This interactive eBook will transport you to a virtual bakeshop, with teaching videos, glossary links, and informative course materials. The teachings will lay the foundation to support you to become a more organized baker and a professional.

This is the third edition of Bankruptcy Law and Practice, a Casebook Designed to Train Lawyers for the Practice of Bankruptcy Law. It is designed for a one-semester course in debtor/creditor law and bankruptcy. The book deals with both creditor remedies and debtor protections, starting with state law collection remedies, exemptions, and the important special protections for secured creditors under both Article 9 of the Uniform Commercial Code and state real property recording acts. After a thorough review of state law debt collection practice, the book covers the basics of straight bankruptcy law with a focus on Chapter 7 of the Bankruptcy Code, both for individuals and businesses. Although the book has a practice focus, it covers the major Supreme Court cases, and important appellate cases with an emphasis on areas of uncertainty. The book also emphasizes the Bankruptcy Code itself, using problem sets to get students to work through the language of the Bankruptcy Code.

At the end of the book are two abbreviated chapters on bankruptcy reorganizations for consumers under Chapter 13 and for businesses under Chapter 11. These chapters are intended to outline the reasons that debtors choose to file for reorganization rather than liquidation, and focuses on the rules for confirming a plan.

The primary goal of the book is to prepare students for the practice of bankruptcy law. Students who understand these materials should be well prepared to anticipate and address the kinds of issues that arise in real bankruptcy cases, whether in a small dollar consumer practice or a big dollar corporate reorganization. Students will learn the language of commercial law and bankruptcy, along with the skills to find their way around the Bankruptcy Code.

This is a true digital book, with links to both the cases and the statutes. The case links jump to the full text in the free Google Scholar website, while the statutory links jump to reprinted statutes in the appendixes of the book. No materials other than the book are needed.

This free online textbook is a one semester course in basic analysis. These were my lecture notes for teaching Math 444 at the University of Illinois at Urbana-Champaign (UIUC) in fall 2009. The course is a first course in mathematical analysis aimed at students who do not necessarily wish to continue a graduate study in mathematics. A Sample Darboux sums prerequisite for the course is a basic proof course. The course does not cover topics such as metric spaces, which a more advanced course would. It should be possible to use these notes for a beginning of a more advanced course, but further material should be added.

This is an entry level blueprint reading book written for the first year welding student. The book will be used in the first term of a two year welding program to familiarize the student to sketching and reading blueprints.

A grasp of the logic and practice of science is essential to understand the rest of the world around us. To that end, the CMB3e iText (like earlier editions) remains focused on experimental support for what we know about cell and molecular biology, and on showing students the relationship of cell structure and function. Rather than trying to be a comprehensive reference book, CMB3e selectively details investigative questions, methods and experiments that lead to our understanding of cell biology. This focus is nowhere more obvious than in the chapter learning objectives and in external links to supplementary material. The Basic CMB3e version of the iText includes links to external web-sources as well as the author’s short, just-in-time YouTube VOPs (with edited, optional closed captions), all embedded in or near relevant text. Each video is identified with a descriptive title and video play and QR bar codes.

This book aims to narrate fundamental concepts of structural design to architecture students such that they have minimum involvement with math problem-solving. Within this book, students learn about different types of loads, forces and vector addition, the concept of equilibrium, internal forces, geometrical and material properties of structural elements, and rules of thumb for estimating the proportion of some structural systems such as catenary cables and arches, trusses, and frame structures.

Basic Hindi I is an online, interactive, and tech-enhanced textbook that promotes speaking, listening, reading, writing, and cultural skills. Each Chapter in this book has clear stated learning outcomes, a review of previous chapters, reading/listening sections, study abroad section, relevant grammatical items, and cultural notes. The pedagogical approach in the book is mixed and informed by the socio-cultural approaches and the generative approaches of the Second Language Acquisition theory. The mixed theoretical backgrounds match diverse learning and teaching philosophies and styles. Following the learning outcomes guided by American Council of Teaching Foreign Language (ACTFL), this textbook aims for the novice learners to attain intermediate low to mid-level proficiency level. The textbook incorporates pictures, audio-visual materials, and activities developed on the H5P platform to keep learners engaged.

This is a free textbook offered by Saylor Foundation. The Basics of General, Organic, and Biological Chemistry by David W. Ball, John W. Hill, and Rhonda J. Scott is a new textbook offering for the one-semester GOB Chemistry course. The authors designed this book from the ground up to meet the needs of a one-semester course. It is 20 chapters in length and approximately 350-400 pages; just the right breadth and depth for instructors to teach and students to grasp. In addition, The Basics of General, Organic, and Biological Chemistry is written not by one chemist, but THREE chemistry professors with specific, complimentary research and teaching areas. David W. Ball’s specialty is physical chemistry, John W. Hill’s is organic chemistry, and finally, Rhonda J. Scott’s background is in enzyme and peptide chemistry. These three authors have the expertise to identify and present only the most important material for students to learn in the GOB Chemistry course.

The Battle of Gettysburg was fought July 1–3, 1863, in and around the town of Gettysburg, Pennsylvania, by Union and Confederate forces during the American Civil War. The battle involved the largest number of casualties of the entire war and is often described as the war's turning point. Union Maj. Gen. George Meade's Army of the Potomac defeated attacks by Confederate Gen. Robert E. Lee's Army of Northern Virginia, ending Lee's attempt to invade the North.

