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complete charleston 2007 2008 a guide to the architecture history gardens and foodShed the societal and cultural narratives holding you back and let step-by-step Discovering Our Past: A History of the United States, Early Years textbook solutions reorient your old paradigms. NOW is the time to make today the first day of the rest of your life. Unlock your Discovering Our Past: A History of the United States, Early Years PDF (Profound Dynamic Fulfillment) today. YOU are the protagonist of your own life. Let Slader cultivate you that you are meant to be! Please reload the page. The distance he would need to travel was not known, however, and he greatly underestimated the Earth’s circumference; therefore, he would have no way of recognizing when he had arrived at his destination. 11. D Previous Next Order a print copy As an Amazon Associate we earn from qualifying purchases.This book isWe recommend using aExcept where otherwise noted, textbooks on this site. Belief in their own superiority inspired some Texans to try to undermine the power of the Mexican government. White miners resented the mining successes that the Chinese earned. They believed the Chinese were unfairly depriving them of the means to earn a living. This book isWe recommend using aExcept where otherwise noted, textbooks on this site. Can't find your question in this library. All you have to do is ask. Our U.S. history experts are ready to help. Why would it be in that location. Consider the GASB requirements for external financial reporting. Discuss the various ways the GASB sta. Production of large garden pots for the coming three months is budgeted as follows: May 20,000 June 40,000 July 35,000 Each pot requires 30 minutes of direct l. The following beginning and ending inventory levels (in units) are planned for the next year. Two units of raw materials are required to produce each unit. How does Jefferson justify Revolution? True False Which method would you choose to calculate G for a reaction at a temperature other than 25 C?http://petpetmates.com/files/editor/eska-owners-manual.xml

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A) True B) False A) True B) False A) True B) False What type of business organization existed before this? Production Budget. b). Sales Budget. c). Cash Budget. d). Capital Expenditures Budget. Are the components the same for every organization. Why or why not? Should every organization forecast its operating budget. Why or why not? When this mixture reacts with oxygen, a new chemical substance is created; Iron Sulphide. Explain the follo. What incentives do managers have to create budgetary slack? If a given store has current annual materials han. True or False. What are the main sub-budgets that would feed into the master budget? Will this increase, decrease, or have no effect on the unemployment rate and the labor force participation rate? Explain. What can these changes accomplish? One of these budgets is the production budget. Which of the following best describes the production budget? A. It details the required direct la. How does this compare to the present? What type of business organization existed before this? The direct labor budget indicates that 7,400 direct labor-hours will be required in May. The variable overhead rat. Cost of goods sold has been estimated at 50 percent of sales. Product purchases and payments are to be made during the. Cost of goods sold has been estimated at 50 percent of sales. Product purchases and payments are to be made during the. The practice is divided into three departments: auditing, tax, and consulting. Billable hours f. What was the budgeted variable cost per pool. The following is a partially completed performance report for Sunshine Pools. SUNSHINE POOLS Income Statem. How many pools did Sunshine actually install in April. The following is a partially completed performance report for Sunshine. Do you agree or disagree. Explain your answer. The cost of the musk oil is 180 roubles per kilogram. (Siberia. The variable selling and administrative ex. Which of the following is prepared directly after the cash budget? a.http://adamhu.com/javier/esis-user-manual.xml Overhead budget b. Production budget c. Budg. Which of the following budgets is a financial budget? a. Sales budget b. Cash budget c. Overhead budget d. Cost of. The company generates a gross. True or False? T1 is its most popular high-performance desktop model. The sales manager is confident that, between October and December, the total. B) the capital budget and the budgeted income statement only. C) the capital budget, the cash budget, a. B) purchases budget and the budgeted income statement. C) budgeted income statement and th. True or False. The expected production per month is 40,000 units.Is the statement true or false? What is the evidence against this theory? B) establishing black codes to stifle them. C) refusing to write new constitutions. D) attem. B) was neither truly radical nor truly reconstruction. C) created true racial equality. D) was put forward by the Democratic Part. B) was a Radical Republican. C) wanted to punish the South once the Civil War ended. D) wished to reduce presidential authority in the postwar peri. Who benefitted from these changes. A) Federal power increased, as did the influence of industrialists. B) State power grew to. A) Very little land was available to purchase. B) They were allowed to purchase land in only designated. B) schools to educate their children. C) banks to assist in lo. True or false? True or false? What would the entry to record the payroll distribution include? a. debit. Briefly describe its contents in order. The company develops plans using an annual budgeting cycle. For next year, the production budget is 75,000 units. Inventories. On May 31, the company has 