Mathematics education in schools has seen a revolution in recent years. Students everywhere expect the subject to be well-motivated, relevant and practical. When such students reach higher education, the traditional development of analysis, often divorced from the calculus they learned at school, seems highly inappropriate. Shouldn't every step in a first course in analysis arise naturally from the student's experience of functions and calculus in school? And shouldn't such a course take every opportunity to endorse and extend the student's basic knowledge of functions? In Yet Another...