diff --git a/CHANGELOG.md b/CHANGELOG.md index 3f2e2211d..e9219e4db 100644 --- a/CHANGELOG.md +++ b/CHANGELOG.md @@ -6,6 +6,11 @@ and this project adheres to [Semantic Versioning](https://semver.org/spec/v2.0.0 ## [Unreleased] +* Add `v2` of `BakeOrderHeaders` that ensure header levels are not skipped +* Add post bake recipe that runs after the selected recipe +* Remove `BakeOrderHeaders` from web recipe +* Add `BakeOrderHeaders` to post bake recipe that runs for all books + ## [v2.29.0] - 2025-09-16 * Create recipe for Polish Nursing book diff --git a/docker/run b/docker/run index 8a0e717d2..0b04834d1 100755 --- a/docker/run +++ b/docker/run @@ -1,5 +1,7 @@ #!/usr/bin/env bash +set -eo pipefail + DIR="$( cd "$( dirname "${BASH_SOURCE[0]}" )" >/dev/null 2>&1 && pwd )" extra_args=() @@ -7,6 +9,8 @@ extra_args=() # Environment variables we want to send to the container env_names=( UPDATE_SNAPSHOTS # rspec will update snapshots if this is set + TRACE_ON + PROFILE ) for env_name in "${env_names[@]}"; do diff --git a/lib/kitchen/directions/bake_order_headers.rb b/lib/kitchen/directions/bake_order_headers.rb index 78bc99c25..f19a55db4 100644 --- a/lib/kitchen/directions/bake_order_headers.rb +++ b/lib/kitchen/directions/bake_order_headers.rb @@ -23,6 +23,25 @@ def self.v1(within:, top_header_value: 2) header.name = header_map[header.name] end end + + def self.v2(within:, top_header_value: 1) + last = -1 + within.search('h1,h2,h3,h4,h5,h6').each do |header| + next if header.parent[:'data-type'] == 'metadata' + + depth = header.name[-1].to_i + if last == -1 + depth = top_header_value + elsif depth > last + 1 + depth = last + 1 + end + name = "h#{depth}" + header.name = name + # https://github.com/openstax/rex-web/blob/a3dd80667d6503d6b2eeea0d58c1b775c85b9500/src/app/content/components/Page/contentDOMTransformations.ts#L40 + header['data-rex-keep'] = true if name == 'h2' && header['data-type'] == 'document-title' + last = depth + end + end end end end diff --git a/lib/recipes/bake b/lib/recipes/bake index 1900da415..14cbdce1d 100755 --- a/lib/recipes/bake +++ b/lib/recipes/bake @@ -81,6 +81,7 @@ book_recipes = \ recipe_array = book_recipes recipe_array.push(WEB_RECIPE) if opts[:platform] == 'web' +recipe_array.push(POST_BAKE) recipe_array.push(VALIDATE_OUTPUT) puts Kitchen::Oven.bake( diff --git a/lib/recipes/post_bake.rb b/lib/recipes/post_bake.rb new file mode 100644 index 000000000..daa7c012e --- /dev/null +++ b/lib/recipes/post_bake.rb @@ -0,0 +1,9 @@ +# frozen_string_literal: true + +require_relative '../kitchen/book_recipe' + +POST_BAKE = Kitchen::BookRecipe.new(book_short_name: :post_bake) do |doc| + book = doc.book + + BakeOrderHeaders.v2(within: book) +end diff --git a/lib/recipes/recipes_helper.rb b/lib/recipes/recipes_helper.rb index 0342e4ff6..3acc66857 100644 --- a/lib/recipes/recipes_helper.rb +++ b/lib/recipes/recipes_helper.rb @@ -3,6 +3,7 @@ require_relative '../imports_for_recipes' require 'slop' require_relative 'validate' +require_relative 'post_bake' # Takes a block and silences any `puts` from that block def silenced diff --git a/lib/recipes/web-generic/recipe.rb b/lib/recipes/web-generic/recipe.rb index 4df4d0a3c..552486114 100644 --- a/lib/recipes/web-generic/recipe.rb +++ b/lib/recipes/web-generic/recipe.rb @@ -13,8 +13,6 @@ # Web directions BakeImages.v1(book_pages: book_pages, resources: resources) book_pages.each do |page_or_composite| - BakeOrderHeaders.v1(within: page_or_composite) - page_or_composite.search('[data-type="example"]').each do |example| BakeExerciseWithTitle.v1(within: example) end diff --git a/spec/kitchen_spec/directions/bake_order_headers_spec.rb b/spec/kitchen_spec/directions/bake_order_headers_spec.rb index 4bea5cd8f..dd1722660 100644 --- a/spec/kitchen_spec/directions/bake_order_headers_spec.rb +++ b/spec/kitchen_spec/directions/bake_order_headers_spec.rb @@ -22,8 +22,38 @@ ).pages.first end + let(:page_with_random_headers) do + book_containing(html: + one_chapter_with_one_page_containing( + <<~HTML +

The top title within the page

+
Body of introduction +
Subtitle
+

a paragraph

+
+

wow another header

+
subheader also
+
subtitle subtitle

paragraph

+
here we see a subtitle
+
+

The SS Morro Castle was

+

an inside job

+
(probably)
+

Like, there was a

+
CIA agent on board...
+
I'm just saying
+ HTML + ) + ).pages.first + end + it 'works' do described_class.v1(within: page_with_headers) expect(page_with_headers).to match_snapshot_auto end + + it 'works (v2)' do + described_class.v2(within: page_with_random_headers) + expect(page_with_random_headers).to match_snapshot_auto + end end diff --git a/spec/recipes_spec/books/accounting/expected_output.xhtml b/spec/recipes_spec/books/accounting/expected_output.xhtml index 01dac2161..8138d4666 100644 --- a/spec/recipes_spec/books/accounting/expected_output.xhtml +++ b/spec/recipes_spec/books/accounting/expected_output.xhtml @@ -325,7 +325,7 @@

Welcome to Principles of Accounting, an OpenStax resource. This textbook was written to increase student access to high-quality learning materials, maintaining highest standards of academic rigor at little to no cost.

-

About OpenStax

+

About OpenStax

OpenStax is a nonprofit based at Rice University, and it’s our mission to improve student access to education. Our first openly licensed college textbook was published in 2012, and our library has since scaled to over 30 books for college and AP® courses used by hundreds of thousands of students. OpenStax Tutor, our low-cost personalized learning tool, is being used in college courses throughout the country. Through our partnerships with philanthropic foundations and our alliance with other educational resource organizations, OpenStax is breaking down the most common barriers to learning and empowering students and instructors to succeed.

@@ -712,7 +712,7 @@
-

Chapter Outline

+

Chapter Outline

1.1 @@ -750,7 +750,7 @@
-

+

Why It Matters

You have been elected as the coordinator of committees for your school’s business honor society. In essence, this makes you the manager of all the committees. This is a new position that was created because the committees have never been evaluated for their effectiveness within the organization. Your job in this position is to ensure that the committees—such as recruiting, fundraising, community service, professional activities, and regional and national conference presentations—are operating within the goals put forth in the society’s mission statements, as well as to assess the effectiveness and efficiency of each committee in meeting the organization’s goals. Your starting point is to understand the overriding mission—the strategic direction and purpose—of the society. Next, you want to understand how each committee fits into the strategic goal of the society and then identify the separate goals of each committee. Once you understand the purpose and goal of each committee, it will be necessary to know how each committee is going about meeting its goals. Last, you will evaluate each committee to see if the goals are being met.

@@ -804,7 +804,7 @@
-

+

1.1 Define Managerial Accounting and Identify the Three Primary Responsibilities of Management @@ -1147,7 +1147,7 @@ -

+

1.2 Distinguish between Financial and Managerial Accounting @@ -1387,7 +1387,7 @@ -

+

1.3 Explain the Primary Roles and Skills Required of Managerial Accountants @@ -1632,7 +1632,7 @@
whistleblower
Mathematics and Statistics
-

+

1.4 Describe the Role of the Institute of Management Accountants and the Use of Ethical Standards @@ -1799,7 +1799,7 @@ -

+

1.5 Describe Trends in Today’s Business Environment and Analyze Their Impact on Accounting @@ -2018,7 +2018,7 @@

-

+

Key Terms

@@ -2286,7 +2286,7 @@
-

+

Summary

@@ -2404,7 +2404,7 @@
-

+

Multiple Choice

@@ -2855,7 +2855,7 @@
-

+

Questions

@@ -3081,7 +3081,7 @@
-

+

Exercise Set A

@@ -3347,7 +3347,7 @@
-

+

Exercise Set B

@@ -3522,7 +3522,7 @@
-

+

Thought Provokers

@@ -3673,7 +3673,7 @@
-

Chapter Outline

+

Chapter Outline

2.1 @@ -3718,7 +3718,7 @@
-

+

Why It Matters

One day, at your part-time job in a local coffee shop, you realize that the employees throw many pounds of used coffee grounds in the trash each day. From an environmental perspective, you are concerned because of the volume of trash being transferred to the landfill. From a business perspective, you wonder if discarding the used grounds is the only option. Could those coffee grounds be used in a profitable manner? After a bit of research, you discover that, if prepared in certain ways, used coffee grounds are good as fertilizer, can kill insects on some plants, can be used as a body scrub, among other options. A recent radio talk show discussed the possibility that coffee grounds could be used as an alternative fuel source, and you learned that coffee grounds are actually being used to help fuel buses in London.

@@ -3793,7 +3793,7 @@
-

+

2.1 Identify Relevant Information for Decision-Making @@ -4016,7 +4016,7 @@

-

+

2.2 Evaluate and Determine Whether to Accept or Reject a Special Order @@ -4177,7 +4177,7 @@

-

+

2.3 Evaluate and Determine Whether to Make or Buy a Component @@ -4356,7 +4356,7 @@

-

+

2.4 Evaluate and Determine Whether to Keep or Discontinue a Segment or Product @@ -4553,7 +4553,7 @@

-

+

2.5 Evaluate and Determine Whether to Sell or Process Further @@ -4690,7 +4690,7 @@ -

+

2.6 Evaluate and Determine How to Make Decisions When Resources Are Constrained @@ -4764,7 +4764,7 @@
-

+

Key Terms

@@ -4904,7 +4904,7 @@
-

+

Summary

@@ -5027,7 +5027,7 @@
-

+

Multiple Choice

@@ -5304,7 +5304,7 @@
-

+

Questions

@@ -5493,7 +5493,7 @@
-

+

Exercise Set A

@@ -5691,7 +5691,7 @@
-

+

Exercise Set B

@@ -5893,7 +5893,7 @@
-

+

Problem Set A

@@ -6123,7 +6123,7 @@
-

+

Problem Set B

@@ -6416,7 +6416,7 @@
-

+

Thought Provokers

@@ -7867,7 +7867,7 @@
Business
-

+

Chapter 1

@@ -8074,7 +8074,7 @@
-

+

Chapter 2

diff --git a/spec/recipes_spec/books/additive-manufacturing/expected_output.xhtml b/spec/recipes_spec/books/additive-manufacturing/expected_output.xhtml index 75f4482ad..098fc593c 100644 --- a/spec/recipes_spec/books/additive-manufacturing/expected_output.xhtml +++ b/spec/recipes_spec/books/additive-manufacturing/expected_output.xhtml @@ -158,7 +158,7 @@ Introduction to Additive Manufacturing
-

Chapter Outline

+

Chapter Outline

1.1 @@ -196,7 +196,7 @@ Introduction to Additive Manufacturing
-

+

Introduction @@ -274,7 +274,7 @@ Introduction to Additive Manufacturing

-

+

1.1 @@ -455,7 +455,7 @@ Introduction to Additive Manufacturing

-

+

1.2 @@ -650,7 +650,7 @@ Introduction to Additive Manufacturing

-

+

1.3 @@ -743,7 +743,7 @@ Layer – The layer is made by selectively and precisely depositing the mat

-

+

1.4 @@ -893,7 +893,7 @@ Layer – The layer is made by selectively and precisely depositing the mat

-

+

1.5 @@ -1229,7 +1229,7 @@ Layer – The layer is made by selectively and precisely depositing the mat

-

+

Discussion Questions

@@ -1297,7 +1297,7 @@ Layer – The layer is made by selectively and precisely depositing the mat
-

+

Solutions

@@ -1313,7 +1313,7 @@ Layer – The layer is made by selectively and precisely depositing the mat
-

+

Summary

@@ -1334,7 +1334,7 @@ Layer – The layer is made by selectively and precisely depositing the mat
-

+

Key Terms

diff --git a/spec/recipes_spec/books/algebra-1/expected_output.xhtml b/spec/recipes_spec/books/algebra-1/expected_output.xhtml index a66164a99..8ee65b9b7 100644 --- a/spec/recipes_spec/books/algebra-1/expected_output.xhtml +++ b/spec/recipes_spec/books/algebra-1/expected_output.xhtml @@ -1174,7 +1174,7 @@
-

+

About this Course

@@ -1210,7 +1210,7 @@ Insert Alt Text
-

Senior Contributing Authors:

+

Senior Contributing Authors:

  • Lynn Marecek, Santa Ana College
  • MaryAnne Anthony-Smith, Formerly of Santa Ana College
    • @@ -1261,7 +1261,7 @@
-

+

Quick Start

@@ -1271,7 +1271,7 @@

Welcome to your Algebra 1 module! We're genuinely excited for you to join our community and embark on a transformative learning journey!

This user-friendly guide is your roadmap to navigating the features and resources of our unique Algebra I content. Let's raise the bar on your algebra skills—get started with confidence today!

-

I. Where to Start

+

I. Where to Start

@@ -1305,7 +1305,7 @@
-
View Lessons in the Course:
+

View Lessons in the Course:

  1. Go to “My courses” then click your Algebra course tile (Image 1)
  2. View lessons by clicking on the unit you would like to see. You can view the lessons in every unit by clicking “Expand all” (Image 2)
    3. @@ -1476,7 +1476,7 @@
-

+

Using Desmos

@@ -1486,7 +1486,7 @@

Throughout the Algebra I curriculum, you will find Desmos activities and graphing calculators embedded in lessons. Desmos activities are interactive online problem sets located on the Desmos website. They can be assigned to your students and graded automatically if you have a Desmos account. Desmos graphing calculators are interactive online graphs embedded under graphing problems in the Algebra I course. Note, the embedded calculator adheres to instructional requirements, not assessment requirements.

We have created a how-to guide with helpful screenshots and links to help you and your students use Desmos. If you need additional help, view the official Desmos guide.

-

I. Understanding Desmos Tools

+

I. Understanding Desmos Tools

Labeled Graph @@ -1606,7 +1606,7 @@
-

+

Additional Resources

@@ -1656,7 +1656,7 @@

-

+

Study Tips

@@ -1665,9 +1665,9 @@

Use the information in this section to support and elevate your academic journey. Get tips for studying, time management, and working successfully on group projects. Explore this content and more in the OpenStax textbook Preparing for College Success, always available free online. Amplify your academic achievement and prepare for the successful future you deserve!

-

Learning, Studying, and Test-Taking

+

Learning, Studying, and Test-Taking

-
The Learning Process
+

The Learning Process

Questions to Consider:

@@ -1688,7 +1688,7 @@

Another way to look at learning is through the biological lens.

When we go through the learning process outlined above, our brains actually change. This is called neuroplasticity, or the brain’s ability to form or reorganize neural pathways in reaction to the learning process. This means that your brain changes when you learn something new, especially if you practice it and fail at getting it right the first time. When you get better at a skill, such as throwing a curveball or learning how to solve for X, your brain is actually reorganizing itself so that you can perform those tasks more quickly.

-
Bloom’s Taxonomy
+
Bloom’s Taxonomy

Bloom’s Taxonomy is a hierarchical framework used to classify learning objectives and cognitive skills into six levels of complexity.

The first and lowest level is “remember.” At this level, you are attempting to recall information, such as definitions of terms or steps in a process. You don’t have to really understand (that will come next) the concepts at this level. For example, you may be able to memorize the steps to perform the quadratic equation by naming them in order, but that doesn’t mean you truly understand the processes involved and the effects of each step.

The second level is “understand.” This is the stage in which you can explain or describe a concept in your own words. Usually, if you have restated a term, concept, or process in your own words, you have a basic understanding of it. Again, these are lower levels of Bloom’s Taxonomy and are the fundamental first steps if you want to move higher up on the taxonomy. The next level is “apply,” which indicates that you know the concept well enough to use it in a new context. Math classes often ask you to remember and understand the steps of a formula and the reason you would use it but then ask you to use that formula in a new problem.

@@ -1879,7 +1879,7 @@
-

+

Creating Your Best Self

@@ -2087,7 +2087,7 @@

-

+

Building Relationships

@@ -2095,7 +2095,7 @@

-

The Benefits of Healthy Relationships

+

The Benefits of Healthy Relationships

Questions to Consider:

@@ -2209,7 +2209,7 @@
-

+

Unit 1 Overview

@@ -2263,7 +2263,7 @@

-

+

Unit 1 Overview: Am I Ready to Learn This?

@@ -2287,7 +2287,7 @@

-

+

Solve Linear Equations: Mini-Lesson Review

@@ -3186,7 +3186,7 @@ -

+

Classify Equations: Mini-Lesson Review

@@ -3739,7 +3739,7 @@ -

+

Find Coordinates: Mini-Lesson Review

@@ -3908,7 +3908,7 @@ -

+

Unit 1 Overview: Wrap Up

@@ -3945,7 +3945,7 @@ -

+

1.1.0 1.1.0: Lesson Overview @@ -3984,7 +3984,7 @@ -

+

1.1.1 1.1.1: Understanding Value @@ -4240,7 +4240,7 @@ -

+

1.1.2 1.1.2: Creating Expressions to Estimate Cost, Part 1 @@ -4862,7 +4862,7 @@ -

+

1.1.3 1.1.3: Understanding Constraints @@ -5403,7 +5403,7 @@ -

+

1.1.4 1.1.4: Creating Expressions to Estimate Cost, Part 2 @@ -5488,7 +5488,7 @@ -

+

1.1.5 1.1.5: Practice @@ -6531,7 +6531,7 @@ -

+

1.1.6 1.1.6: Lesson Summary @@ -6566,7 +6566,7 @@
  • 1.1.5: Practice
    • -

    Checking In

    +

    Checking In

    On a scale of 1 to 5, how confident do you feel about the learning goals of this lesson?

    @@ -6600,7 +6600,7 @@
    -

    +

    1.2.0 1.2.0: Lesson Overview @@ -6643,7 +6643,7 @@

    -

    +

    1.2.1 1.2.1: Finding the Percent of 200 @@ -6765,7 +6765,7 @@ -

    +

    1.2.2 1.2.2: Modeling with Equations to Find Edges in Platonic Solids @@ -7007,7 +7007,7 @@

    Remember that variables represent values in the problem that can change.

    Let's examine two examples of how to write statements algebraically using symbols.

    -
    Example 1
    +

    Example 1

    We want to express the following statement using symbolic language: The sum of three consecutive integers is 372.

    Step 1 - Read the problem.
     The sum of three consecutive integers is 372.

    Step 2 - Identify the variables and known values. If needed, sketch a picture of the scenario.

    @@ -7144,7 +7144,7 @@ -

    +

    1.2.3 1.2.3: Writing Equations to Represent Relationships @@ -7405,7 +7405,7 @@ -

    +

    1.2.4 1.2.4: Writing Equations to Represent Relationships with Percentages @@ -7792,7 +7792,7 @@ -

    +

    1.2.5 1.2.5: Writing Equations to Represent T-Shirts @@ -7832,7 +7832,7 @@ -

    +

    1.2.6 1.2.6: Practice @@ -8915,7 +8915,7 @@ -

    +

    1.2.7 1.2.7: Lesson Summary @@ -8956,7 +8956,7 @@
  • 1.2.6: Practice
    • -

    Checking In

    +

    Checking In

    On a scale of 1 to 5, how confident do you feel about the learning goals of this lesson?

    @@ -8990,7 +8990,7 @@
    -

    +

    1.3.0 1.3.0: Lesson Overview @@ -9026,7 +9026,7 @@

    -

    +

    1.3.1 1.3.1: Finding a Relationship between 𝒙 and 𝒚 @@ -9202,7 +9202,7 @@ -

    +

    1.3.2 1.3.2: Describing Relationships Using Words and Equations @@ -10523,7 +10523,7 @@ -

    +

    1.3.3 1.3.3: Identifying and Representing Relationships @@ -10947,7 +10947,7 @@ -

    +

    1.3.4 1.3.4: Writing an Equation to Represent a Relationship @@ -11000,7 +11000,7 @@ -

    +

    1.3.5 1.3.5: Practice @@ -11835,7 +11835,7 @@ -

    +

    1.3.6 1.3.6: Lesson Summary @@ -11869,7 +11869,7 @@
  • 1.3.5: Practice
    • -

    Checking In

    +

    Checking In

    On a scale of 1 to 5, how confident do you feel about the learning goals of this lesson?

    @@ -11903,7 +11903,7 @@
    -

    +

    1.4.0 1.4.0: Lesson Overview @@ -11941,7 +11941,7 @@

    -

    +

    1.4.1 1.4.1: Finding the Solution to an Equation in One Variable, Part 1 @@ -11995,7 +11995,7 @@ -

    +

    1.4.2 1.4.2: Writing Equations to Represent Constraints @@ -12354,7 +12354,7 @@ -

    +

    1.4.3 1.4.3: Finding the Solution to an Equation in Two Variables @@ -13495,7 +13495,7 @@ -

    +

    1.4.4 1.4.4: Finding the Solution to an Equation in One Variable, Part 2 @@ -13552,7 +13552,7 @@ -

    +

    1.4.5 1.4.5: Practice @@ -13791,7 +13791,7 @@ -

    +

    1.4.6 1.4.6: Lesson Summary @@ -13825,7 +13825,7 @@
  • 1.4.5: Practice
    • -

    Checking In

    +

    Checking In

    On a scale of 1 to 5, how confident do you feel about the learning goals of this lesson?

    @@ -13860,7 +13860,7 @@
    -

    +

    1.5.0 1.5.0: Lesson Overview @@ -13901,7 +13901,7 @@

    -

    +

    1.5.1 1.5.1: Analyzing Graphs of Linear Equations @@ -13950,7 +13950,7 @@ -

    +

    1.5.2 1.5.2 Graphing Linear Functions in Two Variables @@ -14515,7 +14515,7 @@ -

    +

    1.5.3 1.5.3: Examining an Equation in Two Variables and Its Graph, Part 1 @@ -14696,7 +14696,7 @@ -

    +

    1.5.4 1.5.4: Writing, Graphing, and Solving a Linear Equation @@ -15282,7 +15282,7 @@ -

    +

    1.5.5 1.5.5: Examining an Equation in Two Variables and Its Graph, Part 2 @@ -15342,7 +15342,7 @@ -

    +

    1.5.6 1.5.6: Practice @@ -15436,7 +15436,7 @@ -

    +

    1.5.7 1.5.7: Lesson Summary @@ -15469,7 +15469,7 @@
  • 1.5.6: Practice
    • -

    Checking In

    +

    Checking In

    On a scale of 1 to 5, how confident do you feel about the learning goals of this lesson?

    @@ -15503,7 +15503,7 @@
    -

    +

    1.6.0 1.6.0: Lesson Overview @@ -15542,7 +15542,7 @@

    -

    +

    1.6.1 1.6.1: Exploring Equivalent Expressions @@ -15802,7 +15802,7 @@ -

    +

    1.6.2 1.6.2: Expressing Relationships as Equations @@ -16668,7 +16668,7 @@ -

    +

    1.6.3 1.6.3: Exploring Related Equations @@ -17037,7 +17037,7 @@

    For equations to be equivalent, inverse operations are used and must be applied to both sides of an equation so it remains balanced.

    Inverse operations are operations that “undo” other operations.

    -
    Example 1
    +

    Example 1

    Solve 3x=153x=15.

    Since 3 is being multiplied by xx, to solve for xx, divide both sides by 3.

    @@ -17168,7 +17168,7 @@ -

    +

    1.6.4 1.6.4: Recognizing Related Equations @@ -17205,7 +17205,7 @@ -

    +

    1.6.5 1.6.5: Practice @@ -17327,7 +17327,7 @@ -

    +

    1.6.6 1.6.6: Lesson Summary @@ -17354,7 +17354,7 @@
  • 1.6.5: Practice
    • -

    Checking In

    +

    Checking In

    On a scale of 1 to 5, how confident do you feel about the learning goals of this lesson?

    @@ -17388,7 +17388,7 @@
    -

    +

    1.7.0 1.7.0: Lesson Overview @@ -17427,7 +17427,7 @@

    -

    +

    1.7.1 1.7.1: Determining if Zero Is a Solution @@ -17482,7 +17482,7 @@ -

    +

    1.7.2 1.7.2: Explaining Acceptable Moves to Solve an Equation @@ -21175,7 +21175,7 @@ -

    +

    1.7.3 1.7.3: Understanding Equations with No Solution or Infinitely Many @@ -21954,7 +21954,7 @@ -

    +

    1.7.4 1.7.4: Solving Equations by Dividing Values @@ -22022,7 +22022,7 @@ -

    +

    1.7.5 1.7.5: Practice @@ -22774,7 +22774,7 @@ -

    +

    1.7.6 1.7.6: Lesson Summary @@ -22809,7 +22809,7 @@
  • 1.7.5: Practice
    • -

    Checking In

    +

    Checking In

    On a scale of 1 to 5, how confident do you feel about the learning goals of this lesson?

    @@ -22843,7 +22843,7 @@
    -

    +

    1.8.0 1.8.0: Lesson Overview @@ -22882,7 +22882,7 @@

    -

    +

    1.8.1 1.8.1: Expressing Relationships between Two Quantities @@ -23116,7 +23116,7 @@ -

    +

    1.8.2 1.8.2: Identifying the Most Useful Form of an Equation @@ -23670,7 +23670,7 @@ -

    +

    1.8.3 1.8.3: Writing Equations and Isolating Variables @@ -24583,7 +24583,7 @@ -

    +

    1.8.4 1.8.4: Writing Equations Given Dimensions of Shapes @@ -26159,7 +26159,7 @@ -

    +

    1.8.5 1.8.5: Practice @@ -27654,7 +27654,7 @@ -

    +

    1.8.6 1.8.6: Lesson Summary @@ -27689,7 +27689,7 @@
  • 1.8.5: Practice
    • -

    Checking In

    +

    Checking In

    On a scale of 1 to 5, how confident do you feel about the learning goals of this lesson?

    @@ -27723,7 +27723,7 @@
    -

    +

    1.9.0 1.9.0: Lesson Overview @@ -27760,7 +27760,7 @@

    -

    +

    1.9.1 1.9.1: Rearranging an Equation in Three Variables @@ -28178,7 +28178,7 @@ -

    +

    1.9.2 1.9.2: Writing an Equation to Represent a Constraint @@ -29148,7 +29148,7 @@ -

    +

    1.9.3 1.9.3: Writing and Rearranging Equations in Two Variables @@ -29698,7 +29698,7 @@ -

    +

    1.9.4 1.9.4: Solving for a Specified Variable @@ -29734,7 +29734,7 @@ -

    +

    1.9.5 1.9.5: Practice @@ -30129,7 +30129,7 @@ -

    +

    1.9.6 1.9.6: Lesson Summary @@ -30162,7 +30162,7 @@
  • 1.9.5: Practice
    • -

    Checking In

    +

    Checking In

    On a scale of 1 to 5, how confident do you feel about the learning goals of this lesson?

    @@ -30196,7 +30196,7 @@
    -

    +

    1.10.0 1.10.0: Lesson Overview @@ -30235,7 +30235,7 @@

    -

    +

    1.10.1 1.10.1: Interpreting Equations in Context @@ -30267,7 +30267,7 @@ -

    +

    1.10.2 1.10.2: Graphing Equations in Context @@ -31879,7 +31879,7 @@ -

    +

    1.10.3 1.10.3: Writing and Graphing Equations in Standard Form @@ -32362,7 +32362,7 @@ -

    +

    1.10.4 1.10.4: Matching Equations and Graphs @@ -32485,7 +32485,7 @@ -

    +

    1.10.5 1.10.5: Practice @@ -32735,7 +32735,7 @@ -

    +

    1.10.6 1.10.6: Lesson Summary @@ -32766,7 +32766,7 @@
  • 1.10.5: Practice
    • -

    Checking In

    +

    Checking In

    On a scale of 1 to 5, how confident do you feel about the learning goals of this lesson?

    @@ -32800,7 +32800,7 @@
    -

    +

    1.11.0 1.11.0: Lesson Overview @@ -32839,7 +32839,7 @@

    -

    +

    1.11.1 1.11.1: Applying the Distributive Property to Rewrite Expressions @@ -33229,7 +33229,7 @@ -

    +

    1.11.2 1.11.2: Relating Two-Variable Equations, Their Graphs, and Situations @@ -33668,7 +33668,7 @@ -

    +

    1.11.3 1.11.3: Reasoning Symbolically and Abstractly about Linear Equations @@ -34341,7 +34341,7 @@ -

    +

    1.11.4 1.11.4: Identifying the Features of a Graph @@ -34386,7 +34386,7 @@ -

    +

    1.11.5 1.11.5: Practice @@ -34536,7 +34536,7 @@ -

    +

    1.11.6 1.11.6: Lesson Summary @@ -34569,7 +34569,7 @@

    After these activities, you completed the following practice:

    1.11.5: Practice

    -

    Checking In

    +

    Checking In

    On a scale of 1 to 5, how confident do you feel about the learning goals of this lesson?

    @@ -34604,7 +34604,7 @@
    -

    +

    1.12.0 1.12.0: Lesson Overview @@ -34646,7 +34646,7 @@

    -

    +

    1.12.1 1.12.1: Using the Slope Formula @@ -35136,7 +35136,7 @@ -

    +

    1.12.2 1.12.2: Writing an Equation Given the Slope and y-intercept @@ -35229,7 +35229,7 @@ -

    +

    1.12.3 1.12.3: Writing an Equation Given the Slope and a Point @@ -35615,7 +35615,7 @@ -

    +

    1.12.4 1.12.4: Writing Equations in Different Forms @@ -36283,7 +36283,7 @@ -

    +

    1.12.5 1.12.5: Writing an Equation Given Two Points @@ -36663,7 +36663,7 @@ -

    +

    1.12.6 1.12.6: Choosing a Method to Write an Equation @@ -36874,7 +36874,7 @@ -

    +

    1.12.7 1.12.7: Practice @@ -43189,7 +43189,7 @@ -

    +

    1.12.8 1.12.8: Lesson Summary @@ -43222,7 +43222,7 @@

    After these activities, you completed the following practice:

    1.12.5: Practice

    -

    Checking In

    +

    Checking In

    On a scale of 1 to 5, how confident do you feel about the learning goals of this lesson?

    @@ -43256,7 +43256,7 @@
    -

    +

    1.13.0 1.13.0: Lesson Overview @@ -43294,7 +43294,7 @@

    -

    +

    1.13.1 1.13.1: Writing Linear Equations @@ -43454,7 +43454,7 @@ -

    +

    1.13.2 1.13.2: Creating Tables from Verbal Descriptions @@ -44248,7 +44248,7 @@ -

    +

    1.13.3 1.13.3: Matching Tables, Equations, and Graphs @@ -44497,7 +44497,7 @@ -

    +

    1.13.4 1.13.4: Creating a Table from an Equation @@ -44708,7 +44708,7 @@ -

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    1.13.5 1.13.5: Practice @@ -45275,7 +45275,7 @@ -

    +

    1.13.6 1.13.6: Lesson Summary @@ -45303,7 +45303,7 @@
  • 1.13.5: Practice
    • -

    Checking In

    +

    Checking In

    On a scale of 1 to 5, how confident do you feel about the learning goals of this lesson?

    @@ -45337,7 +45337,7 @@
    -

    +

    1.14.0 1.14.0: Lesson Overview @@ -45381,7 +45381,7 @@

    -

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    1.14.1 1.14.1: Using Point-Slope Form to Write the Equation of a Line @@ -45438,7 +45438,7 @@ -

    +

    1.14.2 1.14.2 Writing Equations for Point-Slope and Slope-Intercept @@ -47409,7 +47409,7 @@ -

    +

    1.14.3 1.14.3: Writing an Equation of a Line Parallel to a Given Line @@ -47875,7 +47875,7 @@ -

    +

    1.14.4 1.14.4: Writing an Equation of a Line Perpendicular to a Given Line @@ -48725,7 +48725,7 @@ -

    +

    1.14.5 1.14.5: Writing an Equation of a Line Parallel or Perpendicular to an Axis @@ -49096,7 +49096,7 @@ -

    +

    1.14.6 1.14.6: Drawing Parallel and Perpendicular Lines @@ -49175,7 +49175,7 @@ -

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    1.14.7 1.14.7: Practice @@ -51352,7 +51352,7 @@ -

    +

    1.14.8 1.14.8: Lesson Summary @@ -51385,7 +51385,7 @@
  • 1.14.7: Practice
    • -

    Checking In

    +

    Checking In

    On a scale of 1 to 5, how confident do you feel about the learning goals of this lesson?

    @@ -51420,7 +51420,7 @@
    -

    +

    1.15.0 1.15.0: Lesson Overview @@ -51458,7 +51458,7 @@

    -

    +

    1.15.1 1.15.1: Solving Proportions @@ -52085,7 +52085,7 @@ -

    +

    1.15.2 1.15.2: Modeling Equations Using Direct Variation @@ -52350,7 +52350,7 @@ -

    +

    1.15.3 1.15.3: Using Direct Variation to Solve Application Problems, Part 1 @@ -52511,7 +52511,7 @@ -

    +

    1.15.4 1.15.4: Using Direct Variation to Solve Application Problems, Part 2 @@ -52602,7 +52602,7 @@ -

    +

    1.15.5 1.15.5: Practice @@ -52844,7 +52844,7 @@ -

    +

    1.15.6 1.15.6: Lesson Summary @@ -52877,7 +52877,7 @@
  • 1.15.5: Practice
    • -

    Checking In

    +

    Checking In

    On a scale of 1 to 5, how confident do you feel about the learning goals of this lesson?

    @@ -52909,7 +52909,7 @@
    -

    +

    Project 1 Overview

    @@ -52942,7 +52942,7 @@

    -

    +

    Notice and Wonder Graph Features

    @@ -52964,7 +52964,7 @@ -

    +

    Matching Graph and Equations

    @@ -53009,7 +53009,7 @@ -

    +

    Unit 1 Wrap Up

    @@ -53051,7 +53051,7 @@ -

    +

    Productive Failure

    @@ -53147,7 +53147,7 @@ -

    +

    Classroom Discussion

    @@ -53170,7 +53170,7 @@

    -

    How to Promote Effective Classroom Discussion

    +

    How to Promote Effective Classroom Discussion

    There are a number of strategies a teacher can use to encourage fruitful discussion opportunities (Hattie, Fisher, & Frey, 2017). These include:

      @@ -53219,7 +53219,7 @@ -

      +

      Growth Mindset

      @@ -53316,7 +53316,7 @@ -

      +

      Goal Setting

      @@ -53328,7 +53328,7 @@ Incorporating goal setting into instruction creates a forward feedback loop of motivation and learning.

      -

      How to use Goal Setting in Instruction

      +

      How to use Goal Setting in Instruction

      When incorporating goal setting into instruction, it is important to find the right balance of difficulty, customized to the learner’s current ability level. Goals should be hard, but achievable 22. People who set harder goals tend to have better performance 66, but failing to achieve a set goal can negatively impact self-efficacy, which decreases effort put towards future goals 55. Combining a mix of proximal and distal goals may be an effective way to strike this balance 11. A harder, distal goal can be broken up into smaller, more achievable goals. As students experience the small successes along the way, their confidence that they can achieve the larger, further goal increases.

      @@ -53367,7 +53367,7 @@ -

      +

      Spaced Retrieval Practice

      @@ -53380,7 +53380,7 @@

      Engaging in spaced practice can be particularly beneficial for cumulative exams, such as the End-of-Course STAAR exam or similar summative assessments. Students often approach cumulative exams by engaging in long, cramming sessions the night before the exam. With spaced practice, students are encouraged to engage with new and old information over multiple, regular, and shorter sessions. By regularly retrieving this information over a longer period of time, the knowledge becomes easier to retrieve in the future and lasts longer 66.

      -

      Spaced Retrieval Practice in the OpenStax Algebra 1 Curriculum

      +

      Spaced Retrieval Practice in the OpenStax Algebra 1 Curriculum

      Each unit has a short, 5-question STAAR quiz associated with it, and there are also two longer, 15-question STAAR exams covering all the TEKS from each semester. Have students revisit concepts from earlier units periodically using these quizzes and exams throughout the school year (not just in the final lead-up to the end of year STAAR exam).

      @@ -53413,7 +53413,7 @@ -

      +

      Multimedia Principle

      @@ -53423,7 +53423,7 @@

      As educators, we have all heard about or learned about “learning styles” such as visual learners vs auditory learners. That said, it turns out the notion of “learning styles” is not actually supported by research, and in fact a large body of work suggests that everybody learns better through a combination of words and pictures. This body of work has culminated in the “Multimedia Learning Principle” which asserts that people learn better from words and pictures than from words alone (Mayer, 2022).

      The theory behind the Multimedia Learning Principle is related to “cognitive load.” It appears humans have separate working memory loads for our auditory and visual channels. If we can split information between these channels, it frees up “cognitive load” for us to process the information. This principle should be particularly effective for subjects that are difficult to learn and require a high amount of “cognitive load,” or for students that are struggling to make sense of a concept.

      -

      How to use the Multimedia Learning Principle

      +

      How to use the Multimedia Learning Principle

      Whenever possible, try to supplement verbal information with visual information and try to supplement visual information with verbal explanations. Try to make these supplements complementary, rather than redundant. The goal is to facilitate students making connections between the visual information and the auditory information, and to free up some processing space in both channels by dividing the load between them.

      @@ -53455,7 +53455,7 @@ -

      +

      Generative Learning Principle

      @@ -53464,7 +53464,7 @@

      Sometimes referred to as “active learning” or “generative learning,” this principle suggests that students learn better when they participate in a generative learning activity, such as summarizing, mapping, drawing, imagining, self-testing, self-explaining, teaching, or enacting. Any activity that encourages students to engage in cognitive processes that are necessary for learning would be considered “active learning.” For example, selecting the most important ideas, mentally organizing them into a coherent structure, and integrating it with relevant prior knowledge activated from long-term memory would be an activity that supports students’ generative learning.

      -

      Using the Generative Activity Principle

      +

      Using the Generative Activity Principle

      Build in time in your lessons for students to be active participants in their learning and to generate some demonstration of their understanding. Minimize lecturing and passive learning and instead devote class time to structured activities in which students build a representation of their knowledge. This can be as simple as explaining what they just learned to a partner, or more complex like drawing the relationship between what they just learned and concepts they have previously mastered. Students don’t have to be elaborate, but evidence suggests that generative learning activities are more effective when there are some scaffolds in place supporting the students’ process and when the load imposed by the activity is minimized.

      diff --git a/spec/recipes_spec/books/american-government/expected_output.xhtml b/spec/recipes_spec/books/american-government/expected_output.xhtml index 8b9a6d63f..2a150d447 100644 --- a/spec/recipes_spec/books/american-government/expected_output.xhtml +++ b/spec/recipes_spec/books/american-government/expected_output.xhtml @@ -292,7 +292,7 @@ Preface

    -

    About OpenStax

    +

    About OpenStax

    OpenStax is part of Rice University, which is a 501(c)(3) nonprofit charitable corporation. As an educational initiative, it's our mission to transform learning so that education works for every student. Through our partnerships with philanthropic foundations and our alliance with other educational resource companies, we're breaking down the most common barriers to learning. Because we believe that everyone should and can have access to knowledge.

    @@ -537,7 +537,7 @@ Michael Zarkin, Westminster College
    -

    Chapter Outline

    +

    Chapter Outline

    1.1 @@ -561,7 +561,7 @@ Michael Zarkin, Westminster College
    -

    +

    Introduction

    Since its founding, the United States has relied on citizen participation to govern at the local, state, and national levels. This civic engagement ensures that representative democracy will continue to flourish and that people will continue to influence government. The right of citizens to participate in government is an important feature of democracy, and over the centuries many have fought to acquire and defend this right. During the American Revolution (1775–1783), British colonists fought for the right to govern themselves. In the early nineteenth century, agitated citizens called for the removal of property requirements for voting so poor White men could participate in government just as wealthy men could. Throughout the late nineteenth and twentieth centuries, women, African Americans, Native Americans, and many other groups fought for the right to vote and hold office.

    @@ -641,7 +641,7 @@ Michael Zarkin, Westminster College
    -

    +

    1.1 What is Government? @@ -821,7 +821,7 @@ Michael Zarkin, Westminster College -

    +

    1.2 Who Governs? Elitism, Pluralism, and Tradeoffs @@ -949,7 +949,7 @@ Michael Zarkin, Westminster College -

    +

    1.3 Engagement in a Democracy @@ -1147,7 +1147,7 @@ Michael Zarkin, Westminster College

    -

    +

    Key Terms

    @@ -1270,7 +1270,7 @@ Michael Zarkin, Westminster College
    -

    +

    Summary

    @@ -1335,7 +1335,7 @@ Michael Zarkin, Westminster College
    -

    +

    Review Questions

    @@ -1517,7 +1517,7 @@ Michael Zarkin, Westminster College

    -

    +

    Critical Thinking Questions

    @@ -1599,7 +1599,7 @@ Michael Zarkin, Westminster College

    -

    +

    Suggestions for Further Study

    @@ -1720,7 +1720,7 @@ Michael Zarkin, Westminster College
    -

    Chapter Outline

    +

    Chapter Outline

    2.1 @@ -1758,7 +1758,7 @@ Michael Zarkin, Westminster College
    -

    +

    Introduction

    The U.S. Constitution, see Figure 2.1, is one of the world’s most enduring symbols of democracy. It is also the oldest, and shortest, written constitutions of the modern era still in existence. Its writing was by no means inevitable, however. In many ways, the Constitution was both the culmination of American (and British) political thought about government power and a blueprint for the future.

    @@ -1824,7 +1824,7 @@ Michael Zarkin, Westminster College
    -

    +

    2.1 The Pre-Revolutionary Period and the Roots of the American Political Tradition @@ -1970,7 +1970,7 @@ Michael Zarkin, Westminster College

    -

    +

    2.2 The Articles of Confederation @@ -2146,7 +2146,7 @@ Michael Zarkin, Westminster College -

    +

    2.3 The Development of the Constitution @@ -2339,7 +2339,7 @@ Michael Zarkin, Westminster College -

    +

    2.4 The Ratification of the Constitution @@ -2519,7 +2519,7 @@ Michael Zarkin, Westminster College -

    +

    2.5 Constitutional Change @@ -2621,7 +2621,7 @@ Michael Zarkin, Westminster College

    -

    +

    Key Terms

    @@ -2750,7 +2750,7 @@ Michael Zarkin, Westminster College
    -

    +

    Summary

    @@ -2838,7 +2838,7 @@ Michael Zarkin, Westminster College

    -

    +

    Review Questions

    @@ -3072,7 +3072,7 @@ Michael Zarkin, Westminster College

    -

    +

    Critical Thinking Questions

    @@ -3172,7 +3172,7 @@ Michael Zarkin, Westminster College

    -

    +

    Suggestions for Further Study

    @@ -3454,7 +3454,7 @@ Michael Zarkin, Westminster College
    -

    +

    Chapter 1

    @@ -3531,7 +3531,7 @@ Michael Zarkin, Westminster College
    -

    +

    Chapter 2

    diff --git a/spec/recipes_spec/books/anatomy/expected_output.xhtml b/spec/recipes_spec/books/anatomy/expected_output.xhtml index 4c6b09efc..b920b845f 100644 --- a/spec/recipes_spec/books/anatomy/expected_output.xhtml +++ b/spec/recipes_spec/books/anatomy/expected_output.xhtml @@ -307,7 +307,7 @@ Preface

    -

    About OpenStax

    +

    About OpenStax

    OpenStax is part of Rice University, which is a 501(c)(3) nonprofit charitable corporation. As an educational initiative, it's our mission to transform learning so that education works for every student. Through our partnerships with philanthropic foundations and our alliance with other educational resource companies, we're breaking down the most common barriers to learning. Because we believe that everyone should and can have access to knowledge.

    @@ -663,9 +663,9 @@ Shobhana Natarajan, Alcon Laboratories, Inc.

    -

    +

    Chapter Objectives -

    +

    After studying this chapter, you will be able to:

      @@ -680,7 +680,7 @@ Shobhana Natarajan, Alcon Laboratories, Inc.

    -

    +

    Introduction

    Though you may approach a course in anatomy and physiology strictly as a requirement for your field of study, the knowledge you gain in this course will serve you well in many aspects of your life. An understanding of anatomy and physiology is not only fundamental to any career in the health professions, but it can also benefit your own health. Familiarity with the human body can help you make healthful choices and prompt you to take appropriate action when signs of illness arise. Your knowledge in this field will help you understand news about nutrition, medications, medical devices, and procedures and help you understand genetic or infectious diseases. At some point, everyone will have a problem with some aspect of their body and your knowledge can help you to be a better parent, spouse, partner, friend, colleague, or caregiver.

    @@ -695,7 +695,7 @@ Shobhana Natarajan, Alcon Laboratories, Inc.