The Battle of Antietam has been called the bloodiest single day in American History. By the end of the evening, 17 September 1862, an estimated 4,000 American soldiers had been killed and over 18,000 wounded in and around the small farming community of Sharpsburg, Maryland. Emory Upton, then a captain with the Union artillery battery, later wrote, “I have heard of ‘the dead lying in heaps,’ but never saw it till this battle. Whole ranks fell together.” The battle had been a day of confusion, tactical blunders, individual heroics, and the effects of just plain luck. It brought to an end a Confederate campaign to “liberate” the border state of Maryland and possibly to take the war into Pennsylvania. A little more than one hundred and forty years later, the Antietam battlefield is one of the best-preserved Civil War battlefields in the National Park System.

When Joseph Hooker had relieved Ambrose Burnside after the disastrous Fredericksburg campaign, he found the Army of the Potomac in a low state of morale. Desertion was increasing, and the army's own interior administration - never good - had deteriorated.

The battle of Chickamauga, fought on 19-20 September 1863, was the bloodiest battle in the western theater during the American Civil War. Along the banks of Chickamauga Creek in Northwest Georgia, less than a day's march south of Chattanooga, Tennessee, the Union Army of the Cumberland led by Maj. Gen. William S. Rosecrans clashed with Confederate General Braxton Bragg's Army of Tennessee in a two day mêlée that left almost 35,000 men dead, wounded, or missing.

Cheers rang out in the streets of Washington on July 16, 1861 as Gen. Irvin McDowell’s Federal army, 35,000 strong, marched out to begin the long-awaited campaign to capture Richmond and end the war. It was an army of green recruits, few of whom had the faintest idea of the magnitude of the task facing them.

McDowell’s lumbering columns were headed for the vital railroad junction at Manassas. Here the Orange and Alexandria Railroad met the Manassas Gap Railroad, which led west to the Shenandoah Valley. If McDowell could seize this junction, he would stand astride the best overland approach to the Confederate capital.

On July 18, McDowell’s army reached Centreville. Five miles ahead a small meandering stream named Bull Run crossed the route of the Union advance. Guarding the fords from Union Mills to the Stone Bridge were 22,000 Southern troops under the command of Gen. Pierre G.T. Beauregard. McDowell first attempted to move toward the Confederate right flank, but his troops were checked at Blackburn’s Ford. He then spent the next two days scouting the Southern left flank. In the meantime, Confederate Gen. Joseph E. Johnston's army, stationed in the Shenandoah Valley with 10,000 Confederate troops, were ordered to support Beauregard. Johnston gave an opposing Union army the slip and, employing the Manassas Gap Railroad, started his brigades toward Manassas Junction, with most arriving July 20 and 21.

At the start of the Fredericksburg Campaign, the Union Army of the Potomac managed to steal a march on the Confederate Army of Northern Virginia. But owing to the failure of the Federals' pontoon bridge equipment to arrive at the crossing of the Rappahannock River as scheduled, the Southerners were able to block the road to Richmond. The Union commander, General Burnside, decided to launch a frontal assault against the Confederate position at Fredericksburg, resulting in one of the Union Army's most lopsided tactical defeats of the Civil War.

n late June 1863, more than two years into the American Civil War, Union and Confederate military forces converged on the town of Gettysburg, Pennsylvania. After a series of military successes, Confederate Commander Robert E. Lee led his Army of Northern Virginia into Union territory in his second invasion of the North. He hoped that a Confederate victory in Pennsylvania would convince Northern politicians to abandon the war. The Union Army of the Potomac, led initially by General Joseph Hooker and then General George Meade, crossed the Potomac River to pursue Lee’s forces.

The University of North Georgia Press and Affordable Learning Georgia bring you Becoming America: An Exploration of American Literature from Precolonial to Post-Revolution. Featuring sixty-nine authors and full texts of their works, the selections in this open anthology represent the diverse voices in early American literature. This completely-open anthology will connect students to the conversation of literature that is embedded in American history and has helped shaped its culture.

This textbook is designed for beginning learners who want to learn basic Japanese for the purpose of living and working in Japan. Unlike textbooks written primarily for students, whose content largely centers on student life, this book focuses more on social and professional life beyond school.
As a beginning level textbook, this book includes many elementary grammar patterns (Japanese Language Proficiency Test Levels 5 and 4), but the vocabulary and situations are selected specifically for working adults. Explanations are kept concise so as to only cover key points. The main focus is on oral communication and the accompanying audio is to be used extensively. This textbook can be used for self-study, as part of an online course, or as a traditional college course.

Apply the sampling distribution of the sample mean as summarized by the Central Limit Theorem (when appropriate). In particular, be able to identify unusual samples from a given population.

Climate change is an urgent problem. Because it is causing new weather extremes and fatal catastrophes, climate change is better termed climate disruption. Bending the curve to flatten the upward trajectory of pollution emissions responsible for climate disruption is essential in order to protect billions of people from this global threat. Education is a key part of the solution.

The book is supported by discussion of relevant theory and research in cultural sociology.Beyond Race: Cultural Influences on Human Social Life has stressed learner-centered teaching with the instructor taking on the role of a facilitator of learning. As such, it is expected the instructor will serve as the mediator between the content of this book and learners’ understanding of material on multiple and higher levels. This book does not offer a set of rules in teaching cultural sociology, but rather suggests content and applications to consider and modify as needed by the ever-changing dynamics of instructors and learners.