, units, binomial coefficients
- Recursion and mathematical induction
- Graph theory
- Partially ordered sets
- Additional enumeration ideas: inclusion-exclusion, producing services, recurrence kin, and Polya theory.
- Graph algorithms: minimal weight spanning timber, Dijkstra's set of rules, community flows

This textual content is open resource and to be had lower than an inventive Commons license. To entry the loose HTML and PDF models of the textual content, stopover at http://rellek.net/appcomb/.

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**Additional resources for Applied Combinatorics**

**Sample text**

Pretty easy stuff! OK, now try the following somewhat more challenging sequence. Here, we’ll give you a lot more terms and challenge you to find the next one. 1, 2, 3, 4, 1, 2, 3, 4, 5, 1, 2, 3, 4, 5, 2, 3, 4, 5, 6, 2, 3, 4, 5, 6, 1, 2, 3, 4, 5, 2, 3, 4, 5, 6, . . ” But for now, it’s far from it. 3 The Meaning of Statements Here’s another danger lurking around the corner when we encounter formulas like n ( n + 1) 2 1+2+3+···+ n What do the dots in this statement mean? In fact, let’s consider a much simpler question.

A) The students in group 1 earned 10 extra minutes of recess by winning a class competition. Before going out for their extra recess time, they form a single file line. In how many ways can they line up? (b) When all 30 students come in from recess together, they again form a single file line. However, this time the students are arranged so that the first student is from group 1, the second from group 2, the third from group 3, and from there on, the students continue to alternate by group in this order.

To determine r ( n ) for all positive integers, it is enough to note that r (1) 1, and when n > 1, r ( n ) n + r ( n − 1). This formula follows from the observation that if we label the lines as L1 , L2 , . . , L n , then the n − 1 points on line L n where it crosses the other lines in the family divide L n into n segments, two of which are infinite. Each of these segments is associated with a region determined by the first n − 1 lines that has now been subdivided into two, giving us n more regions than were determined by n − 1 lines.