    -

    +

    1.1 Overview of Anatomy and Physiology @@ -769,7 +769,7 @@ Shobhana Natarajan, Alcon Laboratories, Inc.

    -

    +

    1.2 Structural Organization of the Human Body @@ -846,7 +846,7 @@ Shobhana Natarajan, Alcon Laboratories, Inc.

    -

    +

    1.3 Functions of Human Life @@ -938,7 +938,7 @@ Shobhana Natarajan, Alcon Laboratories, Inc.

    -

    +

    1.4 Requirements for Human Life @@ -1043,7 +1043,7 @@ Decompression sickness (DCS) is a condition in which gases dissolved in the bloo -

    +

    1.5 Homeostasis @@ -1123,7 +1123,7 @@ Decompression sickness (DCS) is a condition in which gases dissolved in the bloo -

    +

    1.6 Anatomical Terminology @@ -1292,7 +1292,7 @@ Decompression sickness (DCS) is a condition in which gases dissolved in the bloo -

    +

    1.7 Medical Imaging @@ -1391,7 +1391,7 @@ Decompression sickness (DCS) is a condition in which gases dissolved in the bloo

    -

    +

    Key Terms

    @@ -1687,7 +1687,7 @@ Decompression sickness (DCS) is a condition in which gases dissolved in the bloo
    -

    +

    Chapter Review

    @@ -1775,7 +1775,7 @@ Decompression sickness (DCS) is a condition in which gases dissolved in the bloo

    -

    +

    Interactive Link Questions

    @@ -1842,7 +1842,7 @@ Decompression sickness (DCS) is a condition in which gases dissolved in the bloo

    -

    +

    Review Questions

    @@ -2202,7 +2202,7 @@ Decompression sickness (DCS) is a condition in which gases dissolved in the bloo

    -

    +

    Critical Thinking Questions

    @@ -2394,9 +2394,9 @@ Decompression sickness (DCS) is a condition in which gases dissolved in the bloo
    -

    +

    Chapter Objectives -

    +

    After studying this chapter, you will be able to:

      @@ -2412,7 +2412,7 @@ Decompression sickness (DCS) is a condition in which gases dissolved in the bloo
    -

    +

    Introduction

    The smallest, most fundamental material components of the human body are basic chemical elements. In fact, chemicals called nucleotide bases are the foundation of the genetic code with the instructions on how to build and maintain the human body from conception through old age. There are about three billion of these base pairs in human DNA.

    @@ -2428,7 +2428,7 @@ Decompression sickness (DCS) is a condition in which gases dissolved in the bloo
    -

    +

    2.1 Elements and Atoms: The Building Blocks of Matter @@ -2599,7 +2599,7 @@ The controlled use of radioisotopes has advanced medical diagnosis and treatment -

    +

    2.2 Chemical Bonds @@ -2721,7 +2721,7 @@ The controlled use of radioisotopes has advanced medical diagnosis and treatment -

    +

    2.3 Chemical Reactions @@ -2824,7 +2824,7 @@ The controlled use of radioisotopes has advanced medical diagnosis and treatment -

    +

    2.4 Inorganic Compounds Essential to Human Functioning @@ -2987,7 +2987,7 @@ Excessive acidity of the blood and other body fluids is known as acidosis. Commo -

    +

    2.5 Organic Compounds Essential to Human Functioning @@ -3517,7 +3517,7 @@ Excessive acidity of the blood and other body fluids is known as acidosis. Commo

    -

    +

    Key Terms

    @@ -3805,7 +3805,7 @@ Excessive acidity of the blood and other body fluids is known as acidosis. Commo
    -

    +

    Chapter Review

    @@ -3880,7 +3880,7 @@ Excessive acidity of the blood and other body fluids is known as acidosis. Commo

    -

    +

    Interactive Link Questions

    @@ -3929,7 +3929,7 @@ Excessive acidity of the blood and other body fluids is known as acidosis. Commo

    -

    +

    Review Questions

    @@ -4390,7 +4390,7 @@ Excessive acidity of the blood and other body fluids is known as acidosis. Commo

    -

    +

    Critical Thinking Questions

    @@ -4560,9 +4560,9 @@ Is this a legitimate example of an exchange reaction? Why or why not?

    -

    +

    Chapter Objectives -

    +

    After studying this chapter, you will be able to:

    @@ -4578,7 +4578,7 @@ Is this a legitimate example of an exchange reaction? Why or why not?

    -

    +

    Introduction

    You developed from a single fertilized egg cell into the complex organism containing trillions of cells that you see when you look in a mirror. During this developmental process, early, undifferentiated cells differentiate and become specialized in their structure and function. These different cell types form specialized tissues that work in concert to perform all of the functions necessary for the living organism. Cellular and developmental biologists study how the continued division of a single cell leads to such complexity and differentiation.

    @@ -4595,7 +4595,7 @@ Is this a legitimate example of an exchange reaction? Why or why not?

    -

    +

    3.1 The Cell Membrane @@ -4857,7 +4857,7 @@ Is this a legitimate example of an exchange reaction? Why or why not?

    -

    +

    3.2 The Cytoplasm and Cellular Organelles @@ -5035,7 +5035,7 @@ The free radical theory on aging was originally proposed in the 1950s, and still -

    +

    3.3 The Nucleus and DNA Replication @@ -5190,7 +5190,7 @@ The free radical theory on aging was originally proposed in the 1950s, and still -

    +

    3.4 Protein Synthesis @@ -5316,7 +5316,7 @@ The free radical theory on aging was originally proposed in the 1950s, and still -

    +

    3.5 Cell Growth and Division @@ -5462,7 +5462,7 @@ Cancer is an extremely complex condition, capable of arising from a wide variety -

    +

    3.6 Cellular Differentiation @@ -5552,7 +5552,7 @@ Stem cell research aims to find ways to use stem cells to regenerate and repair
    -

    +

    Key Terms

    @@ -6032,7 +6032,7 @@ Stem cell research aims to find ways to use stem cells to regenerate and repair
    -

    +

    Chapter Review

    @@ -6111,7 +6111,7 @@ Stem cell research aims to find ways to use stem cells to regenerate and repair
    -

    +

    Interactive Link Questions

    @@ -6182,7 +6182,7 @@ Stem cell research aims to find ways to use stem cells to regenerate and repair
    -

    +

    Review Questions

    @@ -6570,7 +6570,7 @@ Stem cell research aims to find ways to use stem cells to regenerate and repair
    -

    +

    Critical Thinking Questions

    @@ -6732,7 +6732,7 @@ Stem cell research aims to find ways to use stem cells to regenerate and repair
    -

    +

    3.2 The Cytoplasm and Cellular Organelles diff --git a/spec/recipes_spec/books/anthropology/expected_output.xhtml b/spec/recipes_spec/books/anthropology/expected_output.xhtml index 3b3ac6ddc..241b7f2b8 100644 --- a/spec/recipes_spec/books/anthropology/expected_output.xhtml +++ b/spec/recipes_spec/books/anthropology/expected_output.xhtml @@ -151,7 +151,7 @@

    Welcome to Principles of Economics 2e (2nd Edition), an OpenStax resource. This textbook was written to increase student access to high-quality learning materials, maintaining highest standards of academic rigor at little to no cost.

    -

    About OpenStax

    +

    About OpenStax

    OpenStax is a nonprofit based at Rice University, and it’s our mission to improve student access to education. Our first openly licensed college textbook was published in 2012, and our library has since scaled to over 25 books for college and AP® courses used by hundreds of thousands of students. OpenStax Tutor, our low-cost personalized learning tool, is being used in college courses throughout the country. Through our partnerships with philanthropic foundations and our alliance with other educational resource organizations, OpenStax is breaking down the most common barriers to learning and empowering students and instructors to succeed.

    @@ -437,7 +437,7 @@ Mark Witte, Northwestern University

    -

    Chapter Outline

    +

    Chapter Outline

    1.1 @@ -468,7 +468,7 @@ Mark Witte, Northwestern University

    -

    +

    Introduction

    Who do you consider part of your family? How many mothers do you have? Could you or would you marry your cousin? Each of these questions asks us to consider how our society structures kinship. Through the study of kinship within our own and other societies, we better understand such things as the connections that individuals have across generations; how a cultural group manages procreation and childcare; the ways that material assets, power, and influence are inherited; and the choices an individual has for marriage.

    @@ -510,7 +510,7 @@ Mark Witte, Northwestern University

    -

    +

    1.1 What Is Kinship? @@ -587,7 +587,7 @@ Mark Witte, Northwestern University

    -

    +

    1.2 Defining Family and Household @@ -765,7 +765,7 @@ Some families also include +

    1.3 Reckoning Kinship across Cultures @@ -915,7 +915,7 @@ Some families also include +

    1.4 Cross-Cultural Marriage and Family @@ -1206,7 +1206,7 @@ All marriages are arranged, whether between the spouses involved and/or their fa

    -

    +

    Key Terms

    @@ -1540,7 +1540,7 @@ tracing an individual’s kinship through a single gendered line, either ma
    -

    +

    Summary

    @@ -1580,7 +1580,7 @@ Unilineal descent, with the creation of lineages distinguishing the husband from
    -

    +

    Critical Thinking Questions

    @@ -1650,7 +1650,7 @@ Unilineal descent, with the creation of lineages distinguishing the husband from
    -

    +

    Bibliography

    diff --git a/spec/recipes_spec/books/ap-biology/expected_output.xhtml b/spec/recipes_spec/books/ap-biology/expected_output.xhtml index 532ae02b1..3b62c6d25 100644 --- a/spec/recipes_spec/books/ap-biology/expected_output.xhtml +++ b/spec/recipes_spec/books/ap-biology/expected_output.xhtml @@ -162,7 +162,7 @@

    Welcome to Biology for AP® Courses, an OpenStax resource. This textbook was written to increase student access to high-quality learning materials, maintaining highest standards of academic rigor at little to no cost.

    -

    About OpenStax

    +

    About OpenStax

    OpenStax is a nonprofit based at Rice University, and it’s our mission to improve student access to education. Our first openly licensed college textbook was published in 2012, and our library has since scaled to over 25 books for college and AP® courses used by hundreds of thousands of students. OpenStax Tutor, our low-cost personalized learning tool, is being used in college courses throughout the country. Through our partnerships with philanthropic foundations and our alliance with other educational resource organizations, OpenStax is breaking down the most common barriers to learning and empowering students and instructors to succeed.

    @@ -769,7 +769,7 @@ Yael Avissar, Rhode Island College
    -

    Chapter Outline

    +

    Chapter Outline

    1.1 @@ -786,7 +786,7 @@ Yael Avissar, Rhode Island College
    -

    +

    Introduction

    Viewed from space, Earth offers no clues about the diversity of life it harbors. The first forms of life on Earth are thought be microorganisms that existed for billions of years in the ocean before plants and animals appeared. The mammals, birds, and flowers that we see in modern times are mostly “recent” species, originating 130 to 200 million years ago. In fact, only in the last 300,000 years have humans started looking like we do today.

    @@ -901,7 +901,7 @@ Yael Avissar, Rhode Island College
    -

    +

    1.1 The Science of Biology @@ -1418,7 +1418,7 @@ Yael Avissar, Rhode Island College -

    +

    1.2 Themes and Concepts of Biology @@ -1989,7 +1989,7 @@ The diversity of life on Earth is a result of mutations, or random changes in he

    -

    +

    Key Terms

    @@ -2234,7 +2234,7 @@ change
    -

    +

    Chapter Summary

    @@ -2292,7 +2292,7 @@ change
    -

    +

    Review Questions

    @@ -2588,7 +2588,7 @@ change
    -

    +

    Critical Thinking Questions

    @@ -2771,7 +2771,7 @@ Situation:
    -

    +

    Test Prep for AP® Courses

    diff --git a/spec/recipes_spec/books/ap-history/expected_output.xhtml b/spec/recipes_spec/books/ap-history/expected_output.xhtml index a58ec52ca..57c467d34 100644 --- a/spec/recipes_spec/books/ap-history/expected_output.xhtml +++ b/spec/recipes_spec/books/ap-history/expected_output.xhtml @@ -502,7 +502,7 @@

    Welcome to Life, Liberty, and the Pursuit of Happiness, a resource from the Bill of Rights Institute in partnership with OpenStax. This resource was written to increase student access to high-quality learning materials, which maintains the highest standards of academic rigor at no cost.

    -

    About the Bill of Rights Institute (BRI)

    +

    About the Bill of Rights Institute (BRI)

    Established in 1999, the Bill of Rights Institute is a nonprofit entity that supports secondary school teachers of American history, civics, and social studies. By providing free digital resources to educators and students, and professional development programs for instructors, BRI is committed to “educating for self-governance.” In doing so, BRI inspires the rising generation to champion the ideals expressed in our nation’s founding documents and to strive for their full realization.

    @@ -756,7 +756,7 @@
    Social Sciences
    Social Sciences
    -

    +

    1.1 📎 Inquiry Organizer @@ -994,7 +994,7 @@ Europeans believed they discovered an entirely new place when they encountered t

    -

    +

    1.2 📖 Chapter 1 Introductory Essay: 1491–1607 @@ -1961,7 +1961,7 @@ Europeans believed they discovered an entirely new place when they encountered t

    -

    +

    1.3 🔎 Native People @@ -2329,7 +2329,7 @@ Europeans believed they discovered an entirely new place when they encountered t

    -

    +

    1.4 🔎 First Contacts @@ -2701,7 +2701,7 @@ Europeans believed they discovered an entirely new place when they encountered t -

    +

    1.5 🔎 Columbian Exchange @@ -3067,7 +3067,7 @@ Europeans believed they discovered an entirely new place when they encountered t -

    +

    1.6 🔎 Hernando de Soto @@ -3465,7 +3465,7 @@ Europeans believed they discovered an entirely new place when they encountered t -

    +

    1.7 🔎 Life in the Spanish Colonies @@ -4018,7 +4018,7 @@ Europeans believed they discovered an entirely new place when they encountered t -

    +

    1.8 🔎 Origins of the Slave Trade @@ -4477,7 +4477,7 @@ Europeans believed they discovered an entirely new place when they encountered t -

    +

    1.9 🔎 Henry Hudson and Exploration @@ -4919,7 +4919,7 @@ Europeans believed they discovered an entirely new place when they encountered t -

    +

    1.10 📍 Montezuma and Cortés @@ -5326,7 +5326,7 @@ Europeans believed they discovered an entirely new place when they encountered t
    Social Sciences
    Social Sciences
    -

    +

    1.11 💬 Should We Remember Christopher Columbus as a Conqueror or Explorer? @@ -5445,7 +5445,7 @@ Europeans believed they discovered an entirely new place when they encountered t
    Social Sciences
    Social Sciences
    -

    +

    1.12 ✒️ Columbus’s Letter to Ferdinand and Isabella of Spain, 1494 @@ -5901,7 +5901,7 @@ Europeans believed they discovered an entirely new place when they encountered t
    Social Sciences
    Social Sciences
    -

    +

    1.13 ✒️ Cortés’s Account of Tenochtitlan, 1522 @@ -6268,7 +6268,7 @@ Europeans believed they discovered an entirely new place when they encountered t
    Social Sciences
    Social Sciences
    -

    +

    1.14 ✒️ Las Casas on the Destruction of the Indies, 1552 @@ -6529,7 +6529,7 @@ Europeans believed they discovered an entirely new place when they encountered t -

    +

    1.15 ✒️ <i>The Florentine Codex</i>, c. 1585 @@ -6689,7 +6689,7 @@ Europeans believed they discovered an entirely new place when they encountered t
    Social Sciences
    Social Sciences
    -

    +

    1.16 ✒️ The Oral Tradition of the Foundation of the Iroquois Confederacy @@ -7011,7 +7011,7 @@ Europeans believed they discovered an entirely new place when they encountered t -

    +

    1.17 ✒️ Watercolors of Algonquian Peoples in North Carolina, 1585 @@ -7239,7 +7239,7 @@ Europeans believed they discovered an entirely new place when they encountered t
    Social Sciences
    Social Sciences
    -

    +

    1.18 📝 Question Formulation Technique (QFT): Map of 1491 vs. 1754 @@ -7365,7 +7365,7 @@ Europeans believed they discovered an entirely new place when they encountered t
    Social Sciences
    Social Sciences
    -

    +

    1.19 📝 Ship Technology @@ -7486,7 +7486,7 @@ Europeans believed they discovered an entirely new place when they encountered t
    Social Sciences
    Social Sciences
    -

    +

    1.20 📝 Richard Hakluyt and the Case for Undertaking Sea Voyages @@ -7596,7 +7596,7 @@ Europeans believed they discovered an entirely new place when they encountered t
    Social Sciences
    Social Sciences
    -

    +

    1.21 📝 Paideia Seminar: Christopher Columbus @@ -7757,7 +7757,7 @@ Europeans believed they discovered an entirely new place when they encountered t
    Social Sciences
    Social Sciences
    -

    +

    1.22 📝 Writing Practice: Building Thesis Statements @@ -7835,7 +7835,7 @@ Europeans believed they discovered an entirely new place when they encountered t
    Social Sciences
    Social Sciences
    -

    +

    1.23 ✏️ Unit 1 Essay Activity @@ -7958,7 +7958,7 @@ Europeans believed they discovered an entirely new place when they encountered t
    Social Sciences
    Social Sciences
    -

    +

    2.1 📎 Inquiry Organizer @@ -8212,7 +8212,7 @@ Through this inquiry, students will evaluate primary and secondary sources to ex -

    +

    2.2 📖 Chapter 2 Introductory Essay: 1607–1763 @@ -9178,7 +9178,7 @@ Through this inquiry, students will evaluate primary and secondary sources to ex -

    +

    2.3 🔎 The English Come to America @@ -9606,7 +9606,7 @@ Through this inquiry, students will evaluate primary and secondary sources to ex -

    +

    2.4 🔎 The Anglo-Powhatan War of 1622 @@ -9964,7 +9964,7 @@ Through this inquiry, students will evaluate primary and secondary sources to ex -

    +

    2.5 🔎 The Founding of Maryland @@ -10486,7 +10486,7 @@ Through this inquiry, students will evaluate primary and secondary sources to ex -

    +

    2.6 🔎 Anne Hutchinson and Religious Dissent @@ -10854,7 +10854,7 @@ Through this inquiry, students will evaluate primary and secondary sources to ex -

    +

    2.7 🔎 William Penn and the Founding of Pennsylvania @@ -11233,7 +11233,7 @@ Penn’s Treaty with the Indians when he founded the colony of Pennsylvania -

    +

    2.8 🔎 The Fur Trade @@ -11562,7 +11562,7 @@ Penn’s Treaty with the Indians when he founded the colony of Pennsylvania -

    +

    2.9 🔎 Bacon’s Rebellion @@ -12013,7 +12013,7 @@ Penn’s Treaty with the Indians when he founded the colony of Pennsylvania -

    +

    2.10 🔎 The Salem Witch Trials @@ -12339,7 +12339,7 @@ Penn’s Treaty with the Indians when he founded the colony of Pennsylvania -

    +

    2.11 🔎 The Stono Rebellion @@ -12749,7 +12749,7 @@ Penn’s Treaty with the Indians when he founded the colony of Pennsylvania -

    +

    2.12 🔎 The Great Awakening @@ -13156,7 +13156,7 @@ Penn’s Treaty with the Indians when he founded the colony of Pennsylvania -

    +

    2.13 🔎 Benjamin Franklin and the American Enlightenment @@ -13523,7 +13523,7 @@ Penn’s Treaty with the Indians when he founded the colony of Pennsylvania -

    +

    2.14 🔎 Albany Plan of Union @@ -13879,7 +13879,7 @@ Penn’s Treaty with the Indians when he founded the colony of Pennsylvania -

    +

    2.15 🔎 A Clash of Empires: The French and Indian War @@ -14232,7 +14232,7 @@ Penn’s Treaty with the Indians when he founded the colony of Pennsylvania -

    +

    2.16 🔎 Wolfe at Quebec and the Peace of 1763 @@ -14559,7 +14559,7 @@ Penn’s Treaty with the Indians when he founded the colony of Pennsylvania -

    +

    2.17 📍 Pilgrims to the New World @@ -14911,7 +14911,7 @@ Penn’s Treaty with the Indians when he founded the colony of Pennsylvania -

    +

    2.18 📍 King Philip’s War @@ -15252,7 +15252,7 @@ Penn’s Treaty with the Indians when he founded the colony of Pennsylvania
    Social Sciences
    Social Sciences
    -

    +

    2.19 💬 Colonial Identity: English or American? @@ -15385,7 +15385,7 @@ Penn’s Treaty with the Indians when he founded the colony of Pennsylvania
    Social Sciences
    Social Sciences
    -

    +

    2.20 💬 What Was the Great Awakening? @@ -15505,7 +15505,7 @@ Penn’s Treaty with the Indians when he founded the colony of Pennsylvania
    Social Sciences
    Social Sciences
    -

    +

    2.21 ✒️ A City Upon a Hill: Winthrop’s “Modell of Christian Charity,” 1630 @@ -15825,7 +15825,7 @@ Penn’s Treaty with the Indians when he founded the colony of Pennsylvania
    Social Sciences
    Social Sciences
    -

    +

    2.22 ✒️ Bacon vs. Berkeley on Bacon’s Rebellion, 1676 @@ -16224,7 +16224,7 @@ Penn’s Treaty with the Indians when he founded the colony of Pennsylvania
    Social Sciences
    Social Sciences
    -

    +

    2.23 ✒️ Penn’s Letter Recruiting Colonists, 1683 @@ -16540,7 +16540,7 @@ Penn’s Treaty with the Indians when he founded the colony of Pennsylvania
    Social Sciences
    Social Sciences
    -

    +

    2.24 ✒️ Germantown Friends’ Antislavery Petition, 1688 @@ -16852,7 +16852,7 @@ Jo. Hart.
    Social Sciences
    Social Sciences
    -

    +

    2.25 ✒️ Washington's Journal: Expeditions to Disputed Ohio Territory, 1753–1754 @@ -17263,7 +17263,7 @@ We fell in with a Party of French Indians, who had laid in Wait for us; one of t -

    +

    2.26 ✒️ Maps Showing the Evolution of Settlement, 1624–1755 @@ -17527,7 +17527,7 @@ We fell in with a Party of French Indians, who had laid in Wait for us; one of t
    Social Sciences
    Social Sciences
    -

    +

    2.27 📝 Colonial Comparison: The Rights of Englishmen @@ -17661,7 +17661,7 @@ We fell in with a Party of French Indians, who had laid in Wait for us; one of t
    Social Sciences
    Social Sciences
    -

    +

    2.28 📝 Benjamin Franklin Mini DBQ @@ -17777,7 +17777,7 @@ We fell in with a Party of French Indians, who had laid in Wait for us; one of t -

    +

    2.29 📝 Mercantilism @@ -17910,7 +17910,7 @@ We fell in with a Party of French Indians, who had laid in Wait for us; one of t -

    +

    2.30 📝 Civics Connection: The Colonial Origins of American Republicanism @@ -18042,7 +18042,7 @@ We fell in with a Party of French Indians, who had laid in Wait for us; one of t
    Social Sciences
    Social Sciences
    -

    +

    2.31 ✏️ Unit 1 Essay Activity diff --git a/spec/recipes_spec/books/ap-physics-2e/expected_output.xhtml b/spec/recipes_spec/books/ap-physics-2e/expected_output.xhtml index e296e7947..86561ab1c 100644 --- a/spec/recipes_spec/books/ap-physics-2e/expected_output.xhtml +++ b/spec/recipes_spec/books/ap-physics-2e/expected_output.xhtml @@ -136,7 +136,7 @@ Preface

    -

    About OpenStax

    +

    About OpenStax

    OpenStax is part of Rice University, which is a 501(c)(3) nonprofit charitable corporation. As an educational initiative, it’s our mission to transform learning so that education works for every student. Through our partnerships with philanthropic foundations and our alliance with other educational resource companies, we’re breaking down the most common barriers to learning. Because we believe that everyone should and can have access to knowledge.

    @@ -401,7 +401,7 @@
    -

    Chapter Outline

    +

    Chapter Outline

    1.1 @@ -432,7 +432,7 @@
    -

    +

    Connection for AP® Courses

    Most instances of motion in everyday life involve changes in displacement and velocity that occur in more than one direction. For example, when you take a long road trip, you drive on different roads in different directions for different amounts of time at different speeds. How can these motions all be combined to determine information about the trip such as the total displacement and average velocity? If you kick a ball from ground level at some angle above the horizontal, how can you describe its motion? To what maximum height does the object rise above the ground? How long is the object in the air? How much horizontal distance is covered before the ball lands? To answer questions such as these, we need to describe motion in two dimensions.

    @@ -459,7 +459,7 @@
    -

    +

    1.1 Kinematics in Two Dimensions: An Introduction @@ -623,7 +623,7 @@

    -

    +

    1.2 Vector Addition and Subtraction: Graphical Methods @@ -1095,7 +1095,7 @@ is defined to be -

    +

    1.3 Vector Addition and Subtraction: Analytical Methods @@ -3884,7 +3884,7 @@ size 12{A rSub { size 8{y} } } {} -

    +

    1.4 Projectile Motion @@ -8098,7 +8098,7 @@ size 12{t= { {2y} over { \( v rSub { size 8{0y} } +v rSub { size 8{y} } \) }

    -

    +

    Glossary

    @@ -8190,7 +8190,7 @@ size 12{t= { {2y} over { \( v rSub { size 8{0y} } +v rSub { size 8{y} } \) }
    -

    +

    Section Summary

    @@ -8295,7 +8295,7 @@ B=B suby " sin "θ {}
    -

    +

    Conceptual Questions

    @@ -8508,7 +8508,7 @@ B=B suby " sin "θ {}
    -

    +

    Problems & Exercises

    @@ -9197,7 +9197,7 @@ B=B suby " sin "θ {}
    -

    +

    Test Prep for AP® Courses

    @@ -9508,7 +9508,7 @@ B=B suby " sin "θ {}
    -

    +

    Chapter 1

    diff --git a/spec/recipes_spec/books/ap-physics/expected_output.xhtml b/spec/recipes_spec/books/ap-physics/expected_output.xhtml index fe47e01ef..7d9f7c2f3 100644 --- a/spec/recipes_spec/books/ap-physics/expected_output.xhtml +++ b/spec/recipes_spec/books/ap-physics/expected_output.xhtml @@ -132,7 +132,7 @@

    Welcome to College Physics for AP® Courses, an OpenStax resource. This textbook was written to increase student access to high-quality learning materials, maintaining highest standards of academic rigor at little to no cost.

    -

    About OpenStax

    +

    About OpenStax

    OpenStax is a nonprofit based at Rice University, and it’s our mission to improve student access to education. Our first openly licensed college textbook was published in 2012, and our library has since scaled to over 25 books for college and AP® courses used by hundreds of thousands of students. OpenStax Tutor, our low-cost personalized learning tool, is being used in college courses throughout the country. Through our partnerships with philanthropic foundations and our alliance with other educational resource organizations, OpenStax is breaking down the most common barriers to learning and empowering students and instructors to succeed.

    @@ -383,7 +383,7 @@ Professor of Science Education
    -

    Chapter Outline

    +

    Chapter Outline

    1.1 @@ -414,7 +414,7 @@ Professor of Science Education
    -

    +

    Connection for AP® Courses

    What is your first reaction when you hear the word “physics”? Did you imagine working through difficult equations or memorizing formulas that seem to have no real use in life outside the physics classroom? Many people come to the subject of physics with a bit of fear. But as you begin your exploration of this broad-ranging subject, you may soon come to realize that physics plays a much larger role in your life than you first thought, no matter your life goals or career choice.

    @@ -433,7 +433,7 @@ Professor of Science Education
    -

    +

    1.1 Physics: An Introduction @@ -733,7 +733,7 @@ Learn about graphing polynomials. The shape of the curve changes as the constant

    -

    +

    1.2 Physical Quantities and Units @@ -4837,7 +4837,7 @@ Learn about graphing polynomials. The shape of the curve changes as the constant

    -

    +

    1.3 Accuracy, Precision, and Significant Figures @@ -5706,7 +5706,7 @@ We can conclude that the weight of the apple bag is

    -

    +

    1.4 Approximation @@ -6728,7 +6728,7 @@ We can conclude that the weight of the apple bag is -

    +

    Glossary

    @@ -6856,7 +6856,7 @@ We can conclude that the weight of the apple bag is -

    +

    Section Summary

    @@ -6929,7 +6929,7 @@ We can conclude that the weight of the apple bag is -

    +

    Conceptual Questions

    @@ -7080,7 +7080,7 @@ We can conclude that the weight of the apple bag is -

    +

    Problems & Exercises

    @@ -17561,7 +17561,7 @@ We can conclude that the weight of the apple bag is -

    +

    Chapter 1

    diff --git a/spec/recipes_spec/books/astronomy/expected_output.xhtml b/spec/recipes_spec/books/astronomy/expected_output.xhtml index 7dfbd84ec..ae89cfb0a 100644 --- a/spec/recipes_spec/books/astronomy/expected_output.xhtml +++ b/spec/recipes_spec/books/astronomy/expected_output.xhtml @@ -319,7 +319,7 @@

    Welcome to Astronomy, an OpenStax resource. This textbook was written to increase student access to high-quality learning materials, maintaining highest standards of academic rigor at little to no cost.

    -

    About OpenStax

    +

    About OpenStax

    OpenStax is a nonprofit based at Rice University, and it’s our mission to improve student access to education. Our first openly licensed college textbook was published in 2012 and our library has since scaled to over 25 books for college and AP® courses used by hundreds of thousands of students. OpenStax Tutor, our low-cost personalized learning tool, is being used in college courses throughout the country. Through our partnerships with philanthropic foundations and our alliance with other educational resource organizations, OpenStax is breaking down the most common barriers to learning and empowering students and instructors to succeed.

    @@ -669,7 +669,7 @@ Kaisa E. Young, Nicholls State University
    -

    Chapter Outline

    +

    Chapter Outline

    1.1 @@ -735,7 +735,7 @@ Kaisa E. Young, Nicholls State University
    -

    +

    Introduction

    We invite you to come along on a series of voyages to explore the universe as astronomers understand it today. Beyond Earth are vast and magnificent realms full of objects that have no counterpart on our home planet. Nevertheless, we hope to show you that the evolution of the universe has been directly responsible for your presence on Earth today.

    @@ -816,7 +816,7 @@ Kaisa E. Young, Nicholls State University
    Astronomy
    Social Sciences
    -

    +

    1.1 The Nature of Astronomy @@ -857,7 +857,7 @@ Kaisa E. Young, Nicholls State University
    Scientific method
    Social Sciences

    -

    +

    1.2 The Nature of Science @@ -904,7 +904,7 @@ Kaisa E. Young, Nicholls State University
    Scientific laws
    Social Sciences

    -

    +

    1.3 The Laws of Nature @@ -957,7 +957,7 @@ Kaisa E. Young, Nicholls State University

    -

    +

    1.4 Numbers in Astronomy @@ -1061,7 +1061,7 @@ Light travels 3 × 105 km in 1 s. So, let’s calculate how -

    +

    1.5 Consequences of Light Travel Time @@ -1141,7 +1141,7 @@ Light travels 3 × 105 km in 1 s. So, let’s calculate how -

    +

    1.6 A Tour of the Universe @@ -1297,7 +1297,7 @@ Light travels 3 × 105 km in 1 s. So, let’s calculate how -

    +

    1.7 The Universe on the Large Scale @@ -1395,7 +1395,7 @@ Light travels 3 × 105 km in 1 s. So, let’s calculate how -

    +

    1.8 The Universe of the Very Small @@ -1522,7 +1522,7 @@ Light travels 3 × 105 km in 1 s. So, let’s calculate how -

    +

    1.9 A Conclusion and a Beginning @@ -1549,7 +1549,7 @@ Light travels 3 × 105 km in 1 s. So, let’s calculate how

    Certainly our attempts to understand the universe are not complete. As new technologies and new ideas allow us to gather more and better data about the cosmos, our present picture of astronomy will very likely undergo many changes. Still, as you read our current progress report on the exploration of the universe, take a few minutes every once in a while just to savor how much you have already learned.

    -

    +

    For Further Exploration

    @@ -1585,7 +1585,7 @@ Light travels 3 × 105 km in 1 s. So, let’s calculate how
    -

    Books

    +

    Books

    Miller, Ron, and William Hartmann. The Grand Tour: A Traveler’s Guide to the Solar System. 3rd ed. Workman, 2005. This volume for beginners is a colorfully illustrated voyage among the planets.

    Sagan, Carl. Cosmos. Ballantine, 2013 [1980]. This tome presents a classic overview of astronomy by an astronomer who had a true gift for explaining things clearly. (You can also check out Sagan’s television series Cosmos: A Personal Voyage and Neil DeGrasse Tyson’s current series Cosmos: A Spacetime Odyssey.)

    Tyson, Neil DeGrasse, and Don Goldsmith. Origins: Fourteen Billion Years of Cosmic Evolution. Norton, 2004. This book provides a guided tour through the beginnings of the universe, galaxies, stars, planets, and life.

    @@ -1680,7 +1680,7 @@ Light travels 3 × 105 km in 1 s. So, let’s calculate how
    -

    Chapter Outline

    +

    Chapter Outline

    2.1 @@ -1711,7 +1711,7 @@ Light travels 3 × 105 km in 1 s. So, let’s calculate how
    -

    +

    Thinking Ahead

    Much to your surprise, a member of the Flat Earth Society moves in next door. He believes that Earth is flat and all the NASA images of a spherical Earth are either faked or simply show the round (but flat) disk of Earth from above. How could you prove to your new neighbor that Earth really is a sphere? (When you’ve thought about this on your own, you can check later in the chapter for some suggested answers.)

    @@ -1784,7 +1784,7 @@ Light travels 3 × 105 km in 1 s. So, let’s calculate how
    -

    +

    2.1 The Sky Above @@ -2229,7 +2229,7 @@ The Moon moves in the sky relative to the background stars (in addition to movin -

    +

    2.2 Ancient Astronomy @@ -2455,7 +2455,7 @@ The Moon moves in the sky relative to the background stars (in addition to movin -

    +

    2.3 Astrology and Astronomy @@ -2591,7 +2591,7 @@ The Moon moves in the sky relative to the background stars (in addition to movin -

    +

    2.4 The Birth of Modern Astronomy @@ -2763,7 +2763,7 @@ The Moon moves in the sky relative to the background stars (in addition to movin
    -

    +

    Key Terms

    @@ -2883,7 +2883,7 @@ The Moon moves in the sky relative to the background stars (in addition to movin
    -

    +

    Summary

    @@ -2959,7 +2959,7 @@ The Moon moves in the sky relative to the background stars (in addition to movin
    -

    +

    For Further Exploration

    @@ -2995,11 +2995,11 @@ The Moon moves in the sky relative to the background stars (in addition to movin
    -

    Articles

    +

    Articles

    -
    +

    Ancient Astronomy -

    +

    Gingerich, O. “From Aristarchus to Copernicus.” Sky & Telescope (November 1983): 410.

    Gingerich, O. “Islamic Astronomy.” Scientific American (April 1986): 74.

    @@ -3065,7 +3065,7 @@ The Moon moves in the sky relative to the background stars (in addition to movin
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    Collaborative Group Activities

    @@ -3110,7 +3110,7 @@ The Moon moves in the sky relative to the background stars (in addition to movin
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    Exercises

    diff --git a/spec/recipes_spec/books/bca/expected_output.xhtml b/spec/recipes_spec/books/bca/expected_output.xhtml index 403ed01ab..a30d2116d 100644 --- a/spec/recipes_spec/books/bca/expected_output.xhtml +++ b/spec/recipes_spec/books/bca/expected_output.xhtml @@ -282,7 +282,7 @@

    Welcome to Business Computer Applications, an OpenStax resource. This textbook was written to increase student access to high-quality learning materials, maintaining highest standards of academic rigor at little to no cost.

    -

    About OpenStax

    +

    About OpenStax

    OpenStax is a nonprofit based at Rice University, and it’s our mission to improve student access to education. Our first openly licensed college textbook was published in 2012, and our library has since scaled to over 30 books for college and AP® courses used by hundreds of thousands of students. OpenStax Tutor, our low-cost personalized learning tool, is being used in college courses throughout the country. Through our partnerships with philanthropic foundations and our alliance with other educational resource organizations, OpenStax is breaking down the most common barriers to learning and empowering students and instructors to succeed.

    @@ -533,7 +533,7 @@ To reach the Community Hubs, visit www.oercommons.org/hubs/OpenStax.

    -

    Chapter Outline

    +

    Chapter Outline

    1.1 @@ -557,7 +557,7 @@ To reach the Community Hubs, visit www.oercommons.org/hubs/OpenStax.

    -

    +

    Introduction

    Suppose that you have been assigned the task of organizing an event welcoming the staff of WorldCorp’s recently acquired airline to the WorldCorp family. You are asked to write a speech and create a PowerPoint presentation, which celebrates the joining of the airline crew with WorldCorp employees, and helps to orientate the new employees to their new home. The presentation should highlight some of WorldCorp’s accomplishments, including an emphasis on WorldCorp’s ethical standards. @@ -617,7 +617,7 @@ To reach the Community Hubs, visit www.oercommons.org/hubs/OpenStax.

    -

    +

    1.1 Computing: From Inception to Today (The Quick Brown Fox Jumped Over the Lazy Dog) @@ -1053,7 +1053,7 @@ Let’s start by stepping through how to create standard numbered and lette -

    +

    1.2 Digital Devices and Multimedia @@ -1928,7 +1928,7 @@ Monetary and nonmonetary information -

    +

    1.3 The Internet @@ -2105,7 +2105,7 @@ Taaluma Totes Offers Business Opportunities across the Globe. This photograph wa
    -

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    Chapter Review

    @@ -3203,7 +3203,7 @@ footer section in the bottom margin of each page in a document that may contain
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    Chapter Outline

    +

    Chapter Outline

    2.1 @@ -3220,7 +3220,7 @@ footer section in the bottom margin of each page in a document that may contain
    -

    +

    Introduction

    Martin Shkreli, an aspiring pharmaceutical entrepreneur and former hedge fund manager, made headlines in 2015 when he capitalized on a profitable and controversial business opportunity. As the founder and CEO of Turing Pharmaceuticals, Shkreli obtained the expired patent for a lifesaving drug used to combat HIV. He raised the U.S. market price overnight from $13.50 to $750.00 per pill—a 5000% increase. When criticism by the medical community, the public, and 2016 presidential candidates led to demands for a return to the original pricing, Shkreli defended his decision as a smart business practice that contributed to his firm’s bottom line. Eventually, he agreed to reverse the price but later reneged on his promise, offering instead to provide discounts to hospitals. Infectious disease specialists and patient advocates rejected Shkreli’s argument that his “price adjustment strategy” was helpful for patients because those being treated would need the drug long after being released from the hospital. Although the pricing strategy was not illegal, Shkreli was investigated and found guilty of securities fraud that involved falsely raising money from hedge-fund investors and stealing money from his drug company to repay investors. WW-test notes that opener is 194 words. @@ -3275,7 +3275,7 @@ footer section in the bottom margin of each page in a document that may contain

    -

    +

    2.1 Understanding Data, Data Validation, and Data Tables @@ -3394,7 +3394,7 @@ C corporations, S corporations, and B corporations are all types of for-profit c

    -
    Categorical Data
    +

    Categorical Data

    In our earlier example, the cost of the thousands of tubes of toothpaste is the Cost of Goods Sold. The difference between what the retailer paid the wholesaler for the toothpaste and revenue generated by selling the toothpaste to consumers is their Gross Profit. However, to generate sale revenue, merchandising firms incur expenses related to the process of selling the merchandise; hence, the deduction of Selling & Administrative expenses from their Gross Profit. Selling & Administrative Expenses are those expenses incurred by a merchandising firm that are not directly tied to the manufacturing costs of the product and include such expenses as insurance, marketing, administrative salaries and rent. Although this is a simplified Income Statement, it gives you an idea of how merchandising firms begin to account for their basic revenue and costs.

    @@ -3547,7 +3547,7 @@ Define/Describe +

    2.2 What-If Analysis @@ -3768,7 +3768,7 @@ When choosing between two alternatives, usually only one of the two choices can
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    Chapter Review

    diff --git a/spec/recipes_spec/books/biology/expected_output.xhtml b/spec/recipes_spec/books/biology/expected_output.xhtml index 58712660d..13f730dd8 100644 --- a/spec/recipes_spec/books/biology/expected_output.xhtml +++ b/spec/recipes_spec/books/biology/expected_output.xhtml @@ -385,7 +385,7 @@

    Welcome to Biology 2e (2nd edition), an OpenStax resource. This textbook was written to increase student access to high-quality learning materials, maintaining highest standards of academic rigor at little to no cost.

    -

    About OpenStax

    +

    About OpenStax

    OpenStax is a nonprofit based at Rice University, and it’s our mission to improve student access to education. Our first openly licensed college textbook was published in 2012, and our library has since scaled to over 25 books for college and AP® courses used by hundreds of thousands of students. OpenStax Tutor, our low-cost personalized learning tool, is being used in college courses throughout the country. Through our partnerships with philanthropic foundations and our alliance with other educational resource organizations, OpenStax is breaking down the most common barriers to learning and empowering students and instructors to succeed.

    @@ -722,7 +722,7 @@ Shobhana Natarajan, Alcon Laboratories, Inc.
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    Chapter Outline

    +

    Chapter Outline

    1.1 @@ -739,7 +739,7 @@ Shobhana Natarajan, Alcon Laboratories, Inc.
    -

    +

    Introduction

    Viewed from space, Earth offers no clues about the diversity of life forms that reside there. Scientists believe that the first forms of life on Earth were microorganisms that existed for billions of years in the ocean before plants and animals appeared. The mammals, birds, and flowers so familiar to us are all relatively recent, originating 130 to 250 million years ago. The earliest representatives of the genus Homo, to which we belong, have inhabited this planet for only the last 2.5 million years, and only in the last 300,000 years have humans started looking like we do today.

    @@ -839,7 +839,7 @@ Shobhana Natarajan, Alcon Laboratories, Inc.
    -

    +

    1.1 The Science of Biology @@ -1176,7 +1176,7 @@ Shobhana Natarajan, Alcon Laboratories, Inc.

    -

    +

    1.2 Themes and Concepts of Biology @@ -1448,7 +1448,7 @@ Shobhana Natarajan, Alcon Laboratories, Inc.
    -

    +

    Key Terms

    @@ -1694,7 +1694,7 @@ change
    -

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    Chapter Summary

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    Visual Connection Questions

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    Review Questions

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    Critical Thinking Questions

    @@ -2360,7 +2360,7 @@ effect on your daily life.

    -

    Chapter Outline

    +

    Chapter Outline

    2.1 @@ -2384,7 +2384,7 @@ effect on your daily life.

    -

    +

    Introduction

    Elements in various combinations comprise all matter, including living things. Some of the most abundant elements in living organisms include carbon, hydrogen, nitrogen, oxygen, sulfur, and phosphorus. These form the nucleic acids, proteins, carbohydrates, and lipids that are the fundamental components of living matter. Biologists must understand these important building blocks and the unique structures of the atoms that comprise molecules, allowing for cells, tissues, organ systems, and entire organisms to form.

    @@ -2514,7 +2514,7 @@ effect on your daily life.

    -

    +

    2.1 Atoms, Isotopes, Ions, and Molecules: The Building Blocks @@ -3322,7 +3322,7 @@ Pharmaceutical chemists are responsible for developing new drugs and trying to d

    -

    +

    2.2 Water @@ -3666,7 +3666,7 @@ Tag, A. and Hawkins, A. Department of Biology, Texas A&M University -

    +

    2.3 Carbon @@ -3834,7 +3834,7 @@ Ryan K. Department of Biology, Texas A&M University.
    -

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    Key Terms

    @@ -4162,7 +4162,7 @@ Ryan K. Department of Biology, Texas A&M University.
    -

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    Chapter Summary

    @@ -4228,7 +4228,7 @@ Ryan K. Department of Biology, Texas A&M University.
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    Visual Connection Questions

    @@ -4301,7 +4301,7 @@ Ryan K. Department of Biology, Texas A&M University.
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    Review Questions

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    -

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    Critical Thinking Questions

    @@ -4737,7 +4737,7 @@ Ryan K. Department of Biology, Texas A&M University.
    -

    Chapter Outline

    +

    Chapter Outline

    3.1 @@ -4775,7 +4775,7 @@ Ryan K. Department of Biology, Texas A&M University.
    -

    +

    Introduction

    Food provides the body with the nutrients it needs to survive. Many of these critical nutrients are biological macromolecules, or large molecules, necessary for life. Different smaller organic molecule (monomer) combinations build these macromolecules (polymers). What specific biological macromolecules do living things require? How do these molecules form? What functions do they serve? We explore these questions in this chapter.

    @@ -4838,7 +4838,7 @@ Ryan K. Department of Biology, Texas A&M University.
    -

    +

    3.1 Synthesis of Biological Macromolecules @@ -4973,7 +4973,7 @@ Ryan K. Department of Biology, Texas A&M University.

    -

    +

    3.2 Carbohydrates @@ -5239,7 +5239,7 @@ found in plants. Credit: Ryan, K. Rao, A. and Hawkins, A. Department of Biology,

    -

    +

    3.3 Lipids @@ -5515,7 +5515,7 @@ found in plants. Credit: Ryan, K. Rao, A. and Hawkins, A. Department of Biology,

    -

    +

    3.4 Proteins @@ -5868,7 +5868,7 @@ A&M University. -

    +

    3.5 Nucleic Acids @@ -6026,7 +6026,7 @@ A&M University.
    -

    +

    Key Terms

    @@ -6262,7 +6262,7 @@ A&M University.
    -

    +

    Chapter Summary

    @@ -6349,7 +6349,7 @@ A&M University.
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    Visual Connection Questions

    @@ -6418,7 +6418,7 @@ A&M University.
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    Review Questions

    @@ -6721,7 +6721,7 @@ A&M University.
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    Critical Thinking Questions

    diff --git a/spec/recipes_spec/books/business-ethics/expected_output.xhtml b/spec/recipes_spec/books/business-ethics/expected_output.xhtml index bba724c7c..4accad490 100644 --- a/spec/recipes_spec/books/business-ethics/expected_output.xhtml +++ b/spec/recipes_spec/books/business-ethics/expected_output.xhtml @@ -295,7 +295,7 @@

    Welcome to Business Ethics, an OpenStax resource. This textbook was written to increase student access to high-quality learning materials, maintaining highest standards of academic rigor at little to no cost.