12,000 parts in stock, although sales for the next month (June) are estimated to total 12,. Each month's ending inventory. To make one unit of finished product, 7 pounds of raw materials are required. Actual beginning and desired ending inventories. Sub budgets are not a necessity for good management of the business. True or false? The required production units are 97,000. What are the beginning and desired ending finished goods units, respectively? Each unit of output requires 0.77 direct labor-hours.ABC Company desires the ending inventory to be equal to 20 of the next month's sales. If the beginning inventory is 100, and the cu. Each unit requires 30 minutes of direct labor to complete. Calculate the budgeted cost of d. Each unit requires 20 minutes of direct labor to complete. Calculate the budgeted cost of d. Is this statement true or false? Additionally, discuss management's incentives for understating revenues and overstating expenses when creating budgets. Later that year, these markets began to unwind, an. Clover should have inventory on hand at t. True or false? Explain you answer True or False. What are th. Management estimated that four percent of credit sales would be uncollectible. A) The NAICS codes are considered to be perfect codes that adjust to a country's own u. The period of the lowest inflation in the twentieth century for the U.S was: a) Years after Wor. The marketing department has determined that billing rates compu. What type of budget approach is typically used in for profit Projected sales units for the next six months are: April - 40,000; May - 45,000; June - 50,000; July - 55,000; August - 60,000; Sept. - 62,00. Can you provide an example from your work? (financial account analyst) (2) What is ABB. How does it differ from Activity-Based Management? True or false? The following selling and administrative exp. The practice is divided into three departments: auditing, tax, and consulting. Billable hours fo. Which of the following programs were part of the New Deal.How did these ordinances shape the U.S. that we know today? The sales projection i. Recall the Great Depression, which began in 1929, where unemployment increased to 25 in 1933. One reason for b. The canned food box (type C) and the perishable food box (type P) have the follow. Instead, the United States saw a spurt in the econ. What is the connection between the fall in the cost of transportation and the increase in industrialization before the Civil War? The company is considering opening a new store on October 1, 2015. The company president formed a planning co. To keep production and sales moving smoothly, the company has the following inventory requirements: 1. The finished goods. Explain the factors that have impeded wage growth in the United States and why we are now starting to see wage growth accelerate. Select data are presented below for the current month. Provide a flexible budget analysis to see how costs were controlled. Particulars Actual costs. What are the lessons to be drawn from their argument for developing countries today? The company began operations on December 1, 2013. Its accountant quit the second week of operations, and the company is sea. What types of reforms have occurred in American public schools since the 1950s. To what extent have these reforms been necessar. Why or why not? Discuss whether setting more challenging budgets would lead to improved performance. Write the budget. What was the unemployment rate. What happened to GDP? Is a standard different from a budget. B) What happens if they are set too high or too low? May it help prevent future crisis due to its Shari'a based approach? What roles do the budgeted income statement and budgeted balance sheet play in finding answers to these questions. EnglishThe text then discusses the formation of the Unites States as a nation independent from colonial powers, and moves through the major political, cultural, and social developments that the nation experiences over the following 220 years. Each chapter includes key vocabulary terms and a timeline. The chronologically arranged chapters each have an introduction and subsections, and each term in the index is hyperlinked to the section where it is discussed. This textbook does a fine job of covering a broad period of time with a complex history, in my opinion. This could be easily resolved within the text by quoting a primary source or using more neutral terms. While issues like these were not widespread throughout the text, their presence was concerning to me, as an instructor. In particular, throughout most of the text I found the direct discussion of racism and racialized issues mostly up-to-date for teaching a course at the moment, as there are many American history texts that tend to obscure and minimize these issues as driving forces in political, cultural and social life. The text currently contains history up through the Obama presidency, I hope that it will be updated with material from 2016-2020, now that this chapter of American political life has ended. The chronological structure of the text will make recent history easy to incorporate, but I would encourage the authors to keep abreast of newly published research for the earlier time periods and revise their chapters when possible.In my opinion, it is appropriate for students at the high school level, or for an introductory or survey course at an undergraduate institution. Vocabulary terms that would be unfamiliar to a modern reader are defined in text and are also highlighted at the end of each chapter. Although I think that the structure of this text lends itself best to courses that are taught chronologically. An instructor hoping to approach US history from a thematic perspective, with units on, for example, women's rights or labor rights, would not easily be able to isolate that material. This