    -

    About OpenStax

    +

    About OpenStax

    OpenStax is a nonprofit based at Rice University, and it’s our mission to improve student access to education. Our first openly licensed college textbook was published in 2012, and our library has since scaled to over 25 books for college and AP® courses used by hundreds of thousands of students. OpenStax Tutor, our low-cost personalized learning tool, is being used in college courses throughout the country. Through our partnerships with philanthropic foundations and our alliance with other educational resource organizations, OpenStax is breaking down the most common barriers to learning and empowering students and instructors to succeed.

    @@ -496,7 +496,7 @@
    -

    Chapter Outline

    +

    Chapter Outline

    1.1 @@ -520,7 +520,7 @@
    -

    +

    Introduction

    Ethics consists of the standards of behavior to which we hold ourselves in our personal and professional lives. It establishes the levels of honesty, empathy, and trustworthiness and other virtues by which we hope to identify our personal behavior and our public reputation. In our personal lives, our ethics sets norms for the ways in which we interact with family and friends. In our professional lives, ethics guides our interactions with customers, clients, colleagues, employees, and shareholders affected by our business practices (Figure 1.1).

    @@ -578,7 +578,7 @@
    -

    +

    1.1 Being a Professional of Integrity @@ -739,7 +739,7 @@ -

    +

    1.2 Ethics and Profitability @@ -914,7 +914,7 @@
    ethical relativism
    Business
    -

    +

    1.3 Multiple versus Single Ethical Standards @@ -961,7 +961,7 @@

    -

    +

    Key Terms

    @@ -1068,7 +1068,7 @@
    -

    +

    Summary

    @@ -1133,7 +1133,7 @@
    -

    +

    Assessment Questions

    @@ -1300,7 +1300,7 @@
    -

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    Endnotes

    @@ -1498,7 +1498,7 @@
    -

    Chapter Outline

    +

    Chapter Outline

    2.1 @@ -1543,7 +1543,7 @@
    -

    +

    Introduction

    From the time of barter to the age of bitcoin, most people engaged in business transactions have sought trust. Without trust, which is a fundamental outcome of ethical behavior, not just business relationships but all relationships would collapse. To develop insight into our own concepts of ethics, this chapter looks at how ethical systems have developed over time, beginning with the distinction between ethics and the law.

    @@ -1597,7 +1597,7 @@
    -

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    2.1 The Concept of Ethical Business in Ancient Athens @@ -1755,7 +1755,7 @@

    -

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    2.2 Ethical Advice for Nobles and Civil Servants in Ancient China @@ -1904,7 +1904,7 @@

    -

    +

    2.3 Comparing the Virtue Ethics of East and West @@ -2023,7 +2023,7 @@ -

    +

    2.4 Utilitarianism: The Greatest Good for the Greatest Number @@ -2168,7 +2168,7 @@ -

    +

    2.5 Deontology: Ethics as Duty @@ -2310,7 +2310,7 @@ -

    +

    2.6 A Theory of Justice @@ -2386,7 +2386,7 @@
    -

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    Key Terms

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    -

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    -

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    Assessment Questions

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    Endnotes

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    Chapter Outline

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    Chapter Outline

    3.1 @@ -3619,7 +3619,7 @@
    -

    +

    Introduction

    Even though they are business decisions, the choices we make at work can be personal in that they begin with our use of conscience. Just as the human body requires nourishment and care, so the conscience needs attention. Developmental psychologists have long understood that the formation of conscience, and the emergence of an individual in whom being and doing are comfortably aligned, take place over time. There are no shortcuts. Imperfection, self-doubt, and mistakes are part of the process. But what counts in life—including our choice of profession as well as the way we live our personal lives—is the manner in which we apply wisdom, education, and experience in forming the decisions we make and in becoming the person we wish to be.

    @@ -3634,7 +3634,7 @@
    -

    +

    3.1 Business Ethics in an Evolving Environment @@ -3698,7 +3698,7 @@

    -

    +

    3.2 Committing to an Ethical View @@ -3775,7 +3775,7 @@

    -

    +

    3.3 Becoming an Ethical Professional @@ -3871,7 +3871,7 @@

    -

    +

    3.4 Making a Difference in the Business World @@ -3953,7 +3953,7 @@

    -

    +

    Endnotes

    @@ -4486,7 +4486,7 @@
    -

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    Chapter 1

    @@ -4605,7 +4605,7 @@
    -

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    Chapter 2

    diff --git a/spec/recipes_spec/books/business-law/expected_output.xhtml b/spec/recipes_spec/books/business-law/expected_output.xhtml index 2588b9933..82a96c6ad 100644 --- a/spec/recipes_spec/books/business-law/expected_output.xhtml +++ b/spec/recipes_spec/books/business-law/expected_output.xhtml @@ -201,7 +201,7 @@

    Welcome to Business Law I Essentials, an OpenStax resource. This textbook was written to increase student access to high-quality learning materials, maintaining the highest standards of academic rigor at little to no cost.

    -

    About OpenStax

    +

    About OpenStax

    OpenStax is a nonprofit based at Rice University, and it’s our mission to improve student access to education. Our first openly licensed college textbook was published in 2012, and our library has since scaled to over 30 books for college and AP® courses used by hundreds of thousands of students. OpenStax Tutor, our low-cost personalized learning tool, is being used in college courses throughout the country. Through our partnerships with philanthropic foundations and our alliance with other educational resource organizations, OpenStax is breaking down the most common barriers to learning and empowering students and instructors to succeed.

    @@ -328,7 +328,7 @@ Kenneth Mitchell-Phillips, Portland Community College
    -

    Chapter Outline

    +

    Chapter Outline

    1.1 @@ -352,7 +352,7 @@ Kenneth Mitchell-Phillips, Portland Community College
    -

    +

    Introduction

    @@ -401,7 +401,7 @@ Kenneth Mitchell-Phillips, Portland Community College
    -

    +

    1.1 Basic American Legal Principles @@ -481,7 +481,7 @@ Kenneth Mitchell-Phillips, Portland Community College -

    +

    1.2 Sources and Types of Law @@ -572,7 +572,7 @@ Kenneth Mitchell-Phillips, Portland Community College -

    +

    1.3 Important Business Laws and Regulations @@ -638,7 +638,7 @@ Kenneth Mitchell-Phillips, Portland Community College

    -

    +

    Assessment Questions

    @@ -886,7 +886,7 @@ rule?

    -

    +

    Endnotes

    @@ -1002,7 +1002,7 @@ rule?

    -

    Chapter Outline

    +

    Chapter Outline

    2.1 @@ -1026,7 +1026,7 @@ rule?

    -

    +

    Introduction

    @@ -1077,7 +1077,7 @@ rule?

    -

    +

    2.1 Negotiation @@ -1174,7 +1174,7 @@ rule?

    -

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    2.2 Mediation @@ -1284,7 +1284,7 @@ rule?

    -

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    2.3 Arbitration @@ -1349,7 +1349,7 @@ rule?

    -

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    Assessment Questions

    @@ -1574,7 +1574,7 @@ rule?

    -

    +

    Endnotes

    @@ -1673,7 +1673,7 @@ rule?

    Business
    -

    +

    Chapter 1

    @@ -1773,7 +1773,7 @@ a consent order, administrative complaints, or federal litigation.

    -

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    Chapter 2

    diff --git a/spec/recipes_spec/books/calculus/expected_output.xhtml b/spec/recipes_spec/books/calculus/expected_output.xhtml index 3dd926989..27de145cd 100644 --- a/spec/recipes_spec/books/calculus/expected_output.xhtml +++ b/spec/recipes_spec/books/calculus/expected_output.xhtml @@ -283,7 +283,7 @@

    Welcome to Calculus Volume 1, an OpenStax resource. This textbook was written to increase student access to high-quality learning materials, maintaining highest standards of academic rigor at little to no cost.

    -

    About OpenStax

    +

    About OpenStax

    OpenStax is a nonprofit based at Rice University, and it’s our mission to improve student access to education. Our first openly licensed college textbook was published in 2012, and our library has since scaled to over 25 books for college and AP® courses used by hundreds of thousands of students. OpenStax Tutor, our low-cost personalized learning tool, is being used in college courses throughout the country. Through our partnerships with philanthropic foundations and our alliance with other educational resource organizations, OpenStax is breaking down the most common barriers to learning and empowering students and instructors to succeed.

    @@ -538,7 +538,7 @@ Zhenbu Zhang, Jackson State University
    -

    Chapter Outline

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    Chapter Outline

    1.1 @@ -576,7 +576,7 @@ Zhenbu Zhang, Jackson State University
    -

    +

    Introduction

    In the past few years, major earthquakes have occurred in several countries around the world. In January 2010, an earthquake of magnitude 7.3 hit Haiti. A magnitude 9 earthquake shook northeastern Japan in March 2011. In April 2014, an 8.2-magnitude earthquake struck off the coast of northern Chile. What do these numbers mean? In particular, how does a magnitude 9 earthquake compare with an earthquake of magnitude 8.2? Or 7.3? Later in this chapter, we show how logarithmic functions are used to compare the relative intensity of two earthquakes based on the magnitude of each earthquake (see Example 1.39).

    @@ -724,7 +724,7 @@ Zhenbu Zhang, Jackson State University
    -

    +

    1.1 Review of Functions @@ -9421,7 +9421,7 @@ Since 1 -

    +

    1.2 Basic Classes of Functions @@ -14467,7 +14467,7 @@ If −2< -

    +

    1.3 Trigonometric Functions @@ -20646,7 +20646,7 @@ Therefore, the solutions are given by the angles -

    +

    1.4 Inverse Functions @@ -24935,7 +24935,7 @@ where -

    +

    1.5 Exponential and Logarithmic Functions @@ -35662,7 +35662,7 @@ where P is measured in millions of people and
    -

    +

    Chapter Review

    -

    +

    2.2 The Limit of a Function @@ -50555,7 +50555,7 @@ where P is measured in millions of people and

    -

    +

    2.3 The Limit Laws @@ -61068,7 +61068,7 @@ The graphs of -

    +

    2.4 Continuity @@ -65460,7 +65460,7 @@ The graphs of -

    +

    2.5 The Precise Definition of a Limit @@ -69622,7 +69622,7 @@ Therefore,
    -

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    Chapter Review

    @@ -72707,7 +72707,7 @@ Therefore,
    Mathematics and Statistics
    -

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    Chapter 1

    @@ -77029,7 +77029,7 @@ Therefore,
    -

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    Chapter 2

    diff --git a/spec/recipes_spec/books/chemistry/expected_output.xhtml b/spec/recipes_spec/books/chemistry/expected_output.xhtml index 8d6078f4a..5af85ee7c 100644 --- a/spec/recipes_spec/books/chemistry/expected_output.xhtml +++ b/spec/recipes_spec/books/chemistry/expected_output.xhtml @@ -303,7 +303,7 @@

    Welcome to Chemistry 2e, an OpenStax resource. This textbook was written to increase student access to high-quality learning materials, maintaining highest standards of academic rigor at little to no cost.

    -

    About OpenStax

    +

    About OpenStax

    OpenStax is a nonprofit based at Rice University, and it’s our mission to improve student access to education. Our first openly licensed college textbook was published in 2012, and our library has since scaled to over 25 books for college and AP® courses used by hundreds of thousands of students. OpenStax Tutor, our low-cost personalized learning tool, is being used in college courses throughout the country. Through our partnerships with philanthropic foundations and our alliance with other educational resource organizations, OpenStax is breaking down the most common barriers to learning and empowering students and instructors to succeed.

    @@ -569,7 +569,7 @@ Wei Zhang, University of Colorado–Boulder
    -

    Chapter Outline

    +

    Chapter Outline

    1.1 @@ -614,7 +614,7 @@ Wei Zhang, University of Colorado–Boulder
    -

    +

    Introduction

    Your alarm goes off and, after hitting “snooze” once or twice, you pry yourself out of bed. You make a cup of coffee to help you get going, and then you shower, get dressed, eat breakfast, and check your phone for messages. On your way to school, you stop to fill your car’s gas tank, almost making you late for the first day of chemistry class. As you find a seat in the classroom, you read the question projected on the screen: “Welcome to class! Why should we study chemistry?”

    @@ -679,7 +679,7 @@ Wei Zhang, University of Colorado–Boulder
    -

    +

    1.1 Chemistry in Context @@ -834,7 +834,7 @@ Wei Zhang, University of Colorado–Boulder
    -

    +

    1.2 Phases and Classification of Matter @@ -1222,7 +1222,7 @@ Wei Zhang, University of Colorado–Boulder
    -

    +

    1.3 Physical and Chemical Properties @@ -1373,7 +1373,7 @@ Wei Zhang, University of Colorado–Boulder
    -

    +

    1.4 Measurements @@ -2103,7 +2103,7 @@ Remove all of the blocks from the water and add the green block to the tank of w -

    +

    1.5 Measurement Uncertainty, Accuracy, and Precision @@ -2724,7 +2724,7 @@ An irregularly shaped piece of a shiny yellowish material is weighed and then su -

    +

    1.6 Mathematical Treatment of Measurement Results @@ -5222,7 +5222,7 @@ Convert 50 °F to °C and K.

    -

    +

    Key Terms

    @@ -5477,7 +5477,7 @@ Convert 50 °F to °C and K.

    -

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    Key Equations

    @@ -5779,7 +5779,7 @@ Convert 50 °F to °C and K.

    -

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    Summary

    @@ -5876,7 +5876,7 @@ Convert 50 °F to °C and K.

    -

    +

    Exercises

    @@ -7203,7 +7203,7 @@ Convert 50 °F to °C and K.

    -

    Chapter Outline

    +

    Chapter Outline

    2.1 @@ -7241,7 +7241,7 @@ Convert 50 °F to °C and K.

    -

    +

    Introduction

    In 1054, Chinese astronomers recorded the appearance of a “guest star” in the sky, visible even during the day, which then disappeared slowly over the next two years. The sudden appearance was due to a supernova explosion, which was much brighter than the original star. Even though this supernova was observed almost a millennium ago, the remaining Crab Nebula (Figure 2.1) continues to release energy today. It emits not only visible light but also infrared light, X-rays, and other forms of electromagnetic radiation. The nebula emits both continuous spectra (the blue-white glow) and atomic emission spectra (the colored filaments). In this chapter, we will discuss light and other forms of electromagnetic radiation and how they are related to the electronic structure of atoms. We will also see how this radiation can be used to identify elements, even from thousands of light years away.

    @@ -7255,7 +7255,7 @@ Convert 50 °F to °C and K.

    -

    +

    2.1 Electromagnetic Energy @@ -8395,7 +8395,7 @@ Calculate the threshold energy in kJ/mol of electrons in aluminum, given that th

    -

    +

    2.2 The Bohr Model @@ -9845,7 +9845,7 @@ What is the energy in joules and the wavelength in meters of the photon produced

    -

    +

    2.3 Development of Quantum Theory @@ -11297,7 +11297,7 @@ How many orbitals have l = 2 and

    -

    +

    2.4 Electronic Structure of Atoms (Electron Configurations) @@ -11620,7 +11620,7 @@ Which ion with a +2 charge has the electron configuration 1

    -

    +

    2.5 Periodic Variations in Element Properties @@ -12210,7 +12210,7 @@ Which has the lowest value for IE1: O, Po, Pb, or Ba?

    -

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    Key Terms

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    -

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    Key Equations

    @@ -12836,7 +12836,7 @@ Which has the lowest value for IE1: O, Po, Pb, or Ba?

    -

    +

    Summary

    @@ -12924,7 +12924,7 @@ Which has the lowest value for IE1: O, Po, Pb, or Ba?

    -

    +

    Exercises

    @@ -13941,7 +13941,7 @@ What causes the lines in these spectra? Why are the colors of the lines differen
    Science and Technology
    -

    +

    Chapter 1

    @@ -14329,7 +14329,7 @@ Only two significant figures are justified.

    -

    +

    Chapter 2

    diff --git a/spec/recipes_spec/books/college-algebra-coreq/expected_output.xhtml b/spec/recipes_spec/books/college-algebra-coreq/expected_output.xhtml index b183127a2..9684739c2 100644 --- a/spec/recipes_spec/books/college-algebra-coreq/expected_output.xhtml +++ b/spec/recipes_spec/books/college-algebra-coreq/expected_output.xhtml @@ -208,7 +208,7 @@

    Welcome to College Algebra with Corequisite Support, an OpenStax resource. This textbook was written to increase student access to high-quality learning materials, maintaining highest standards of academic rigor at little to no cost.

    -

    About OpenStax

    +

    About OpenStax

    OpenStax is a nonprofit based at Rice University, and it’s our mission to improve student access to education. Our first openly licensed college textbook was published in 2012, and our library has since scaled to over 40 books for college, AP, and high school courses used by millions of students. Rover by OpenStax and OpenStax Tutor, our low-cost learning tools, are being used in courses throughout the country. Through our partnerships with philanthropic foundations and our alliance with other educational resource organizations, OpenStax is breaking down the most common barriers to learning and empowering students and instructors to succeed. Through our partnerships with philanthropic foundations and our alliance with other educational resource organizations, OpenStax is breaking down the most common barriers to learning and empowering students and instructors to succeed.

    @@ -537,7 +537,7 @@ Diane Valade, Piedmont Virginia Community College

    -

    Chapter Outline

    +

    Chapter Outline

    1.1 @@ -582,7 +582,7 @@ Diane Valade, Piedmont Virginia Community College

    -

    +

    Introduction to Prerequisites

    It’s a cold day in Antarctica. In fact, it’s always a cold day in Antarctica. Earth’s southernmost continent, Antarctica experiences the coldest, driest, and windiest conditions known. The coldest temperature ever recorded, over one hundred degrees below zero on the Celsius scale, was recorded by remote satellite. It is no surprise then, that no native human population can survive the harsh conditions. Only explorers and scientists brave the environment for any length of time.

    @@ -664,7 +664,7 @@ Diane Valade, Piedmont Virginia Community College

    -

    +

    1.1 Real Numbers: Algebra Essentials @@ -5280,7 +5280,7 @@ Share your autobiographies with your study group members. This helps to create a

    For some activities we perform, the order of certain operations does not matter, but the order of other operations does. For example, it does not make a difference if we put on the right shoe before the left or vice-versa. However, it does matter whether we put on shoes or socks first. The same thing is true for operations in mathematics.

    -
    Commutative Properties
    +

    Commutative Properties

    The commutative property of addition states that numbers may be added in any order without affecting the sum.

    @@ -14037,7 +14037,7 @@ Share your autobiographies with your study group members. This helps to create a
    -

    +

    1.2 Exponents and Scientific Notation @@ -38115,7 +38115,7 @@ Creating your Semester Calendar- complete the following weekly schedule being su -

    +

    1.3 Radicals and Rational Exponents @@ -47027,7 +47027,7 @@ A corequisite course in mathematics is designed to provide support to a student -

    +

    1.4 Polynomials @@ -54781,7 +54781,7 @@ Think about what you would like to achieve in your classes this term and how a g -

    +

    1.5 Factoring Polynomials @@ -60361,7 +60361,7 @@ Share these completed Cornell notes with your classmates. Fill in any gaps in yo -

    +

    1.6 Rational Expressions @@ -69322,7 +69322,7 @@ In the table below list 5 challenges you have had in past math courses when taki
    -

    +

    Chapter Review

    @@ -70640,7 +70640,7 @@ In the table below list 5 challenges you have had in past math courses when taki
    -

    +

    Exercises

    @@ -70711,9 +70711,9 @@ In the table below list 5 challenges you have had in past math courses when taki
    -
    +

    Real Numbers: Algebra Essentials -

    +

    For the following exercises, perform the given operations.

    @@ -76423,7 +76423,7 @@ In the table below list 5 challenges you have had in past math courses when taki
    Mathematics and Statistics
    -

    +

    Chapter 1

    diff --git a/spec/recipes_spec/books/college-algebra/expected_output.xhtml b/spec/recipes_spec/books/college-algebra/expected_output.xhtml index eb5a43aa8..25a32c4b5 100644 --- a/spec/recipes_spec/books/college-algebra/expected_output.xhtml +++ b/spec/recipes_spec/books/college-algebra/expected_output.xhtml @@ -422,7 +422,7 @@

    Welcome to College Algebra with Corequisite Support, an OpenStax resource. This textbook was written to increase student access to high-quality learning materials, maintaining highest standards of academic rigor at little to no cost.

    -

    About OpenStax

    +

    About OpenStax

    OpenStax is a nonprofit based at Rice University, and it’s our mission to improve student access to education. Our first openly licensed college textbook was published in 2012, and our library has since scaled to over 40 books for college, AP, and high school courses used by millions of students. Rover by OpenStax and OpenStax Tutor, our low-cost learning tools, are being used in courses throughout the country. Through our partnerships with philanthropic foundations and our alliance with other educational resource organizations, OpenStax is breaking down the most common barriers to learning and empowering students and instructors to succeed. Through our partnerships with philanthropic foundations and our alliance with other educational resource organizations, OpenStax is breaking down the most common barriers to learning and empowering students and instructors to succeed.

    @@ -751,7 +751,7 @@ Diane Valade, Piedmont Virginia Community College

    -

    Chapter Outline

    +

    Chapter Outline

    1.1 @@ -796,7 +796,7 @@ Diane Valade, Piedmont Virginia Community College

    -

    +

    Introduction to Prerequisites

    It’s a cold day in Antarctica. In fact, it’s always a cold day in Antarctica. Earth’s southernmost continent, Antarctica experiences the coldest, driest, and windiest conditions known. The coldest temperature ever recorded, over one hundred degrees below zero on the Celsius scale, was recorded by remote satellite. It is no surprise then, that no native human population can survive the harsh conditions. Only explorers and scientists brave the environment for any length of time.

    @@ -878,7 +878,7 @@ Diane Valade, Piedmont Virginia Community College

    -

    +

    1.1 Real Numbers: Algebra Essentials @@ -5140,7 +5140,7 @@ Diane Valade, Piedmont Virginia Community College

    For some activities we perform, the order of certain operations does not matter, but the order of other operations does. For example, it does not make a difference if we put on the right shoe before the left or vice-versa. However, it does matter whether we put on shoes or socks first. The same thing is true for operations in mathematics.

    -
    Commutative Properties
    +

    Commutative Properties

    The commutative property of addition states that numbers may be added in any order without affecting the sum.

    @@ -13897,7 +13897,7 @@ Diane Valade, Piedmont Virginia Community College

    -

    +

    1.2 Exponents and Scientific Notation @@ -37561,7 +37561,7 @@ Diane Valade, Piedmont Virginia Community College

    -

    +

    1.3 Radicals and Rational Exponents @@ -46341,7 +46341,7 @@ Diane Valade, Piedmont Virginia Community College

    -

    +

    1.4 Polynomials @@ -54056,7 +54056,7 @@ Diane Valade, Piedmont Virginia Community College

    -

    +

    1.5 Factoring Polynomials @@ -59542,7 +59542,7 @@ Diane Valade, Piedmont Virginia Community College

    -

    +

    1.6 Rational Expressions @@ -68131,7 +68131,7 @@ Diane Valade, Piedmont Virginia Community College

    -

    +

    Chapter Review

    @@ -69449,7 +69449,7 @@ Diane Valade, Piedmont Virginia Community College

    -

    +

    Exercises

    @@ -69520,9 +69520,9 @@ Diane Valade, Piedmont Virginia Community College

    -
    +

    Real Numbers: Algebra Essentials -

    +

    For the following exercises, perform the given operations.

     -

    +

    2.2 Linear Equations in One Variable @@ -91017,7 +91017,7 @@ Write all the final equations using the slope-intercept form.

    -

    +

    2.3 Models and Applications @@ -95028,7 +95028,7 @@ Write all the final equations using the slope-intercept form.

    -

    +

    2.4 Complex Numbers @@ -102123,7 +102123,7 @@ Write all the final equations using the slope-intercept form.

    -

    +

    2.5 Quadratic Equations @@ -110755,7 +110755,7 @@ Write all the final equations using the slope-intercept form.

    -

    +

    2.6 Other Types of Equations @@ -121168,7 +121168,7 @@ using the difference of squares formula.

    -

    +

    2.7 Linear Inequalities and Absolute Value Inequalities @@ -128634,7 +128634,7 @@ using the difference of squares formula.

    -

    +

    Chapter Review

    @@ -129173,7 +129173,7 @@ using the difference of squares formula.

    -

    +

    Exercises

    @@ -129244,9 +129244,9 @@ using the difference of squares formula.

    -
    +

    The Rectangular Coordinate Systems and Graphs -

    +

    For the following exercises, find the x-intercept and the y-intercept without graphing.

     -

    +

    3.2 Domain and Range @@ -147149,7 +147149,7 @@ What is the domain of the function? What does the domain mean in the context of -

    +

    3.3 Rates of Change and Behavior of Graphs @@ -151005,7 +151005,7 @@ and -

    +

    3.4 Composition of Functions @@ -160241,7 +160241,7 @@ to evaluate or find the composite function as indicated.

    -

    +

    3.5 Transformation of Functions @@ -168751,7 +168751,7 @@ is shifted down 3 units and to the right 1 unit.

    -

    +

    3.6 Absolute Value Functions @@ -172218,7 +172218,7 @@ is shifted down 3 units and to the right 1 unit.

    -

    +

    3.7 Inverse Functions @@ -176974,7 +176974,7 @@ is shifted down 3 units and to the right 1 unit.

    -

    +

    Chapter Review

    @@ -178203,7 +178203,7 @@ is shifted down 3 units and to the right 1 unit.

    -

    +

    Exercises

    @@ -178274,9 +178274,9 @@ is shifted down 3 units and to the right 1 unit.

    -
    +

    Functions and Function Notation -

    +

    For the following exercises, determine whether the relation is a function.

    @@ -182548,7 +182548,7 @@ is shifted down 3 units and to the right 1 unit.

    Mathematics and Statistics
    -

    +

    Chapter 1

    @@ -195082,7 +195082,7 @@ is shifted down 3 units and to the right 1 unit.

    -

    +

    Chapter 2

    @@ -206868,7 +206868,7 @@ is shifted down 3 units and to the right 1 unit.

    -

    +

    Chapter 3

    diff --git a/spec/recipes_spec/books/college-physics-2e/expected_output.xhtml b/spec/recipes_spec/books/college-physics-2e/expected_output.xhtml index ac3324204..417bf4b60 100644 --- a/spec/recipes_spec/books/college-physics-2e/expected_output.xhtml +++ b/spec/recipes_spec/books/college-physics-2e/expected_output.xhtml @@ -227,7 +227,7 @@

    Welcome to College Physics, an OpenStax resource. This textbook was written to increase student access to high-quality learning materials, maintaining highest standards of academic rigor at little to no cost.

    -

    About OpenStax

    +

    About OpenStax

    OpenStax is a nonprofit based at Rice University, and it’s our mission to improve student access to education. Our first openly licensed college textbook was published in 2012, and our library has since scaled to over 20 books for college and AP courses used by hundreds of thousands of students. Our adaptive learning technology, designed to improve learning outcomes through personalized educational paths, is being piloted in college courses throughout the country. Through our partnerships with philanthropic foundations and our alliance with other educational resource organizations, OpenStax is breaking down the most common barriers to learning and empowering students and instructors to succeed.

    @@ -455,7 +455,7 @@ Ulrich Zurcher, Cleveland State University

    -

    Chapter Outline

    +

    Chapter Outline

    1.1 @@ -486,7 +486,7 @@ Ulrich Zurcher, Cleveland State University

    -

    +

    Introduction to Science and the Realm of Physics, Physical Quantities, and Units

    What is your first reaction when you hear the word “physics”? Did you imagine working through difficult equations or memorizing formulas that seem to have no real use in life outside the physics classroom? Many people come to the subject of physics with a bit of fear. But as you begin your exploration of this broad-ranging subject, you may soon come to realize that physics plays a much larger role in your life than you first thought, no matter your life goals or career choice.

    @@ -503,7 +503,7 @@ Ulrich Zurcher, Cleveland State University

    -

    +

    1.1 Physics: An Introduction @@ -804,7 +804,7 @@ Learn about graphing polynomials. The shape of the curve changes as the constant

    -

    +

    1.2 Physical Quantities and Units @@ -4519,7 +4519,7 @@ Learn about graphing polynomials. The shape of the curve changes as the constant -

    +

    1.3 Accuracy, Precision, and Significant Figures @@ -5360,7 +5360,7 @@ We can conclude that the weight of the apple bag is -

    +

    1.4 Approximation @@ -6346,7 +6346,7 @@ We can conclude that the weight of the apple bag is -

    +

    Glossary

    @@ -6474,7 +6474,7 @@ We can conclude that the weight of the apple bag is -

    +

    Section Summary

    @@ -6547,7 +6547,7 @@ We can conclude that the weight of the apple bag is -

    +

    Conceptual Questions

    @@ -6698,7 +6698,7 @@ We can conclude that the weight of the apple bag is -

    +

    Problems & Exercises

    @@ -7114,7 +7114,7 @@ We can conclude that the weight of the apple bag is
    -

    Chapter Outline

    +

    Chapter Outline

    2.1 @@ -7173,7 +7173,7 @@ We can conclude that the weight of the apple bag is -

    +

    Introduction to One-Dimensional Kinematics

    Objects are in motion everywhere we look. Everything from a tennis game to a space-probe flyby of the planet Neptune involves motion. When you are resting, your heart moves blood through your veins. And even in inanimate objects, there is continuous motion in the vibrations of atoms and molecules. Questions about motion are interesting in and of themselves: How long will it take for a space probe to get to Mars? Where will a football land if it is thrown at a certain angle? But an understanding of motion is also key to understanding other concepts in physics. An understanding of acceleration, for example, is crucial to the study of force.

    @@ -7196,7 +7196,7 @@ We can conclude that the weight of the apple bag is
    -

    +

    2.1 Displacement @@ -7564,7 +7564,7 @@ We can conclude that the weight of the apple bag is

    -

    +

    2.2 Vectors, Scalars, and Coordinate Systems @@ -7636,7 +7636,7 @@ We can conclude that the weight of the apple bag is

    -

    +

    2.3 Time, Velocity, and Speed @@ -8268,7 +8268,7 @@ We can conclude that the weight of the apple bag is

    -

    +

    2.4 Acceleration @@ -10256,7 +10256,7 @@ We can conclude that the weight of the apple bag is

    -

    +

    2.5 Motion Equations for Constant Acceleration in One Dimension @@ -14612,7 +14612,7 @@ We can conclude that the weight of the apple bag is

    -

    +

    2.6 Problem-Solving Basics for One-Dimensional Kinematics @@ -14930,7 +14930,7 @@ We can conclude that the weight of the apple bag is -

    +

    2.7 Falling Objects @@ -17376,7 +17376,7 @@ We can conclude that the weight of the apple bag is -

    +

    2.8 Graphical Analysis of One-Dimensional Motion @@ -18539,7 +18539,7 @@ We can conclude that the weight of the apple bag is -

    +

    Glossary

    @@ -18653,7 +18653,7 @@ We can conclude that the weight of the apple bag is -

    +

    Section Summary

    @@ -18817,7 +18817,7 @@ where
    -

    +

    Conceptual Questions

    @@ -19239,7 +19239,7 @@ where
    -

    +

    Problems & Exercises

    @@ -29503,7 +29503,7 @@ where
    -

    +

    Chapter 1

    @@ -30092,7 +30092,7 @@ where
    -

    +

    Chapter 2

    diff --git a/spec/recipes_spec/books/college-physics/expected_output.xhtml b/spec/recipes_spec/books/college-physics/expected_output.xhtml index 5e87b1a1e..c75044bcf 100644 --- a/spec/recipes_spec/books/college-physics/expected_output.xhtml +++ b/spec/recipes_spec/books/college-physics/expected_output.xhtml @@ -166,7 +166,7 @@

    Welcome to College Physics, an OpenStax resource. This textbook was written to increase student access to high-quality learning materials, maintaining highest standards of academic rigor at little to no cost.

    -

    About OpenStax

    +

    About OpenStax

    OpenStax is a nonprofit based at Rice University, and it’s our mission to improve student access to education. Our first openly licensed college textbook was published in 2012, and our library has since scaled to over 20 books for college and AP courses used by hundreds of thousands of students. Our adaptive learning technology, designed to improve learning outcomes through personalized educational paths, is being piloted in college courses throughout the country. Through our partnerships with philanthropic foundations and our alliance with other educational resource organizations, OpenStax is breaking down the most common barriers to learning and empowering students and instructors to succeed.

    @@ -454,7 +454,7 @@ Ulrich Zurcher, Cleveland State University

    -

    Chapter Outline

    +

    Chapter Outline

    1.1 @@ -519,7 +519,7 @@ Ulrich Zurcher, Cleveland State University

    -

    +

    Introduction to Science and the Realm of Physics, Physical Quantities, and Units

    What is your first reaction when you hear the word “physics”? Did you imagine working through difficult equations or memorizing formulas that seem to have no real use in life outside the physics classroom? Many people come to the subject of physics with a bit of fear. But as you begin your exploration of this broad-ranging subject, you may soon come to realize that physics plays a much larger role in your life than you first thought, no matter your life goals or career choice.

    @@ -661,7 +661,7 @@ Ulrich Zurcher, Cleveland State University

    -

    +

    1.1 Physics: An Introduction @@ -1010,7 +1010,7 @@ Learn about graphing polynomials. The shape of the curve changes as the constant -

    +

    1.2 Physical Quantities and Units @@ -5116,7 +5116,7 @@ Learn about graphing polynomials. The shape of the curve changes as the constant -

    +

    1.3 Accuracy, Precision, and Significant Figures @@ -6016,7 +6016,7 @@ We can conclude that the weight of the apple bag is +

    1.4 Approximation @@ -7031,7 +7031,7 @@ We can conclude that the weight of the apple bag is -

    +

    Glossary

    @@ -7179,7 +7179,7 @@ We can conclude that the weight of the apple bag is -

    +

    Section Summary

    @@ -7272,7 +7272,7 @@ We can conclude that the weight of the apple bag is -

    +

    Conceptual Questions

    @@ -7443,7 +7443,7 @@ We can conclude that the weight of the apple bag is -

    +

    Problems & Exercises

    diff --git a/spec/recipes_spec/books/college-success/expected_output.xhtml b/spec/recipes_spec/books/college-success/expected_output.xhtml index c37e898fd..3b99e11ae 100644 --- a/spec/recipes_spec/books/college-success/expected_output.xhtml +++ b/spec/recipes_spec/books/college-success/expected_output.xhtml @@ -158,7 +158,7 @@ Welcome to College Success, an OpenStax resource. This textbook was written to increase student access to high-quality learning materials, maintaining highest standards of academic rigor at little to no cost.

    -

    About OpenStax

    +

    About OpenStax

    OpenStax is a nonprofit based at Rice University, and it’s our mission to improve student access to education. Our first openly licensed college textbook was published in 2012, and our library has since scaled to over 35 books for college and AP® courses used by hundreds of thousands of students. OpenStax Tutor, our low-cost personalized learning tool, is being piloted in college courses throughout the country. Through our partnerships with philanthropic foundations and our alliance with other educational resource organizations, OpenStax is breaking down the most common barriers to learning and empowering students and instructors to succeed.

    @@ -379,7 +379,7 @@ Ann Wolf, New Mexico Highlands University
    -

    Chapter Outline

    +

    Chapter Outline

    1.1 @@ -410,7 +410,7 @@ Ann Wolf, New Mexico Highlands University
    -

    +

    Introduction

    @@ -522,7 +522,7 @@ Ann Wolf, New Mexico Highlands University
    -

    +

    1.1 Why College? @@ -751,7 +751,7 @@ Ann Wolf, New Mexico Highlands University

    -

    +

    1.2 The First Year of College Will Be an Experience @@ -917,7 +917,7 @@ Ann Wolf, New Mexico Highlands University

    -

    +

    1.3 College Culture and Expectations @@ -1458,7 +1458,7 @@ _______________________________________________________________

    -

    +

    1.4 How Can This Book And This Course Help? @@ -1509,7 +1509,7 @@ _______________________________________________________________

    -

    +

    Summary

    @@ -1547,7 +1547,7 @@ _______________________________________________________________
    -

    +

    Rethinking

    @@ -1591,7 +1591,7 @@ _______________________________________________________________

    -

    +

    Where do you go from here?

    @@ -1898,7 +1898,7 @@ _______________________________________________________________

    Oral Presentations

    When giving an oral presentation, you should pay special attention to voice, body, and attitude. If you take the following tips into consideration, you should do a fine job of conveying your ideas to an audience.

    -
    Voice
    +

    Voice

    Voice is more than the sum of the noises you make as you speak. Pay attention to inflection, which is the change in pitch or loudness of your voice. You can deliberately use inflection to make a point, to get people’s attention, or to make it very obvious that what you are saying right now is important. You can also change the volume of your voice. Speak too softly, and people will think you are shy or unwilling to share your ideas; speak too loudly, and people will think you are shouting at them. Control your volume to fit the audience.

    Some people have a tendency to rush through their presentations. This means they speed up their speech, and the audience has a difficult time following along. Take care to control the speed at which you give a presentation so that everyone can listen comfortably. Also, to add to the comfort of the listeners, it is always nice to use a conversational tone in a presentation.

    @@ -1916,7 +1916,7 @@ _______________________________________________________________

    You might also think about using technology to make your presentation. Perhaps you will do a slide presentation in addition to orally communicating your ideas to your class or another group. Keep in mind that the best presentations are those with minimal words or pictures on the screen, just enough to illustrate the information conveyed in your oral presentation. Do a search on lecture slides or presentation slides to find myriad suggestions on how to create them effectively. You may also create videos to communicate what you found in your research. Today, there are many different ways to take the information you found and create something memorable with which to share your knowledge.

    When you are making a presentation that includes a visual component, pay attention to three elements: design, method, and function.

    -
    Design
    +

    Design

    The design includes such elements as size, shape, color, scale, and contrast. You have a vast array of options for designing a background or structuring the visual part of your presentation, whether online or offline.

    diff --git a/spec/recipes_spec/books/computer-science/expected_output.xhtml b/spec/recipes_spec/books/computer-science/expected_output.xhtml index e461e898e..b4d1e908b 100644 --- a/spec/recipes_spec/books/computer-science/expected_output.xhtml +++ b/spec/recipes_spec/books/computer-science/expected_output.xhtml @@ -194,7 +194,7 @@

    Welcome to Introduction to Computer Science, an OpenStax resource. This textbook was written to increase student access to high-quality learning materials, maintaining highest standards of academic rigor at little to no cost.

    -

    About OpenStax

    +

    About OpenStax

    OpenStax is a nonprofit based at Rice University, and it’s our mission to improve student access to education. Our first openly licensed college textbook was published in 2012, and our library has since scaled to over 30 books for college and AP® courses used by hundreds of thousands of students. OpenStax Tutor, our low-cost personalized learning tool, is being used in college courses throughout the country. Through our partnerships with philanthropic foundations and our alliance with other educational resource organizations, OpenStax is breaking down the most common barriers to learning and empowering students and instructors to succeed. @@ -542,7 +542,7 @@ Dr. Jean-Claude Franchitti is a Clinical Associate Professor of Computer Science

    -

    Chapter Outline

    +

    Chapter Outline

    1.1 @@ -566,7 +566,7 @@ Dr. Jean-Claude Franchitti is a Clinical Associate Professor of Computer Science
    -

    +

    Introduction

    In 2015, Doug Monahan, CEO and Founder of iBackPack of Texas, Inc. introduced a revolutionary new technology all encased in a typical backpack. The iBackPack boasted capabilities to incorporate WiFi/MiFi, a 20,000 main battery system, smart power transfer cables, and a car-charging system in addition to the ability to carry four notebook computers and the related accessories. Monahan promised it would deliver a “communication hub and corresponding electrical powerhouse for students and business professionals alike.” @@ -617,7 +617,7 @@ Dr. Jean-Claude Franchitti is a Clinical Associate Professor of Computer Science

    -

    +

    1.1 Machine-Level Information Representation @@ -1136,7 +1136,7 @@ Selling and administrative (S&A) costs are the category of expenses that are

    -

    +

    1.2 Processor Architecture @@ -1602,7 +1602,7 @@ What does it take to manufacture the sign outside the stadium? It starts with th

    -
    Let’s Make Some Lists
    +

    Let’s Make Some Lists

    Here is a bulleted list:

    @@ -2023,7 +2023,7 @@ Let us look at one more example. This time it will be the broader topic of Colon -

    +

    1.3 Network Edge and Core @@ -2332,7 +2332,7 @@ The amounts in raw material, work in process, and finished goods inventory maint

    -

    +

    Chapter Review

    diff --git a/spec/recipes_spec/books/contemporary-math/expected_output.xhtml b/spec/recipes_spec/books/contemporary-math/expected_output.xhtml index be1fbfa2d..33ea0ed1e 100644 --- a/spec/recipes_spec/books/contemporary-math/expected_output.xhtml +++ b/spec/recipes_spec/books/contemporary-math/expected_output.xhtml @@ -177,7 +177,7 @@
    -

    Chapter Outline

    +

    Chapter Outline

    1.1 @@ -215,7 +215,7 @@
    -

    +

    Introduction

    Think of a drawer in your kitchen used to store flatware. This drawer likely holds forks, spoons, and knives, and possibly other items such as a meat thermometer and a can opener. The drawer in this case represents a tool used to group a collection of objects. The members of the group are the individual items in the drawer, such as a fork or a spoon.

    @@ -230,7 +230,7 @@
    -

    +

    1.1 Basic Set Concepts @@ -1755,7 +1755,7 @@

    -

    +

    1.2 Subsets @@ -2724,7 +2724,7 @@

    -

    +

    1.3 Understanding Venn Diagrams @@ -3668,7 +3668,7 @@ -

    +

    1.4 Set Operations with Two Sets @@ -5183,7 +5183,7 @@ Find the set consisting of elements in: -

    +

    1.5 Set Operations with Three Sets @@ -6124,7 +6124,7 @@ Find the set consisting of elements in:
    -

    +

    Chapter Summary

    @@ -6502,9 +6502,9 @@ Find the set consisting of elements in:
    -
    +

    1.1 Basic Set Concepts -

    +

    1 @@ -7176,7 +7176,7 @@ Find the set consisting of elements in:
    -

    Learning Objectives

    +

    Learning Objectives

    After completing this section, you should be able to:

    1. Raise 10 to integer powers.
      2. @@ -11004,7 +11004,7 @@ Find the set consisting of elements in:
      -

      +

      Chapter 1

      diff --git a/spec/recipes_spec/books/data-science/expected_output.xhtml b/spec/recipes_spec/books/data-science/expected_output.xhtml index c2cd3833c..181d89d5c 100644 --- a/spec/recipes_spec/books/data-science/expected_output.xhtml +++ b/spec/recipes_spec/books/data-science/expected_output.xhtml @@ -596,7 +596,7 @@
      -

      Chapter Outline

      +

      Chapter Outline

      1.1 @@ -634,7 +634,7 @@
      -

      +

      Introduction

      placed text

      @@ -648,7 +648,7 @@
      -

      +

      1.1 What is Data Science? @@ -662,7 +662,7 @@

      -

      +

      1.2 Data Science in Various Disciplines @@ -676,7 +676,7 @@

      -

      +

      1.3 Data and Datasets @@ -690,7 +690,7 @@ -

      +

      1.4 Using Technology for Data Science @@ -704,7 +704,7 @@ -

      +

      1.5 Python Basics with Data Science @@ -732,7 +732,7 @@
      -

      Chapter Outline

      +

      Chapter Outline

      2.1 @@ -763,7 +763,7 @@
      -

      +

      Introduction

      placed text

      @@ -777,7 +777,7 @@
      -

      +

      2.1 Overview of Data Collection Methods @@ -791,7 +791,7 @@

      -

      +

      2.2 Scraping Data from the Web Using Python @@ -805,7 +805,7 @@ -

      +

      2.3 Data Cleaning and Preprocessing @@ -819,7 +819,7 @@ -

      +

      2.4 Large Datasets @@ -867,7 +867,7 @@
      -

      Chapter Outline

      +

      Chapter Outline

      3.1 @@ -905,7 +905,7 @@
      -

      +

      Introduction

      Statistical analysis is the science of collecting, organizing, and interpreting data to make decisions. Statistical analysis lies at the core of data science, with applications ranging from consumer analysis (e.g., credit scores, retirement planning, and insurance) to government and business concerns (e.g., predicting inflation rates) to medical and engineering analysis.

      @@ -926,7 +926,7 @@
      -

      +

      3.1 Measures of Center @@ -1770,7 +1770,7 @@

      -

      +

      3.2 Measures of Variation @@ -2674,7 +2674,7 @@ -

      +

      3.3 Measures of Position @@ -3773,7 +3773,7 @@ -

      +

      3.4 Probability Theory @@ -6182,7 +6182,7 @@ -

      +

      3.5 Discrete and Continuous Probability Distributions @@ -7486,7 +7486,7 @@

    -

    +

    Key Terms

    @@ -7706,7 +7706,7 @@
    -

    +

    Group Project

    @@ -7722,7 +7722,7 @@
    -

    Analysis of Salary Data by Gender

    +

    Analysis of Salary Data by Gender

    There are many sources of salary data where median salaries for a certain year are published by gender. One source for this type of data is the Bureau of Labor Statistics.