is common, though, for history texts, of course, but thematic sections might be something to consider for a future version of the text, or for an additional open-source US history book. I think that there could be some additional critical thinking prompts around the historiography of some primary source links, but allowing the students to analyze some of these materials on their own certainly strengthens the learning experience of the subject matter. Personally, I think that the text could have gone even further to construct an inclusive history, especially in regards to the discussion of native nations of what became known as North America.I also found that including many of the key documents in U.S. History, like the Constitution, in the appendix were helpful, so students can refer to these throughout the course. Instructors should consider how a student with Japanese heritage might feel during such a discussion, and be sure that there is a clear learning objective before assigning the critical thinking prompt. The table of contents clearly illustrates the major themes and topics in United States History. The table of contents clearly illustrates the major themes and topics in United States History. I have submitted both of the corrections to OpenStax, and they have corrected the errors. (One was a date error and the other error was a geographic error.) Their support team was very receptive to my findings. I believe that some of the images are out-of-date. I understand that they are trying to use open source material, but I believe that there could be better image options to illustrate the content. These links sometimes take the reader to an out-of-date website or a broken URL.The text is very clear and appropriate.The reader knows what to expect for each chapter. The framework is clear and does not alter throughout the book. The smaller sections are easy to digest. There is little disruption to the reader and the entire book has a nice flow to it. This can be frustrating when assessing students on a term or subject when they haven't read both of the chapters where the information is covered.There should be more quality control measures for checking these outside links. I tell my students not to click on the links. The book would be greatly improved by moving the comprehensive glossary to the end of the book and limiting chapter key terms (which could them be looked up in the glossary if the definition is not clear in the text). It could benefit from a few changes. For example, the book uses the term Atlantic World but does not define it according to the definition as it is put forth by Atlanticists. This book will most like be used in a survey course and students will go on to take additional history courses, one of which might be the Atlantic World. As much as possible the book should define terms like this in the way they are defined by historians in that field. The book would benefit from an overhaul to revise it using active voice. Additionally, there are always a number of words in each chapter that are not course specific, but are used under the assumption that the student will know what they mean. I am constantly needing to provide my own online glossary for my US History courses because many of my student do not have knowledge of many non-vocabulary words that are casually used in the text.They break up the long chapters, but do not interfere with the flow of the topics. Chapters may overlap chronologically, but that does not interfere with the student's ability to make connections between one chapter topic and the next. It also provides a good way for the instruction to review by helping students bridge the topic and chronology over 2-3 chapters. We instruct students to use active voice in their own writing and it would be better if the book modeled this writing style. Images and text are inclusive of a wide audience of varied race and ethnicity. It was an easy swap form a print textbook to this no-cost OER. 77 of my students were not buying the print textbook. Beginning in Fall 2020 they will all have equal access to the material. The authors clearly worked diligently to include the major points of the history necessary for an introductory text. The Index needs to be more comprehensive, it is too. The authors clearly worked diligently to include the major points of the history necessary for an introductory text. The Index needs to be more comprehensive, it is too abbreviated. There is no glossary and this is a problem. The text is light on definitions, for instance, imperialism is never defined, hegemony is never mentioned. The idea of the US as a nation that has never practiced imperialism is very strongly embedded in our national discourse and changing that mind set can only happen with a concentrated barrage of basic definitions and facts in our texts. Not to speak for anyone else, my students need basic definitions. I did not find any errors. The call for more inclusive historical matter is loud. In the list of authors, I do not see a single African American historian, no Native Studies, no Women's History, no Gender Studies historian. I have to agree with the critique written by an earlier reviewer who said that this text shows a decided slant that the history of white men is the history of the US. Clearly, the authors made an effort to include voices and people outside the majority white and male historical record, yet this is also clearly an aspect of the text that will need to be further amended. We need to hear the voices that say, for example, race is at the center of US history, that say native people are the beginning and center of US history, that call for the centrality of women's history, of those of non-compliant sexual identity.It will help students erect a framework of US history in their own minds. There is still work to be done to more