    As a group:

      @@ -7737,7 +7737,7 @@
    -

    +

    Quantitative Problems

    @@ -8049,7 +8049,7 @@ Fell back to HTML parsing for the following content
    -

    Chapter Outline

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    Chapter Outline

    4.1 @@ -8080,7 +8080,7 @@ Fell back to HTML parsing for the following content
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    Introduction

    placed text

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    4.1 Statistical Inference and Confidence Intervals @@ -8108,7 +8108,7 @@ Fell back to HTML parsing for the following content

    -

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    4.2 Hypothesis Testing @@ -8122,7 +8122,7 @@ Fell back to HTML parsing for the following content

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    4.3 Correlation and Linear Regression Analysis @@ -8136,7 +8136,7 @@ Fell back to HTML parsing for the following content

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    4.4 Analysis of Variance (ANOVA) @@ -8171,7 +8171,7 @@ Fell back to HTML parsing for the following content
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    Chapter Outline

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    Chapter Outline

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    Introduction

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    5.2 Components of Time Series Data @@ -8244,7 +8244,7 @@ Fell back to HTML parsing for the following content -

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    +

    5.4 Forecast Evaluation Methods @@ -8286,7 +8286,7 @@ Fell back to HTML parsing for the following content
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    Introduction

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    6.1 What Is Machine Learning? @@ -8352,7 +8352,7 @@ Fell back to HTML parsing for the following content

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    6.3 Machine Learning in Regression Analysis @@ -8380,7 +8380,7 @@ Fell back to HTML parsing for the following content -

    +

    6.4 Decision Trees @@ -8394,7 +8394,7 @@ Fell back to HTML parsing for the following content -

    +

    6.5 Other Machine Learning Techniques @@ -8422,7 +8422,7 @@ Fell back to HTML parsing for the following content
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    Introduction

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    7.3 Introduction to Deep Learning @@ -8516,7 +8516,7 @@ Fell back to HTML parsing for the following content -

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    7.4 Convolutional Neural Networks @@ -8530,7 +8530,7 @@ Fell back to HTML parsing for the following content -

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    Introduction

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    Introduction

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    9.2 Geospatial Data Visualization Using Python @@ -8725,7 +8725,7 @@ Fell back to HTML parsing for the following content -

    +

    9.3 Multivariate and Network Data Visualization Using Python @@ -8753,7 +8753,7 @@ Fell back to HTML parsing for the following content
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    Chapter Outline

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    Chapter Outline

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    Introduction

    placed text

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    10.1 Writing an Informative Report @@ -8805,7 +8805,7 @@ Fell back to HTML parsing for the following content

    -

    +

    10.2 Validating Your Model @@ -8819,7 +8819,7 @@ Fell back to HTML parsing for the following content -

    +

    10.3 Effective Executive Summaries @@ -8904,7 +8904,7 @@ Fell back to HTML parsing for the following content
    -

    +

    Chapter 3

    diff --git a/spec/recipes_spec/books/economics/expected_output.xhtml b/spec/recipes_spec/books/economics/expected_output.xhtml index aa32fd5ed..3f30bcadc 100644 --- a/spec/recipes_spec/books/economics/expected_output.xhtml +++ b/spec/recipes_spec/books/economics/expected_output.xhtml @@ -212,7 +212,7 @@

    Welcome to Principles of Economics 2e (2nd Edition), an OpenStax resource. This textbook was written to increase student access to high-quality learning materials, maintaining highest standards of academic rigor at little to no cost.

    -

    About OpenStax

    +

    About OpenStax

    OpenStax is a nonprofit based at Rice University, and it’s our mission to improve student access to education. Our first openly licensed college textbook was published in 2012, and our library has since scaled to over 25 books for college and AP® courses used by hundreds of thousands of students. OpenStax Tutor, our low-cost personalized learning tool, is being used in college courses throughout the country. Through our partnerships with philanthropic foundations and our alliance with other educational resource organizations, OpenStax is breaking down the most common barriers to learning and empowering students and instructors to succeed.

    @@ -556,9 +556,9 @@ Mark Witte, Northwestern University

    -

    +

    Chapter Objectives -

    +

    In this chapter, you will learn about:

      @@ -570,7 +570,7 @@ Mark Witte, Northwestern University

    -

    +

    Introduction

    @@ -649,7 +649,7 @@ Mark Witte, Northwestern University

    -

    +

    1.1 What Is Economics, and Why Is It Important? @@ -806,7 +806,7 @@ Mark Witte, Northwestern University

    monetary policy
    Science and Technology
    -

    +

    1.2 Microeconomics and Macroeconomics @@ -888,7 +888,7 @@ Mark Witte, Northwestern University

    -

    +

    1.3 How Economists Use Theories and Models to Understand Economic Issues @@ -1007,7 +1007,7 @@ Mark Witte, Northwestern University

    -

    +

    1.4 How To Organize Economies: An Overview of Economic Systems @@ -1322,7 +1322,7 @@ Mark Witte, Northwestern University

    -

    +

    Key Terms

    @@ -1454,7 +1454,7 @@ Mark Witte, Northwestern University

    -

    +

    Key Concepts and Summary

    @@ -1530,7 +1530,7 @@ Mark Witte, Northwestern University

    -

    +

    Self-Check Questions

    @@ -1655,7 +1655,7 @@ Mark Witte, Northwestern University

    -

    +

    Review Questions

    @@ -1789,7 +1789,7 @@ Mark Witte, Northwestern University

    -

    +

    Critical Thinking Questions

    @@ -3429,7 +3429,7 @@ Mark Witte, Northwestern University

    Science and Technology
    -

    +

    Chapter 1

    diff --git a/spec/recipes_spec/books/elementary-algebra/expected_output.xhtml b/spec/recipes_spec/books/elementary-algebra/expected_output.xhtml index 0ccb3aa8e..47bcb5756 100644 --- a/spec/recipes_spec/books/elementary-algebra/expected_output.xhtml +++ b/spec/recipes_spec/books/elementary-algebra/expected_output.xhtml @@ -242,7 +242,7 @@

    Welcome to Elementary Algebra 2e, an OpenStax resource. This textbook was written to increase student access to high-quality learning materials, maintaining highest standards of academic rigor at little to no cost.

    -

    About OpenStax

    +

    About OpenStax

    OpenStax is a nonprofit based at Rice University, and it’s our mission to improve student access to education. Our first openly licensed college textbook was published in 2012, and our library has since scaled to over 35 books for college and AP courses used by hundreds of thousands of students. OpenStax Tutor, our low-cost personalized learning tool, is being piloted in college courses throughout the country. Through our partnerships with philanthropic foundations and our alliance with other educational resource organizations, OpenStax is breaking down the most common barriers to learning and empowering students and instructors to succeed.

    @@ -506,7 +506,7 @@ John Zarske, Santa Ana College

    -

    Chapter Outline

    +

    Chapter Outline

    1.1 @@ -579,7 +579,7 @@ John Zarske, Santa Ana College

    -

    +

    Introduction

    Just like a building needs a firm foundation to support it, your study of algebra needs to have a firm foundation. To ensure this, we begin this book with a review of arithmetic operations with whole numbers, integers, fractions, and decimals, so that you have a solid base that will support your study of algebra.

    @@ -756,7 +756,7 @@ John Zarske, Santa Ana College

    -

    +

    1.1 Introduction to Whole Numbers @@ -3361,7 +3361,7 @@ The number is 9,246,073,189.

    -

    +

    1.2 Use the Language of Algebra @@ -11706,7 +11706,7 @@ the ratio of a

    -

    +

    1.3 Add and Subtract Integers @@ -21258,7 +21258,7 @@ the ratio of a -

    +

    1.4 Multiply and Divide Integers @@ -27520,7 +27520,7 @@ the difference of a -

    +

    1.5 Visualize Fractions @@ -34773,7 +34773,7 @@ If needed, factor the numerator and denominator into prime numbers first. -

    +

    1.6 Add and Subtract Fractions @@ -43550,7 +43550,7 @@ To add or subtract fractions, an LCD is needed. -

    +

    1.7 Decimals @@ -50130,7 +50130,7 @@ To add or subtract fractions, an LCD is needed. -

    +

    1.8 The Real Numbers @@ -57419,7 +57419,7 @@ To add or subtract fractions, an LCD is needed. -

    +

    1.9 Properties of Real Numbers @@ -67547,7 +67547,7 @@ To add or subtract fractions, an LCD is needed. -

    +

    1.10 Systems of Measurement @@ -71767,7 +71767,7 @@ To add or subtract fractions, an LCD is needed.
    -

    +

    Chapter Review

    @@ -74579,7 +74579,7 @@ When adding or multiplying, changing the grouping
    -

    +

    Exercises

    @@ -74650,9 +74650,9 @@ When adding or multiplying, changing the grouping
    -
    +

    Introduction to Whole Numbers -

    +

    Use Place Value with Whole Number

    @@ -88973,7 +88973,7 @@ When adding or multiplying, changing the grouping
    Mathematics and Statistics
    -

    +

    Chapter 1

    diff --git a/spec/recipes_spec/books/english-composition/expected_output.xhtml b/spec/recipes_spec/books/english-composition/expected_output.xhtml index 8df41dcad..a71674b85 100644 --- a/spec/recipes_spec/books/english-composition/expected_output.xhtml +++ b/spec/recipes_spec/books/english-composition/expected_output.xhtml @@ -151,7 +151,7 @@ Preface

    -

    About OpenStax

    +

    About OpenStax

    OpenStax is part of Rice University, which is a 501(c)(3) nonprofit charitable corporation. As an educational initiative, it’s our mission to transform learning so that education works for every student. Through our partnerships with philanthropic foundations and our alliance with other educational resource companies, we’re breaking down the most common barriers to learning. Because we believe that everyone should and can have access to knowledge.

    @@ -358,7 +358,7 @@ -

    +

    Unit 1 @@ -399,7 +399,7 @@
    -

    Chapter Outline

    +

    Chapter Outline

    1.1 @@ -458,7 +458,7 @@
    -

    +

    Introduction

    Your past experiences with computers, cell phones, and other electronic devices represent your conscious choice to connect with a global community. For example, you may post on social media sites where you receive instant feedback from around the world in the form of reposts or likes. Through these interactions, you are empowered to influence people more than at any other point in history. In fact, you may be on the road to becoming the next big social media influencer—a person with established credentials in a certain field with access to a large audience and who, because of popularity, can influence others’ actions. With applications that instantly translate into many languages, even language has become less of a barrier to your potential audience and thus to your potential influence. However, even though the world may be more connected now than ever before and communication may be faster, easier, more powerful, and more widely accessible, the basics of communication have not changed.

    @@ -478,7 +478,7 @@
    -

    +

    1.1 "Reading" to Understand and Respond @@ -533,7 +533,7 @@

    -

    +

    1.2 Trailblazer @@ -633,7 +633,7 @@ -

    +

    1.3 Glance at Critical Response: Rhetoric and Critical Thinking @@ -760,7 +760,7 @@ -

    +

    1.4 Annotated Student Sample: Social Media Post and Responses on Voter Suppression @@ -958,7 +958,7 @@ -

    +

    1.5 Writing Process: Thinking Critically About a “Text” @@ -1324,7 +1324,7 @@ -

    +

    1.6 Evaluation: Intention vs. Execution @@ -1477,7 +1477,7 @@ -

    +

    1.7 Spotlight on … Academia @@ -1532,7 +1532,7 @@ -

    +

    1.8 Portfolio: Tracing Writing Development @@ -1588,7 +1588,7 @@

    -

    +

    Further Reading

    @@ -1613,7 +1613,7 @@
    -

    +

    Works Cited

    @@ -1649,7 +1649,7 @@ Handbook

    -

    Outline

    +

    Outline

    H diff --git a/spec/recipes_spec/books/entrepreneurship/expected_output.xhtml b/spec/recipes_spec/books/entrepreneurship/expected_output.xhtml index 570f6ab92..242c1e217 100644 --- a/spec/recipes_spec/books/entrepreneurship/expected_output.xhtml +++ b/spec/recipes_spec/books/entrepreneurship/expected_output.xhtml @@ -169,7 +169,7 @@

    Welcome to Entrepreneurship, an OpenStax resource. This textbook was written to increase student access to high-quality learning materials, maintaining highest standards of academic rigor at little to no cost.

    -

    About OpenStax

    +

    About OpenStax

    OpenStax is a nonprofit based at Rice University, and it’s our mission to improve student access to education. Our first openly licensed college textbook was published in 2012, and our library has since scaled to over 30 books for college and AP® courses used by hundreds of thousands of students. OpenStax Tutor, our low-cost personalized learning tool, is being used in college courses throughout the country. Through our partnerships with philanthropic foundations and our alliance with other educational resource organizations, OpenStax is breaking down the most common barriers to learning and empowering students and instructors to succeed.

    @@ -380,7 +380,7 @@
    -

    Chapter Outline

    +

    Chapter Outline

    1.1 @@ -404,7 +404,7 @@
    -

    +

    Introduction

    Phil Libin, cofounder and former CEO of Evernote, once said there are “lots of bad reasons to start a company. But there’s only one good, legitimate reason . . . it’s to change the world.”1 Evernote is an example of an entrepreneurial startup. Its goal is to make our lives more organized and increase our personal memory abilities by storing necessary and desired information on the Evernote app. Evernote is designed to capture information through note taking (including pictures, web pages, drawings, and even audio), track and organize this material, and then save and archive the information. Evernote Corporation describes itself as “not only an organization, rather it is a family of professionals who are creative, innovative and experienced in their respective fields.”2

    @@ -477,7 +477,7 @@
    -

    +

    1.1 Entrepreneurship Today @@ -851,7 +851,7 @@

    -

    +

    1.2 Entrepreneurial Vision and Goals @@ -1088,7 +1088,7 @@ -

    +

    1.3 The Entrepreneurial Mindset @@ -1150,7 +1150,7 @@
    -

    +

    Key Terms

    @@ -1258,7 +1258,7 @@
    -

    +

    Summary

    @@ -1324,7 +1324,7 @@
    -

    +

    Review Questions

    @@ -1531,7 +1531,7 @@
    -

    +

    Discussion Questions

    @@ -1690,7 +1690,7 @@
    -

    +

    Case Questions

    @@ -1795,7 +1795,7 @@
    -

    +

    Suggested Resources

    diff --git a/spec/recipes_spec/books/finance/expected_output.xhtml b/spec/recipes_spec/books/finance/expected_output.xhtml index d9105349e..d1ab1d9c6 100644 --- a/spec/recipes_spec/books/finance/expected_output.xhtml +++ b/spec/recipes_spec/books/finance/expected_output.xhtml @@ -231,7 +231,7 @@ Preface

    -

    About OpenStax

    +

    About OpenStax

    OpenStax is part of Rice University, which is a 501(c)(3) nonprofit charitable corporation. As an educational initiative, it’s our mission to transform learning so that education works for every student. Through our partnerships with philanthropic foundations and our alliance with other educational resource companies, we’re breaking down the most common barriers to learning. Because we believe that everyone should and can have access to knowledge.

    @@ -502,7 +502,7 @@
    -

    Chapter Outline

    +

    Chapter Outline

    1.1 @@ -561,7 +561,7 @@
    -

    +

    Why It Matters

    Finance is essential to the management of a business or organization. Without good financial protocol, safeguards, and tools, running a successful business is more difficult. In 1978, Bacon Signs was a family-owned, regional Midwestern sign company engaged in the manufacture, sale, installation, and maintenance of commercial signage. The company was about to transition from the second to third generation of family ownership. Bacon Signs, established in 1901, had weathered the Great Depression, World War II, the Vietnam War, and the oil embargo and was working its way through historically high rates of inflation and interest rates. The family business had successfully struggled through the ebb and flow of the regional and national economy by providing quality products and service to its regional clients.

    @@ -579,7 +579,7 @@
    -

    +

    1.1 What Is Finance? @@ -725,7 +725,7 @@

    -

    +

    1.2 The Role of Finance in an Organization @@ -798,7 +798,7 @@ -

    +

    1.3 Importance of Data and Technology @@ -871,7 +871,7 @@ -

    +

    1.4 Careers in Finance @@ -959,7 +959,7 @@ -

    +

    1.5 Markets and Participants @@ -1020,7 +1020,7 @@ -

    +

    1.6 Microeconomic and Macroeconomic Matters @@ -1089,7 +1089,7 @@ -

    +

    1.7 Financial Instruments @@ -1135,7 +1135,7 @@ -

    +

    1.8 Concepts of Time and Value @@ -1295,7 +1295,7 @@

    -

    +

    Summary

    @@ -1391,7 +1391,7 @@
    -

    +

    Key Terms

    @@ -1535,7 +1535,7 @@
    -

    +

    Multiple Choice

    @@ -2004,7 +2004,7 @@
    -

    +

    Review Questions

    @@ -2116,7 +2116,7 @@
    -

    +

    Video Activity

    @@ -2132,7 +2132,7 @@
    -

    Why Climate Change Means New Risk for US Financial Markets

    +

    Why Climate Change Means New Risk for US Financial Markets

     -

    +

    2.3 Role of the Board of Directors @@ -2621,7 +2621,7 @@

    -

    +

    2.4 Agency Issues: Shareholders and Corporate Boards @@ -2738,7 +2738,7 @@

    -

    +

    2.5 Interacting with Investors, Intermediaries, and Other Market Participants @@ -2824,7 +2824,7 @@

    -

    +

    2.6 Companies in Domestic and Global Markets @@ -2880,7 +2880,7 @@

    -

    +

    Summary

    @@ -2956,7 +2956,7 @@
    -

    +

    Key Terms

    @@ -3128,7 +3128,7 @@
    -

    +

    CFA Institute

    @@ -3147,7 +3147,7 @@
    -

    +

    Multiple Choice

    @@ -3635,7 +3635,7 @@
    -

    +

    Review Questions

    @@ -3767,7 +3767,7 @@
    -

    +

    Video Activity

    @@ -3783,7 +3783,7 @@
    -

    Corporate Governance (Introduction)

    +

    Corporate Governance (Introduction)

    Access multimedia content diff --git a/spec/recipes_spec/books/history/expected_output.xhtml b/spec/recipes_spec/books/history/expected_output.xhtml index f5c13411c..e88f0fc10 100644 --- a/spec/recipes_spec/books/history/expected_output.xhtml +++ b/spec/recipes_spec/books/history/expected_output.xhtml @@ -264,7 +264,7 @@

    Welcome to U.S. History, an OpenStax resource. This textbook was written to increase student access to high-quality learning materials, maintaining highest standards of academic rigor at little to no cost.

    -

    About OpenStax

    +

    About OpenStax

    OpenStax is a nonprofit based at Rice University, and it’s our mission to improve student access to education. Our first openly licensed college textbook was published in 2012, and our library has since scaled to over 25 books for college and AP® courses used by hundreds of thousands of students. OpenStax Tutor, our low-cost personalized learning tool, is being used in college courses throughout the country. Through our partnerships with philanthropic foundations and our alliance with other educational resource organizations, OpenStax is breaking down the most common barriers to learning and empowering students and instructors to succeed.

    @@ -474,7 +474,7 @@ Hubert van Tuyll, Augusta State University

    -

    Chapter Outline

    +

    Chapter Outline

    1.1 @@ -498,7 +498,7 @@ Hubert van Tuyll, Augusta State University

    -

    +

    Introduction

    Globalization, the ever-increasing interconnectedness of the world, is not a new phenomenon, but it accelerated when western Europeans discovered the riches of the East. During the Crusades (1095–1291), Europeans developed an appetite for spices, silk, porcelain, sugar, and other luxury items from the East, for which they traded fur, timber, and Slavic people they captured and sold (hence the word slave). But when the Silk Road, the long overland trading route from China to the Mediterranean, became costlier and more dangerous to travel, Europeans searched for a more efficient and inexpensive trade route over water, initiating the development of what we now call the Atlantic World.

    @@ -582,7 +582,7 @@ Hubert van Tuyll, Augusta State University

    -

    +

    1.1 The Americas @@ -869,7 +869,7 @@ Hubert van Tuyll, Augusta State University

    -

    +

    1.2 Europe on the Brink of Change @@ -1059,7 +1059,7 @@ Hubert van Tuyll, Augusta State University

    -

    +

    1.3 West Africa and the Role of Slavery @@ -1142,7 +1142,7 @@ Hubert van Tuyll, Augusta State University

    -

    +

    Key Terms

    @@ -1245,7 +1245,7 @@ Hubert van Tuyll, Augusta State University

    -

    +

    Summary

    @@ -1312,7 +1312,7 @@ Hubert van Tuyll, Augusta State University

    -

    +

    Review Questions

    @@ -1500,7 +1500,7 @@ Hubert van Tuyll, Augusta State University

    -

    +

    Critical Thinking Questions

    @@ -1761,7 +1761,7 @@ Matthew Thornton

    -

    +

    Chapter 1

    diff --git a/spec/recipes_spec/books/hs-college-success/expected_output.xhtml b/spec/recipes_spec/books/hs-college-success/expected_output.xhtml index 90304a6e8..3c706da7b 100644 --- a/spec/recipes_spec/books/hs-college-success/expected_output.xhtml +++ b/spec/recipes_spec/books/hs-college-success/expected_output.xhtml @@ -100,7 +100,7 @@ an OpenStax resource. This textbook was written to increase student access to high-quality learning materials, maintaining highest standards of academic rigor at little to no cost.

    -

    About OpenStax

    +

    About OpenStax

    OpenStax is part of Rice University, which is a 501(c)(3) nonprofit charitable corporation. As an educational initiative, it's our mission to transform learning so that education works for every student. Through our partnerships with @@ -392,7 +392,7 @@

    -

    Chapter Outline

    +

    Chapter Outline

    1.1 @@ -423,7 +423,7 @@
    -

    +

    Introduction

    @@ -486,7 +486,7 @@
    -

    +

    1.1 What Are the Benefits of College? @@ -682,7 +682,7 @@

    -

    +

    1.2 Your Academic Journey and Personal Story @@ -798,7 +798,7 @@

    -

    +

    1.3 Finding the Right "Fit" @@ -1044,7 +1044,7 @@

    -

    +

    1.4 Applying for College and Making Your Decision @@ -1285,7 +1285,7 @@

    -

    +

    Family & Friends Matter

    @@ -1304,7 +1304,7 @@

    His family and friends, however, are having a hard time understanding why he wants to go to college. They all live in a small community and help each other out when needed. They don’t see why JT wants to go to college even if it means he could get a job that he really enjoys and makes him money. They are afraid he will change, maybe even not want to maintain a relationship with them, and they have been very vocal about their lack of support.

    When JT makes the decision to apply and asks a close friend for help with the application, his friend tells him that he is not going to help him because he doesn’t support his decision; his friend is concerned they won’t have time to hang out like they do now. He then asks his family if he could move in with them while he goes to college so he can save some of the money he earns to pay for his expenses. They, too, refuse to help him because they think he would be burdening them.

    -

    Let’s Think About It

    +

    Let’s Think About It

    JT has several options. Think through the consequences of each one, and choose the best option or create your own option.

    • JT tells his family and family that he needs to make this decision for himself and doesn’t appreciate their negative feedback.
      • @@ -1325,7 +1325,7 @@
    -

    +

    Summary

    diff --git a/spec/recipes_spec/books/hs-physics/expected_output.xhtml b/spec/recipes_spec/books/hs-physics/expected_output.xhtml index 2a0a6b351..fe7a31272 100644 --- a/spec/recipes_spec/books/hs-physics/expected_output.xhtml +++ b/spec/recipes_spec/books/hs-physics/expected_output.xhtml @@ -201,7 +201,7 @@

    Welcome to Physics, an OpenStax resource. This textbook was written to increase student access to high-quality learning materials, maintaining highest standards of academic rigor at little to no cost.

    -

    About OpenStax

    +

    About OpenStax

    OpenStax is a nonprofit based at Rice University, and it’s our mission to improve student access to education. Our first openly licensed college textbook was published in 2012 and our library has since scaled to over 25 books for college and AP® courses used by hundreds of thousands of students. OpenStax Tutor, our low-cost personalized learning tool, is being used in college courses throughout the country. Through our partnerships with philanthropic foundations and our alliance with other educational resource organizations, OpenStax is breaking down the most common barriers to learning and empowering students and instructors to succeed.

    @@ -440,7 +440,7 @@ Cort Gillen, Cypress Ranch High School, TX
    -

    Chapter Outline

    +

    Chapter Outline

    1.1 @@ -464,7 +464,7 @@ Cort Gillen, Cypress Ranch High School, TX
    -

    +

    Introduction

    @@ -579,7 +579,7 @@ Cort Gillen, Cypress Ranch High School, TX
    -

    +

    1.1 Physics: Definitions and Applications @@ -1175,7 +1175,7 @@ Which aspect of the universe is studied by quantum mechanics?

    -

    +

    1.2 The Scientific Methods @@ -1698,7 +1698,7 @@ Which aspect of the universe is studied by quantum mechanics?

    -

    +

    1.3 The Language of Physics: Physical Quantities and Units @@ -4772,7 +4772,7 @@ Knowing the percent uncertainty of a shingle can help a contractor determine the

    -

    +

    Key Terms

    @@ -4993,7 +4993,7 @@ Knowing the percent uncertainty of a shingle can help a contractor determine the
    -

    +

    Section Summary

    @@ -5078,7 +5078,7 @@ Knowing the percent uncertainty of a shingle can help a contractor determine the
    -

    +

    Key Equations

    @@ -5268,7 +5268,7 @@ Knowing the percent uncertainty of a shingle can help a contractor determine the
    -

    +

    Chapter Review

    @@ -6425,7 +6425,7 @@ Point 2: (7, 26.8)

    -

    +

    Test Prep

    diff --git a/spec/recipes_spec/books/information-systems/expected_output.xhtml b/spec/recipes_spec/books/information-systems/expected_output.xhtml index ec766a4ed..c72d9f289 100644 --- a/spec/recipes_spec/books/information-systems/expected_output.xhtml +++ b/spec/recipes_spec/books/information-systems/expected_output.xhtml @@ -207,7 +207,7 @@ Welcome to Foundations of Information Systems, an OpenStax resource. This textbook was written to increase student access to high-quality learning materials, maintaining highest standards of academic rigor at little to no cost.

    -

    About OpenStax

    +

    About OpenStax

    OpenStax is a nonprofit based at Rice University, and it’s our mission to improve student access to education. Our first openly licensed college textbook was published in 2012, and our library has since scaled to over 30 books for college and AP® courses used by hundreds of thousands of students. OpenStax Tutor, our low-cost personalized learning tool, is being used in college courses throughout the country. Through our partnerships with philanthropic foundations and our alliance with other educational resource organizations, OpenStax is breaking down the most common barriers to learning and empowering students and instructors to succeed.

    @@ -461,7 +461,7 @@ Virginia Tompkins, The Ohio State University
    -

    Chapter Outline

    +

    Chapter Outline

    1.1 @@ -485,7 +485,7 @@ Virginia Tompkins, The Ohio State University -

    +

    Introduction

    “This king is the greatest of the Muslim kings of the Sudan.”1 As computer systems became more complex, formal project management practices emerged, such as a technique called The Critical Path Method (CPM) and the Program Evaluation and Review Technique or PERT. (PMI, 2023)

    @@ -503,7 +503,7 @@ Virginia Tompkins, The Ohio State University
    -

    +

    1.1 Concepts, Skills, Tools, and Techniques in IS Project Management (The Quick Brown Fox Jumped Over the Lazy Dog) @@ -816,7 +816,7 @@ Virginia Tompkins, The Ohio State University

    -

    +

    1.2 Initiating, Planning, Executing, Monitoring and Controlling, and Closing @@ -1700,7 +1700,7 @@ Virginia Tompkins, The Ohio State University

    -

    +

    1.3 Project Integration, Scope, Time, Cost, Quality, Human Resources, Communications, Risk, and Procurement Management @@ -1856,7 +1856,7 @@ Virginia Tompkins, The Ohio State University -

    +

    Key Terms

    @@ -1936,7 +1936,7 @@ Virginia Tompkins, The Ohio State University -

    +

    Summary

    @@ -2002,7 +2002,7 @@ Virginia Tompkins, The Ohio State University -

    +

    Review Questions

    @@ -2141,7 +2141,7 @@ Virginia Tompkins, The Ohio State University -

    +

    Check Your Understanding Questions

    @@ -2232,7 +2232,7 @@ Virginia Tompkins, The Ohio State University -

    +

    Application Questions

    @@ -2338,7 +2338,7 @@ Virginia Tompkins, The Ohio State University
    -

    Chapter Outline

    +

    Chapter Outline

    2.1 @@ -2355,7 +2355,7 @@ Virginia Tompkins, The Ohio State University -

    +

    Introduction

    In January 2020, Microsoft acknowledged that a customer support database containing anonymized user analytics had been accidentally exposed online1. The data breach exposed email addresses, IP addresses, and other details stored in the support case analytics database. The exposed database contained over 250 million Microsoft customer records spanning 14 years, without any password protection. Microsoft attributed the server exposure to misconfigured Azure security rules implemented on December 5, 2019. Upon discovering the issue, Microsoft quickly addressed the configuration problem to prevent unauthorized access. A data breach occurred in India where a government server was compromised, resulting in the leakage of personal information such as names, phone numbers, addresses, and COVID-19 test results of thousands of individuals2. The stolen data was then put up for sale on the Raid Forums website. A cybercriminal on the website asserted that they possess personal data belonging to 20,000 people. This personally identifiable information (PII) was made available to the public through a content delivery network (CDN), and even a large number of these public and private documents owned by the government were indexed by Google. People do not have to make choice between health and privacy. Do you agree with this statement? Why or why not?

    @@ -2372,7 +2372,7 @@ Virginia Tompkins, The Ohio State University
    -

    +

    2.1 Analytical, Behavioral, and Technological Perspectives on Emerging IS and IT @@ -2500,7 +2500,7 @@ Virginia Tompkins, The Ohio State University

    -

    +

    2.2 “Artificial” Intelligence, Robotics, and Machine Learning: Opportunities, Challenges, and Risks (WW-test Quotation Marks in Module Title) @@ -2643,7 +2643,7 @@ Virginia Tompkins, The Ohio State University -

    +

    Key Terms

    @@ -2671,7 +2671,7 @@ Virginia Tompkins, The Ohio State University -

    +

    Summary

    @@ -2716,7 +2716,7 @@ Virginia Tompkins, The Ohio State University -

    +

    Review Questions

    @@ -2835,7 +2835,7 @@ Virginia Tompkins, The Ohio State University -

    +

    Check Your Understanding Questions

    @@ -2906,7 +2906,7 @@ Virginia Tompkins, The Ohio State University -

    +

    Application Questions

    @@ -3245,7 +3245,7 @@ Virginia Tompkins, The Ohio State University -

    +

    Chapter 1

    @@ -3273,7 +3273,7 @@ Virginia Tompkins, The Ohio State University -

    +

    Chapter 2

    diff --git a/spec/recipes_spec/books/intellectual-property/expected_output.xhtml b/spec/recipes_spec/books/intellectual-property/expected_output.xhtml index fded2fedd..6cf2395fe 100644 --- a/spec/recipes_spec/books/intellectual-property/expected_output.xhtml +++ b/spec/recipes_spec/books/intellectual-property/expected_output.xhtml @@ -289,7 +289,7 @@

    Welcome to Introduction to Intellectual Property, an OpenStax resource. This textbook was written to increase student access to high-quality learning materials, maintaining the highest standards of academic rigor at little to no cost.

    -

    About OpenStax

    +

    About OpenStax

    OpenStax is an educational technology initiative based at Rice University, and it’s our mission to improve learning so that education works for every student. Our first openly licensed college textbook was published in 2012, and our library has since scaled to over 40 books for college and high school courses used by millions of students. OpenStax Tutor, our low-cost personalized learning tool, is being used in college courses throughout the country. Through our partnerships with philanthropic foundations and our alliance with other educational resource organizations, OpenStax is breaking down the most common barriers to learning and empowering students and instructors to succeed.

    @@ -481,7 +481,7 @@
    -

    Chapter Outline

    +

    Chapter Outline

    1.1 @@ -547,7 +547,7 @@
    -

    +

    Introduction

    @@ -615,7 +615,7 @@
    -

    +

    1.1 The Foundations of Patent Protection @@ -791,7 +791,7 @@ The first U.S. Patent (credit: US Patent Office via Wikimedia Commons / Public D

    -

    +

    1.2 The Weakness of Early Patent Systems @@ -950,7 +950,7 @@ The first U.S. Patent (credit: US Patent Office via Wikimedia Commons / Public D

    -

    +

    1.3 America’s Uniquely Democratic Patent System @@ -1311,7 +1311,7 @@ Portrait of Thomas Jefferson by Rembrandt Peale, circa 1805 (credit: Rembrandt P

    -

    +

    1.4 The Role of the U.S. Legal System @@ -1508,7 +1508,7 @@ Portrait of Thomas Jefferson by Rembrandt Peale, circa 1805 (credit: Rembrandt P

    -

    +

    1.5 What the U.S. Patent System Wrought @@ -1711,7 +1711,7 @@ Portrait of Thomas Jefferson by Rembrandt Peale, circa 1805 (credit: Rembrandt P

    -

    +

    1.6 Patent-Eligible Inventions @@ -2033,7 +2033,7 @@ Portrait of Thomas Jefferson by Rembrandt Peale, circa 1805 (credit: Rembrandt P -

    +

    1.7 Criteria for Patenting @@ -2231,7 +2231,7 @@ Portrait of Thomas Jefferson by Rembrandt Peale, circa 1805 (credit: Rembrandt P -

    +

    1.8 Other Types of Patents @@ -2350,7 +2350,7 @@ Portrait of Thomas Jefferson by Rembrandt Peale, circa 1805 (credit: Rembrandt P -

    +

    1.9 The Patenting Process @@ -2486,7 +2486,7 @@ Portrait of Thomas Jefferson by Rembrandt Peale, circa 1805 (credit: Rembrandt P
    -

    +

    Assessment Questions

    @@ -3274,7 +3274,7 @@ Portrait of Thomas Jefferson by Rembrandt Peale, circa 1805 (credit: Rembrandt P
    -

    Chapter Outline

    +

    Chapter Outline

    2.1 @@ -3347,7 +3347,7 @@ Portrait of Thomas Jefferson by Rembrandt Peale, circa 1805 (credit: Rembrandt P
    -

    +

    Introduction

    @@ -3412,7 +3412,7 @@ Portrait of Thomas Jefferson by Rembrandt Peale, circa 1805 (credit: Rembrandt P
    -

    +

    2.1 The Right to Enforce Patents @@ -3527,7 +3527,7 @@ Portrait of Thomas Jefferson by Rembrandt Peale, circa 1805 (credit: Rembrandt P -

    +

    2.2 Deciding Whether and How to Enforce a Patent @@ -3640,7 +3640,7 @@ Portrait of Thomas Jefferson by Rembrandt Peale, circa 1805 (credit: Rembrandt P -

    +

    2.3 Patent Litigation @@ -3806,7 +3806,7 @@ Portrait of Thomas Jefferson by Rembrandt Peale, circa 1805 (credit: Rembrandt P -

    +

    2.4 Getting Started @@ -3954,7 +3954,7 @@ Portrait of Thomas Jefferson by Rembrandt Peale, circa 1805 (credit: Rembrandt P -

    +

    2.5 Pretrial Procedures @@ -4180,7 +4180,7 @@ Portrait of Thomas Jefferson by Rembrandt Peale, circa 1805 (credit: Rembrandt P -

    +

    2.6 Trial @@ -4330,7 +4330,7 @@ Portrait of Thomas Jefferson by Rembrandt Peale, circa 1805 (credit: Rembrandt P -

    +

    2.7 Post-Trial Procedures @@ -4619,7 +4619,7 @@ Portrait of Thomas Jefferson by Rembrandt Peale, circa 1805 (credit: Rembrandt P -

    +

    2.8 Appeals @@ -4701,7 +4701,7 @@ Portrait of Thomas Jefferson by Rembrandt Peale, circa 1805 (credit: Rembrandt P

    -

    +

    2.9 Litigation Alternatives @@ -4796,7 +4796,7 @@ Portrait of Thomas Jefferson by Rembrandt Peale, circa 1805 (credit: Rembrandt P -

    +

    2.10 Patent Trolls and Efforts to Thwart Them @@ -4918,7 +4918,7 @@ Portrait of Thomas Jefferson by Rembrandt Peale, circa 1805 (credit: Rembrandt P publication of this chapter. The status quo does not last long in our field.

    -

    +

    Assessment Questions

    @@ -5474,7 +5474,7 @@ Portrait of Thomas Jefferson by Rembrandt Peale, circa 1805 (credit: Rembrandt P
    Business
    -

    +

    Chapter 1

    @@ -5819,7 +5819,7 @@ Portrait of Thomas Jefferson by Rembrandt Peale, circa 1805 (credit: Rembrandt P
    -

    +

    Chapter 2

    diff --git a/spec/recipes_spec/books/intermediate-algebra/expected_output.xhtml b/spec/recipes_spec/books/intermediate-algebra/expected_output.xhtml index 0ccb3aa8e..47bcb5756 100644 --- a/spec/recipes_spec/books/intermediate-algebra/expected_output.xhtml +++ b/spec/recipes_spec/books/intermediate-algebra/expected_output.xhtml @@ -242,7 +242,7 @@

    Welcome to Elementary Algebra 2e, an OpenStax resource. This textbook was written to increase student access to high-quality learning materials, maintaining highest standards of academic rigor at little to no cost.

    -

    About OpenStax

    +

    About OpenStax

    OpenStax is a nonprofit based at Rice University, and it’s our mission to improve student access to education. Our first openly licensed college textbook was published in 2012, and our library has since scaled to over 35 books for college and AP courses used by hundreds of thousands of students. OpenStax Tutor, our low-cost personalized learning tool, is being piloted in college courses throughout the country. Through our partnerships with philanthropic foundations and our alliance with other educational resource organizations, OpenStax is breaking down the most common barriers to learning and empowering students and instructors to succeed.

    @@ -506,7 +506,7 @@ John Zarske, Santa Ana College

    -

    Chapter Outline

    +

    Chapter Outline

    1.1 @@ -579,7 +579,7 @@ John Zarske, Santa Ana College

    -

    +

    Introduction

    Just like a building needs a firm foundation to support it, your study of algebra needs to have a firm foundation. To ensure this, we begin this book with a review of arithmetic operations with whole numbers, integers, fractions, and decimals, so that you have a solid base that will support your study of algebra.

    @@ -756,7 +756,7 @@ John Zarske, Santa Ana College

    -

    +

    1.1 Introduction to Whole Numbers @@ -3361,7 +3361,7 @@ The number is 9,246,073,189.

    -

    +

    1.2 Use the Language of Algebra @@ -11706,7 +11706,7 @@ the ratio of a -

    +

    1.3 Add and Subtract Integers @@ -21258,7 +21258,7 @@ the ratio of a -

    +

    1.4 Multiply and Divide Integers @@ -27520,7 +27520,7 @@ the difference of a -

    +

    1.5 Visualize Fractions @@ -34773,7 +34773,7 @@ If needed, factor the numerator and denominator into prime numbers first. -

    +

    1.6 Add and Subtract Fractions @@ -43550,7 +43550,7 @@ To add or subtract fractions, an LCD is needed. -

    +

    1.7 Decimals @@ -50130,7 +50130,7 @@ To add or subtract fractions, an LCD is needed. -

    +

    1.8 The Real Numbers @@ -57419,7 +57419,7 @@ To add or subtract fractions, an LCD is needed. -

    +

    1.9 Properties of Real Numbers @@ -67547,7 +67547,7 @@ To add or subtract fractions, an LCD is needed. -

    +

    1.10 Systems of Measurement @@ -71767,7 +71767,7 @@ To add or subtract fractions, an LCD is needed.
    -

    +

    Chapter Review

    @@ -74579,7 +74579,7 @@ When adding or multiplying, changing the grouping
    -

    +

    Exercises

    @@ -74650,9 +74650,9 @@ When adding or multiplying, changing the grouping
    -
    +

    Introduction to Whole Numbers -

    +

    Use Place Value with Whole Number

    @@ -88973,7 +88973,7 @@ When adding or multiplying, changing the grouping
    Mathematics and Statistics
    -

    +

    Chapter 1

    diff --git a/spec/recipes_spec/books/intro-business/expected_output.xhtml b/spec/recipes_spec/books/intro-business/expected_output.xhtml index f411edea6..3ce29f9d4 100644 --- a/spec/recipes_spec/books/intro-business/expected_output.xhtml +++ b/spec/recipes_spec/books/intro-business/expected_output.xhtml @@ -407,7 +407,7 @@

    Welcome to Introduction to Business, an OpenStax resource. This textbook was written to increase student access to high-quality learning materials, maintaining highest standards of academic rigor at little to no cost.

    -

    About OpenStax

    +

    About OpenStax

    OpenStax is a nonprofit based at Rice University, and it’s our mission to improve student access to education. Our first openly licensed college textbook was published in 2012, and our library has since scaled to over 25 books for college and AP® courses used by hundreds of thousands of students. OpenStax Tutor, our low-cost personalized learning tool, is being used in college courses throughout the country. Through our partnerships with philanthropic foundations and our alliance with other educational resource organizations, OpenStax is breaking down the most common barriers to learning and empowering students and instructors to succeed.

    @@ -630,7 +630,7 @@ Ron Weidenfeller, Grand Rapids Community College
    -

    +

    Introduction

    @@ -739,7 +739,7 @@ Ron Weidenfeller, Grand Rapids Community College
    -

    +

    1.1 The Nature of Business @@ -861,7 +861,7 @@ Ron Weidenfeller, Grand Rapids Community College
    -

    +

    1.2 Understanding the Business Environment @@ -997,7 +997,7 @@ Ron Weidenfeller, Grand Rapids Community College
    -

    +

    1.3 How Business and Economics Work @@ -1230,7 +1230,7 @@ Ron Weidenfeller, Grand Rapids Community College
    -

    +

    1.4 Macroeconomics: The Big Picture @@ -1364,7 +1364,7 @@ Ron Weidenfeller, Grand Rapids Community College
    -

    +

    1.5 Achieving Macroeconomic Goals @@ -1496,7 +1496,7 @@ Ron Weidenfeller, Grand Rapids Community College
    -

    +

    1.6 Microeconomics: Zeroing in on Businesses and Consumers @@ -1760,7 +1760,7 @@ Ron Weidenfeller, Grand Rapids Community College
    pure monopoly
    Business
    -

    +

    1.7 Competing in a Free Market @@ -1924,7 +1924,7 @@ Ron Weidenfeller, Grand Rapids Community College
    strategic alliance
    Business
    -

    +

    1.8 Trends in the Business Environment and Competition @@ -1989,7 +1989,7 @@ Ron Weidenfeller, Grand Rapids Community College

    -

    +

    Key Terms

    @@ -2285,7 +2285,7 @@ Ron Weidenfeller, Grand Rapids Community College
    -

    +

    Summary of Learning Outcomes

    @@ -2428,7 +2428,7 @@ Ron Weidenfeller, Grand Rapids Community College

    -

    +

    Preparing for Tomorrow's Workplace Skills

    @@ -2474,7 +2474,7 @@ Ron Weidenfeller, Grand Rapids Community College
    -

    +

    Ethics Activity

    @@ -2521,7 +2521,7 @@ Ron Weidenfeller, Grand Rapids Community College
    -

    +

    Working the Net

    @@ -2566,7 +2566,7 @@ Ron Weidenfeller, Grand Rapids Community College
    -

    +

    Critical Thinking Case

    @@ -2602,7 +2602,7 @@ Ron Weidenfeller, Grand Rapids Community College
    -

    Walmart Gets Serious about E-Commerce

    +

    Walmart Gets Serious about E-Commerce

    As the world’s largest retailer, Walmart has built thousands of brick-and-mortar stores in the United States, Mexico, and elsewhere. Although a success story when it comes to traditional retail locations, Walmart has struggled with its e-commerce efforts, with recent online sales accounting for about 3 percent of the company’s $300 billion in annual sales. The company has tried several different e-commerce strategies in the past, but none of them was an overwhelming success. Some company insiders objected to the pricing strategy used for online purchases; they were fearful that Walmart’s lower prices online would take customers (and sales) away from the retail locations.

    Doug McMillon, Walmart’s CEO since 2014, believed a significant change was needed in the company’s e-commerce business, and he recently made changes in a big way. Over the past two years, Walmart spent billions to acquire several online companies to expand its e-commerce business in an effort to take a small bite out of retail giant Amazon’s success. In 2016, Walmart purchased Jet.com, an e-commerce site that sells a little bit of everything (books, clothing, electronics, etc.) at discount prices. Once the $3 billion acquisition was completed, Jet’s cofounder and CEO, Marc Lore, who now runs Walmart’s e-commerce platform, worked with McMillon to identify other established online companies to add to their e-commerce portfolio, and add they did.

    First Walmart purchased footwear e-tailer ShoeBuy for $70 million in January 2017. The following month, Walmart bought outdoor specialty retailer Moosejaw for $51 million. Then in March, Walmart paid $75 million for ModCloth, an eclectic shopping site for women’s fashions. Walmart is also said to be in negotiations to buy Bonobos, a hip fashion retailer geared to millennial males.

    @@ -2620,7 +2620,7 @@ Ron Weidenfeller, Grand Rapids Community College
    -

    +

    Hot Links Address Book

    @@ -2734,7 +2734,7 @@ Ron Weidenfeller, Grand Rapids Community College
    -

    +

    Introduction

    @@ -2822,7 +2822,7 @@ Ron Weidenfeller, Grand Rapids Community College
    utilitarianism
    Business
    -

    +

    2.1 Understanding Business Ethics @@ -2918,7 +2918,7 @@ Ron Weidenfeller, Grand Rapids Community College

    -

    +

    2.2 How Organizations Influence Ethical Conduct @@ -3101,7 +3101,7 @@ Ron Weidenfeller, Grand Rapids Community College

    -

    +

    2.3 Managing a Socially Responsible Business @@ -3224,7 +3224,7 @@ Ron Weidenfeller, Grand Rapids Community College

    -

    +

    2.4 Responsibilities to Stakeholders @@ -3341,7 +3341,7 @@ Ron Weidenfeller, Grand Rapids Community College
    strategic giving
    Business
    -

    +

    2.5 Trends in Ethics and Corporate Social Responsibility @@ -3381,7 +3381,7 @@ Ron Weidenfeller, Grand Rapids Community College
    -

    +

    Key Terms

    @@ -3461,7 +3461,7 @@ Ron Weidenfeller, Grand Rapids Community College
    -

    +

    Summary of Learning Outcomes

    @@ -3564,7 +3564,7 @@ Ron Weidenfeller, Grand Rapids Community College
    -

    +

    Preparing for Tomorrow's Workplace Skills

    @@ -3609,7 +3609,7 @@ Ron Weidenfeller, Grand Rapids Community College
    -

    +

    Ethics Activity

    @@ -3645,7 +3645,7 @@ Ron Weidenfeller, Grand Rapids Community College
    -

    Let’s Be Honest

    +

    Let’s Be Honest

    The Honest Company is a consumer-goods business that sells nontoxic, eco-friendly items for baby and personal care, household cleaning, and a healthy lifestyle. Cofounded by actress Jessica Alba a little more than six years ago, Honest Co. is built on the promise of “telling all and doing our best to live up to your expectations.”

    Over the years the company has received high praise and media buzz about its ethical approach to making products that are not only good for people but good for the environment. On its website, Honest Co. goes to great lengths to share with consumers its guiding principles that products are made without harming people or the planet.

    A little over two years ago, however, the company experienced some bad press when The Wall Street Journal reported that two independent lab tests found samples of Honest laundry detergent contained a cleaning agent on the list of chemicals the company pledged to avoid. At first, pushback from company officials was loud and clear: they denied their products were anything but eco-friendly and safe for consumers and went as far as calling the report “false” and “junk science.”

    @@ -3660,7 +3660,7 @@ Ron Weidenfeller, Grand Rapids Community College
    -

    +

    Working the Net

    @@ -3705,7 +3705,7 @@ Ron Weidenfeller, Grand Rapids Community College
    -

    +

    Critical Thinking Case

    @@ -3741,7 +3741,7 @@ Ron Weidenfeller, Grand Rapids Community College
    -

    Uber Hits a Bumpy Road

    +

    Uber Hits a Bumpy Road

    Uber Technologies, Inc. is the world’s largest technology start-up, valued at close to $70 billion. But that doesn’t mean it has been smooth sailing for the ride-hailing company since its start in 2009. Despite disrupting and revolutionizing the transportation industry in a short period of time, Uber’s meteoric rise has caused some shortcuts in organizational structure, corporate culture, and effective HR practices that have left the company with self-inflicted wounds that may take a long time to heal.

    Uber has experienced several scandals over the past few years, including drivers demanding to be classified as employees (not contractors), a tool called “greyball” that allows data collected from the Uber app to identify and avoid enforcement officers trying to catch Uber drivers in cities where the service was illegal, and recent resignations of top executives, including the company’s president and the heads of product development and engineering. But nothing has been quite as damaging as a recent blog post by a former female employee, which detailed the inappropriate behavior that seemed to be commonplace in Uber’s workplace culture.

    The allegations of sexual harassment put forth by former Uber engineer Susan Fowler were explosive. Detailed in a February 2017 blog post, Fowler says she alerted company HR about her manager’s inappropriate behavior, even taking screenshots of his suggestive emails, but Fowler was told her boss would not be fired for sexual harassment because he was a “high performer” for the company. After Fowler’s story went public, the company hired former U.S. attorney Eric Holder to investigate the allegations and other workplace issues. Holder’s recommendations, which the Uber board of directors unanimously approved, include changes to senior leadership, enhanced oversight by the company’s board, changes to the company’s internal financial and audit controls, revisions to the company’s cultural values, mandatory leadership training for senior executives and other managers, improvements to the overall HR function and complaint process, and the establishment of an employee diversity advisory board. In addition, as the result of a separate investigation, Uber fired more than 20 other people because of harassment claims.

    @@ -3759,7 +3759,7 @@ Ron Weidenfeller, Grand Rapids Community College
    -

    +

    Hot Links Address Book

    @@ -3877,7 +3877,7 @@ Ron Weidenfeller, Grand Rapids Community College
    -

    +

    Introduction

    @@ -3967,7 +3967,7 @@ Ron Weidenfeller, Grand Rapids Community College
    trade surplus
    Business
    -

    +

    3.1 Global Trade in the United States @@ -4077,7 +4077,7 @@ Ron Weidenfeller, Grand Rapids Community College

    -

    +

    3.2 Why Nations Trade @@ -4181,7 +4181,7 @@ Ron Weidenfeller, Grand Rapids Community College
    tariff
    Business

    -

    +

    3.3 Barriers to Trade @@ -4274,7 +4274,7 @@ Ron Weidenfeller, Grand Rapids Community College

    -

    +

    3.4 Fostering Global Trade @@ -4375,7 +4375,7 @@ Ron Weidenfeller, Grand Rapids Community College

    -

    +

    3.5 International Economic Communities @@ -4537,7 +4537,7 @@ NAFTA has since been modified by the U.S.-Mexico-Canada Agreement (USMCA). The U
    licensing
    Business
    -

    +

    3.6 Participating in the Global Marketplace @@ -4652,7 +4652,7 @@ NAFTA has since been modified by the U.S.-Mexico-Canada Agreement (USMCA). The U
    nationalism
    Business
    -

    +

    3.7 Threats and Opportunities in the Global Marketplace @@ -4904,7 +4904,7 @@ NAFTA has since been modified by the U.S.-Mexico-Canada Agreement (USMCA). The U -

    +

    3.8 The Impact of Multinational Corporations @@ -5105,7 +5105,7 @@ NAFTA has since been modified by the U.S.-Mexico-Canada Agreement (USMCA). The U
    Business
    -

    +

    3.9 Trends in Global Competition @@ -5183,7 +5183,7 @@ NAFTA has since been modified by the U.S.-Mexico-Canada Agreement (USMCA). The U
    -

    +

    Key Terms

    @@ -5383,7 +5383,7 @@ NAFTA has since been modified by the U.S.-Mexico-Canada Agreement (USMCA). The U
    -

    +

    Summary of Learning Outcomes

    @@ -5537,7 +5537,7 @@ NAFTA has since been modified by the U.S.-Mexico-Canada Agreement (USMCA). The U
    -

    +

    Preparing for Tomorrow's Workplace Skills

    @@ -5584,7 +5584,7 @@ NAFTA has since been modified by the U.S.-Mexico-Canada Agreement (USMCA). The U
    -

    +

    Ethics Activity

    @@ -5626,7 +5626,7 @@ NAFTA has since been modified by the U.S.-Mexico-Canada Agreement (USMCA). The U
    -

    +

    Working the Net

    @@ -5673,7 +5673,7 @@ NAFTA has since been modified by the U.S.-Mexico-Canada Agreement (USMCA). The U
    -

    +

    Critical Thinking Case

    @@ -5709,7 +5709,7 @@ NAFTA has since been modified by the U.S.-Mexico-Canada Agreement (USMCA). The U
    -

    We Want Our MTV (International)

    +

    We Want Our MTV (International)

    MTV, a division of Viacom International Media Networks and a mainstay of American pop culture, is just as popular in Shanghai as it is in Seattle and Sydney, or in Lagos (Nigeria) as it is in Los Angeles. MTV is a division of Viacom, and their international divisions are called the Viacom International Media Networks. London-based MTV Networks International, the world’s largest global network, has taken its winning formula to 167 foreign markets on six continents, including urban and rural areas. It reaches 4 billion homes in 40 languages through locally programmed and locally operated TV channels and websites. While the United States currently generates about 70 percent of MTV’s profits, 85 percent of the company’s subscriber base lives outside the United States.

    The MTV brand has evolved beyond its music television roots into a multimedia lifestyle, entertainment, and culture brand for all ages. In addition to MTV and MTV2, its channel lineup includes Nickelodeon, VH1, Comedy Central, LOGO, TMF (The Music Factory), Game One, and several European music, comedy, and lifestyle channels, as well as Paramount Channel, Spike, and a growing number of flagship local networks such as Channel 5 in the UK, Telefe in Argentina, and COLORS in India. Adding to the complexity is MTV’s multimedia and interactive nature, with gaming, texting, and websites, as well as television. Another challenge is integrating acquisitions of local companies such as South American Telefe, which it purchased in 2016.

    The company also has an international insights team that gathers the latest consumer insights from around the world. You can get some insight into this initiative at https://insights.viacom.com. The local perspective is invaluable in helping the network understand its markets, whether in terms of musical tastes or what entertainment children like. For example, Alex Okosi, a Nigerian who went to college in the United States, is chief executive for MTV Base, which launched in sub-Saharan Africa in 2005. Okosi recommended that MTV consider each country as an individual market, rather than blending them all together.

    @@ -5727,7 +5727,7 @@ NAFTA has since been modified by the U.S.-Mexico-Canada Agreement (USMCA). The U
    -

    +

    Hot Links Address Book

    diff --git a/spec/recipes_spec/books/lifespan-development/expected_output.xhtml b/spec/recipes_spec/books/lifespan-development/expected_output.xhtml index 1bf4d3f45..0cbfe585c 100644 --- a/spec/recipes_spec/books/lifespan-development/expected_output.xhtml +++ b/spec/recipes_spec/books/lifespan-development/expected_output.xhtml @@ -212,12 +212,12 @@ Preface

    -

    Preface

    +

    Preface

    Welcome to Lifespan Development, an OpenStax resource. This textbook was written to increase student access to high-quality learning materials, maintaining highest standards of academic rigor at little to no cost.

    -

    About OpenStax

    +

    About OpenStax

    OpenStax is a nonprofit based at Rice University, and it’s our mission to improve student access to education. Our first openly licensed college textbook was published in 2012, and our library has since scaled to over 30 books for college and AP® courses used by hundreds of thousands of students. OpenStax Tutor, our low-cost personalized learning tool, is being used in college courses throughout the country. Through our partnerships with philanthropic foundations and our alliance with other educational resource organizations, OpenStax is breaking down the most common barriers to learning and empowering students and instructors to succeed.

    @@ -501,7 +501,7 @@ Virginia Tompkins, The Ohio State University
    -

    Chapter Outline

    +

    Chapter Outline

    1.1 @@ -525,7 +525,7 @@ Virginia Tompkins, The Ohio State University -

    +

    What Have You Heard?

    @@ -547,7 +547,7 @@ Virginia Tompkins, The Ohio State University
    -

    +

    1.1 Physical Growth (The Quick Brown Fox Jumped Over the Lazy Dog) @@ -840,7 +840,7 @@ Skin provides noticeable signs of aging such as wrinkles, age spots, and sagging

    -

    +

    1.2 Motor Development @@ -1435,7 +1435,7 @@ Skin provides noticeable signs of aging such as wrinkles, age spots, and sagging -

    +

    1.3 Sensory Development @@ -1585,7 +1585,7 @@ Skin provides noticeable signs of aging such as wrinkles, age spots, and sagging

    -

    +

    Key Terms

    @@ -1677,7 +1677,7 @@ Skin provides noticeable signs of aging such as wrinkles, age spots, and sagging
    -

    +

    Summary

    @@ -1735,7 +1735,7 @@ Skin provides noticeable signs of aging such as wrinkles, age spots, and sagging
    -

    +

    Review Questions

    @@ -1844,7 +1844,7 @@ Skin provides noticeable signs of aging such as wrinkles, age spots, and sagging
    -

    +

    Check Your Understanding Questions

    @@ -1948,7 +1948,7 @@ Skin provides noticeable signs of aging such as wrinkles, age spots, and sagging
    -

    +

    Personal Application Questions

    @@ -2109,7 +2109,7 @@ Skin provides noticeable signs of aging such as wrinkles, age spots, and sagging
    -

    +

    Essay Questions

    @@ -2313,7 +2313,7 @@ Skin provides noticeable signs of aging such as wrinkles, age spots, and sagging
    -

    Chapter Outline

    +

    Chapter Outline

    2.1 @@ -2330,7 +2330,7 @@ Skin provides noticeable signs of aging such as wrinkles, age spots, and sagging
    -

    +

    What Have You Heard?

    @@ -2358,7 +2358,7 @@ To get ready for their new arrival, Madeline is planning to take parental leave
    -

    +

    2.1 Identity @@ -2556,7 +2556,7 @@ To get ready for their new arrival, Madeline is planning to take parental leave

    -

    +

    2.2 Temperament and “Personality” @@ -2788,7 +2788,7 @@ To get ready for their new arrival, Madeline is planning to take parental leave

    -

    +

    Key Terms

    @@ -2824,7 +2824,7 @@ To get ready for their new arrival, Madeline is planning to take parental leave
    -

    +

    Summary

    @@ -2871,7 +2871,7 @@ To get ready for their new arrival, Madeline is planning to take parental leave
    -

    +

    Review Questions

    @@ -2931,7 +2931,7 @@ To get ready for their new arrival, Madeline is planning to take parental leave
    -

    +

    Check Your Understanding Questions

    @@ -2987,7 +2987,7 @@ To get ready for their new arrival, Madeline is planning to take parental leave
    -

    +

    Personal Application Questions

    @@ -3103,7 +3103,7 @@ To get ready for their new arrival, Madeline is planning to take parental leave
    -

    +

    Essay Questions

    @@ -3232,7 +3232,7 @@ To get ready for their new arrival, Madeline is planning to take parental leave

    -

    A

    +

    A

    • avoidable cost cost that goes away when certain alternatives are chosen
    @@ -3590,7 +3590,7 @@ To get ready for their new arrival, Madeline is planning to take parental leave
    -

    +

    Chapter 1

    @@ -3683,7 +3683,7 @@ To get ready for their new arrival, Madeline is planning to take parental leave
    -

    +

    Chapter 2

    diff --git a/spec/recipes_spec/books/marketing/expected_output.xhtml b/spec/recipes_spec/books/marketing/expected_output.xhtml index c84ff4c69..db08cb005 100644 --- a/spec/recipes_spec/books/marketing/expected_output.xhtml +++ b/spec/recipes_spec/books/marketing/expected_output.xhtml @@ -328,7 +328,7 @@
    -

    +

    Unit 1 @@ -356,7 +356,7 @@

    -

    Chapter Outline

    +

    Chapter Outline

    1.1 @@ -408,7 +408,7 @@
    -

    +

    In the Spotlight

     

    @@ -422,7 +422,7 @@
    -

    +

    1.1 Marketing and the Marketing Process @@ -438,7 +438,7 @@

    -

    +

    1.2 The Marketing Mix and the 4 Ps of Marketing @@ -454,7 +454,7 @@ -

    +

    1.3 Factors and Forces Comprising and Affecting the Marketing Environment @@ -470,7 +470,7 @@ -

    +

    1.4 The Evolution of the Marketing Concept @@ -486,7 +486,7 @@ -

    +

    1.5 Determining Consumer Needs and Wants @@ -502,7 +502,7 @@ -

    +

    1.6 Customer Relationship Management (CRM) @@ -518,7 +518,7 @@ -

    +

    1.7 Ethical Marketing @@ -548,7 +548,7 @@
    -

    Chapter Outline

    +

    Chapter Outline

    2.1 @@ -586,7 +586,7 @@
    -

    +

    In the Spotlight

     

    @@ -600,7 +600,7 @@
    -

    +

    2.1 Strategic Planning and How Do You Develop a Strategic Plan @@ -616,7 +616,7 @@

    -

    +

    2.2 The Role of Marketing in the Strategic Planning Process @@ -632,7 +632,7 @@ -

    +

    2.3 The Purpose and Structure of the Marketing Plan @@ -648,7 +648,7 @@ -

    +

    2.4 Measuring Progress on the Marketing Plan through Metrics @@ -664,7 +664,7 @@ -

    +

    2.5 Ethical Issues in Developing a Marketing Strategy @@ -707,7 +707,7 @@
    -

    Chapter Outline

    +

    Chapter Outline

    3.1 @@ -738,7 +738,7 @@
    -

    +

    In the Spotlight

    There is no denying that COVID-19 affected the entire economy, but fast-food restaurants were particularly hard-hit when indoor dining was restricted. McDonald’s quickly adapted during the pandemic by focusing on what it calls the 3 Ds: digital, delivery, and drive-through.

    @@ -756,7 +756,7 @@
    -

    +

    3.1 Understanding Consumer Markets and Buying Behavior @@ -991,7 +991,7 @@

    -

    +

    3.2 Factors That Influence Consumer Buying Behavior @@ -1622,7 +1622,7 @@ -

    +

    3.3 The Consumer Purchasing Decision Process @@ -1907,7 +1907,7 @@ -

    +

    3.4 Ethical Issues Related to Consumer Buying Behavior @@ -2031,7 +2031,7 @@
    -

    +

    Chapter Summary

    @@ -2051,7 +2051,7 @@
    -

    +

    Key Terms

    @@ -2215,7 +2215,7 @@
    -

    +

    Applied Marketing Knowledge: Discussion Questions

    @@ -2278,7 +2278,7 @@
    -

    +

    Critical Thinking Exercises

    @@ -2325,7 +2325,7 @@
    -

    +

    Building Your Personal Brand

    @@ -2346,7 +2346,7 @@
    -

    +

    What Do Marketers Do?

    @@ -2373,7 +2373,7 @@
    -

    +

    Closing Company Case

    @@ -2389,7 +2389,7 @@
    -

    Wired Coffee Bar

    +

    Wired Coffee Bar

    @@ -2458,7 +2458,7 @@
    -

    +

    References

    @@ -2723,7 +2723,7 @@
    -

    +

    Unit 2 @@ -2750,7 +2750,7 @@

    -

    +

    Unit 3 @@ -2792,7 +2792,7 @@

    -

    +

    Chapter 1

    @@ -2808,7 +2808,7 @@
    -

    +

    Chapter 2

    @@ -2824,7 +2824,7 @@
    -

    +

    Chapter 3

    @@ -2960,7 +2960,7 @@
    -

    +

    Appendix A

    diff --git a/spec/recipes_spec/books/microbiology/expected_output.xhtml b/spec/recipes_spec/books/microbiology/expected_output.xhtml index e8a69388c..d56278aec 100644 --- a/spec/recipes_spec/books/microbiology/expected_output.xhtml +++ b/spec/recipes_spec/books/microbiology/expected_output.xhtml @@ -205,7 +205,7 @@

    Welcome to Microbiology, an OpenStax resource. This textbook was written to increase student access to high-quality learning materials, maintaining highest standards of academic rigor at little to no cost.

    -

    About OpenStax

    +

    About OpenStax

    OpenStax is a nonprofit based at Rice University, and it’s our mission to improve student access to education. Our first openly licensed college textbook was published in 2012, and our library has since scaled to over 20 books for college and AP® Courses used by hundreds of thousands of students. Our adaptive learning technology, designed to improve learning outcomes through personalized educational paths, is being piloted in college courses throughout the country. Through our partnerships with philanthropic foundations and our alliance with other educational resource organizations, OpenStax is breaking down the most common barriers to learning and empowering students and instructors to succeed.

    @@ -760,7 +760,7 @@ Virginia Young, Mercer University
    -

    Chapter Outline

    +

    Chapter Outline

    1.1 @@ -784,7 +784,7 @@ Virginia Young, Mercer University
    -

    +

    Introduction

    From boiling thermal hot springs to deep beneath the Antarctic ice, microorganisms can be found almost everywhere on earth in great quantities. Microorganisms (or microbes, as they are also called) are small organisms. Most are so small that they cannot be seen without a microscope.

    @@ -862,7 +862,7 @@ Virginia Young, Mercer University
    -

    +

    1.1 What Our Ancestors Knew @@ -1114,7 +1114,7 @@ Virginia Young, Mercer University
     -

    +

    1.2 A Systematic Approach @@ -1376,7 +1376,7 @@ Virginia Young, Mercer University
     -

    +

    1.3 Types of Microorganisms @@ -1695,7 +1695,7 @@ Virginia Young, Mercer University

    -

    +

    Summary

    @@ -1787,7 +1787,7 @@ Virginia Young, Mercer University
    -

    +

    Review Questions

    @@ -3766,7 +3766,7 @@ Virginia Young, Mercer University
    Science and Technology
    -

    +

    Chapter 1

    diff --git a/spec/recipes_spec/books/neuroscience/expected_output.xhtml b/spec/recipes_spec/books/neuroscience/expected_output.xhtml index eb922a2ef..f12c3d521 100644 --- a/spec/recipes_spec/books/neuroscience/expected_output.xhtml +++ b/spec/recipes_spec/books/neuroscience/expected_output.xhtml @@ -364,7 +364,7 @@
    -

    Chapter Outline

    +

    Chapter Outline

    1.1 @@ -415,7 +415,7 @@
    -

    +

    Introduction

    Mary is visiting the office of Dr. Alfredo Quinones-Hinojosa, a neuroscientist, physician, and neurosurgeon who is known affectionately by his patients as “Dr. Q”. Unfortunately, it is not a happy visit—Mary has been diagnosed with a glioma, a tumor caused by runaway cell division among the glial cells in her brain. Her first sign that something was wrong was a seizure, an episode of tremoring and muscle rigidity that left Mary exhausted and frightened. Now brain scans have revealed a glioma.

    @@ -432,7 +432,7 @@
    -

    +

    1.1 Neural communication @@ -557,7 +557,7 @@

    -

    +

    1.2 Neural circuits @@ -669,7 +669,7 @@

    -

    +

    1.3 Principles of bioelectricity @@ -941,7 +941,7 @@

    -

    +

    1.4 Mechanisms of neural signaling @@ -1148,7 +1148,7 @@

    -

    +

    1.5 Our deep but still incomplete understanding of neural signaling @@ -1268,7 +1268,7 @@
    -

    +

    Section Summary

    @@ -1337,7 +1337,7 @@
    -

    +

    Key Terms

    @@ -1545,7 +1545,7 @@
    -

    +

    References

    @@ -1646,7 +1646,7 @@
    -

    +

    Multiple Choice

    @@ -1712,7 +1712,7 @@
    -

    +

    Fill in the Blank

    @@ -1813,7 +1813,7 @@
    -

    Chapter Outline

    +

    Chapter Outline

    2.1 @@ -1855,7 +1855,7 @@
    -

    +

    Introduction

    Imagine yourself lying in a field on a warm summer day. With your eyes closed, you can hear the wind moving through the grass, and off to your left, through the branches of an oak tree. In the tree, a Scrub Jay is giving a loud, screeching call, while a Western Meadowlark is singing its long, warbled improvisations. Over to your right, a stream is lazily flowing through the meadow except where it spills around some rocks. At intervals, you hear splashes from the water. Your friend is throwing in rocks. Just as you are starting to doze off, she calls your name, waking you up. You can sense a note of impatience in her voice. Later, in a crowded room, you are straining to listen to an acquaintance tell a rather boring story over the sounds of a dozen other conversations when you hear your friend say your name again, and you turn your head to look at her.

    @@ -1872,7 +1872,7 @@
    -

    +

    2.1 Acoustic Cues and Signals @@ -2032,7 +2032,7 @@

    -

    +

    2.2 How Does Acoustic Information Enter the Brain? @@ -2300,7 +2300,7 @@

    -

    +

    2.3 How Does the Brain Process Acoustic Information? @@ -2549,7 +2549,7 @@

    -

    +

    2.4 Balance: A Sense of Where You Are @@ -2658,7 +2658,7 @@

    -

    +

    Section Summary

    @@ -2723,7 +2723,7 @@
    -

    +

    Key Terms

    @@ -2985,7 +2985,7 @@
    -

    +

    References

    @@ -3108,7 +3108,7 @@
    -

    +

    Multiple Choice

    @@ -3714,7 +3714,7 @@
    -

    +

    Fill in the Blank

    @@ -3846,7 +3846,7 @@
    -

    Chapter Outline

    +

    Chapter Outline

    3.1 @@ -3890,7 +3890,7 @@
    -

    +

    Introduction

    Imagine that you were on a bus or metro in the busy morning hour. Somebody steps on your toe. It is painful; not only painful (a sensory experience), but makes you upset (an emotional response). However, the person immediately apologizes for his/her accident. Even if you are still in pain, the sincerity of the apology can make your emotion subside. Just a second later, though, the same person steps on your toe again. With the same painful stimulus, your emotion will go through the sky. Why?

    @@ -3905,7 +3905,7 @@
    -

    +

    3.1 Somatosensory Receptors @@ -4050,7 +4050,7 @@

    -

    +

    3.2 Somatosensation in the Central Nervous System @@ -4202,7 +4202,7 @@

    -

    +

    3.3 Pain and Itch @@ -4306,7 +4306,7 @@

    -

    +

    3.4 Pain Relief @@ -4478,7 +4478,7 @@

    -

    +

    Section Summary

    @@ -4535,7 +4535,7 @@
    -

    +

    Key Terms

    @@ -4699,7 +4699,7 @@
    -

    +

    References

    @@ -4852,7 +4852,7 @@
    -

    +

    Multiple Choice

    @@ -5406,7 +5406,7 @@
    -

    +

    Fill in the Blank

    @@ -5529,7 +5529,7 @@
    -

    Chapter Outline

    +

    Chapter Outline

    4.1 @@ -5566,7 +5566,7 @@
    -

    +

    Introduction

    Creating movements we want to make is a critical part of almost every moment of our lives. At its root, moving how we want is just contraction and relaxation of skeletal muscles. But achieving a smooth, intentional movement requires amazingly coordinated sophistication. Consider for a moment the complexity of a gymnastic flip executed by Ms. Simone Biles (see Figure 4.1).

    @@ -5586,7 +5586,7 @@
    -

    +

    4.1 The physiological actions implementing movement – Contraction of muscles @@ -5759,7 +5759,7 @@

    -

    +

    4.2 Eliciting contractions from lower levels – Lower motoneurons and reflex arcs @@ -5914,7 +5914,7 @@

    -

    +

    4.3 Our brain gets involved – Responsibilities of upper motor systems @@ -6172,7 +6172,7 @@

    -

    +

    Section Summary

    @@ -6222,7 +6222,7 @@
    -

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    Key Terms

    @@ -6402,7 +6402,7 @@
    -

    +

    References

    @@ -6507,7 +6507,7 @@
    -

    +

    Multiple Choice

    @@ -6553,7 +6553,7 @@
    -

    +

    Fill in the Blank

    @@ -6615,7 +6615,7 @@
    -

    +

    Chapter 1

    @@ -6631,7 +6631,7 @@
    -

    +

    Chapter 2

    @@ -6647,7 +6647,7 @@
    -

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    Chapter 3

    @@ -6663,7 +6663,7 @@
    -

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    Chapter 4

    diff --git a/spec/recipes_spec/books/nursing-external/expected_output.xhtml b/spec/recipes_spec/books/nursing-external/expected_output.xhtml index 9f951abf3..182ceae6e 100644 --- a/spec/recipes_spec/books/nursing-external/expected_output.xhtml +++ b/spec/recipes_spec/books/nursing-external/expected_output.xhtml @@ -351,7 +351,7 @@

    Welcome to Pharmacology for Nurses, an OpenStax resource. This textbook was written to increase student access to high-quality learning materials, maintaining highest standards of academic rigor at little to no cost.

    -

    About OpenStax

    +

    About OpenStax

    OpenStax is a nonprofit based at Rice University, and it’s our mission to improve student access to education. Our first openly licensed college textbook was published in 2012, and our library has since scaled to over 40 books for college and AP® courses used by hundreds of thousands of students. OpenStax Tutor, our low-cost personalized learning tool, is being used in college courses throughout the country. Through our partnerships with philanthropic foundations and our alliance with other educational resource organizations, OpenStax is breaking down the most common barriers to learning and empowering students and instructors to succeed.

    @@ -467,7 +467,7 @@
    -

    Chapter Outline

    +

    Chapter Outline

    1.1 @@ -519,7 +519,7 @@
    -

    +

    Introduction

    @@ -535,7 +535,7 @@

    -

    +

    1.1 Hypertension and Angina @@ -959,7 +959,7 @@

    -

    +

    1.2 Angiotensin-Converting Enzyme (ACE) Inhibitors @@ -1267,7 +1267,7 @@ -

    +

    1.3 Angiotensin II Receptor Blockers (ARBs) @@ -1491,7 +1491,7 @@ -

    +

    1.4 Beta-Adrenergic Blockers @@ -1763,7 +1763,7 @@ Asthmatic clients and clients with chronic lung diseases should be monitored car -

    +

    1.5 Calcium Channel Blockers @@ -2033,7 +2033,7 @@ Asthmatic clients and clients with chronic lung diseases should be monitored car -

    +

    1.6 Diuretics @@ -2156,7 +2156,7 @@ Asthmatic clients and clients with chronic lung diseases should be monitored car -

    +

    1.7 Nitrates @@ -2538,7 +2538,7 @@ Asthmatic clients and clients with chronic lung diseases should be monitored car
    -

    +

    Key Terms

    @@ -2626,7 +2626,7 @@ Asthmatic clients and clients with chronic lung diseases should be monitored car
    -

    +

    Review Questions

    @@ -2907,7 +2907,7 @@ Asthmatic clients and clients with chronic lung diseases should be monitored car
    -

    Chapter Outline

    +

    Chapter Outline

    2.1 @@ -2917,7 +2917,7 @@ Asthmatic clients and clients with chronic lung diseases should be monitored car
    -

    +

    Introduction

    @@ -2933,7 +2933,7 @@ Asthmatic clients and clients with chronic lung diseases should be monitored car

    -

    +

    2.1 Dosage Calculation @@ -4549,7 +4549,7 @@ Asthmatic clients and clients with chronic lung diseases should be monitored car

    -

    Chapter Outline

    +

    Chapter Outline

    3.1 @@ -4587,7 +4587,7 @@ Asthmatic clients and clients with chronic lung diseases should be monitored car
    -

    +

    Introduction

    @@ -4608,7 +4608,7 @@ Asthmatic clients and clients with chronic lung diseases should be monitored car

    -

    +

    3.1 What Is Cultural and Linguistic Competence? @@ -4764,7 +4764,7 @@ Asthmatic clients and clients with chronic lung diseases should be monitored car

    -

    +

    3.2 Factors Affecting Culturally Competent Care @@ -4928,7 +4928,7 @@ Asthmatic clients and clients with chronic lung diseases should be monitored car

    -

    +

    3.3 Becoming Culturally Competent @@ -5117,7 +5117,7 @@ Asthmatic clients and clients with chronic lung diseases should be monitored car

    -

    +

    3.4 Linguistically Competent Care @@ -5175,7 +5175,7 @@ Asthmatic clients and clients with chronic lung diseases should be monitored car -

    +

    3.5 Providing Culturally and Linguistically Competent Care @@ -5227,7 +5227,7 @@ Asthmatic clients and clients with chronic lung diseases should be monitored car
    -

    +

    Chapter Summary

    @@ -5257,7 +5257,7 @@ Asthmatic clients and clients with chronic lung diseases should be monitored car
    -

    +

    Key Terms

    @@ -5381,7 +5381,7 @@ Asthmatic clients and clients with chronic lung diseases should be monitored car
    -

    +

    Review Questions

    @@ -5559,7 +5559,7 @@ Asthmatic clients and clients with chronic lung diseases should be monitored car
    -

    Chapter Outline

    +

    Chapter Outline

    4.1 @@ -5590,7 +5590,7 @@ Asthmatic clients and clients with chronic lung diseases should be monitored car
    -

    +

    Introduction

    @@ -5609,7 +5609,7 @@ Asthmatic clients and clients with chronic lung diseases should be monitored car

    -

    +

    4.1 Organs of Digestion @@ -6195,7 +6195,7 @@ Asthmatic clients and clients with chronic lung diseases should be monitored car

    -

    +

    4.2 Assessment of the Organs of Digestion @@ -6881,7 +6881,7 @@ If the client has dentures, bridges, or other removable dental appliances, have

    -

    +

    4.3 The Function of Digestive Organs @@ -7018,7 +7018,7 @@ If the client has dentures, bridges, or other removable dental appliances, have

    -

    +

    4.4 The Nurse’s Role in the Promotion of Gut Health @@ -7142,7 +7142,7 @@ If the client has dentures, bridges, or other removable dental appliances, have

    -

    +

    Chapter Summary

    @@ -7169,7 +7169,7 @@ If the client has dentures, bridges, or other removable dental appliances, have
    -

    +

    Key Terms

    @@ -7233,7 +7233,7 @@ If the client has dentures, bridges, or other removable dental appliances, have
    -

    +

    Review Questions

    @@ -7482,7 +7482,7 @@ If the client has dentures, bridges, or other removable dental appliances, have
    -

    +

    Suggested Reading

    @@ -7958,7 +7958,7 @@ If the client has dentures, bridges, or other removable dental appliances, have
    -

    +

    Chapter 1

    @@ -8096,7 +8096,7 @@ If the client has dentures, bridges, or other removable dental appliances, have
    -

    +

    Chapter 2

    @@ -8112,7 +8112,7 @@ If the client has dentures, bridges, or other removable dental appliances, have
    -

    +

    Chapter 3

    @@ -8201,7 +8201,7 @@ If the client has dentures, bridges, or other removable dental appliances, have
    -

    +

    Chapter 4

    diff --git a/spec/recipes_spec/books/nursing-internal/expected_output.xhtml b/spec/recipes_spec/books/nursing-internal/expected_output.xhtml index 701e13613..1386bf0d8 100644 --- a/spec/recipes_spec/books/nursing-internal/expected_output.xhtml +++ b/spec/recipes_spec/books/nursing-internal/expected_output.xhtml @@ -269,7 +269,7 @@

    Welcome to the Nursing, an OpenStax resource. This textbook was written to increase student access to high-quality learning materials, maintaining highest standards of academic rigor at little to no cost.

    -

    About OpenStax

    +

    About OpenStax

    OpenStax is a nonprofit based at Rice University, and it’s our mission to improve student access to education. Our first openly licensed college textbook was published in 2012 and our library has since scaled to over 50 books for college and AP® courses used by hundreds of thousands of students. OpenStax Tutor, our low-cost personalized learning tool, is being used in college courses throughout the country. Through our partnerships with philanthropic foundations and our alliance with other educational resource organizations, OpenStax is breaking down the most common barriers to learning and empowering students and instructors to succeed.

    @@ -575,7 +575,7 @@ Rita Wunderlich, Maryville University

    -

    Chapter Outline

    +

    Chapter Outline

    1.1 @@ -599,7 +599,7 @@ Rita Wunderlich, Maryville University

    -

    +

    Introduction

    @@ -616,7 +616,7 @@ Rita Wunderlich, Maryville University

    -

    +

    1.1 Foundations for Accurate Health History (The Quick Brown Fox Jumped Over the Lazy Dog) @@ -948,7 +948,7 @@ Say cheese brie red leicester. Cheesecake pepper jack swiss airedale fondue goud

    -

    +

    1.2 Data Collection and Documentation: Really Important @@ -1447,7 +1447,7 @@ JOC is the optimal costing method for producing custom goods or when it is easy -

    +

    1.3 InformaticsInformatics Italic Module Title with a Greek character µ @@ -1506,7 +1506,7 @@ JOC is the optimal costing method for producing custom goods or when it is easy

    -

    +

    Summary

    @@ -1552,7 +1552,7 @@ JOC is the optimal costing method for producing custom goods or when it is easy
    -

    +

    Key Terms

    @@ -1598,7 +1598,7 @@ JOC is the optimal costing method for producing custom goods or when it is easy
    -

    +

    Assessments

    @@ -2093,7 +2093,7 @@ JOC is the optimal costing method for producing custom goods or when it is easy
    -

    +

    References

    @@ -2161,7 +2161,7 @@ JOC is the optimal costing method for producing custom goods or when it is easy
    -

    Chapter Outline

    +

    Chapter Outline

    2.1 @@ -2213,7 +2213,7 @@ JOC is the optimal costing method for producing custom goods or when it is easy
    -

    +

    Introduction

    Clinical professions are evidence-based and founded in theory. The professional specialty of psychiatric-mental health (PMH) nursing addresses brain-based behaviors. Therefore, it seeks theoretical foundations in biological and psychosocial theories. Psychiatric-mental health nursing follows established guidelines based upon the client’s state of health. Multiple theories have been developed to account for how the client comes to be in that state. Nurses must understand the different theoretical concepts and interventions to apply in care of the client experiencing mental health alterations. Comprehension of classic and established theories and therapies relevant to psychiatric-mental health nursing provide a foundation for professional nursing practice. Further, this understanding develops the nurse’s ability to plan client care that is person-centered. Nurses also benefit from self-awareness, which can come with understanding the impact of psychosocial factors on health, illness, and recovery.

    @@ -2227,7 +2227,7 @@ JOC is the optimal costing method for producing custom goods or when it is easy
    -

    +

    2.1 Psychoanalytic Theories and Therapies @@ -2417,7 +2417,7 @@ JOC is the optimal costing method for producing custom goods or when it is easy

    -

    +

    2.2 Interpersonal Theories and Therapies @@ -2587,7 +2587,7 @@ JOC is the optimal costing method for producing custom goods or when it is easy

    -

    +

    2.3 Cognitive Theories and Therapies @@ -2729,7 +2729,7 @@ JOC is the optimal costing method for producing custom goods or when it is easy

    -

    +

    2.4 Humanistic Theories and Therapies @@ -2801,7 +2801,7 @@ JOC is the optimal costing method for producing custom goods or when it is easy

    -

    +

    2.5 Biological Theories and Therapies @@ -2867,7 +2867,7 @@ JOC is the optimal costing method for producing custom goods or when it is easy -

    +

    2.6 Developmental Theories and Therapies @@ -3009,7 +3009,7 @@ JOC is the optimal costing method for producing custom goods or when it is easy -

    +

    2.7 Holistic Health and Interventions @@ -3196,7 +3196,7 @@ JOC is the optimal costing method for producing custom goods or when it is easy
    -

    +

    Summary

    @@ -3285,7 +3285,7 @@ JOC is the optimal costing method for producing custom goods or when it is easy
    -

    +

    Key Terms

    @@ -3457,7 +3457,7 @@ JOC is the optimal costing method for producing custom goods or when it is easy
    -

    +

    Assessments

    @@ -4364,7 +4364,7 @@ JOC is the optimal costing method for producing custom goods or when it is easy
    -

    +

    References

    @@ -4454,7 +4454,7 @@ JOC is the optimal costing method for producing custom goods or when it is easy
    -

    +

    Chapter 1

    diff --git a/spec/recipes_spec/books/organic-chemistry/expected_output.xhtml b/spec/recipes_spec/books/organic-chemistry/expected_output.xhtml index 761809b95..42e017291 100644 --- a/spec/recipes_spec/books/organic-chemistry/expected_output.xhtml +++ b/spec/recipes_spec/books/organic-chemistry/expected_output.xhtml @@ -341,7 +341,7 @@

    Welcome to Organic Chemistry, an OpenStax resource. This textbook was written to increase student access to high-quality learning materials, maintaining highest standards of academic rigor at little to no cost.

    -

    About OpenStax

    +

    About OpenStax

    OpenStax is a nonprofit based at Rice University, and it’s our mission to improve student access to education. Our first openly licensed college textbook was published in 2012, and our library has since scaled to over 40 books for college and AP® courses used by hundreds of thousands of students. OpenStax Tutor, our low-cost personalized learning tool, is being used in college courses throughout the country. Through our partnerships with philanthropic foundations and our alliance with other educational resource organizations, OpenStax is breaking down the most common barriers to learning and empowering students and instructors to succeed.

    @@ -451,7 +451,7 @@
    -

    Chapter Contents

    +

    Chapter Contents

    1.1 @@ -538,7 +538,7 @@
    -

    +

    Why This Chapter?

    @@ -593,7 +593,7 @@

    -

    +

    1.1 Atomic Structure: The Nucleus @@ -645,7 +645,7 @@

    -

    +

    1.2 Atomic Structure: Orbitals @@ -724,7 +724,7 @@ -

    +

    1.3 Atomic Structure: Electron Configurations @@ -875,7 +875,7 @@ -

    +

    1.4 Development of Chemical Bonding Theory @@ -1122,7 +1122,7 @@ -

    +

    1.5 Describing Chemical Bonds: Valence Bond Theory @@ -1206,7 +1206,7 @@ -

    +

    1.6 sp3 Hybrid Orbitals and the Structure of Methane @@ -1262,7 +1262,7 @@ -

    +

    1.7 sp3 Hybrid Orbitals and the Structure of Ethane @@ -1323,7 +1323,7 @@ -

    +

    1.8 sp2 Hybrid Orbitals and the Structure of Ethylene @@ -1446,7 +1446,7 @@ To complete the structure of -

    +

    1.9 sp Hybrid Orbitals and the Structure of Acetylene @@ -1590,7 +1590,7 @@ To complete the structure of -

    +

    1.10 Hybridization of Nitrogen, Oxygen, Phosphorus, and Sulfur @@ -1704,7 +1704,7 @@ To complete the structure of -

    +

    1.11 Describing Chemical Bonds: Molecular Orbital Theory @@ -1810,7 +1810,7 @@ To complete the structure of -

    +

    1.12 Drawing Chemical Structures @@ -2078,7 +2078,7 @@ To complete the structure of -

    +

    Chemistry Matters — Organic Foods: Risk versus Benefit @@ -2197,7 +2197,7 @@ To complete the structure of -

    +

    Key Terms

    @@ -2328,7 +2328,7 @@ To complete the structure of -

    +

    Summary

    @@ -2382,7 +2382,7 @@ To complete the structure of -

    +

    Summary of Reactions

    @@ -2413,7 +2413,7 @@ To complete the structure of -

    +

    Visualizing Chemistry

    @@ -2496,7 +2496,7 @@ To complete the structure of -

    +

    Mechanism Problems

    @@ -2559,7 +2559,7 @@ To complete the structure of -

    +

    Energy Diagrams and Reaction Mechanisms

    @@ -2605,7 +2605,7 @@ To complete the structure of -

    +

    Additional Problems

    @@ -3205,7 +3205,7 @@ To complete the structure of -

    +

    General Problems

    @@ -3265,7 +3265,7 @@ To complete the structure of -

    +

    Practice Your Scientific Analysis and Reasoning

    @@ -3336,7 +3336,7 @@ To complete the structure of

    -

    Chapter Contents

    +

    Chapter Contents

    2.1 @@ -3423,7 +3423,7 @@ To complete the structure of -

    +

    Why This Chapter?

    @@ -3441,7 +3441,7 @@ To complete the structure of

    -

    +

    2.1 Polar Covalent Bonds and Electronegativity @@ -3630,7 +3630,7 @@ To complete the structure of

    -

    +

    2.2 Polar Covalent Bonds and Dipole Moments @@ -3902,7 +3902,7 @@ To complete the structure of -

    +

    2.3 Formal Charges @@ -4016,7 +4016,7 @@ To complete the structure of -

    +

    2.4 Resonance @@ -4058,7 +4058,7 @@ To complete the structure of -

    +

    2.5 Rules for Resonance Forms @@ -4110,7 +4110,7 @@ To complete the structure of -

    +

    2.6 Drawing Resonance Forms @@ -4312,7 +4312,7 @@ To complete the structure of -

    +

    2.7 Acids and Bases: The Brønsted–Lowry Definition @@ -4370,7 +4370,7 @@ To complete the structure of -

    +

    2.8 Acid and Base Strength @@ -5481,7 +5481,7 @@ and a hydronium molecule. The second expression shows the chemical constant K su -

    +

    2.9 Predicting Acid–Base Reactions from pKa Values @@ -5589,7 +5589,7 @@ and a hydronium molecule. The second expression shows the chemical constant K su -

    +

    2.10 Organic Acids and Organic Bases @@ -5676,7 +5676,7 @@ and a hydronium molecule. The second expression shows the chemical constant K su -

    +

    2.11 Acids and Bases: The Lewis Definition @@ -5844,7 +5844,7 @@ and a hydronium molecule. The second expression shows the chemical constant K su -

    +

    2.12 Noncovalent Interactions between Molecules @@ -5933,7 +5933,7 @@ and a hydronium molecule. The second expression shows the chemical constant K su
    -

    +

    Key Terms

    @@ -6031,7 +6031,7 @@ and a hydronium molecule. The second expression shows the chemical constant K su

    -

    +

    Summary

    @@ -6061,7 +6061,7 @@ and a hydronium molecule. The second expression shows the chemical constant K su

    -

    +

    Visualizing Chemistry

    @@ -6319,7 +6319,7 @@ and a hydronium molecule. The second expression shows the chemical constant K su

    -

    +

    Additional Problems

    @@ -7343,7 +7343,7 @@ and a hydronium molecule. The second expression shows the chemical constant K su

    -

    +

    Chapter 1

    @@ -7671,7 +7671,7 @@ Place holder needs art
    -

    +

    Chapter 2

    diff --git a/spec/recipes_spec/books/organizational-behavior/expected_output.xhtml b/spec/recipes_spec/books/organizational-behavior/expected_output.xhtml index c7c1963b3..cb64e8ef2 100644 --- a/spec/recipes_spec/books/organizational-behavior/expected_output.xhtml +++ b/spec/recipes_spec/books/organizational-behavior/expected_output.xhtml @@ -125,7 +125,7 @@

    Welcome to Organizational Behavior, an OpenStax resource. This textbook was written to increase student access to high-quality learning materials, maintaining the highest standards of academic rigor at little to no cost.

    -

    About OpenStax

    +

    About OpenStax

    OpenStax is a nonprofit based at Rice University, and it’s our mission to improve student access to education. Our first openly licensed college textbook was published in 2012, and our library has since scaled to over 30 books for college and AP® courses used by hundreds of thousands of students. OpenStax Tutor, our low-cost personalized learning tool, is being used in college courses throughout the country. Through our partnerships with philanthropic foundations and our alliance with other educational resource organizations, OpenStax is breaking down the most common barriers to learning and empowering students and instructors to succeed.