adequately address the lack of robust use of definitions. Students seem to learn best when, over the course of a term, they can rely on a steady model of instruction so they can use their energies to absorb the information. The text does a good job of maintaining uniformity of structure over the chapters. Considering that there were several authors, the consistency is laudable. The book does meet this criteria, the subject headings are certainly not followed by large blocks of text. There is hardly a page without some type of pictorial insert, hardly a subject matter that extends for more than a page or two. Henry James would not be impressed. This is a pedagogical point of view with which I do not agree but which is so widespread and imposing that it is not really worth an argument. Historically, more than one or two things are happening at the same time so maintaining a clear narrative is essential. The organization of the material, even in complex situations such as when the US has both international as well as internal struggles is nicely done. Once the book is opened, it attracts readers as well as casual browsers. I have seen several generations glance at it, then turn a few pages and then sit down to read more. Far from confusing or distracting readers, the layout of the pages invites readers to delve into it. This is a necessity that cannot be over emphasized for my students. Modeling excellent writing is a tremendous help. The authors did include instances of historical moments when non-white, non-male actors were the agents of history. However, the point of view is clearly white and male. This point of view has been very gradually becoming less and less acceptable over the last few decades and there is now a very concerted push to change it. How this will play out over the next couple of years will, at least, be interesting. By its very existence, it offers a new modality of teaching that is less hierarchical and more inclusive. Too many students have been constrained from succeeding in class by the cost of the texts. I appreciate the work done by the authors. Thank you so much. However, when you dig a little deeper the book lacks the narrative and interpretive quality of recent commercial textbooks such as the popular text by. However, when you dig a little deeper the book lacks the narrative and interpretive quality of recent commercial textbooks such as the popular text by Eric Foner. This might be a result of a modular approach with multiple authors. For students who pick up the book sporadically and read only a few sections, this might not be a problem. For students who enjoy reading, however, this book will surely disappoint. The most concerning aspect of the book is the casual and often sloppy nature of the text. There are so many times when the text makes an assertion that is not supported by recent scholarship that it is clear that professors are not reviewing this text in detail. I have provided an example of this from Chapter 17 at the end of this review. Word choice and precision seem to be one of the Achilles heels, but students will still get an overview of the period, and hopefully, that will serve as background for understanding lectures and other parts of a course. This could be dangerous. I understand what the authors' intent is, and with some revision, these sections could be vastly improved. I can easily quibble with some choices, but that is true of all textbooks.When it comes to women's history, the book is consistent in offering only a brief and limited perspective. Take women's suffrage as one example. If a student missed a few special sections that cover women's history, they would not see many positive contributions of women. If a student read this book cover to cover, they would gain the impression that women's suffrage was only a moment in history instead of the culmination of generations of thoughts and actions. One possible area of concern for those seeking to adapt the text is the quality of the auxiliary materials such as the reading quizzes. These sorts of resources appear to be an afterthought for this open text just as they are often an afterthought for other publishers. Here is an example of a textbook question that needs to be reconsidered:It is easy to move around in the book and it is digitally searchable. This is not a comment about the text, but please notice that most of the categories reviewers are given are not about the content of the book. So while this book might rank high in terms of stars, many other faculty have also pointed out issues about this book's content. Fans of the Oxford comma might be disappointed. Here is an example in Chapter 17 where the authors make the false and extremely racist assertion that most women in the West were prostitutes until the wives of wealthy white men arrived. In 1860, in the Comstock Lode region of Nevada, for example, there were reportedly only thirty women total in a town of twenty-five hundred men. Some of the “painted ladies” who began as prostitutes eventually owned brothels and emerged as businesswomen in their own right; however, life for these young women remained a challenging one as western settlement progressed. A handful of women, numbering no more than six hundred, braved both the elements and male-dominated culture to become teachers in several of the more established cities in the West. Even fewer arrived to support husbands or operate stores in these mining towns. As wealthy men brought their families west, the lawless landscape began to change slowly. Abilene, Kansas, is one example of a lawless town, replete with prostitutes, gambling, and other vices, transformed when middle-class women arrived in the 1880s with their cattle baron husbands. These women began to organize churches, schools, civic clubs, and other community programs to promote family values. They fought to remove opportunities for prostitution and all the other vices that they felt threatened the values that they held dear.The chapters are organized both chronologically and thematically. The chapters do not. The chapters are organized both chronologically and thematically. The chapters do not delve into too much detail, and instead, consist of an overview. The review and critical thinking questions, at the end of every chapter, are a great way to assess students and check for understanding. While the book is mostly a political history, it also encompasses social and economic history. I found no significant errors in my reading. While no history text can be completely unbiased, this text presents a balanced view. It consistently tries to tell both sides of the story. We hear the perspectives of both settlers and natives on the frontier, Patriots and Loyalists during the Revolution, and secessionists and abolitionists during the Civil War. The balance also extends to more recent and relevant political issues. The nature of the text itself allows it be be easily updated with new information and developments.The language used is accessible to the vast majority of undergraduate students. It is well written and generally enjoyable to read. Some portions are rather dry, especially those dealing with political wranglings and legislation. However, some passages are very engaging and read almost like a novel. Although the narrative is broken up my many headings, it flows well. It does not have the complicated and politicized jargon of other history textbooks. The chapters always provide a broad overview of themes, while not being afraid to delve into lesser known historical events and figures. They are broken down into many subsections. Instructors that want to rearrange the material are easily able to do so without sacrificing clarity. However, they are not organized in strictly chronological order. Chapters often overlap in terms of time period. Inclusion of women's history, black history, native history, and Asian history is consistent throughout the text. The text reflects the diversity that is characteristic of American history and society. The language is easily accessible and engaging. I highly recommend this text for introductory US History courses. There are also consistent themes emphasized throughout the chapters, such as women's history, Black history, and Mexican-American history. There are also consistent themes emphasized throughout the chapters, such as women's history, Black history, and Mexican-American history. Throughout the semester, the book was continuously updated with corrections. There are also a number of online resources included that expand upon the information written in the text. Each chapter is easy to navigate with sub-chapters divided further into sub-headings. At times, these sections are small or lacking deeper analysis though. The depth of research and care in including pertinent information is well done. The depth of research and care in including pertinent information is well done. This will help students be able to increase their historical acumen and not make it so difficult for them to learn. However, if one is able to TOPICALLY and not chronologically teach history, then this would boost the rating significantly. Students will be able to relate to the information and synthesize what they learned by utilizing the comprehensive helps contained at the end of each chapter, as well as studying the important vocab words in each section. Well-written and this text will be utilized by this professor for years to come. The book is weakest in terms of coverage pre-1650 and post-1968. The book is weakest in terms of coverage pre-1650 and post-1968. This does have the advantage that the book is unlikely to become dated in the short term.Professors will not have much work to do setting up the book or explaining difficult concepts. The disadvantage of having avoided jargon and technical terminology is that more complex concepts also seem to have been avoided. The sections on the mid- to late-20th century seems a little different from the bulk of the book. This helps greatly with modularity, but limits what the text offers students in terms of connecting different aspects of US history. There are a number of excellent images that I haven't seen in other texts. These images could be presented in a larger format, rather than the default presentation being shrunk to a fraction of the width of the page. I was particularly impressed with the colonial era and the authors’ devotion to setting up the complex interplay between African,. I was particularly impressed with the colonial era and the authors’ devotion to setting up the complex interplay between African, European and American societies. Within the colonial and national period, the author follows through in this promising beginning, emphasizing the changing history of gender and race and their larger connection to the “larger” political movements of the day. It also does a great job of introducing elements of environmental history. The authors’ written text places a larger focus on political history than it does cultural and social history. However, the primary sources integrated into the text would allow an instructor to consider cultural shifts with students in class. There are some mention of Asian -Americans, Latinos and immigrants from the Middle East, but they are not woven deeply into the text the way African Americans and, at times, Native Americans are. I think moving forward this would be an ideal place for expansion. They might also give more attention to the experiences of African Americans in the South post reconstruction and before the Civil Rights Movements of the 1950s. A complex history of a sizeable portion of the US population is summed over through the use of the phrase “Jim Crow.