    @@ -285,7 +285,7 @@ Valerie Wallingford, Bemidji State University

    -

    +

    Introduction

    @@ -336,7 +336,7 @@ Valerie Wallingford, Bemidji State University

    -

    +

    1.1 The Nature of Work @@ -414,7 +414,7 @@ Valerie Wallingford, Bemidji State University

    -

    +

    1.2 The Changing Workplace @@ -763,7 +763,7 @@ Valerie Wallingford, Bemidji State University

    -

    +

    1.3 The Nature of Management @@ -871,7 +871,7 @@ Valerie Wallingford, Bemidji State University

    -

    +

    1.4 A Model of Organizational Behavior and Management @@ -962,7 +962,7 @@ Valerie Wallingford, Bemidji State University

    -

    +

    Key Terms

    @@ -1046,7 +1046,7 @@ Valerie Wallingford, Bemidji State University

    -

    +

    Summary of Learning Outcomes

    @@ -1114,7 +1114,7 @@ Valerie Wallingford, Bemidji State University

    -

    +

    Chapter Review Questions

    @@ -1142,7 +1142,7 @@ Valerie Wallingford, Bemidji State University

    -

    +

    Critical Thinking Case

    @@ -1158,7 +1158,7 @@ Valerie Wallingford, Bemidji State University

    -

    New Management Challenges for the New Age

    +

    New Management Challenges for the New Age

    Today’s news is littered with scandals, new allegations of sexual assault, and tragedy. Since 2017 and the #metoo movement, stemming from the Harvey Weinstein scandal, more and more public figures have been put into the spotlight to defend themselves against allegations from women around the globe.

    Not only publicly, but privately in companies around the world, there have been firings and investigations into misconduct from coworkers, managers, and CEOs. It is a relevant topic that is getting long-overdue publicity and encouraging more men and women to come forward to discuss openly rather than hide the events and injustices of the past. Other events showcase the tumultuous and on-edge society we are living in, such as the Charlottesville, VA, attack that left one dead and 19 injured when a person drove a car through a crowd of protestors during a White nationalist gathering.

    With unanticipated events on a daily business, it is important for companies to take a stand against racial hatred and harassment of any kind, and to have firm policies when such events occur. Take Netflix, for example, who in July 2018 fired their chief communications officer for saying the “N-word” in full form. This event occurred during an internal meeting in which the speaker was not directing the slur at anyone specific, but claimed it was being made as an emphatic point about offensive words in comedy programming. The “Netflix way,” the culture that is built around radical candor and transparency, was put to the test during this occurrence.

    diff --git a/spec/recipes_spec/books/philosophy/expected_output.xhtml b/spec/recipes_spec/books/philosophy/expected_output.xhtml index 7bf947be3..4a22cf0c2 100644 --- a/spec/recipes_spec/books/philosophy/expected_output.xhtml +++ b/spec/recipes_spec/books/philosophy/expected_output.xhtml @@ -190,7 +190,7 @@
    -

    Chapter Outline

    +

    Chapter Outline

    1.1 @@ -221,7 +221,7 @@
    -

    +

    Introduction

    For most college students, an Introduction to Philosophy course is their first encounter with the study of philosophy. Unlike most of your other courses, philosophy is not something usually covered in high school. Yet you are probably familiar with the term philosophy and may have some preconceived notion about what philosophy is and what philosophers do. Perhaps you have stayed up late at night talking with friends or family about topics like free will or the existence of God. Maybe you have a friend who always talks about big ideas or asks tough questions that sound like riddles. Perhaps you think of them as “philosophical”; you might be right.

    @@ -236,7 +236,7 @@
    -

    +

    1.1 What Is Philosophy? @@ -360,7 +360,7 @@

    -

    +

    1.2 How Do Philosophers Arrive at Truth? @@ -521,7 +521,7 @@

    -

    +

    1.3 Socrates as a Paradigmatic Historical Philosopher @@ -651,7 +651,7 @@

    -

    +

    1.4 An Overview of Contemporary Philosophy @@ -717,7 +717,7 @@

    -

    +

    Summary

    @@ -773,7 +773,7 @@
    -

    +

    Key Terms

    @@ -863,7 +863,7 @@
    -

    +

    References

    @@ -896,7 +896,7 @@

    Zhang, Fenzhi. 2015. Xi Jinping: How to Read Confucius and Other Chinese Classical Thinkers. Beijing: CN Times Books.

    -

    +

    Review Questions

    @@ -1102,7 +1102,7 @@
    -

    +

    Further Reading

    @@ -1147,7 +1147,7 @@
    -

    Chapter Outline

    +

    Chapter Outline

    2.1 @@ -1192,7 +1192,7 @@
    -

    +

    Introduction

    @@ -1208,7 +1208,7 @@
    -

    +

    2.1 The Brain is an Inference Machine @@ -1224,7 +1224,7 @@

    -

    +

    2.2 Overcoming Cognitive Biases and Engaging in Critical Reflection @@ -1240,7 +1240,7 @@

    -

    +

    2.3 Developing Good Habits of Mind @@ -1256,7 +1256,7 @@

    -

    +

    2.4 Gathering Information, Evaluating Sources, and Understanding Evidence @@ -1272,7 +1272,7 @@

    -

    +

    2.5 Reading Philosophy @@ -1288,7 +1288,7 @@

    -

    +

    2.6 Writing Philosophy Papers diff --git a/spec/recipes_spec/books/pl-marketing/expected_output.xhtml b/spec/recipes_spec/books/pl-marketing/expected_output.xhtml index e19ad8045..de18c6aeb 100644 --- a/spec/recipes_spec/books/pl-marketing/expected_output.xhtml +++ b/spec/recipes_spec/books/pl-marketing/expected_output.xhtml @@ -1824,7 +1824,7 @@

    Podręcznik „Marketing – podstawy” powstał po to, by bezpłatnie udostępnić studentom materiały dydaktyczne spełniające najwyższe standardy akademickie. Jest adaptacją podręcznika „Principles of Marketing” stworzonego przez OpenStax, fundację non-profit działającą przy Rice University w Stanach Zjednoczonych. Został wydany w 2024 roku przez OpenStax Polska, fundację non-profit z siedzibą w Warszawie.

    -

    O OpenStax Poland

    +

    O OpenStax Poland

    Wierzymy, że przyszłość edukacji to swobodny i wygodny dostęp do najlepszych treści, równy dla wszystkich. Fundacja OpenStax Poland wspólnie z fundacją OpenStax realizują tę misję, tworząc wysokiej jakości podręczniki i udostępniając je studentom i wykładowcom na otwartej licencji Creative Commons. W ramach projektu opublikowano w języku polskim trzytomowy podręcznik „Fizyka dla szkół wyższych” (2018), jednotomową „Psychologię” (2020), oraz dwa jednotomowe podręczniki do ekonomii: „Mikroekonomię – podstawy” (2022), „Makroekonomię – podstawy” (2023).

    @@ -2173,7 +2173,7 @@ -

    +

    Część 1 @@ -2221,7 +2221,7 @@
    -

    Treść rozdziału

    +

    Treść rozdziału

    1.1 @@ -2273,7 +2273,7 @@
    -

    +

    Wprowadzenie

    Czy polska firma może skutecznie konkurować z globalnymi koncernami? Spójrzmy na OSHEE, rodzimego producenta napojów i suplementów diety.1 Nazwa OSHEE pochodzi od angielskich określeń opportunities, sport, health, energy, emotions (pol. szanse, sport, zdrowie, energia, emocje) i wskazuje na wartości, które niesie ze sobą marka, począwszy od otwierających się szans, poprzez aktywność fizyczną, zdrowy styl życia, dostarczanie energii, aż po bogactwo emocji. Firma produkuje napoje izotoniczne, energetyczne, witaminowe, kawowe, napoje o niskiej zawartości kalorii, batony musli, batony proteinowe, shoty witaminowe i cukierki witaminowe, dopasowane do potrzeb aktywnych konsumentów. Od momentu powstania w 2008 r. polska firma wprowadziła na rynek 86 produktów w 55 krajach na sześciu kontynentach.2 Sprzedaż produktów OSHEE jest prowadzona w 80 tys. sklepów i wynosi ponad 200 mln sztuk w ciągu roku.3 O międzynarodowym sukcesie polskiej marki napojów izotonicznych świadczy fakt, że OSHEE podpisała kontrakt partnerski z hiszpańską ligą piłkarską LaLiga Santander. 4

    @@ -2293,7 +2293,7 @@
    -

    +

    1.1 Marketing i proces marketingowy @@ -2513,7 +2513,7 @@

    -

    +

    1.2 Miks marketingowy i 4P marketingu @@ -2701,7 +2701,7 @@ -

    +

    1.3 Czynniki tworzące i wpływające na otoczenie marketingowe @@ -2929,7 +2929,7 @@ -

    +

    1.4 Rozwój koncepcji marketingu @@ -3096,7 +3096,7 @@ -

    +

    1.5 Diagnoza potrzeb i pragnień konsumentów. Klucz do sukcesu rynkowego  @@ -3262,7 +3262,7 @@ -

    +

    1.6 Zarządzanie relacjami z klientami (CRM) @@ -3413,7 +3413,7 @@ -

    +

    1.7 Marketing zgodny z zasadami etyki @@ -3507,7 +3507,7 @@

    -

    +

    Podsumowanie rozdziału

    @@ -3527,7 +3527,7 @@
    -

    +

    Kluczowe pojęcia

    @@ -3747,7 +3747,7 @@
    -

    +

    Marketing w praktyce — przedyskutuj to

    @@ -3810,7 +3810,7 @@
    -

    +

    Ćwicz myślenie krytyczne

    @@ -3880,7 +3880,7 @@
    -

    +

    Plan marketingowy — ćwiczenia

    @@ -3915,7 +3915,7 @@
    -

    +

    A na koniec — studium przypadku

    @@ -3931,7 +3931,7 @@
    -

    Batdorf & Bronson

    +

    Batdorf & Bronson

    Kawa to napój uwielbiany na całym świecie, od prostego espresso we Włoszech po meksykańskie wariacje z dodatkiem cynamonu. Jej historia sięga IX w. Legenda głosi, że w odległej części Etiopii pewien pasterz kóz za obserwował swoje zwierzęta tańczące i pełne energii. Szybko zdał sobie sprawę, że kozy zjadły pobliskie małe czerwone jagody. Gdy pasterz spróbował jagód, on również zaczął tańczyć. Małe czerwone jagody zapoczątkowały odkrycie kawy jako napoju, bez którego dziś nie możemy się obejść.

    Jak sami opowiadają, kierując się miłością do kawy i wyobrażeniem tańczących kóz, małżeństwo Larry i Cherie Challain postanowiło w 1988 r. otworzyć swój pierwszy bar kawowy – Dancing Goats w Olympii w stanie Waszyngton. Każdy przedsiębiorca z branży kawowej doskonale wie, że kluczowym elementem dla odnoszącego sukcesy baru kawowego jest jakość serwowanego w nim napoju. Dążąc do podawania najświeższej kawy na świecie, małżeństwo kupiło palarnię kawy Batdorf & Bronson.

    Sekret dobrej kawy leży w jakości ziaren. Challainowie zdają sobie sprawę, że aby zdobyć te najlepsze, trzeba sięgnąć do źródła. Nawiązując bezpośrednie relacje z rolnikami uprawiającymi kawę, Batdorf & Bronson zapewniają, jak twierdzą, najbardziej zrównoważone i ekologiczne ziarna w branży.

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    Frito-Lay, producent chipsów Doritos, Lay's i Cheetos, to wart 13 mld dol. jednostka biznesowa PepsiCo.1 Warto wiedzieć, że Frito-Lay ma unikalny sposób włączania klientów w swój proces decyzyjny.2 Firma zdobywa pomysły na nowe produkty m.in. poprzez konkursy. Jednym z nich był zorganizowany w 2012 r. w USA konkurs o nazwie Do Us a Flavor. Jest to gra słów nawiązująca do „do us a favor”, co w języku angielskim oznacza „zrób nam przysługę”. „Flavor” znaczy „smak”, co można przetłumaczyć jako „Zrób nam smak”, prosząc w nim klientów o proponowanie smaków, które mogłaby opracować. Firma wybrała trzy najlepsze zgłoszenia i przyznała zwycięzcom nagrody pieniężne.

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    Kiedy poszukiwacz przygód Dan Buettner wyruszył w podróż dookoła świata, jazda na rowerze i odwiedzanie odległych miejsc stały się jego sposobem na życie. Badając różne społeczności na całym świecie, Dan odkrył pięć miejsc, w których ludzie byli zdrowsi i żyli dłużej niż gdziekolwiek indziej na ziemi. Dan nazwał je Niebieskimi Strefami (ang. Blue Zones). A są to: Okinawa w Japonii; Sardynia we Włoszech; Nicoya w Kostaryce; Ikaria w Grecji oraz Loma Linda w Kalifornii.

    Koncepcja Niebieskich Stref powstała i rozwinęła się dzięki pracy Gianniego Pesa i Michela Poulaina. Początkowo zidentyfikowali oni Sardynię jako część świata, w której występowała wysoka koncentracja starszych mężczyzn. Gdy obaj zaczęli oznaczać na mapie regiony długowieczności, zaznaczyli wioski i nazwali ich wewnętrzny krąg Niebieskimi Strefami.

    Dan, zespół demografów i badaczy odkryli, że mieszkańcy wszystkich Niebieskich Stref mają dziewięć wspólnych nawyków związanych ze stylem życia, które nazwali Power 9.87

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    Lockdowny w trakcie pandemii COVID-19 wpłynęły na całą gospodarkę, ale gdy władze ograniczyły możliwość spożywania posiłków w lokalach, restauracje typu fast food ucierpiały szczególnie. McDonald's szybko dostosował się do nowych warunków, wprowadzając w życie nową koncepcję określaną mianem „3 D": nazwaną w ten sposób od angielskich określeń digital (pol. cyfrowy), delivery (pol. dostawa) i drive-through (pol. przejazdem).

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    3.1 Rynki konsumenckie i zachowania nabywcze @@ -7335,7 +7335,7 @@

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    3.2 Wybrane czynniki wpływające na zachowania nabywcze konsumentów @@ -7837,7 +7837,7 @@ -

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    3.3 Proces podejmowania decyzji zakupu @@ -7993,7 +7993,7 @@ -

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    3.4 Kwestie etyczne a zachowania zakupowe konsumentów @@ -8112,7 +8112,7 @@
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    Ćwicz myślenie krytyczne

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    A na koniec — studium przypadku

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    Wired Coffee Bar

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    Wired Coffee Bar

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    Bibliografia

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    4.3 Zachowania nabywców na rynku B2B @@ -9381,7 +9381,7 @@

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    4.4 Proces zakupu na rynku B2B  @@ -9535,7 +9535,7 @@

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    Ćwicz myślenie krytyczne

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    Firma Corporate Medical Services (CMS)

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    Firma Corporate Medical Services (CMS)

    Firma Corporate Medical Services (CMS) została założona w Tennessee 1 października 1995 r. Zatrudnienie w niej znalazła jedna osoba, wyposażenie stanowił jeden komputer, a obsługiwała jednego klienta. 30 Firma powstała w celu świadczenia usług klientom amerykańskiego Departamentu Transportu (ang. Department of Transportation, DOT), będącego w pewnym stopniu odpowiednikiem polskiego Ministerstwa Infrastruktury, w zakresie przeprowadzania testów na obecność narkotyków.

    Federalna Administracja Bezpieczeństwa Przewoźników Samochodowych (ang. The Federal Motor Carrier Safety Administration, FMCSA) wraz z Departamentem Transportu (DOT) wymagają, aby osoby uzyskujące prawo jazdy do użytku komercyjnego, jak również ich pracodawcy, przestrzegali zasad testowania na obecność alkoholu i narkotyków.31

    Firma CMS, dzięki połączeniu technologii i dobrej obsługi klienta, stale się rozwijała. Oto najważniejsze daty z jej historii:

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    Bibliografia

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    Wprowadzenie

    Rozdział ten rozpoczniemy od analizy przypadku znanej firmy, która skutecznie wykorzystała segmentację rynku, aby dotrzeć do określonego segmentu konsumentów celem ożywienia sprzedaży jednego ze swoich produktów.

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    5.1 Segmentacja rynków B2C @@ -10629,7 +10629,7 @@

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    5.2 Segmentacja rynków B2B  @@ -10836,7 +10836,7 @@

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    Ćwicz myślenie krytyczne

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    Destylarnia Travelers Point

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    Destylarnia Travelers Point

    Pradziadek Mela Lyttona destylował burbon w górach Wirginii od lat 80. XIX w. aż do czasów prohibicji. Dorastając w rodzinie z długą tradycją destylacji, Mel nauczył się doceniać subtelny bukiet idealnego burbona, a ponadto posiadł rodową recepturę przekazywaną z pokolenia na pokolenie. Gdy Mel, utalentowany kamieniarz, kowal i stolarz, zajmująco opowiadał przyjaciołom i rodzinne historie o produkcji trunku, w głowach jego i przyjaciół zrodził się śmiały pomysł. Postanowili spróbować swoich sił w destylacji burbona.

    Burbon to amerykański alkohol wytwarzany głównie z kukurydzy, który zazwyczaj dojrzewa w dębowych, opalanych beczkach. Jego cena może wahać się od 40 do nawet kilku tysięcy dolarów za butelkę. Kentucky Bourbon Trail i Kentucky Bourbon Trail Craft Tour w ciągu ostatnich pięciu lat przyciągnęły ponad 2,5 mln odwiedzających z całych Stanów Zjednoczonych oraz 25 innych krajów, stając się ważnymi atrakcjami turystycznymi.91 Widząc wzrost popularności burbona, Mel uznał, że na rynku jest miejsce dla kolejnej marki tego trunku.

    Receptura i destylacyjna historia rodziny Mela przekonały przyjaciół, że powinni produkować burbon metodą rzemieślniczą, w mniejszych ilościach. Wspólnicy od początku widzieli potencjał tkwiący w ich trunku, uznając, że może on być lepszy od wielu podobnych „kukurydzianych whiskey” dostępnych na rynku. Założyli więc firmę i znaleźli idealny lokal na destylarnię. Był to stary spichlerz w sercu amerykańskiej rolniczej krainy Kirklin w stanie Indiana. Miasteczko miało wyjątkowo atrakcyjne położenie. Przez samo centrum przebiegała autostrada, czyniąc Kirklin łatwo dostępnym dla koneserów burbona.

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    Firma LEGO chciała dowiedzieć się więcej o tym, w jaki sposób dzieci są motywowane lub zniechęcane do zabawy. W 2021 r. przeprowadzono więc badanie wśród prawie 7 tys. rodziców i dzieci w wieku od 6 do 14 lat w siedmiu krajach, aby ustalić, czy stereotypy dotyczące płci wpływają na kreatywną zabawę.

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    Nordstrom

    Pewnego dnia do ekskluzywnego sklepu odzieżowego w Anchorage na Alasce wszedł klient, który chciał zwrócić komplet opon. Sklep miał szeroki wybór butów, ubrań i akcesoriów, ale opon nie oferował. Sprzedawał je jednak poprzedni sklep zajmujący to samo miejsce. Po wielu dyskusjach kierownik sklepu Nordstrom przyjął zwrot i zaakceptował opony. Historia ta jest legendarna. Jest również prawdziwa.

    Nordstrom, wiodący sprzedawca detaliczny z siedzibą w Seattle w stanie Waszyngton, szczyci się doskonałą i innowacyjną obsługą klienta. Założona w 1901 r. firma prowadzi obecnie 360 sklepów detalicznych w Stanach Zjednoczonych, a także sprzedaż online.21

    Nordstrom od dawna słynie z orientacji na klienta. „Metoda Nordstrom” zawsze polegała na obsłudze klientów zgodnie z ich potrzebami i sprawianiu, by podczas zakupów czuli się dobrze. Część tego doświadczenia koncentruje się na łatwości, wyborze i wygodzie.

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    Wprowadzenie

    Starbucks to globalna marka powstała w 1971 roku. W 2020 r. kawowy gigant z siedzibą w Seattle posiadał ponad 30 tys. kawiarni w 80 krajach.1

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    7.4 Globalne strategie marketingowe @@ -14893,7 +14893,7 @@

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    Innowacja produktowa
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    Innowacja produktowa

    Najbardziej zaawansowaną strategią produktową w globalnym marketingu jest innowacja produktowa (ang. product invention), która odnosi się do procesu wprowadzania na rynek nowego lub znacząco ulepszonego produktu. Oznacza to, że produkt spełnia niezaspokojone wcześniej potrzeby lub oferuje korzyści, które są lepsze od istniejących rozwiązań lub wręcz unikalne.

    Przykłady innowacji produktowych to wprowadzenie nowego rodzaju smartfona, nowej formuły leku lub szczepionki czy nawet nowego smaku napoju. Kluczowym celem innowacji produktowej jest zdolność do odpowiedzi na zmieniające się oczekiwania konsumentów lub też zaskoczenia ich nową ofertą. Przykładowo, na rynku ugandyjskim, gdzie mniej niż połowa populacji ma dostęp do elektryczności, istnieje potencjał dla przedsiębiorstw opracowujących innowacyjne systemy chłodzenia, które nie wymagają prądu.69

    Działając zgodnie z jedną z tych strategii, przedsiębiorstwa mogą lepiej dostosować się do różnych warunków rynkowych i preferencji konsumentów, wchodząc na nowe rynki zagraniczne.

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    Timmy Global Health

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    Timmy Global Health

    Utworzona w 1997 r. przez dr. Charlesa (Chucka) Dietzena organizacja Timmy Global Health działa na rzecz zrównoważonego rozwiązywania problemów zdrowotnych w społecznościach na całym świecie. Przez ponad dwie dekady Timmy wspierała ośrodki opieki w Gwatemali, Ekwadorze, Republice Dominikany i Nigerii. Organizacja pomogła ponad 100 tys. pacjentów poprzez organizowanie wyjazdów medycznych i dzięki tworzeniu lokalnych programów opieki następczej, czyli działań podejmowanych przez personel medyczny już po wykonaniu zabiegu lub po leczeniu. Te długotrwałe relacje z lokalnymi społecznościami oparte na zaufaniu stanowią dziedzictwo organizacji.

    Timmy Global Health dąży do stworzenia zdrowszego świata poprzez zaangażowanie społeczności globalnych i liderów zajmujących się wyzwaniami współczesnej służby zdrowia. Organizacja aktywnie współpracuje z ponad 20 szkołami wyższymi i uniwersytetami w Stanach Zjednoczonych, organizując kliniki medyczne i dostarczając niezbędne materiały do regionów ze słabiej rozwiniętą infrastrukturą. Uczestnicy wyjazdów medycznych z Timmy uczą się opieki zdrowotnej poprzez bezpośrednią pracę z tymi, którzy najbardziej potrzebują ich wsparcia.

    Dr Charles Dietzen, założyciel Timmy Global Health, wybrał Greenwood w stanie Indiana na siedzibę organizacji, korzystając z nieposzlakowanej opinii uznanego lekarza. Jest bardzo związany z lokalnymi społecznościami. Przez lata dr Chuck wspierał Timmy swoimi pomysłami i zasobami, pełniąc rolę głównego fundraisera i wizjonera wielu programów społecznych.

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    Wprowadzenie

    Procter & Gamble (P&G), globalna grupa kapitałowa i międzynarodowy producent dóbr konsumpcyjnych, głównie kosmetyków i środków higieny osobistej, jest przykładem firmy wdrażającej marketing różnorodności (ang. diversity marketing). P&G może szczycić się wieloletnią tradycją obsługi konsumentów z różnych środowisk społeczno-kulturowych. Już w 1961 r. firma stała się pionierem w Stanach Zjednoczonych, wprowadzając reklamę telewizyjną w języku hiszpańskim skierowaną do latynoskich konsumentów na hiszpańskojęzycznym kanale (później znanym jako Univisión).1

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    8.3 Marketing skierowany do grup narodowościowych i etnicznych @@ -16635,7 +16635,7 @@

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    8.4 Marketing skierowany do różnych grup socjodemograficznych @@ -16861,7 +16861,7 @@

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    Lineout

    Współczesne podejście do pielęgnacji skóry dynamicznie się zmienia. W XXI w. postrzeganie piękna uległo przedefiniowaniu, a ludzie dążą do zatrzymania młodego wyglądu przez jak najdłuższy czas. W odpowiedzi na rosnące oczekiwania rynku coraz większa liczba osób, już nie tylko kobiet, ale także mężczyzn, decyduje się na wykorzystanie nowoczesnych metod i innowacyjnych produktów upiększających, aby jak najdłużej cieszyć się gładką, młodzieńczą skórą.

    Reklamy przekonują, że dzisiejsza pięćdziesiątka to nowa trzydziestka. Stworzyło to zapotrzebowanie na innowacyjne rozwiązania w dziedzinie pielęgnacji skóry. W tej dynamicznie rozwijającej się branży wypełniacze takie jak kwas hialuronowy, kolagen czy toksyna botulinowa (popularny botox) są stosowane coraz powszechniej. Fortune Business Insights prognozuje, że globalny rynek tych produktów znacząco wzrośnie, osiągając do 2028 r. wartość 6,28 mld dol.73

    Procedury nieinwazyjne i minimalnie inwazyjne, mające na celu osiągnięcie gładkiej i młodzieńczej skóry, zyskują coraz większą popularność wśród różnych grup demograficznych. Czy to poprzez wypełniacze do twarzy, czy cyfrowo modyfikowane fotografie, wielu ludzi dąży do poprawy swojego wyglądu. Mimo że większość konsumentów może nie dysponować odpowiednimi środkami finansowymi lub nie być gotowa na poddanie się chirurgicznym procedurom medycyny estetycznej, wielu decyduje się na przyjęcie zastrzyku, którego efekty mogą się utrzymać przez 3, 6 lub 12 miesięcy, dając młodszy, gładszy i pozbawiony zmarszczek wygląd twarzy.74

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    Peloton to producent sprzętu fitness i dostawca platformy do streamingu zajęć sportowych, który wykorzystał szybki rozwój technologii, łącząc swoje produkty materialne i niematerialne (usługi) i tworząc z tego stałe źródło przychodów.1

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    9.4 Strategie marketingowe stosowane w czterech fazach cyklu życia produktu @@ -18393,7 +18393,7 @@

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    Ramblewood

    Zach i Riley McDonald, jako zaangażowani członkowie swojej społeczności, często uczestniczyli w rozmaitych imprezach organizowanych w całym mieście. Szybko zauważyli brak koordynacji między różnymi aspektami tych wydarzeń, takimi jak planowanie, projektowanie wystroju, wynajem, kwiaty i catering.

    W 2018 r. małżeństwo zaczęło otrzymywać zapytania dotyczące organizacji wydarzeń okolicznościowych. Oboje byli pasjonatami dobrego jedzenia, a ponadto rozumieli, że ważne jest zarówno degustowanie, jak i estetyczna prezentacja potraw. Zach i Riley mieli niezwykłą zdolność tworzenia scenografii, której efekt końcowy przypominał doskonale wyprodukowany i wyreżyserowany spektakl.

    Gdy pomysł na założenie Ramblewood, firmy planującej wydarzenia okolicznościowe, zaczął nabierać realnych kształtów, postanowili podjąć wyzwanie i zrezygnować z dotychczasowej pracy na etacie. Odkryli, że pomaganie ludziom w realizacji niezapomnianych wydarzeń wydarzeń jest ich prawdziwą pasją.

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    Swarovski, znana firma specjalizująca się w cięciu kryształów, kilka lat temu opracował kampanie dotyczące różnorodności i akceptacji, starając się tym samym dotrzeć do klientów na całym świecie. Jedna z takich kampanii została przeprowadzona w okresie świątecznym w Chinach i koncentrowała się na promocji kalendarza adwentowego, mimo że obchodzenie Adwentu jest tradycją krajów zachodnich. Kalendarz adwentowy polega na odliczaniu dni od 1 do 25 grudnia, czyli do dnia Bożego Narodzenia. Każdego dnia otwiera się jedno okienko kalendarza, za którym znajduje się mały cukierek lub zabawka. Firma Swarovski przeniosła tę koncepcję na zupełnie nowy poziom.

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    10.2 Etapy opracowywania nowego produktu @@ -20457,7 +20457,7 @@

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    Utrzymanie przewagi konkurencyjnej dzięki nowej ofercie – kubek Ember

    W Stanach Zjednoczonych 150 mln osób codziennie pije kawę.54 Często zanim usiądą, by ją wypić, rytuał zostaje zakłócony, a pyszna kawa staje się zimna. Aby tego uniknąć, wiele osób przestawiło się na izolowane termicznie kubki, w których napój pozostaje gorący przez dłuższy czas. Jednak w końcu także wystygnie.

    W 2009 r. Clay Alexander jadł śniadanie. Zanim zakończył posiłek, jego jajecznica wystygła. Alexander zaczął eksperymentować z talerzami, które mogłyby pozostać gorące i utrzymywać jedzenie w tej samej temperaturze przez cały czas trwania posiłku. Pewnego dnia, pijąc kawę, zdał sobie sprawę, że zastosowanie tej samej technologii w przypadku kubka do kawy byłoby rozwiązaniem przełomowym. Opracował więc kubek Ember.

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    Usługi to działania, za które konsument jest skłonny zapłacić. Mogą przyjmować setki różnorodnych form. Jedną z takich usług jest opieka nad dziećmi. 88% rodzin z dwojgiem rodziców i 83% rodzin niepełnych w Stanach Zjednoczonych korzystało z opieki pozarodzicielskiej przed pandemią COVID-19 i wydało ok. 42 mld dol. na wczesną opiekę i edukację.1

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    Centrum Zdrowia Adwentystów (Adventist Health Castle)

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    Centrum Zdrowia Adwentystów (Adventist Health Castle)

    Centrum Zdrowia Adwentystów (ang. Adventist Health Castle) w Kailua na Hawajach jest wielokrotnie nagradzaną placówką medyczną skoncentrowaną na służeniu umysłowi, ciału i duchowi swoich pacjentów. 350 pracowników medycznych świadczy usługi na całej wyspie Oahu, kierując się misją „życia Bożą miłością poprzez wspieranie zdrowia, integralności i nadziei”.48

    Adventist Health Castle oferuje programy w zakresie dobrego samopoczucia i stylu życia, najnowocześniejsze procedury odchudzania i zaawansowane techniki diagnostyczne. Wszystkie usługi charakteryzują się podejściem skoncentrowanym na pacjencie oraz empatią i poświęceniem ze strony zespołu medycznego. Wizja „przekształcania doświadczeń zdrowotnych naszej społeczności poprzez wspieranie zdrowia, poprawę interakcji i zwiększanie dostępności opieki” jest realizowana poprzez „uczciwość, współczucie, szacunek i doskonałość”.49 W 2017 r. ośrodek zdobył nagrodę Malcolm Baldrige National Quality Award, która jest wyrazem uznania dla doskonałej opieki nad pacjentami, jaką personel zapewnia społeczności.50

    Więcej informacji na temat oferowanych usług medycznych znajdziesz pod adresem.

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    Historia modelu biznesu opartego na subskrypcji liczy sobie kilka wieków.1 Usługi subskrypcji dostępne obecnie na rynku obejmują niemal wszystko, od papieru toaletowego po zabawki dla psów.

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    Naked Wines

    Zakup butelki wina może być strzałem w dziesiątkę lub okazać się zupełną klapą. Konsument może zapłacić dużo i nie cieszyć się winem lub zapłacić mało i naprawdę raczyć się nabytym trunkiem. Jak w przypadku każdego produktu, w cenę butelki wina wliczone są koszty stałe i zmienne. Obejmują one m.in. koszty produkcji, surowców, w tym winogron, beczek i butelek, koszty mediów i robocizny, koszty administracyjne, sprzedaży i promocji.37

    Oczywiście koszt dystrybucji również musi być uwzględniony w cenie butelki wina. W przypadku kanału dystrybucji z wieloma pośrednikami wino trafia od winiarza do dystrybutora, potem hurtownika, a na końcu detalisty. Każdy z nich pobiera swoją marżę, co podnosi cenę dla konsumenta.

    Rozpoczynając działalność w branży winiarskiej, trzeba wziąć pod uwagę fakt, że winogrona potrzebują lat, aby wyrosnąć i osiągnąć dojrzałość do zbiorów, a także pracę, jaką trzeba wykonać przy zbiorach, wyciskaniu soków czy fermentacji i wszelkie inne koszty marketingowe.38

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    Galeria sztuki inwestycyjnej 3U10 to przykład firmy, która intensywnie realizuje zintegrowaną komunikację marketingową, by dotrzeć do swoich klientów. Jej pracownicy na podstawie naukowych metody prognozowania opartych o algorytmy, automatyczny monitoring sieciowych danych o transakcjach, wyszukiwania i pomiaru setek zmiennych opisujących poszczególnych artystów i ich dzieła przewidują, jak będzie się kształtowała przyszła wartość dzieł sztuki. Proponują więc klientom takie obrazy i inne prace, które ich zdaniem mają znaczny potencjał wzrostu wartości. W grę wchodzą nie tylko pojedyncze prace, ale też całe pakiety inwestycyjne.

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    E. Wedel

    E. Wedel to jedna z najstarszych i najbardziej znanych polskich marek czekolady i wyrobów cukierniczych. Firma ma długą tradycję i jest głęboko zakorzeniona w polskiej kulturze oraz historii. Została założona w 1851 r. przez Karola Wedla i jest symbolem polskiej tradycji cukierniczej.

    Wedel oferuje szeroki asortyment słodyczy, które stały się kultowe i są dobrze znane w polskich domach – od czekoladek, przez Ptasie Mleczko, po Torcik Wedlowski. Firma Wedel korzysta z różnych sezonowych i okolicznościowych edycji swoich produktów, takich jak świąteczne wersje czekolad czy pralin.

    W ramach działalności promocyjnej i obecności w mediach społecznościowych Wedel aktywnie angażuje się w kampanie, które wzbudzają nostalgię i uczucia związane z polską tradycją. Marka jest obecna na platformach takich jak Facebook, Instagram i Twitter, gdzie angażuje swoich konsumentów i promuje nowe produkty.

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    Allegro w swoich kampaniach porusza temat relacji z bliskimi. W 2023 r. marka zaprezentowała np. świąteczny spot pt. „Dom” przygotowany przez agencję reklamową Ogilvy Warsaw. W spocie w poruszający sposób przedstawiono wyzwania życia codziennego starszego człowieka i jego szczególną relację z synem.

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    Peloton

    Jeżeli uczestniczysz w zajęciach na siłowni, znasz ekscytację wynikającą z koleżeńskiej rywalizacji, która ma miejsce, gdy jesteś w grupie osób o podobnych zainteresowaniach, współdzielących ten sam cel i pasję. Były dyrektor e-commerce firmy Barnes & Noble, John Foley, lubił jeździć na stacjonarnym rowerze. Doświadczenie zajęć na siłowni postanowił przenieść do domowej sali treningowej i tak w 2012 r. narodził się pomysł na Peloton.

    Ogłaszany jako „Netflix dla fitnessu”, Peloton swój pierwszy rower wprowadził na rynek w 2013 r. Firma odnotowywała powolny, ale stabilny wzrost. Po kilku etapach finansowania start-up zaczął zdobywać popularność wśród konsumentów, którzy cieszyli się z intensywnych domowych treningów z asystą trenerów, którzy dopingowali ich do jazdy z wbudowanych w rowerze monitorów. Ponadto Peloton oferował różne pakiety i plany subskrypcji treningowych.

    W Boże Narodzenie 2019 r. Peloton wprowadził na rynek swoją przełomową reklamę, która stała się kamieniem milowym dla tej rozwijającej się marki. Narracja reklamy skupiała się na mężczyźnie obdarowującym swoją żonę rowerem Peloton, prowadząc widzów przez serię intymnych momentów i przemyśleń kobiety, które towarzyszyły jej podczas korzystania z roweru i dążenia do poprawy kondycji fizycznej. Ta reklama wzbudziła jednak kontrowersje i oburzenie wśród widzów, którzy uznali, że mąż na święta narzuca swojej żonie upominek w postaci ćwiczeń, co może sugerować niezadowolenie z jej obecnej formy.

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    Postęp jest świetnym motywatorem. Im bliżej celu są ludzie, z tym większym zaangażowaniem starają się go osiągnąć. Wykorzystuje to firma Nike, która dzięki swoim aplikacjom mobilnym, pomaga użytkownikom osiągnąć cele treningowe. Aplikacje Nike Run Club i Nike Training Club nagradzają użytkowników odznakami i innymi nagrodami za każdym razem, gdy ćwiczący osiągną nowy kamień milowy, taki jak np. przebiegnięcie pierwszych pięciu kilometrów.

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    Oriflame to międzynarodowy koncern kosmetyczny, który specjalizuje się w produkcji i dystrybucji kosmetyków, realizując sprzedaż za pomocą systemu marketingu wielopoziomowego. Firma została założona w 1967 r. w Szwecji przez braci Jonasa i Roberta af Jochnick. Nazwa „Oriflame”, wywodząca się z łacińskiego „Aurea Flamma” (złoty płomień), odzwierciedla strategiczne aspiracje rozwojowe przedsiębiorstwa i nawiązuje do średniowiecznego proporca bojowego królów Francji – oriflamme. Oriflame działa w Polsce od 1991 r., a w roku w 1995 firma otworzyła w Warszawie swoją fabrykę.

    W swojej strategii dystrybucji Oriflame nie korzysta z tradycyjnych sklepów ani kanałów dostaw do innych firm. Produkty rozprowadza wśród klientów wyłącznie poprzez konsultantów, którzy działają w ramach Klubu Oriflame i sprzedają produkty na zasadach prowizyjnych. Współpraca z Oriflame odbywa się na dwa sposoby:

    a) Sprzedaż bezpośrednia. Konsultanci, korzystając z katalogów produktowych, zbierają zamówienia od klientów. Nabywają produkty w cenach hurtowych (o 20% niższych niż cena detaliczna) i sprzedają je klientom z marżą 25%. Różnica między ceną hurtową a detaliczną stanowi zysk konsultanta.

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    W październiku 2011 r. w Berlinie Dominik Richter, Thomas Griesel i Jessica Nilsson uruchomili HelloFresh, firmę dostarczającą składniki oraz przepisy potrzebne do przygotowywania posiłków. Koncepcja rezygnacji z planowania i zakupów na obiad czy kolację jest dla ludzi atrakcyjna, jednak zmiana ich utrwalonych zachowań stanowi nie lada wyzwanie. HelloFresh miało za zadanie przekonać konsumentów do porzucenia dotychczasowych nawyków związanych z planowaniem i robieniem zakupów w celu samodzielnego przygotowania posiłków. Założyciele zdawali sobie sprawę, że aby skłonić konsumentów do zdecydowanej zmiany, kluczowym elementem będzie zastosowanie zestawu tradycyjnych metod marketingu bezpośredniego w połączeniu z działaniami marketingowymi prowadzonymi online.

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    Na europejskim rynku brytyjska sieć supermarketów Tesco skutecznie wykorzystuje digitalizację i media społecznościowe do angażowania klientów. Ta założona w 1919 r. firma jest jedną z wiodących sieci handlowych w Wielkiej Brytanii i posiada sklepy na terenie całej Europy. Tesco duży nacisk kładzie na obsługę klienta, oferując szeroki wybór produktów pod marką własną, jak również markami producentów.

    Tesco zaadaptowało się do zmian preferencji zakupowych konsumentów. Współpracując z platformami dostawczymi takimi jak brytyjska Ocado, Tesco oferuje swoim klientom możliwość robienia zakupów spożywczych online i dostarczania ich bezpośrednio pod drzwi domu. W czasie pandemii COVID-1 firma zwiększyła swoje zdolności logistyczne, aby sprostać rosnącemu zapotrzebowaniu na zakupy online i zapewnić klientom bezpieczne i wygodne opcje zakupów.

    Tesco wykorzystuje media społecznościowe do budowania relacji z klientami. Na swoich kanałach na Facebooku, Instagramie czy X regularnie publikuje informacje o nowych produktach, promocjach, a także przepisy kulinarne i materiały o inicjatywach wspierających społeczności lokalne.

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    Czy kiedykolwiek w twojej głowie pojawił się świetny pomysł na nowy produkt spożywczy? A jeśli tak, to czy podążyła za nim myśl, gdzie można by go sprzedawać, aby dotrzeć do docelowych klientów?

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    Sztandarowym przykładem europejskiej firmy działającej w branży logistycznej jest założony w 1904 r. Maersk, mający siedzibę w Kopenhadze w Danii. Firma ta jest globalnym liderem w dziedzinie transportu morskiego i logistyki, który oferuje kompleksowe usługi zarządzania łańcuchem dostaw, dostarczając usługi obejmujące magazynowanie ładunków i zarządzanie nimi, dystrybucję, kontrolę jakości oraz inspekcję.

    Maersk stawia na innowacje i zrównoważony rozwój, oferując rozwiązania, które minimalizują wpływ transportu na środowisko i poprawiają efektywność operacyjną. Jednym z przykładowych rozwiązań jest Maersk Eco Delivery, w którym paliwa kopalne zostały zastąpione ekologicznymi, takimi jak biopaliwa drugiej generacji wytwarzane z materiałów niestanowiących konkurencji dla żywności (np. z odpadów). Pozwoliło to firmie zredukować emisję gazów cieplarnianych o ponad 80%.

    Klienci mogą w prosty sposób przystąpić do programu. Wystarczy, że zadeklarują, które kontenery mają zostać przetransportowane w sposób przyjazny środowisku. Opłata jest automatycznie doliczana do faktury. Po uiszczeniu opłaty klient otrzymuje certyfikat neutralności pod względem emisji dwutlenku węgla, zawierający m.in. dane dotyczące oszczędności emisji tego gazu. Może wykorzystać ten certyfikat do własnych pomiarów zrównoważonego rozwoju lub do opracowania raportów na potrzeby zewnętrzne. Maersk zapowiada, że ekologiczne paliwa będą miały stałe ceny.

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    Nie jest zaskoczeniem, że handel detaliczny na przestrzeni XX w. głęboko się zmienił. Nastąpił gwałtowny rozwój sieci wielkopowierzchniowych detalistów takich jak Walmart w USA czy francuski Auchan w Polsce, które zaczęły wypierać z rynku lokalnych sprzedawców. W XXI w., wraz z rozwojem zakupów internetowych, coraz więcej tradycyjnych sklepów detalicznych zamyka swoje podwoje. Pandemia COVID-19 pogłębiła ten trend. Wielu sprzedawców detalicznych – zarówno nowych, jak i tych operujących na rynku od lat – szuka innowacyjnych sposobów na przyciągnięcie klientów do swoich placówek.

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    Rynek produktów budowlanych w USA szacowany jest na 400 mld dol. rocznie. Home Depot i Lowe's dominują na nim pod względem wielkości sprzedaży, z kolei Ace Hardware ma przewagę pod względem liczby placówek i poziomu zadowolenia klientów.61

    Początki firmy sięgają 1924 r., kiedy to kilka niezależnych detalicznych firm budowlanych z Chicago założyło spółkę, dzięki której mogło kupować duże wolumeny towarów. Obecnie firma jest światowym liderem na rynku materiałów i narzędzi budowlanych.

    Ace szczyci się tym, że jest lokalnym sklepem budowlanym. Zawsze zatrudnia kompetentny personel, który jest w stanie odpowiedzieć na pytania klienta i udzielić fachowych porad. To właśnie poziom obsługi klienta stanowi o przewadze konkurencyjnej tej sieci. Zazwyczaj potrzeba mniej niż pięć minut, aby przyjazny, ubrany w czerwony uniform pracownik Ace rozpoczął proces obsługi klienta.

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    Według firmy Accenture organizacje zrównoważone to te, które inspirują swoich pracowników i partnerów do osiągania wyników finansowych, działań sprawiedliwych i zgodnych z wartościami społecznymi, co budzi zaufanie wszystkich interesariuszy. Głównym celem tych przedsiębiorstw jest osiągnięcie trwałego rozwoju, który nie tylko zaspokaja aktualne potrzeby społeczeństwa, lecz również chroni zdolność przyszłych pokoleń do zaspokajania własnych potrzeb.1

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    diff --git a/spec/recipes_spec/books/pl-microeconomics/expected_output.xhtml b/spec/recipes_spec/books/pl-microeconomics/expected_output.xhtml index 4327d1670..69fd3d26c 100644 --- a/spec/recipes_spec/books/pl-microeconomics/expected_output.xhtml +++ b/spec/recipes_spec/books/pl-microeconomics/expected_output.xhtml @@ -216,7 +216,7 @@

    Welcome to Principles of Microeconomics 2e (2nd Edition), an OpenStax resource. This textbook was written to increase student access to high-quality learning materials, maintaining highest standards of academic rigor at little to no cost.

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    About OpenStax

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    About OpenStax

    OpenStax is a nonprofit based at Rice University, and it’s our mission to improve student access to education. Our first openly licensed college textbook was published in 2012, and our library has since scaled to over 25 books for college and AP® courses used by hundreds of thousands of students. OpenStax Tutor, our low-cost personalized learning tool, is being used in college courses throughout the country. Through our partnerships with philanthropic foundations and our alliance with other educational resource organizations, OpenStax is breaking down the most common barriers to learning and empowering students and instructors to succeed.

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    diff --git a/spec/recipes_spec/books/pl-nursing/expected_output.xhtml b/spec/recipes_spec/books/pl-nursing/expected_output.xhtml index 0b2bc0257..66ea2d68a 100644 --- a/spec/recipes_spec/books/pl-nursing/expected_output.xhtml +++ b/spec/recipes_spec/books/pl-nursing/expected_output.xhtml @@ -1420,9 +1420,9 @@ PREFACE: OPENSTAX NUTRITION FOR NURSES

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    OpenStax is part of Rice University, which is a 501(c)(3) nonprofit charitable corporation. As an educational initiative, it’s our mission to improve educational access and learning for everyone. Through our partnerships with philanthropic organizations and our alliance with other educational resource companies, we’re breaking down the most common barriers to learning. Because we believe that everyone should and can have access to knowledge.

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    1 Introduction

    Good nutrition is fundamental to improving and maintaining health regardless of age or current health status (Centers for Disease Control and Prevention [CDC], 2021). Accordingly, nurses must be knowledgeable and prepared to incorporate nutrition science into their practice. Traditionally, the science of nutrition had focused on nutrient intake and biochemical processing only. However, food intake serves other various purposes, from celebrating milestones to providing comfort when stressed or grieving. Over time, food and food preparation has evolved to center around pleasure and convenience rather than simply a means of sustenance. Consequently, nurses must integrate these social and cultural factors with evidence-based nutritional guidelines to help their clients meet their physical, psychological, and social needs.

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    1.1 1.1 What Is Nutrition? / Czym jest odżywianie? @@ -2064,7 +2064,7 @@

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    1.3 1.3 Nutrition and Population Health / Odżywianie a zdrowie populacyjne @@ -2729,7 +2729,7 @@ -

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    1.4 1.4 Vulnerable Populations / Populacje wrażliwe @@ -2857,7 +2857,7 @@ -

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    1.5 1.5 Evidence-Based Practice and Nutrition @@ -3181,7 +3181,7 @@

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    World Health Organization. (2023). Nutrition. https://www.who.int/health-topics/nutrition#tab=tab_1

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    2 Introduction

    Macronutrients, or nutrients needed in large amounts, include carbohydrates, fats, and proteins and are critical for cells, tissues, and organs. These macronutrients power cellular energy, prevent disease, and facilitate optimal body function. Without macronutrients, life would cease.

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    2.1 2.1 Carbohydrates / Węglowodany @@ -4120,7 +4120,7 @@

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    Tinsley, G. (2023, July 5). Carb loading: How to do it plus common mistakes. Healthline. https://www.healthline.com/nutrition/carb-loading#TOC_TITLE_HDR_3

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    3 Introduction

    Vitamins and minerals are essential for good health yet cannot be isolated from the food that contains these vital substances. When studying the science of nutrition, academics tend to present vitamins and minerals in tidy packages, although stepping back and looking at the bigger picture of food and dietary patterns is quite important. Viewing nutrition holistically can bring focus to the more advantageous practice of consuming minimally processed foods.

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    3.1 3.1 Vitamins / Witaminy @@ -6534,7 +6534,7 @@

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    Vitamin and Mineral Supplement Fact Sheets: https://ods.od.nih.gov/factsheets/list-VitaminsMinerals/

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    4 Introduction

    Eating food can be enjoyable, but it is also necessary for survival. When food is consumed, the body breaks it down, and it becomes the fuel for energy and function. The level of nutrition in food impacts the amount of energy gained in the body. The greater the nutritional value of food, the better for the body. The chapter will explore the digestive process and will review the role the nurse plays in promoting nutrition for gut health.

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    Wolfe, C., Halsey-Nichols, M., Ritter, K., & McCoin, N. (2022). Abdominal Pain in the Emergency Department: How to Select the Correct Imaging for Diagnosis. Dove Medical Press, 2022(14), 335–345. https://doi.org/10.2147/OAEM.S342724

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    5 Introduction

    The neurologic system coordinates and manages nearly all activities of the human body in response to internal and environmental influences by regulating specific cellular and tissue functions. Because of the unique structure and functions within the brain, consideration of the specific nutrients that dramatically impact normal operations is an important part of the nursing assessment.

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    5.1 5.1 Assess and Analyze the Impact of Nutrition on the Neurologic System / Ocena i analiza wpływu odżywiania na układ neurologiczny @@ -9857,7 +9857,7 @@

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    5.2 5.2 Plan Nutritional Strategies to Impact Neurologic Wellness / Planowanie strategii żywieniowych wspierających zdrowie neurologiczne @@ -9988,7 +9988,7 @@

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    5.3 5.3 Implement Nutritional Strategies to Impact Neurologic Wellness / Wdrażanie strategii żywieniowych wspierających zdrowie neurologiczne @@ -10102,7 +10102,7 @@

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    5.4 5.4 Evaluate Nutritional Strategies to Impact Neurologic Wellness / Ocena strategii żywieniowych wspierających zdrowie neurologiczne @@ -10342,7 +10342,7 @@

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    Yu, Y., Borshchev, Y., Uspensky, P, & Galagudza, M. (2019). Pathogenetic pathways of cognitive dysfunction and dementia in metabolic syndrome. Life Sciences, 237, 116932. https://doi.org/10.1016/j.lfs.2019.116932

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    6 Introduction

    There are many specific nutritional requirements to consider across a client’s lifespan that affect their neurologic health. This chapter highlights many of the nutritional considerations that promote optimal neurologic function at various ages and developmental stages, as well as important nutritional considerations in special situations, such as pregnancy, or among clients being treated with certain medications or receiving other medical treatments. For clients being treated for a neurological disease or condition, nutritional considerations should be included in the plan of care.

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    6.3 6.3 Neurologic Condition Treatments, Medications, and Nutrition / Leczenie chorób neurologicznych, leki i odżywianie @@ -11942,7 +11942,7 @@

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    Zambrano, M., Miller, E. (2019). Maternal Stroke: An Update. Current atherosclerosis reports, 21(9), 33. https://doi.org/10.1007/s11883-019-0798-2

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    7 Introduction

    Endocrine disorders, such as diabetes and thyroid disease, require careful diet and lifestyle management. Accordingly, nurses play a critical role in promoting nutrition for endocrine wellness. For example, nurses instructing clients with diabetes on proper nutrition can significantly improve their clients’ glycemic control (Martos-Cabrera et al., 2021). Nurses can collaborate with other health care professionals to develop comprehensive treatment plans for clients with endocrine disorders. Multidisciplinary interventions can improve glycemic control and reduce hospitalizations in clients with type 2 diabetes (Ni et al., 2019).

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    7.3 7.3 Implement Nutritional Strategies to Impact Endocrine Wellness / Wdrażanie strategii żywieniowych wpływających na zdrowie układu hormonalnego @@ -13393,7 +13393,7 @@

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    Young, W. (2022). Overview of endocrine disorders. Merck Manual Professional Version. https://www.merckmanuals.com/professional/endocrine-and-metabolic-disorders/principles-of-endocrinology/overview-of-endocrine-disorders

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    8 Introduction

    Eight major hormone-secreting glands make up the complex endocrine system. The hormones control growth, development, metabolism, reproductive function, and state of mind. Because nurses are responsible for assessing clients as part of the initial stages of the nursing process, an understanding of normal endocrine physiology will alert the nurse to any deviations when assessing endocrine function during the head-to-toe client assessment. The nurse must also understand how nutrition plays a role in reparative processes and optimum endocrine function throughout the lifespan and when clients have chronic endocrine conditions.

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    8.2 8.2 Nutrition and Chronic Endocrine Illnesses / Żywienie a przewlekłe choroby endokrynne @@ -14748,7 +14748,7 @@

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    Szczuko, M., Kikut, J., Szczuko, U., Szydłowska, I., Nawrocka-Rutkowska, J., Ziętek, M., Verbanac, D., & Saso, L. (2021). Nutrition strategy and life style in polycystic ovary syndrome—Narrative review. Nutrients, 13(7), 2452. https://doi.org/10.3390/nu13072452

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    9 Introduction

    Metabolic processes with high energy requirements are sensitive to nutrient deficiencies. The production of blood cells, called hematopoiesis, is an energy-intensive metabolic process essential for oxygen and nutrient transport and protects against invasion of pathogens while maintaining hemostasis. The appropriate balance of water and cellular components—such as albumin, electrolytes, macronutrients, and micronutrients—is necessary for blood to optimally function. In the bone marrow, where hematopoiesis occurs, amino acids build the hemoglobin contained in each red blood cell. Red blood cells use only glucose as fuel, which must be in constant supply to support red blood cell metabolism (American Society of Hematology, n.d.).

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    Nguyen, M., & Tadi, P. (2022). Iron supplementation. In StatPearls [Internet]. https://www.ncbi.nlm.nih.gov/books/NBK557376/

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    10 Introduction

    Nutritional needs vary from one life stage to the next. Specific stages of life have increased needs, such as during pregnancy and vulnerable times, including acute and chronic illness. Meeting nutritional needs from infancy through older age builds a framework for health and well-being throughout life (Rodríguez-Mañas et al., 2023).

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    National Institutes of Health (NIH) Office of Dietary Supplements (ODS). (October 4, 2022). Zinc. https://ods.od.nih.gov/factsheets/Zinc-Consumer/#h3

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    11 Introduction

    Nutrition plays a key role in the proper development and maintenance of the cardiovascular system. When disease exists in a client’s cardiovascular system, the nurse should include nutritional considerations in the client’s care plan.

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    LaMotte, S. (2022). Mediterranean diet named best for 2022. CNN. https://www.cnn.com/2022/01/04/health/mediterranean-diet-2022-best-diet-wellness/index.html

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    12 Introduction

    The cardiovascular system plays a significant role in the care of clients throughout their lifespan. This chapter will look at important nutritional modifications that impact cardiac-related events.

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    WebMD. (n.d.). 21 Foods That Can Save Your Heart. https://www.webmd.com/heart-disease/ss/slideshow-foods-to-save-your-heart

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    Introduction

    The pulmonary system is a set of organs that, in conjunction with the cardiovascular system, provide life to the rest of the body through oxygenation. Numerous nutritional factors support, or prevent, full function of the pulmonary system. When the pulmonary system is impaired by acute disease (cold, flu, pneumonia, etc.) or chronic conditions (chronic obstructive pulmonary disease [COPD], asthma, cystic fibrosis, etc.), nutritional support and considerations assist clients in healing. Additionally, obesity and chronic inflammation increase risks for and worsen outcomes in lung disease through altered surfactant function, impaired vascular homeostasis, and increased susceptibility to acute injury (Kokoszynska et al., 2021). Nurses’ understanding of nutrition and their ability to apply the nursing process creates nutritional impact for optimal client health.

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    Walker, J. (2019). Enabling good nutritional care for clients with COPD. Journal of Community Nursing, 33(4).

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    Introduction

    Nurses begin with assessments, including across-the-room (inspection) or head-to-toe (palpation, percussion, and auscultation) assessments, as part of the nursing process. As breathing and oxygen are vital to life, the pulmonary evaluation must take priority as it represents a significant initial part of every holistic client assessment. Any dysfunction in the respiratory system compromises vital gas exchange and poses a potential medical emergency and respiratory failure (National Institute of Health [NIH], 2022e). Respiratory problems lead to life-threatening consequences if not identified and managed promptly.

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    Vitamin E NIH recommendations: https://ods.od.nih.gov/factsheets/VitaminE-Consumer/

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    Introduction

    The renal system, which comprises the kidneys, ureters, bladder, and urethra, works to eliminate liquid wastes from the body, manage fluid and electrolyte balance, and regulate blood pH, volume, and pressure. Nutrition markedly impacts this system and can affect morbidity and mortality of clients with abnormal or malfunctioning renal systems. This chapter focuses on assessment of the renal system and analysis of abnormal findings and potential illnesses. The chapter will illustrate how to use this knowledge to identify important nutritional needs and deficiencies to best educate clients on ways to improve morbidity and mortality surrounding renal system illnesses.

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    Nagai, K., Kosaka, S., Kawate, Y., & Itsubo, N. (2022). Renal health benefits of sustainable diets in Japan: A review. Renal Replacement Therapy, 8(25). https://doi.org/10.1186/s41100-022-00415-6

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    The renal system impacts many other systems in the body. Throughout the lifespan, nutrition and other lifestyle decisions can impact the growth, development, and functioning of this system. The nutritional needs of this system change not only with age but also with the current health status of the kidneys. It is the nurse’s role to ensure that clients understand their nutritional needs based on their specific parameters such as age, renal health, and comorbidity status.

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    Verbitsky, M., Krishnamurthy, S., Krithivasan, P., Hughes, D., Khan, A., Marasa, M., Vena, N., Kholasa, P., Zhang, J., Lim, T., Glessner, J., Weng, C., Shang, N., Shen, Y., Hripcsak, G., Hakonarson, H., Ionita-Laza, I., Levy, B., Kenny, E., … Gharavi, A. (2023). Genomic disorders in CKD across the lifespan. Journal of the American Society of Nephrology, 34(4), 607–618. https://doi.org/10.1681/ASN.2022060725

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    17 Introduction

    To stay nourished, humans must ingest food, digest it into smaller usable substances, absorb what is digested into the body cells, and metabolize what is absorbed into usable energy. This chapter covers the expected overall normal findings, the meaning of abnormal findings, and the importance of nutrition in gut health. For detail regarding these processes and the ways to assess the gastrointestinal system properly for appropriate functioning, see Rozdział 4 4 The Digestive Process.

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    World Health Organization. (2023). Micronutrients. https://www.who.int/health-topics/micronutrients#tab=tab_1

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    Introduction

    The gastrointestinal system is vital to the overall health of the body. The ability of this system to function optimally depends not only on the absence of illness but on the proper development of this system throughout the lifespan. This chapter will examine the nutritional requirements needed at each stage of life to assist this system in developing to its optimal capacity. It will also review illnesses that impact this system.

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    Weaver, J. (2021, July 12). Fermented-food diet increases microbiome diversity, decreases inflammatory proteins, study finds. https://med.stanford.edu/news/all-news/2021/07/fermented-food-diet-increases-microbiome-diversity-lowers-inflammation

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    These two systems, musculoskeletal and integumentary, are considered together because they are dependent upon one another to keep the body in homeostasis. The musculoskeletal system comprises bones, muscles, ligaments, and tendons and is a part of the body’s internal environment that supports the muscles, protects the organs, and aids in movement. The integumentary system encompasses the skin, hair, nails, sweat glands, sebaceous glands, and nerves on the skin. The integumentary system serves as a barrier to protect the musculoskeletal system and other systems from the external environment. Subcutaneous fat absorbs impact from the external environment and protects the musculoskeletal system from trauma. The skin serves as a barrier against germs that would attempt to invade the body and cause harm (Academic Master, Biology, 2018).

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    Travers, J. (2020). The Bone Strength Plan. Welbeck Balance. London.

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    20 Introduction

    Musculoskeletal and integumentary changes can affect other organ systems, and they also become evident as the body ages. Aging muscles and skin can cause changes in a person’s mobility and overall wellness. Decreases in bone mass and density can result in fractures and illness. The chapter on Rozdział 19 19 Applying Clinical Judgment to Promote Nutrition for Musculoskeletal and Integumentary Wellness covers the important role of nutrition in musculoskeletal and integumentary health and wellness. This chapter will introduce special considerations across the lifespan because nutritional needs change over time. Preventing and mitigating complications of the musculoskeletal and integumentary systems, such as fractures, poor wound healing, physical disability, disease progression, poor quality of life, and hospital admissions, can often be achieved through implementing appropriate nutrition and adequate physical activity.

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    Nestlé Nutrition Institute. (n.d.). What is the MNA®? https://www.mna-elderly.com

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    diff --git a/spec/recipes_spec/books/pl-psychology/expected_output.xhtml b/spec/recipes_spec/books/pl-psychology/expected_output.xhtml index db5f7e8c1..5e0055ee7 100644 --- a/spec/recipes_spec/books/pl-psychology/expected_output.xhtml +++ b/spec/recipes_spec/books/pl-psychology/expected_output.xhtml @@ -274,7 +274,7 @@

    Podręcznik Psychologia powstał po to, by bezpłatnie udostępnić studentom materiały dydaktyczne spełniające najwyższe standardy akademickie. Jest adaptacją podręcznika Psychology 2e stworzonego przez OpenStax, fundację non-profit działającą przy Rice University w Stanach Zjednoczonych. Został wydany w 2020 roku przez OpenStax Poland, fundację non-profit z siedzibą w Warszawie.

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    Wierzymy, że przyszłość edukacji to swobodny i wygodny dostęp do najlepszych treści, równy dla wszystkich. Fundacja OpenStax Poland wspólnie z fundacją OpenStax realizują tę misję, tworząc wysokiej jakości podręczniki i udostępniając je studentom i wykładowcom. W ramach projektu opublikowano już trzytomowy podręcznik Fizyka dla szkół wyższych (2018) w języku polskim.

    Psychologia to polska adaptacja Psychology 2e, podręcznika wydanego wiosną 2020 roku. To jeden z najbardziej aktualnych podręczników psychologii na polskim rynku. Publikacja przygotowana została przez OpenStax Poland we współpracy z wykładowcami z Uniwersytetu Warszawskiego, Uniwersytetu Jagiellońskiego, Uniwersytetu Śląskiego w Katowicach oraz SWPS Uniwersytetu Humanistycznospołecznego i jest odpowiedzią na rosnące zapotrzebowanie na treści mające wysokie walory dydaktyczne, a zarazem atrakcyjne dla współczesnych studentów.

    Podręcznik został wydany na otwartej licencji Creative Commons Uznanie autorstwa 4.0 Międzynarodowe (CC-BY 4.0). Gwarantuje ona całkowicie bezpłatne użytkowanie i niemal nieograniczone możliwości korzystania z publikacji: wolny dostęp, swobodne przekazywanie pliku PDF oraz legalne modyfikowanie kopii – zarówno tekstu, jak i ilustracji. Jeśli więc zamierzacie Państwo wykorzystać fragmenty publikacji np. do przygotowania własnych materiałów dydaktycznych, nie ma ku temu żadnych przeszkód prawnych ani technicznych, jedynym warunkiem jest powołanie się na źródło: „Psychologia”, OpenStax Poland, 2020, www.openstax.org. Podręcznik jest dostępny w wersji cyfrowej (online oraz w pliku PDF) na stronie OpenStax.org.

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    Clive Wearing (ur. 1938), uznany muzyk, utracił umiejętność tworzenia nowych wspomnień w wyniku choroby, na którą zapadł w wieku 46 lat. O ile mężczyzna nadal potrafi bezbłędnie grać na pianinie, to nie jest w stanie zapamiętać, co jadł na śniadanie zaledwie kilka godzin wcześniej (Sacks, 2007). James Wannerton przeżywa doznania zmysłowe powiązane z dźwiękiem słów. Imię jego byłej dziewczyny smakuje według niego jak rabarbar (Mundasad, 2013). John Nash (1928-2015) to wybitny matematyk i laureat nagrody Nobla. Mimo piastowania funkcji profesora na Massachusetts Institute of Technology (MIT) zwykł opowiadać innym, że w artykułach publikowanych w „New York Times” zakodowane są wiadomości od istot pozaziemskich skierowane do niego. Naukowiec zaczął również słyszeć głosy i stał się podejrzliwy wobec otaczających go ludzi. Wkrótce po tym u Nasha zdiagnozowano schizofrenię i został on przyjęty do państwowego szpitala psychiatrycznego (O’Connor i Robertson, 2002). Nash był bohaterem filmu z 2001 roku pt. Piękny umysł. Dlaczego te wszystkie osoby miały takie doświadczenia? Jak działa ludzki mózg? Jakie powiązania istnieją między wewnętrznymi procesami zachodzącymi w mózgu a zachowaniami danej osoby? Podręcznik Psychologia omawia szereg sposobów, w jakie dziedzina psychologii bada tego typu problemy.

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    Zastanawiało cię kiedyś, czy przemoc, którą oglądasz w telewizji, wpływa na twoje zachowanie? Czy po obejrzeniu w telewizji brutalnych scen jesteśmy bardziej skłonni do agresywnych zachowań w rzeczywistym świecie? A może oglądanie fikcyjnej przemocy zmniejsza w nas skłonność do agresji i sprzyja pokojowemu nastawieniu? Wreszcie – jaki wpływ na dzieci mają przekazy medialne? Psycholog zainteresowany wpływem scen przemocy w telewizji na zachowanie może zadawać sobie właśnie takie pytania.

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    Czy zdarzyło ci się kiedyś rozłożyć jakieś urządzenie na czynniki pierwsze, żeby dowiedzieć się, jak działa? Wielu z nas kiedyś tak zrobiło, żeby naprawić zepsuty mechanizm, albo nawet z czystej ciekawości. Wnętrze maszyny często bardzo różni się od tego, co nazywamy interfejsem użytkownika. Przecież zwiększając głośność w smartfonie, mało kto na co dzień myśli o obwodach i mikroczipach; chcemy tylko uzyskać odpowiednie natężenie dźwięku. Podobnie jest z ludzkim ciałem. Wewnętrzne mechanizmy często różnią się od zewnętrznych przejawów ich działania. Zadaniem psychologów jest odnalezienie związku między tym, co na zewnątrz, a tym, co w środku, np. odkrycie, w jaki sposób wyładowania milionów neuronów stają się myślą.

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    diff --git a/spec/recipes_spec/books/pl-u-physics/expected_output.xhtml b/spec/recipes_spec/books/pl-u-physics/expected_output.xhtml index d30838ef7..19fe1a62e 100644 --- a/spec/recipes_spec/books/pl-u-physics/expected_output.xhtml +++ b/spec/recipes_spec/books/pl-u-physics/expected_output.xhtml @@ -386,12 +386,12 @@

    Podręcznik Fizyka dla szkół wyższych powstał po to, by udostępnić studentom za darmo materiały dydaktyczne spełniające najwyższe standardy akademickie. Podręcznik stworzony został przez OpenStax, fundację non-profit działającą przy Rice University w Stanach Zjednoczonych.

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    Wierzymy, że przyszłość edukacji to swobodny i wygodny dostęp do najlepszych treści, równy dla wszystkich. Fundacja OpenStax realizuje tę misję, tworząc wysokiej jakości podręczniki i udostępniając je studentom i wykładowcom. W ramach projektu opublikowano ponad 20 darmowych podręczników z różnych dziedzin nauki.

    Fizyka dla szkół wyższych to polska adaptacja trzytomowej publikacji University Physics, wydanej jesienią 2016 roku. To najbardziej nowatorski i aktualny podręcznik fizyki na polskim rynku. Publikacja przygotowana została przez OpenStax Polska we współpracy z siedmioma czołowymi uczelniami w kraju i jest odpowiedzią na rosnące zapotrzebowanie na treści mające wysokie walory dydaktyczne, a zarazem atrakcyjne dla współczesnych studentów. Otwarta licencja Creative Commons Uznanie autorstwa 4.0 Międzynarodowe (CC BY 4.0) gwarantuje całkowicie bezpłatny dostęp i niemal nieograniczone możliwości korzystania z publikacji.

    Jedną z największych, w naszym przekonaniu, zalet podręcznika jest jego wersja cyfrowa. Plik w formacie PDF można pobrać ze strony OpenStax.org. Aby jednak wykorzystać pełny potencjał, jaki daje otwarta licencja i nowe technologie informatyczne, udostępniamy tę publikację przede wszystkim na platformie OpenStax CNX, którą specjalnie w tym celu przystosowaliśmy do obsługi języków innych niż angielski i przetłumaczyliśmy na język polski. Platforma, oprócz zapewnienia wygodnego dostępu do podręcznika, umożliwia również łatwą adaptację jego treści do indywidualnych potrzeb. Jeśli więc pomyślicie Państwo o wykorzystaniu fragmentów publikacji do przygotowania własnych materiałów, nie ma żadnych przeszkód prawnych ani technicznych, aby to uczynić.

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    Podziękowania

    W pracę nad podręcznikiem zaangażowanych było 52 pracowników naukowych z siedmiu instytucji akademickich. Kilka osób z tego grona okazało nam szczególną pomoc, za co bardzo dziękujemy:

    -

    +

    Summary

    @@ -2326,7 +2326,7 @@
    -

    +

    Key Terms

    @@ -2578,7 +2578,7 @@
    -

    +

    Review Questions

    @@ -3066,7 +3066,7 @@
    -

    +

    Suggested Readings

    @@ -3122,7 +3122,7 @@
    -

    Chapter Outline

    +

    Chapter Outline

    9.1 @@ -3153,7 +3153,7 @@
    -

    +

    Introduction

    @@ -3169,7 +3169,7 @@
    -

    +

    9.1 What Do Legislatures Do? @@ -3185,7 +3185,7 @@

    -

    +

    9.2 What Is the Difference Between Parliamentary and Presidential Systems? @@ -3201,7 +3201,7 @@

    -

    +

    9.3 What Is the Difference Between Unicameral and Bicameral Systems? @@ -3217,7 +3217,7 @@

    -

    +

    9.4 The Decline of Legislative Influence diff --git a/spec/recipes_spec/books/prealgebra/expected_output.xhtml b/spec/recipes_spec/books/prealgebra/expected_output.xhtml index 512de9f41..826258666 100644 --- a/spec/recipes_spec/books/prealgebra/expected_output.xhtml +++ b/spec/recipes_spec/books/prealgebra/expected_output.xhtml @@ -210,7 +210,7 @@

    Welcome to Prealgebra 2e, an OpenStax resource. This textbook was written to increase student access to high-quality learning materials, maintaining highest standards of academic rigor at little to no cost.

    -

    About OpenStax

    +

    About OpenStax

    OpenStax is a nonprofit based at Rice University, and it’s our mission to improve student access to education. Our first openly licensed college textbook was published in 2012, and our library has since scaled to over 35 books for college and AP® Courses used by hundreds of thousands of students. OpenStax Tutor, our low-cost personalized learning tool, is being piloted in college courses throughout the country. Through our partnerships with philanthropic foundations and our alliance with other educational resource organizations, OpenStax is breaking down the most common barriers to learning and empowering students and instructors to succeed.

    @@ -611,7 +611,7 @@ Becky Wheelock, San Diego City College
    -

    Chapter Outline

    +

    Chapter Outline

    1.1 @@ -649,7 +649,7 @@ Becky Wheelock, San Diego City College
    -

    +

    Introduction

    Even though counting is first taught at a young age, mastering mathematics, which is the study of numbers, requires constant attention. If it has been a while since you have studied math, it can be helpful to review basic topics. In this chapter, we will focus on numbers used for counting as well as four arithmetic operations—addition, subtraction, multiplication, and division. We will also discuss some vocabulary that we will use throughout this book.

    @@ -940,7 +940,7 @@ Becky Wheelock, San Diego City College
    -

    +

    1.1 Introduction to Whole Numbers @@ -4541,7 +4541,7 @@ with a plan to get you the help you need.

    -

    +

    1.2 Add Whole Numbers @@ -10527,7 +10527,7 @@ Small fries – -

    +

    1.3 Subtract Whole Numbers @@ -14818,7 +14818,7 @@ If you missed this problem, review +

    1.4 Multiply Whole Numbers @@ -22152,7 +22152,7 @@ If you missed this problem, review +

    1.5 Divide Whole Numbers @@ -28746,7 +28746,7 @@ If you missed this problem, review -

    +

    Chapter Review

    @@ -29669,7 +29669,7 @@ If the divisor is larger than the first digit of the dividend, divide the first
    -

    +

    Exercises

    @@ -29738,9 +29738,9 @@ If the divisor is larger than the first digit of the dividend, divide the first
    -
    +

    Introduction to Whole Numbers -

    +

    Identify Counting Numbers and Whole Numbers

    @@ -34132,7 +34132,7 @@ If the divisor is larger than the first digit of the dividend, divide the first

    Note: Answers to the Cumulative Review can be found in the Supplemental Resources. Please visit https://openstax.org/ to view an updated list of the Learning Resources for this title and how to access them.

    -

    Chapter 1 Whole Numbers

    +

    Chapter 1 Whole Numbers

    No exercises.

    @@ -37182,7 +37182,7 @@ If the divisor is larger than the first digit of the dividend, divide the first
    -

    +

    Chapter 1

    diff --git a/spec/recipes_spec/books/precalculus/expected_output.xhtml b/spec/recipes_spec/books/precalculus/expected_output.xhtml index ea97ab470..364757fbf 100644 --- a/spec/recipes_spec/books/precalculus/expected_output.xhtml +++ b/spec/recipes_spec/books/precalculus/expected_output.xhtml @@ -617,13 +617,13 @@

    Welcome to Precalculus, an OpenStax resource. This textbook was written to increase student access to high-quality learning materials, maintaining highest standards of academic rigor at little to no cost.

    -

    About OpenStax

    +

    About OpenStax

    OpenStax is a nonprofit based at Rice University, and it’s our mission to improve student access to education. Our first openly licensed college textbook was published in 2012, and our library has since scaled to over 20 books for college and AP courses used by hundreds of thousands of students. Our adaptive learning technology, designed to improve learning outcomes through personalized educational paths, is being piloted in college courses throughout the country. Through our partnerships with philanthropic foundations and our alliance with other educational resource organizations, OpenStax is breaking down the most common barriers to learning and empowering students and instructors to succeed.

    -

    About OpenStax Resources

    +

    About OpenStax Resources

    -
    Customization
    +

    Customization

    Precalculus is licensed under a Creative Commons Attribution 4.0 International (CC BY) license, which means that you can distribute, remix, and build upon the content, as long as you provide attribution to OpenStax and its content contributors.

    Because our books are openly licensed, you are free to use the entire book or pick and choose the sections that are most relevant to the needs of your course. Feel free to remix the content by assigning your students certain chapters and sections in your syllabus, in the order that you prefer. You can even provide a direct link in your syllabus to the sections in the web view of your book.

    Instructors also have the option of creating a customized version of their OpenStax book. The custom version can be made available to students in low-cost print or digital form through their campus bookstore. Visit your book page on openstax.org for more information.

    @@ -953,7 +953,7 @@ Allen Wolmer, Atlanta Jewish Academy

    -

    Chapter Outline

    +

    Chapter Outline

    1.1 @@ -1005,7 +1005,7 @@ Allen Wolmer, Atlanta Jewish Academy

    -

    +

    Introduction to Functions

    Toward the end of the twentieth century, the values of stocks of internet and technology companies rose dramatically. As a result, the Standard and Poor’s stock market average rose as well. Figure 1 tracks the value of that initial investment of just under $100 over the 40 years. It shows that an investment that was worth less than $500 until about 1995 skyrocketed up to about $1,100 by the beginning of 2000. That five-year period became known as the “dot-com bubble” because so many internet startups were formed. As bubbles tend to do, though, the dot-com bubble eventually burst. Many companies grew too fast and then suddenly went out of business. The result caused the sharp decline represented on the graph beginning at the end of 2000.

    @@ -1233,7 +1233,7 @@ Allen Wolmer, Atlanta Jewish Academy

    -

    +

    1.1 Functions and Function Notation @@ -8408,7 +8408,7 @@ in the function with each specified value.

    -

    +

    1.2 Domain and Range @@ -14974,7 +14974,7 @@ What is the domain of the function? What does the domain mean in the context of -

    +

    1.3 Rates of Change and Behavior of Graphs @@ -19345,7 +19345,7 @@ and< -

    +

    1.4 Composition of Functions @@ -28067,7 +28067,7 @@ to evaluate or find the composite function as indicated.

    -

    +

    1.5 Transformation of Functions @@ -36443,7 +36443,7 @@ is shifted down 3 units and to the right 1 unit.

    -

    +

    1.6 Absolute Value Functions @@ -42955,7 +42955,7 @@ such that the distance between +

    1.7 Inverse Functions @@ -48002,7 +48002,7 @@ Keep in mind that

    -

    +

    Chapter Review

    @@ -49247,7 +49247,7 @@ Keep in mind that

    -

    +

    Exercises

    @@ -49318,9 +49318,9 @@ Keep in mind that

    -
    +

    Functions and Function Notation -

    +

    For the following exercises, determine whether the relation is a function.

    @@ -57036,7 +57036,7 @@ at the given input.

    Mathematics and Statistics
    -

    +

    Chapter 1

    diff --git a/spec/recipes_spec/books/principles-management/expected_output.xhtml b/spec/recipes_spec/books/principles-management/expected_output.xhtml index 4f501aa1c..907e69980 100644 --- a/spec/recipes_spec/books/principles-management/expected_output.xhtml +++ b/spec/recipes_spec/books/principles-management/expected_output.xhtml @@ -121,7 +121,7 @@

    Welcome to Principles of Management, an OpenStax resource. This textbook was written to increase student access to high-quality learning materials, maintaining the highest standards of academic rigor at little to no cost.

    -

    About OpenStax

    +

    About OpenStax

    OpenStax is a nonprofit based at Rice University, and it’s our mission to improve student access to education. Our first openly licensed college textbook was published in 2012, and our library has since scaled to over 30 books for college and AP® courses used by hundreds of thousands of students. OpenStax Tutor, our low-cost personalized learning tool, is being used in college courses throughout the country. Through our partnerships with philanthropic foundations and our alliance with other educational resource organizations, OpenStax is breaking down the most common barriers to learning and empowering students and instructors to succeed.

    @@ -276,7 +276,7 @@ Valerie Wallingford, Bemidji State University

    -

    +

    Introduction

    @@ -313,7 +313,7 @@ Valerie Wallingford, Bemidji State University

    -

    +

    1.1 What Do Managers Do? @@ -344,7 +344,7 @@ Valerie Wallingford, Bemidji State University

    -

    +

    1.2 The Roles Managers Play @@ -430,7 +430,7 @@ Valerie Wallingford, Bemidji State University

    -

    +

    1.3 Major Characteristics of the Manager's Job @@ -521,7 +521,7 @@ Valerie Wallingford, Bemidji State University

    -

    +

    Key Terms

    @@ -561,7 +561,7 @@ Valerie Wallingford, Bemidji State University

    -

    +

    Summary of Learning Outcomes

    @@ -616,7 +616,7 @@ Valerie Wallingford, Bemidji State University

    -

    +

    Chapter Review Questions

    @@ -646,7 +646,7 @@ Valerie Wallingford, Bemidji State University

    -

    +

    Management Skills Application Exercises

    @@ -668,7 +668,7 @@ Valerie Wallingford, Bemidji State University

    -

    +

    Managerial Decision Exercises

    @@ -699,7 +699,7 @@ Valerie Wallingford, Bemidji State University

    -

    +

    Critical Thinking Case

    @@ -715,7 +715,7 @@ Valerie Wallingford, Bemidji State University

    -

    New Management Challenges for the New Age

    +

    New Management Challenges for the New Age

    Today’s news is littered with scandals, new allegations of sexual assault, and tragedy. Since 2017 and the #metoo Movement, stemming from the Harvey Weinstein scandal, more and more public figures have been put into the spotlight to defend themselves against allegations from women around the globe.

    Not only publically, but privately in companies around the world, there have been firings, and investigations into misconduct from co-workers, managers, and CEOs. It is a relevant topic that is getting long overdue publicity and encouraging more men and women to come forward to discuss openly rather than hide the events and injustices of the past. Other events showcase the tumultuous and on-edge society we are living in, such as the Charlottesville, VA attack, that left 1 dead and 19 injured when a person drove a car through a crowd of protestors during a White nationalist gathering.

    With events on a daily business, it is important for companies to take a stand against racial hatred, harassment of any kind, and have firm policies when such events occur. Take Netflix for example, who in July of 2018 fired chief communications officer for saying the “N-word” in full form. This event occurred during an internal meeting, not directing the slur at anyone specific, but claimed it was being made as an emphatic point about offensive words in comedy programming. The “Netflix way”, the culture that is built around radical candor and transparency was put to the test during this occurrence.

    diff --git a/spec/recipes_spec/books/psychology/expected_output.xhtml b/spec/recipes_spec/books/psychology/expected_output.xhtml index d7920039a..bd5ccf3bf 100644 --- a/spec/recipes_spec/books/psychology/expected_output.xhtml +++ b/spec/recipes_spec/books/psychology/expected_output.xhtml @@ -479,7 +479,7 @@

    Welcome to Psychology 2e, an OpenStax resource. This textbook was written to increase student access to high-quality learning materials, maintaining highest standards of academic rigor at little to no cost.

    -

    About OpenStax

    +

    About OpenStax

    OpenStax is a nonprofit based at Rice University, and it’s our mission to improve student access to education. Our first openly licensed college textbook was published in 2012, and our library has since scaled to over 35 books for college and AP® courses used by hundreds of thousands of students. OpenStax Tutor, our low-cost personalized learning tool, is being piloted in college courses throughout the country. Through our partnerships with philanthropic foundations and our alliance with other educational resource organizations, OpenStax is breaking down the most common barriers to learning and empowering students and instructors to succeed.

    @@ -804,7 +804,7 @@ Alexandra Zelin, University of Tennessee at Chattanooga

    -

    Chapter Outline

    +

    Chapter Outline

    1.1 @@ -835,7 +835,7 @@ Alexandra Zelin, University of Tennessee at Chattanooga

    -

    +

    Introduction

    Clive Wearing is an accomplished musician who lost his ability to form new memories when he became sick at the age of 46. While he can remember how to play the piano perfectly, he cannot remember what he ate for breakfast just an hour ago (Sacks, 2007). James Wannerton experiences a taste sensation that is associated with the sound of words. His former girlfriend’s name tastes like rhubarb (Mundasad, 2013). John Nash is a brilliant mathematician and Nobel Prize winner. However, while he was a professor at MIT, he would tell people that the New York Times contained coded messages from extraterrestrial beings that were intended for him. He also began to hear voices and became suspicious of the people around him. Soon thereafter, Nash was diagnosed with schizophrenia and admitted to a state-run mental institution (O’Connor & Robertson, 2002). Nash was the subject of the 2001 movie A Beautiful Mind. Why did these people have these experiences? How does the human brain work? And what is the connection between the brain’s internal processes and people’s external behaviors? This textbook will introduce you to various ways that the field of psychology has explored these questions.

    @@ -885,7 +885,7 @@ Alexandra Zelin, University of Tennessee at Chattanooga

    -

    +

    1.1 What Is Psychology? @@ -1005,7 +1005,7 @@ Alexandra Zelin, University of Tennessee at Chattanooga

    -

    +

    1.2 History of Psychology @@ -1295,7 +1295,7 @@ Alexandra Zelin, University of Tennessee at Chattanooga

    -

    +

    1.3 Contemporary Psychology @@ -1523,7 +1523,7 @@ Alexandra Zelin, University of Tennessee at Chattanooga

    -

    +

    1.4 Careers in Psychology @@ -1656,7 +1656,7 @@ Alexandra Zelin, University of Tennessee at Chattanooga

    -

    +

    Key Terms

    @@ -1788,7 +1788,7 @@ Alexandra Zelin, University of Tennessee at Chattanooga

    -

    +

    Summary

    @@ -1870,7 +1870,7 @@ Alexandra Zelin, University of Tennessee at Chattanooga

    -

    +

    Review Questions

    @@ -2139,7 +2139,7 @@ Alexandra Zelin, University of Tennessee at Chattanooga

    -

    +

    Critical Thinking Questions

    @@ -2255,7 +2255,7 @@ Alexandra Zelin, University of Tennessee at Chattanooga

    -

    +

    Personal Application Questions

    @@ -2470,7 +2470,7 @@ Alexandra Zelin, University of Tennessee at Chattanooga

    -

    Chapter Outline

    +

    Chapter Outline

    2.1 @@ -2501,7 +2501,7 @@ Alexandra Zelin, University of Tennessee at Chattanooga

    -

    +

    Introduction

    Have you ever wondered whether the violence you see on television affects your behavior? Are you more likely to behave aggressively in real life after watching people behave violently in dramatic situations on the screen? Or, could seeing fictional violence actually get aggression out of your system, causing you to be more peaceful? How are children influenced by the media they are exposed to? A psychologist interested in the relationship between behavior and exposure to violent images might ask these very questions.

    @@ -2579,7 +2579,7 @@ Alexandra Zelin, University of Tennessee at Chattanooga

    -

    +

    2.1 Why Is Research Important? @@ -2790,7 +2790,7 @@ Alexandra Zelin, University of Tennessee at Chattanooga

    -

    +

    2.2 Approaches to Research @@ -3023,7 +3023,7 @@ Alexandra Zelin, University of Tennessee at Chattanooga

    -

    +

    2.3 Analyzing Findings @@ -3335,7 +3335,7 @@ Standardized tests like the SAT and ACT are supposed to measure an individual&#x

    -

    +

    2.4 Ethics @@ -3431,7 +3431,7 @@ Standardized tests like the SAT and ACT are supposed to measure an individual&#x
    -

    +

    Key Terms

    @@ -3668,7 +3668,7 @@ Standardized tests like the SAT and ACT are supposed to measure an individual&#x
    -

    +

    Summary

    @@ -3751,7 +3751,7 @@ Standardized tests like the SAT and ACT are supposed to measure an individual&#x
    -

    +

    Review Questions

    @@ -4155,7 +4155,7 @@ Standardized tests like the SAT and ACT are supposed to measure an individual&#x
    -

    +

    Critical Thinking Questions

    @@ -4309,7 +4309,7 @@ Standardized tests like the SAT and ACT are supposed to measure an individual&#x
    -

    +

    Personal Application Questions

    @@ -4587,7 +4587,7 @@ Standardized tests like the SAT and ACT are supposed to measure an individual&#x
    -

    Chapter Outline

    +

    Chapter Outline

    3.1 @@ -4625,7 +4625,7 @@ Standardized tests like the SAT and ACT are supposed to measure an individual&#x
    -

    +

    Introduction

    Have you ever taken a device apart to find out how it works? Many of us have done so, whether to attempt a repair or simply to satisfy our curiosity. A device’s internal workings are often distinct from its user interface on the outside. For example, we don’t think about microchips and circuits when we turn up the volume on a mobile phone; instead, we think about getting the volume just right. Similarly, the inner workings of the human body are often distinct from the external expression of those workings. It is the job of psychologists to find the connection between these—for example, to figure out how the firings of millions of neurons become a thought.

    @@ -4720,7 +4720,7 @@ Standardized tests like the SAT and ACT are supposed to measure an individual&#x
    -

    +

    3.1 Human Genetics @@ -4977,7 +4977,7 @@ Standardized tests like the SAT and ACT are supposed to measure an individual&#x

    -

    +

    3.2 Cells of the Nervous System @@ -5203,7 +5203,7 @@ Standardized tests like the SAT and ACT are supposed to measure an individual&#x

    -

    +

    3.3 Parts of the Nervous System @@ -5392,7 +5392,7 @@ Standardized tests like the SAT and ACT are supposed to measure an individual&#x

    -

    +

    3.4 The Brain and Spinal Cord @@ -5765,7 +5765,7 @@ Standardized tests like the SAT and ACT are supposed to measure an individual&#x -

    +

    3.5 The Endocrine System @@ -5869,7 +5869,7 @@ Standardized tests like the SAT and ACT are supposed to measure an individual&#x
    -

    +

    Key Terms

    @@ -6281,7 +6281,7 @@ Standardized tests like the SAT and ACT are supposed to measure an individual&#x
    -

    +

    Summary

    @@ -6370,7 +6370,7 @@ Standardized tests like the SAT and ACT are supposed to measure an individual&#x
    -

    +

    Review Questions

    @@ -6717,7 +6717,7 @@ Standardized tests like the SAT and ACT are supposed to measure an individual&#x
    -

    +

    Critical Thinking Questions

    @@ -6844,7 +6844,7 @@ Standardized tests like the SAT and ACT are supposed to measure an individual&#x
    -

    +

    Personal Application Questions

    @@ -7003,7 +7003,7 @@ Standardized tests like the SAT and ACT are supposed to measure an individual&#x
    -

    Chapter Outline

    +

    Chapter Outline

    4.1 @@ -7048,7 +7048,7 @@ Standardized tests like the SAT and ACT are supposed to measure an individual&#x
    -

    +

    Introduction

    Our lives involve regular, dramatic changes in the degree to which we are aware of our surroundings and our internal states. While awake, we feel alert and aware of the many important things going on around us. Our experiences change dramatically while we are in deep sleep and once again when we are dreaming. Some people also experience altered states of consciousness through meditation, hypnosis, or alcohol and other drugs.

    @@ -7128,7 +7128,7 @@ Standardized tests like the SAT and ACT are supposed to measure an individual&#x
    -

    +

    4.1 What Is Consciousness? @@ -7372,7 +7372,7 @@ Standardized tests like the SAT and ACT are supposed to measure an individual&#x

    -

    +

    4.2 Sleep and Why We Sleep @@ -7511,7 +7511,7 @@ Standardized tests like the SAT and ACT are supposed to measure an individual&#x

    -

    +

    4.3 Stages of Sleep @@ -7697,7 +7697,7 @@ Standardized tests like the SAT and ACT are supposed to measure an individual&#x

    -

    +

    4.4 Sleep Problems and Disorders @@ -7902,7 +7902,7 @@ Standardized tests like the SAT and ACT are supposed to measure an individual&#x -

    +

    4.5 Substance Use and Abuse @@ -8165,7 +8165,7 @@ Standardized tests like the SAT and ACT are supposed to measure an individual&#x -

    +

    4.6 Other States of Consciousness @@ -8246,7 +8246,7 @@ Standardized tests like the SAT and ACT are supposed to measure an individual&#x
    -

    +

    Key Terms

    @@ -8526,7 +8526,7 @@ Standardized tests like the SAT and ACT are supposed to measure an individual&#x
    -

    +

    Summary

    @@ -8622,7 +8622,7 @@ Standardized tests like the SAT and ACT are supposed to measure an individual&#x
    -

    +

    Review Questions

    @@ -9030,7 +9030,7 @@ Standardized tests like the SAT and ACT are supposed to measure an individual&#x
    -

    +

    Critical Thinking Questions

    @@ -9195,7 +9195,7 @@ Standardized tests like the SAT and ACT are supposed to measure an individual&#x
    -

    +

    Personal Application Questions

    @@ -9377,7 +9377,7 @@ Standardized tests like the SAT and ACT are supposed to measure an individual&#x
    -

    Chapter Outline

    +

    Chapter Outline

    5.1 @@ -9422,7 +9422,7 @@ Standardized tests like the SAT and ACT are supposed to measure an individual&#x
    -

    +

    Introduction

    Imagine standing on a city street corner. You might be struck by movement everywhere as cars and people go about their business, by the sound of a street musician’s melody or a horn honking in the distance, by the smell of exhaust fumes or of food being sold by a nearby vendor, and by the sensation of hard pavement under your feet.

    @@ -9493,7 +9493,7 @@ Standardized tests like the SAT and ACT are supposed to measure an individual&#x
    -

    +

    5.1 Sensation versus Perception @@ -9647,7 +9647,7 @@ Standardized tests like the SAT and ACT are supposed to measure an individual&#x

    -

    +

    5.2 Waves and Wavelengths @@ -9838,7 +9838,7 @@ Standardized tests like the SAT and ACT are supposed to measure an individual&#x

    -

    +

    5.3 Vision @@ -10109,7 +10109,7 @@ Standardized tests like the SAT and ACT are supposed to measure an individual&#x

    -

    +

    5.4 Hearing @@ -10285,7 +10285,7 @@ Standardized tests like the SAT and ACT are supposed to measure an individual&#x -

    +

    5.5 The Other Senses @@ -10460,7 +10460,7 @@ Standardized tests like the SAT and ACT are supposed to measure an individual&#x -

    +

    5.6 Gestalt Principles of Perception @@ -10567,7 +10567,7 @@ Standardized tests like the SAT and ACT are supposed to measure an individual&#x
    -

    +

    Key Terms

    @@ -10959,7 +10959,7 @@ Standardized tests like the SAT and ACT are supposed to measure an individual&#x
    -

    +

    Summary

    @@ -11058,7 +11058,7 @@ Standardized tests like the SAT and ACT are supposed to measure an individual&#x
    -

    +

    Review Questions

    @@ -11481,7 +11481,7 @@ Standardized tests like the SAT and ACT are supposed to measure an individual&#x
    -

    +

    Critical Thinking Questions

    @@ -11657,7 +11657,7 @@ Standardized tests like the SAT and ACT are supposed to measure an individual&#x
    -

    +

    Personal Application Questions

    diff --git a/spec/recipes_spec/books/python/expected_output.xhtml b/spec/recipes_spec/books/python/expected_output.xhtml index aa0df2a2b..8448c1c2a 100644 --- a/spec/recipes_spec/books/python/expected_output.xhtml +++ b/spec/recipes_spec/books/python/expected_output.xhtml @@ -118,7 +118,7 @@ Preface

    -

    About this book

    +

    About this book

    The OpenStax Introduction to programming with Python book is an interactive textbook that teaches basic programming concepts, problem solving skills, and Python programming with hands-on activities. The content is organized in chapters, with each chapter containing 7-9 sections, and each section containing 2-4 subsections. Each subsection follows the pattern:

     -

    +

    1.1 What Is Sociology? @@ -767,7 +767,7 @@ As allies in making high-quality learning materials accessible, our technology p -

    +

    1.2 The History of Sociology @@ -971,7 +971,7 @@ As allies in making high-quality learning materials accessible, our technology p -

    +

    1.3 Theoretical Perspectives in Sociology @@ -1174,7 +1174,7 @@ As allies in making high-quality learning materials accessible, our technology p -

    +

    1.4 Why Study Sociology? @@ -1250,7 +1250,7 @@ As allies in making high-quality learning materials accessible, our technology p

    -

    +

    Key Terms

    @@ -1414,7 +1414,7 @@ As allies in making high-quality learning materials accessible, our technology p
    -

    +

    Section Summary

    @@ -1490,7 +1490,7 @@ As allies in making high-quality learning materials accessible, our technology p
    -

    +

    Section Quiz

    @@ -1817,7 +1817,7 @@ As allies in making high-quality learning materials accessible, our technology p
    -

    +

    Short Answer

    @@ -1961,7 +1961,7 @@ As allies in making high-quality learning materials accessible, our technology p
    -

    +

    Further Research

    @@ -2037,7 +2037,7 @@ As allies in making high-quality learning materials accessible, our technology p
    -

    +

    References

    @@ -2235,7 +2235,7 @@ As allies in making high-quality learning materials accessible, our technology p
    -

    Chapter Outline

    +

    Chapter Outline

    2.1 @@ -2273,7 +2273,7 @@ As allies in making high-quality learning materials accessible, our technology p
    -

    +

    Introduction

    Trayvon Martin was a seventeen-year-old Black teenager. On the evening of February 26, 2012, he was visiting with his father and his father’s fiancée in the Sanford, Florida multi-ethnic gated community where his father's fiancée lived. Trayvon went on foot to buy a snack from a nearby convenience store. As he was returning, George Zimmerman, a White Hispanic man and the community’s neighborhood watch program coordinator, noticed him. In light of a recent rash of break-ins, Zimmerman called the police to report a person acting suspiciously, which he had done on many other occasions. During the call, Zimmerman said in reference to suspicious people, "[expletive] punks. Those [expletive], they always get away." The 911 operator told Zimmerman not to follow the teen, as was also stated in the police neighborhood watch guidelines that had been provided to Zimmerman. But Zimmerman did follow the teen, and, soon after, they had a physical confrontation. Several people in the community heard yelling, cries for help, and saw two people on the ground. According to Zimmerman, Martin attacked him, and in the ensuing scuffle, Zimmerman shot and killed Martin (CNN Library 2021).

    @@ -2328,7 +2328,7 @@ As allies in making high-quality learning materials accessible, our technology p
    -

    +

    2.1 Racial, Ethnic, and Minority Groups @@ -2436,7 +2436,7 @@ As allies in making high-quality learning materials accessible, our technology p

    -

    +

    2.2 Theoretical Perspectives on Race and Ethnicity @@ -2547,7 +2547,7 @@ As allies in making high-quality learning materials accessible, our technology p

    -

    +

    2.3 Prejudice, Discrimination, and Racism @@ -2698,7 +2698,7 @@ Most White people are willing to admit that non-White people live with a set of

    -

    +

    2.4 Intergroup Relationships @@ -2843,7 +2843,7 @@ Most White people are willing to admit that non-White people live with a set of -

    +

    2.5 Race and Ethnicity in the United States @@ -3183,7 +3183,7 @@ Most White people are willing to admit that non-White people live with a set of
    -

    +

    Key Terms

    @@ -3327,7 +3327,7 @@ Most White people are willing to admit that non-White people live with a set of
    -

    +

    Section Summary

    @@ -3413,7 +3413,7 @@ Most White people are willing to admit that non-White people live with a set of
    -

    +

    Section Quiz

    @@ -3783,7 +3783,7 @@ Most White people are willing to admit that non-White people live with a set of
    -

    +

    Short Answer

    @@ -3954,7 +3954,7 @@ Most White people are willing to admit that non-White people live with a set of
    -

    +

    Further Research

    @@ -4044,7 +4044,7 @@ Most White people are willing to admit that non-White people live with a set of
    -

    +

    References

    @@ -4236,7 +4236,7 @@ Most White people are willing to admit that non-White people live with a set of
    Social Sciences
    -

    +

    Chapter 1

    @@ -4335,7 +4335,7 @@ Most White people are willing to admit that non-White people live with a set of
    -

    +

    Chapter 2

    diff --git a/spec/recipes_spec/books/statistics/expected_output.xhtml b/spec/recipes_spec/books/statistics/expected_output.xhtml index 51a5f88bd..f12e8c906 100644 --- a/spec/recipes_spec/books/statistics/expected_output.xhtml +++ b/spec/recipes_spec/books/statistics/expected_output.xhtml @@ -267,7 +267,7 @@

    Welcome to Introductory Statistics, an OpenStax resource. This textbook was written to increase student access to high-quality learning materials, maintaining highest standards of academic rigor at little to no cost.

    The foundation of this textbook is Collaborative Statistics, by Barbara Illowsky and Susan Dean. Additional topics, examples, and innovations in terminology and practical applications have been added, all with a goal of increasing relevance and accessibility for students.

    -

    About OpenStax

    +

    About OpenStax

    OpenStax is a nonprofit based at Rice University, and it’s our mission to improve student access to education. Our first openly licensed college textbook was published in 2012, and our library has since scaled to over 25 books for college and AP® courses used by hundreds of thousands of students. OpenStax Tutor, our low-cost personalized learning tool, is being used in college courses throughout the country. Through our partnerships with philanthropic foundations and our alliance with other educational resource organizations, OpenStax is breaking down the most common barriers to learning and empowering students and instructors to succeed.

    @@ -485,9 +485,9 @@ Andrew Wiesner, Pennsylvania State University

    -

    +

    Chapter Objectives -

    +

    By the end of this chapter, the student should be able to:

      @@ -498,7 +498,7 @@ Andrew Wiesner, Pennsylvania State University

    -

    +

    Introduction

    You are probably asking yourself the question, "When and where will I use statistics?" If you read any newspaper, watch television, or use the Internet, you will see statistical information. There are statistics about crime, sports, education, politics, and real estate. Typically, when you read a newspaper article or watch a television news program, you are given sample information. With this information, you may make a decision about the correctness of a statement, claim, or "fact." Statistical methods can help you make the "best educated guess." @@ -515,7 +515,7 @@ Andrew Wiesner, Pennsylvania State University

    -

    +

    1.1 Definitions of Statistics, Probability, and Key Terms @@ -789,7 +789,7 @@ the sample who have been involved in a malpractice lawsuit.

    -

    +

    1.2 Data, Sampling, and Variation in Data and Sampling @@ -2003,7 +2003,7 @@ Suppose ABC College has 10,000 part-time students (the population). We are inter -

    +

    1.3 Frequency, Frequency Tables, and Levels of Measurement @@ -3185,7 +3185,7 @@ the relative frequency for the current row, as shown in -

    +

    1.4 Experimental Design and Ethics @@ -3418,7 +3418,7 @@ Yudhijit Bhattacharjee, “The Mind of a Con Man,” Magazine, New Yor -

    +

    1.5 Data Collection Experiment @@ -3590,7 +3590,7 @@ Yudhijit Bhattacharjee, “The Mind of a Con Man,” Magazine, New Yor -

    +

    1.6 Sampling Experiment @@ -3732,7 +3732,7 @@ Yudhijit Bhattacharjee, “The Mind of a Con Man,” Magazine, New Yor
    -

    +

    Key Terms

    @@ -3920,7 +3920,7 @@ the ratio of the number of times a value of the data occurs in the set of all ou
    -

    +

    Chapter Review

    @@ -3989,7 +3989,7 @@ included in every experiment. To eliminate lurking variables, subjects must be a
    -

    +

    Practice

    @@ -5054,7 +5054,7 @@ included in every experiment. To eliminate lurking variables, subjects must be a
    -

    +

    Homework

    @@ -6476,7 +6476,7 @@ misleading visual effect of these comparison graphs. How can this be corrected?<
    -

    +

    Bringing It Together: Homework

    @@ -6568,7 +6568,7 @@ percentages would be the same? Why?
    -

    +

    References

    @@ -6652,7 +6652,7 @@ http://statistics.about.com/od/HelpandTutorials/a/Levels-Of-Measurement.htm (acc
    -

    +

    Solutions

    @@ -7219,9 +7219,9 @@ mixed representation of both the most popular and less popular textbooks.
    -

    +

    Chapter Objectives -

    +

    By the end of this chapter, the student should be able to:

      @@ -7233,7 +7233,7 @@ mixed representation of both the most popular and less popular textbooks.
    -

    +

    Introduction

    Once you have collected data, what will you do with it? Data can be described and presented in many different formats. For example, suppose you are interested in buying a house in a particular area. You may have no clue about the house prices, so you might ask your real estate agent to give you a sample data set of prices. Looking at all the prices in the sample often is overwhelming. A better way might be to look at the median price and the variation of prices. The median and variation are just two ways that you will learn to describe data. Your agent might also provide you with a graph of the data.

    @@ -7258,7 +7258,7 @@ mixed representation of both the most popular and less popular textbooks.
    -

    +

    2.1 Stem-and-Leaf Graphs (Stemplots), Line Graphs, and Bar Graphs @@ -8436,7 +8436,7 @@ teenager is reminded -

    +

    2.2 Histograms, Frequency Polygons, and Time Series Graphs @@ -9598,7 +9598,7 @@ teenager is reminded -

    +

    2.3 Measures of the Location of the Data @@ -10381,7 +10381,7 @@ Counting from the bottom of the list, there are three data values less than 25. -

    +

    2.4 Box Plots @@ -10853,7 +10853,7 @@ Counting from the bottom of the list, there are three data values less than 25. -

    +

    2.5 Measures of the Center of the Data @@ -11837,7 +11837,7 @@ The two most widely used measures of the "center" of the data are the -

    +

    2.6 Skewness and the Mean, Median, and Mode @@ -12061,7 +12061,7 @@ The two most widely used measures of the "center" of the data are the -

    +

    2.7 Measures of the Spread of the Data @@ -13677,7 +13677,7 @@ The symbol < -

    +

    2.8 Descriptive Statistics @@ -13737,7 +13737,7 @@ Record the number of pairs of shoes you own.

    -

    +

    Key Terms

    @@ -13835,7 +13835,7 @@ Record the number of pairs of shoes you own.

    -

    +

    Chapter Review

    @@ -13929,7 +13929,7 @@ Record the number of pairs of shoes you own.

    -

    +

    Formula Review

    @@ -14044,7 +14044,7 @@ Record the number of pairs of shoes you own.

    -

    +

    Practice

    @@ -16082,7 +16082,7 @@ Record the number of pairs of shoes you own.

    -

    +

    Homework

    @@ -17662,7 +17662,7 @@ Record the number of pairs of shoes you own.

    -

    +

    Bringing It Together: Homework

    @@ -18336,7 +18336,7 @@ Record the number of pairs of shoes you own.

    -

    +

    References

    @@ -18429,7 +18429,7 @@ Record the number of pairs of shoes you own.

    -

    +

    Solutions

    diff --git a/spec/recipes_spec/books/super/expected_output.xhtml b/spec/recipes_spec/books/super/expected_output.xhtml index bd4a73986..755d7c6e4 100644 --- a/spec/recipes_spec/books/super/expected_output.xhtml +++ b/spec/recipes_spec/books/super/expected_output.xhtml @@ -71,7 +71,7 @@
    -

    +

    1.1 Preface @@ -252,7 +252,7 @@

    -

    +

    Chapter Review

    diff --git a/spec/recipes_spec/books/trigonometry/expected_output.xhtml b/spec/recipes_spec/books/trigonometry/expected_output.xhtml index 8ecf76be4..72e711dce 100644 --- a/spec/recipes_spec/books/trigonometry/expected_output.xhtml +++ b/spec/recipes_spec/books/trigonometry/expected_output.xhtml @@ -242,7 +242,7 @@

    Welcome to Algebra and Trigonometry, an OpenStax resource. This textbook was written to increase student access to high-quality learning materials, maintaining highest standards of academic rigor at little to no cost.

    -

    About OpenStax

    +

    About OpenStax

    OpenStax is a nonprofit based at Rice University, and it’s our mission to improve student access to education. Our first openly licensed college textbook was published in 2012, and our library has since scaled to over 20 books for college and AP courses used by hundreds of thousands of students. Our adaptive learning technology, designed to improve learning outcomes through personalized educational paths, is being piloted in college courses throughout the country. Through our partnerships with philanthropic foundations and our alliance with other educational resource organizations, OpenStax is breaking down the most common barriers to learning and empowering students and instructors to succeed.

    @@ -606,7 +606,7 @@ Allen Wolmer, Atlanta Jewish Academy

    -

    Chapter Outline

    +

    Chapter Outline

    1.1 @@ -651,7 +651,7 @@ Allen Wolmer, Atlanta Jewish Academy

    -

    +

    Introduction to Prerequisites

    It’s a cold day in Antarctica. In fact, it’s always a cold day in Antarctica. Earth’s southernmost continent, Antarctica experiences the coldest, driest, and windiest conditions known. The coldest temperature ever recorded, over one hundred degrees below zero on the Celsius scale, was recorded by remote satellite. It is no surprise then, that no native human population can survive the harsh conditions. Only explorers and scientists brave the environment for any length of time.

    @@ -732,7 +732,7 @@ Allen Wolmer, Atlanta Jewish Academy

    -

    +

    1.1 Real Numbers: Algebra Essentials @@ -4994,7 +4994,7 @@ Allen Wolmer, Atlanta Jewish Academy

    For some activities we perform, the order of certain operations does not matter, but the order of other operations does. For example, it does not make a difference if we put on the right shoe before the left or vice-versa. However, it does matter whether we put on shoes or socks first. The same thing is true for operations in mathematics.

    -
    Commutative Properties
    +

    Commutative Properties

    The commutative property of addition states that numbers may be added in any order without affecting the sum.

    @@ -13751,7 +13751,7 @@ Allen Wolmer, Atlanta Jewish Academy

    -

    +

    1.2 Exponents and Scientific Notation @@ -37415,7 +37415,7 @@ Allen Wolmer, Atlanta Jewish Academy

    -

    +

    1.3 Radicals and Rational Exponents @@ -46195,7 +46195,7 @@ Allen Wolmer, Atlanta Jewish Academy

    -

    +

    1.4 Polynomials @@ -53910,7 +53910,7 @@ Allen Wolmer, Atlanta Jewish Academy

    -

    +

    1.5 Factoring Polynomials @@ -59396,7 +59396,7 @@ Allen Wolmer, Atlanta Jewish Academy

    -

    +

    1.6 Rational Expressions @@ -67985,7 +67985,7 @@ Allen Wolmer, Atlanta Jewish Academy

    -

    +

    Chapter Review

    @@ -69303,7 +69303,7 @@ Allen Wolmer, Atlanta Jewish Academy

    -

    +

    Exercises

    @@ -69374,9 +69374,9 @@ Allen Wolmer, Atlanta Jewish Academy

    -
    +

    Real Numbers: Algebra Essentials -

    +

    For the following exercises, perform the given operations.

    @@ -87638,7 +87638,7 @@ Allen Wolmer, Atlanta Jewish Academy

    Mathematics and Statistics
    -

    +

    Chapter 1

    diff --git a/spec/recipes_spec/books/u-physics/expected_output.xhtml b/spec/recipes_spec/books/u-physics/expected_output.xhtml index 099f43129..5651ea7de 100644 --- a/spec/recipes_spec/books/u-physics/expected_output.xhtml +++ b/spec/recipes_spec/books/u-physics/expected_output.xhtml @@ -315,7 +315,7 @@

    Welcome to University Physics, an OpenStax resource. This textbook was written to increase student access to high-quality learning materials, maintaining highest standards of academic rigor at little to no cost.

    -

    About OpenStax

    +

    About OpenStax

    OpenStax is a nonprofit based at Rice University, and it’s our mission to improve student access to education. Our first openly licensed college textbook was published in 2012 and our library has since scaled to over 25 books used by hundreds of thousands of students across the globe. OpenStax Tutor, our low-cost personalized learning tool, is being used in college courses throughout the country. The OpenStax mission is made possible through the generous support of philanthropic foundations. Through these partnerships and with the help of additional low-cost resources from our OpenStax partners, OpenStax is breaking down the most common barriers to learning and empowering students and instructors to succeed.

    @@ -624,7 +624,7 @@ Dr. William Moebs earned a BS and PhD (1959 and 1965) from the University of Mic
    -

    Chapter Outline

    +

    Chapter Outline

    1.1 @@ -676,7 +676,7 @@ Dr. William Moebs earned a BS and PhD (1959 and 1965) from the University of Mic
    -

    +

    Introduction

    As noted in the figure caption, the chapter-opening image is of the Whirlpool Galaxy, which we examine in the first section of this chapter. Galaxies are as immense as atoms are small, yet the same laws of physics describe both, along with all the rest of nature—an indication of the underlying unity in the universe. The laws of physics are surprisingly few, implying an underlying simplicity to nature’s apparent complexity. In this text, you learn about the laws of physics. Galaxies and atoms may seem far removed from your daily life, but as you begin to explore this broad-ranging subject, you may soon come to realize that physics plays a much larger role in your life than you first thought, no matter your life goals or career choice.

    @@ -737,7 +737,7 @@ Dr. William Moebs earned a BS and PhD (1959 and 1965) from the University of Mic
    -

    +

    1.1 The Scope and Scale of Physics @@ -925,7 +925,7 @@ Dr. William Moebs earned a BS and PhD (1959 and 1965) from the University of Mic -

    +

    1.2 Units and Standards @@ -1467,7 +1467,7 @@ It is easy to make silly arithmetic errors when switching from one prefix to ano
    conversion factor
    Science and Technology
    -

    +

    1.3 Unit Conversion @@ -2014,7 +2014,7 @@ Remember, it’s always important to check the answer.

    dimensionless
    Science and Technology
    -

    +

    1.4 Dimensional Analysis @@ -2478,7 +2478,7 @@ If we are trusting people, these types of dimensional checks might seem unnecess
    estimation
    Science and Technology
    -

    +

    1.5 Estimates and Fermi Calculations @@ -2931,7 +2931,7 @@ To verify our answer to the best of our ability, we first need to answer the que -

    +

    1.6 Significant Figures @@ -3281,7 +3281,7 @@ Substitute the values into the equation:

    -

    +

    1.7 Solving Problems in Physics @@ -3336,7 +3336,7 @@ Substitute the values into the equation:

    -

    +

    Chapter Review

    @@ -4894,7 +4894,7 @@ Substitute the values into the equation:

    -

    Chapter Outline

    +

    Chapter Outline

    2.1 @@ -4925,7 +4925,7 @@ Substitute the values into the equation:

    -

    +

    Introduction

    Vectors are essential to physics and engineering. Many fundamental physical quantities are vectors, including displacement, velocity, force, and electric and magnetic vector fields. Scalar products of vectors define other fundamental scalar physical quantities, such as energy. Vector products of vectors define still other fundamental vector physical quantities, such as torque and angular momentum. In other words, vectors are a component part of physics in much the same way as sentences are a component part of literature.

    @@ -5040,7 +5040,7 @@ Substitute the values into the equation:

    -

    +

    2.1 Scalars and Vectors @@ -7314,7 +7314,7 @@ For parts (a) and (b), we attach the origin of vector +

    2.2 Coordinate Systems and Components of a Vector @@ -11851,7 +11851,7 @@ We take the origin of the Cartesian coordinate system as the control tower. The

    -

    +

    2.3 Algebra of Vectors @@ -19788,7 +19788,7 @@ Note that when using the analytical method with a calculator, it is advisable to -

    +

    2.4 Products of Vectors @@ -27620,7 +27620,7 @@ Even without actually computing the scalar product, we can predict that the magn

    -

    +

    Chapter Review

    @@ -35036,7 +35036,7 @@ Even without actually computing the scalar product, we can predict that the magn
    -

    +

    Chapter 1

    @@ -35712,7 +35712,7 @@ Even without actually computing the scalar product, we can predict that the magn
    -

    +

    Chapter 2

    diff --git a/spec/recipes_spec/books/web-test/expected_output.xhtml b/spec/recipes_spec/books/web-test/expected_output.xhtml index 3687e59ce..042303faf 100644 --- a/spec/recipes_spec/books/web-test/expected_output.xhtml +++ b/spec/recipes_spec/books/web-test/expected_output.xhtml @@ -288,28 +288,28 @@

    OpenStax is a nonprofit based at Rice University, and it’s our mission to improve student access to education. Our first openly licensed college textbook was published in 2012 and our library has since scaled to over 25 books used by hundreds of thousands of students across the globe. OpenStax Tutor, our low-cost personalized learning tool, is being used in college courses throughout the country. The OpenStax mission is made possible through the generous support of philanthropic foundations. Through these partnerships and with the help of additional low-cost resources from our OpenStax partners, OpenStax is breaking down the most common barriers to learning and empowering students and instructors to succeed.

    -

    About OpenStax's resources

    +

    About OpenStax's resources

    -

    Customization

    +

    Customization

    University Physics is licensed under a Creative Commons Attribution 4.0 International (CC BY) license, which means that you can distribute, remix, and build upon the content, as long as you provide attribution to OpenStax and its content contributors.

    Because our books are openly licensed, you are free to use the entire book or pick and choose the sections that are most relevant to the needs of your course. Feel free to remix the content by assigning your students certain chapters and sections in your syllabus in the order that you prefer. You can even provide a direct link in your syllabus to the sections in the web view of your book.

    Instructors also have the option of creating a customized version of their OpenStax book. The custom version can be made available to students in low-cost print or digital form through their campus bookstore. Visit your book page on OpenStax.org for more information.

    -

    Errata

    +

    Errata

    All OpenStax textbooks undergo a rigorous review process. However, like any professional-grade textbook, errors sometimes occur. Since our books are web based, we can make updates periodically when deemed pedagogically necessary. If you have a correction to suggest, submit it through the link on your book page on OpenStax.org. Subject matter experts review all errata suggestions. OpenStax is committed to remaining transparent about all updates, so you will also find a list of past errata changes on your book page on OpenStax.org.

    -

    Format

    +

    Format

    You can access this textbook for free in web view or PDF through OpenStax.org, and for a low cost in print.

    -

    About University Physics

    +

    About University Physics

    University Physics is designed for the two- or three-semester calculus-based physics course. The text has been developed to meet the scope and sequence of most university physics courses and provides a foundation for a career in mathematics, science, or engineering. The book provides an important opportunity for students to learn the core concepts of physics and understand how those concepts apply to their lives and to the world around them.

    Due to the comprehensive nature of the material, we are offering the book in three volumes for flexibility and efficiency.

    -

    Coverage and scope

    +

    Coverage and scope

    Our University Physics textbook adheres to the scope and sequence of most two- and three-semester physics courses nationwide. We have worked to make physics interesting and accessible to students while maintaining the mathematical rigor inherent in the subject. With this objective in mind, the content of this textbook has been developed and arranged to provide a logical progression from fundamental to more advanced concepts, building upon what students have already learned and emphasizing connections between topics and between theory and applications. The goal of each section is to enable students not just to recognize concepts, but to work with them in ways that will be useful in later courses and future careers. The organization and pedagogical features were developed and vetted with feedback from science educators dedicated to the project.

    VOLUME I @@ -396,11 +396,11 @@

    -

    Pedagogical foundation

    +

    Pedagogical foundation

    Throughout University Physics you will find derivations of concepts that present classical ideas and techniques, as well as modern applications and methods. Most chapters start with observations or experiments that place the material in a context of physical experience. Presentations and explanations rely on years of classroom experience on the part of long-time physics professors, striving for a balance of clarity and rigor that has proven successful with their students. Throughout the text, links enable students to review earlier material and then return to the present discussion, reinforcing connections between topics. Key historical figures and experiments are discussed in the main text (rather than in boxes or sidebars), maintaining a focus on the development of physical intuition. Key ideas, definitions, and equations are highlighted in the text and listed in summary form at the end of each chapter. Examples and chapter-opening images often include contemporary applications from daily life or modern science and engineering that students can relate to, from smart phones to the internet to GPS devices.

    -

    Assessments that reinforce key concepts

    +

    Assessments that reinforce key concepts

    In-chapter Examples generally follow a three-part format of Strategy, Solution, and Significance to emphasize how to approach a problem, how to work with the equations, and how to check and generalize the result. Examples are often followed by questions and answers to help reinforce for students the important ideas of the examples. Problem-Solving Strategies in each chapter break down methods of approaching various types of problems into steps students can follow for guidance. The book also includes exercises at the end of each chapter so students can practice what they’ve learned.

    • Conceptual questions do not require calculation but test student learning of the key concepts.
      • @@ -411,31 +411,31 @@

      Answers for selected exercises are available in an Answer Key at the end of the book.

    -

    Answers to Questions in the Book

    +

    Answers to Questions in the Book

    Answers to Unreasonable Results are not provided. All answers to Check Your Understanding are provided in the Answer Key in the book. Odd-numbered answers to Conceptual Questions, Problems, Additional Problems, and Challenge Problems are also provided in the Answer Key. Students can find additional answer information in the Student Solution Guide via the Student Resources page. Answers to even-numbered Conceptual Questions, Problems, Additional Problems, and Challenge Problems are provided only to instructors in the Instructor Answer Guide via the Instructor Resources page.

    -

    Additional resources

    +

    Additional resources

    -

    Student and instructor resources

    +

    Student and instructor resources

    We’ve compiled additional resources for both students and instructors, including Getting Started Guides, PowerPoint slides, and answer and solution guides for instructors and students. Instructor resources require a verified instructor account, which you can apply for when you log in or create your account on OpenStax.org. Take advantage of these resources to supplement your OpenStax book.

    -

    Community Hubs

    +

    Community Hubs

    OpenStax partners with the Institute for the Study of Knowledge Management in Education (ISKME) to offer Community Hubs on OER Commons – a platform for instructors to share community-created resources that support OpenStax books, free of charge. Through our Community Hubs, instructors can upload their own materials or download resources to use in their own courses, including additional ancillaries, teaching material, multimedia, and relevant course content. We encourage instructors to join the hubs for the subjects most relevant to your teaching and research as an opportunity both to enrich your courses and to engage with other faculty.

    To reach the Community Hubs, visit www.oercommons.org/hubs/OpenStax.

    -

    Partner resources

    +

    Partner resources

    OpenStax partners are our allies in the mission to make high-quality learning materials affordable and accessible to students and instructors everywhere. Their tools integrate seamlessly with our OpenStax titles at a low cost. To access the partner resources for your text, visit your book page on OpenStax.org.

    -

    About the authors

    +

    About the authors

    -

    Senior contributing authors

    +

    Senior contributing authors

    Samuel J. Ling, Truman State University
     Dr. Samuel Ling has taught introductory and advanced physics for over 25 years at Truman State University, where he is currently Professor of Physics and the Department Chair. Dr. Ling has two PhDs from Boston University, one in Chemistry and the other in Physics, and he was a Research Fellow at the Indian Institute of Science, Bangalore, before joining Truman. Dr. Ling is also an author of A First Course in Vibrations and Waves, published by Oxford University Press. Dr. Ling has considerable experience with research in Physics Education and has published research on collaborative learning methods in physics teaching. He was awarded a Truman Fellow and a Jepson fellow in recognition of his innovative teaching methods. Dr. Ling’s research publications have spanned Cosmology, Solid State Physics, and Nonlinear Optics.

    Jeff Sanny, Loyola Marymount University
     @@ -444,7 +444,7 @@ Dr. Jeff Sanny earned a BS in Physics from Harvey Mudd College in 1974 and a PhD Dr. William Moebs earned a BS and PhD (1959 and 1965) from the University of Michigan. He then joined their staff as a Research Associate for one year, where he continued his doctoral research in particle physics. In 1966, he accepted an appointment to the Physics Department of Indiana Purdue Fort Wayne (IPFW), where he served as Department Chair from 1971 to 1979. In 1979, he moved to Loyola Marymount University (LMU), where he served as Chair of the Physics Department from 1979 to 1986. He retired from LMU in 2000. He has published research in particle physics, chemical kinetics, cell division, atomic physics, and physics teaching.

    -

    Contributing authors

    +

    Contributing authors

    Stephen D. Druger, Northwestern University
    Alice Kolakowska, University of Memphis
    David Anderson, Albion College @@ -465,7 +465,7 @@ Dr. William Moebs earned a BS and PhD (1959 and 1965) from the University of Mic
    Kenneth Podolak, Plattsburgh State University

    -

    Reviewers

    +

    Reviewers

    Salameh Ahmad, Rochester Institute of Technology–Dubai
    John Aiken, University of Colorado–Boulder
    Raymond Benge, Terrant County College @@ -618,7 +618,7 @@ Dr. William Moebs earned a BS and PhD (1959 and 1965) from the University of Mic

    -

    +

    Introduction

    As noted in the figure caption, the chapter-opening image is of the Whirlpool Galaxy, which we examine in the first section of this chapter. Galaxies are as immense as atoms are small, yet the same laws of physics describe both, along with all the rest of nature—an indication of the underlying unity in the universe. The laws of physics are surprisingly few, implying an underlying simplicity to nature’s apparent complexity. In this text, you learn about the laws of physics. Galaxies and atoms may seem far removed from your daily life, but as you begin to explore this broad-ranging subject, you may soon come to realize that physics plays a much larger role in your life than you first thought, no matter your life goals or career choice.

    @@ -632,13 +632,13 @@ Dr. William Moebs earned a BS and PhD (1959 and 1965) from the University of Mic
    -

    +

    1.1 The Scope and Scale of Physics

    -

    Learning Objectives

    +

    Learning Objectives

    By the end of this section, you will be able to:

    • Describe the scope of physics.
      • @@ -649,7 +649,7 @@ Dr. William Moebs earned a BS and PhD (1959 and 1965) from the University of Mic

    Physics is devoted to the understanding of all natural phenomena. In physics, we try to understand physical phenomena at all scales—from the world of subatomic particles to the entire universe. Despite the breadth of the subject, the various subfields of physics share a common core. The same basic training in physics will prepare you to work in any area of physics and the related areas of science and engineering. In this section, we investigate the scope of physics; the scales of length, mass, and time over which the laws of physics have been shown to be applicable; and the process by which science in general, and physics in particular, operates.

    -

    The Scope of Physics

    +

    The Scope of Physics

    Take another look at the chapter-opening image. The Whirlpool Galaxy contains billions of individual stars as well as huge clouds of gas and dust. Its companion galaxy is also visible to the right. This pair of galaxies lies a staggering billion trillion miles (1.4×1021mi)(1.4×1021mi) from our own galaxy (which is called the Milky Way). The stars and planets that make up the Whirlpool Galaxy might seem to be the furthest thing from most people’s everyday lives, but the Whirlpool is a great starting point to think about the forces that hold the universe together. The forces that cause the Whirlpool Galaxy to act as it does are thought to be the same forces we contend with here on Earth, whether we are planning to send a rocket into space or simply planning to raise the walls for a new home. The gravity that causes the stars of the Whirlpool Galaxy to rotate and revolve is thought to be the same as what causes water to flow over hydroelectric dams here on Earth. When you look up at the stars, realize the forces out there are the same as the ones here on Earth. Through a study of physics, you may gain a greater understanding of the interconnectedness of everything we can see and know in this universe.

    Humans have created and manufactured millions of different objects. Successive technological periods (often referred to as the Stone Age, the Bronze Age, the Iron Age, and so on) are marked by knowledge of the physical properties of certain materials and the ability to manipulate them. This knowledge all stems from physics, whether it's the way a rock would flake when constructing a spear point, the effect of integrating carbon with iron in South Indian and Sri Lankan furnaces to create the earliest high-quality steel, or the proper way to combine perfectly ground and polished pieces of glass to create optical instruments. Our current technological age, the Information Age, can be traced to critical innovations made by people from all backgrounds working together. Mohamed M. Atalla and Dawon Kahng, for example, invented the MOSFET (metal-oxide-semiconductor field-effect transistor). Although unknown to most people, this tiny device, created in 1959 by an Egyptian-born scientist and a Korean-born scientist working in a lab in New Jersey (U.S.), is the basis for modern electronics. More MOSFETs have been produced than any other object in human history. They are used in computers, smartphones, microwave ovens, automotive controls, medical instruments, and nearly every other electronic device.

    Next, think about the most exciting modern technologies that you have heard about in the news, such as trains that levitate above tracks, “invisibility cloaks” that bend light around them, and microscopic robots that fight cancer cells in our bodies. All these groundbreaking advances, commonplace or unbelievable, rely on the principles of physics. Aside from playing a significant role in technology, professionals such as engineers, pilots, physicians, physical therapists, electricians, and computer programmers apply physics concepts in their daily work. For example, a pilot must understand how wind forces affect a flight path; a physical therapist must understand how the muscles in the body experience forces as they move and bend. As you will learn in this text, the principles of physics are propelling new, exciting technologies, and these principles are applied in a wide range of careers.

    @@ -675,7 +675,7 @@ Dr. William Moebs earned a BS and PhD (1959 and 1965) from the University of Mic

    It is not necessary to study all applications of physics formally. What is most useful is knowing the basic laws of physics and developing skills in the analytical methods for applying them. The study of physics also can improve your problem-solving skills. Furthermore, physics retains the most basic aspects of science, so it is used by all the sciences, and the study of physics makes other sciences easier to understand.

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    The Scale of Physics

    +

    The Scale of Physics

    From the discussion so far, it should be clear that to accomplish your goals in any of the various fields within the natural sciences and engineering, a thorough grounding in the laws of physics is necessary. The reason for this is simply that the laws of physics govern everything in the observable universe at all measurable scales of length, mass, and time. Now, that is easy enough to say, but to come to grips with what it really means, we need to get a little bit quantitative. So, before surveying the various scales that physics allows us to explore, let’s first look at the concept of “order of magnitude,” which we use to come to terms with the vast ranges of length, mass, and time that we consider in this text (Figure 1.3).

    @@ -691,13 +691,13 @@ Dr. William Moebs earned a BS and PhD (1959 and 1965) from the University of Mic
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    Order of magnitude

    +

    Order of magnitude

    The order of magnitude of a number is the power of 10 that most closely approximates it. Thus, the order of magnitude refers to the scale (or size) of a value. Each power of 10 represents a different order of magnitude. For example, 101,102,103,101,102,103, and so forth, are all different orders of magnitude, as are 100=1,10−1,10−2,100=1,10−1,10−2, and 10−3.10−3. To find the order of magnitude of a number, take the base-10 logarithm of the number and round it to the nearest integer, then the order of magnitude of the number is simply the resulting power of 10. For example, the order of magnitude of 800 is 103 because log10800≈2.903,log10800≈2.903, which rounds to 3. Similarly, the order of magnitude of 450 is 103 because log10450≈2.653,log10450≈2.653, which rounds to 3 as well. Thus, we say the numbers 800 and 450 are of the same order of magnitude: 103. However, the order of magnitude of 250 is 102 because log10250≈2.397,log10250≈2.397, which rounds to 2.

    An equivalent but quicker way to find the order of magnitude of a number is first to write it in scientific notation and then check to see whether the first factor is greater than or less than 10=100.5≈3.10=100.5≈3. The idea is that 10=100.510=100.5 is halfway between 1=1001=100 and 10=10110=101 on a log base-10 scale. Thus, if the first factor is less than 10,10, then we round it down to 1 and the order of magnitude is simply whatever power of 10 is required to write the number in scientific notation. On the other hand, if the first factor is greater than 10,10, then we round it up to 10 and the order of magnitude is one power of 10 higher than the power needed to write the number in scientific notation. For example, the number 800 can be written in scientific notation as 8×102.8×102. Because 8 is bigger than 10≈3,10≈3, we say the order of magnitude of 800 is 102+1=103.102+1=103. The number 450 can be written as 4.5×102,4.5×102, so its order of magnitude is also 103 because 4.5 is greater than 3. However, 250 written in scientific notation is 2.5×1022.5×102 and 2.5 is less than 3, so its order of magnitude is 102.102.

    The order of magnitude of a number is designed to be a ballpark estimate for the scale (or size) of its value. It is simply a way of rounding numbers consistently to the nearest power of 10. This makes doing rough mental math with very big and very small numbers easier. For example, the diameter of a hydrogen atom is on the order of 10−10 m, whereas the diameter of the Sun is on the order of 109 m, so it would take roughly 109/10−10=1019109/10−10=1019 hydrogen atoms to stretch across the diameter of the Sun. This is much easier to do in your head than using the more precise values of 1.06×10−10m1.06×10−10m for a hydrogen atom diameter and 1.39×109m1.39×109m for the Sun’s diameter, to find that it would take 1.31×10191.31×1019 hydrogen atoms to stretch across the Sun’s diameter. In addition to being easier, the rough estimate is also nearly as informative as the precise calculation.

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    Known ranges of length, mass, and time

    +

    Known ranges of length, mass, and time

    The vastness of the universe and the breadth over which physics applies are illustrated by the wide range of examples of known lengths, masses, and times (given as orders of magnitude) in Figure 1.4. Examining this table will give you a feeling for the range of possible topics in physics and numerical values. A good way to appreciate the vastness of the ranges of values in Figure 1.4 is to try to answer some simple comparative questions, such as the following:

    • How many hydrogen atoms does it take to stretch across the diameter of the Sun?
      (Answer: 109 m/10–10 m = 1019 hydrogen atoms)
      • @@ -719,9 +719,9 @@ Dr. William Moebs earned a BS and PhD (1959 and 1965) from the University of Mic
      -

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      Interactive -

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    Visit this site to explore interactively the vast range of length scales in our universe. Scroll down and up the scale to view hundreds of organisms and objects, and click on the individual objects to learn more about each one.

    @@ -729,7 +729,7 @@ Dr. William Moebs earned a BS and PhD (1959 and 1965) from the University of Mic
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    Building Models

    +

    Building Models

    How did we come to know the laws governing natural phenomena? What we refer to as the laws of nature are concise descriptions of the universe around us. They are human statements of the underlying laws or rules that all natural processes follow. Such laws are intrinsic to the universe; humans did not create them and cannot change them. We can only discover and understand them. Their discovery is a very human endeavor, with all the elements of mystery, imagination, struggle, triumph, and disappointment inherent in any creative effort (Figure 1.5). The cornerstone of discovering natural laws is observation; scientists must describe the universe as it is, not as we imagine it to be.

    @@ -771,13 +771,13 @@ Dr. William Moebs earned a BS and PhD (1959 and 1965) from the University of Mic
    -

    +

    1.2 Units and Standards

    -

    Learning Objectives

    +

    Learning Objectives

    By the end of this section, you will be able to:

    • Describe how SI base units are defined.
      • @@ -804,7 +804,7 @@ Dr. William Moebs earned a BS and PhD (1959 and 1965) from the University of Mic

      Two major systems of units are used in the world: SI units (for the French Système International d’Unités), also known as the metric system, and English units (also known as the customary or imperial system). English units were historically used in nations once ruled by the British Empire and are still widely used in the United States. English units may also be referred to as the foot–pound–second (fps) system, as opposed to the centimeter–gram–second (cgs) system. You may also encounter the term SAE units, named after the Society of Automotive Engineers. Products such as fasteners and automotive tools (for example, wrenches) that are measured in inches rather than metric units are referred to as SAE fasteners or SAE wrenches.

      Virtually every other country in the world (except the United States) now uses SI units as the standard. The metric system is also the standard system agreed on by scientists and mathematicians.

      -

      SI Units: Base and Derived Units

      +

      SI Units: Base and Derived Units

      In any system of units, the units for some physical quantities must be defined through a measurement process. These are called the base quantities for that system and their units are the system’s base units. All other physical quantities can then be expressed as algebraic combinations of the base quantities. Each of these physical quantities is then known as a derived quantity and each unit is called a derived unit. The choice of base quantities is somewhat arbitrary, as long as they are independent of each other and all other quantities can be derived from them. Typically, the goal is to choose physical quantities that can be measured accurately to a high precision as the base quantities. The reason for this is simple. Since the derived units can be expressed as algebraic combinations of the base units, they can only be as accurate and precise as the base units from which they are derived.

      Based on such considerations, the International Standards Organization recommends using seven base quantities, which form the International System of Quantities (ISQ). These are the base quantities used to define the SI base units. Table 1.1 lists these seven ISQ base quantities and the corresponding SI base units.

      @@ -857,19 +857,19 @@ Dr. William Moebs earned a BS and PhD (1959 and 1965) from the University of Mic

      You are probably already familiar with some derived quantities that can be formed from the base quantities in Table 1.1. For example, the geometric concept of area is always calculated as the product of two lengths. Thus, area is a derived quantity that can be expressed in terms of SI base units using square meters (m×m=m2).(m×m=m2). Similarly, volume is a derived quantity that can be expressed in cubic meters (m3).(m3). Speed is length per time; so in terms of SI base units, we could measure it in meters per second (m/s). Volume mass density (or just density) is mass per volume, which is expressed in terms of SI base units such as kilograms per cubic meter (kg/m3). Angles can also be thought of as derived quantities because they can be defined as the ratio of the arc length subtended by two radii of a circle to the radius of the circle. This is how the radian is defined. Depending on your background and interests, you may be able to come up with other derived quantities, such as the mass flow rate (kg/s) or volume flow rate (m3/s) of a fluid, electric charge (A·s),(A·s), mass flux density [kg/(m2·s)],[kg/(m2·s)], and so on. We will see many more examples throughout this text. For now, the point is that every physical quantity can be derived from the seven base quantities in Table 1.1, and the units of every physical quantity can be derived from the seven SI base units.

      For the most part, we use SI units in this text. Non-SI units are used in a few applications in which they are in very common use, such as the measurement of temperature in degrees Celsius (°C),(°C), the measurement of fluid volume in liters (L), and the measurement of energies of elementary particles in electron-volts (eV). Whenever non-SI units are discussed, they are tied to SI units through conversions. For example, 1 L is 10−3m3.10−3m3.

      -

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      Interactive -

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    Check out a comprehensive source of information on SI units at the National Institute of Standards and Technology (NIST) Reference on Constants, Units, and Uncertainty.

    -

    Units of Time, Length, and Mass: The Second, Meter, and Kilogram

    +

    Units of Time, Length, and Mass: The Second, Meter, and Kilogram

    The initial chapters in this textbook are concerned with mechanics, fluids, and waves. In these subjects all pertinent physical quantities can be expressed in terms of the base units of length, mass, and time. Therefore, we now turn to a discussion of these three base units, leaving discussion of the others until they are needed later.

    -

    The second

    +

    The second

    The SI unit for time, the second (abbreviated s), has a long history. For many years it was defined as 1/86,400 of a mean solar day. More recently, a new standard was adopted to gain greater accuracy and to define the second in terms of a nonvarying or constant physical phenomenon (because the solar day is getting longer as a result of the very gradual slowing of Earth’s rotation). Cesium atoms can be made to vibrate in a very steady way, and these vibrations can be readily observed and counted. In 1967, the second was redefined as the time required for 9,192,631,770 of these vibrations to occur (Figure 1.8). Note that this may seem like more precision than you would ever need, but it isn’t—GPSs rely on the precision of atomic clocks to be able to give you turn-by-turn directions on the surface of Earth, far from the satellites broadcasting their location.

    @@ -886,7 +886,7 @@ Dr. William Moebs earned a BS and PhD (1959 and 1965) from the University of Mic
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    The meter

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    The meter

    The SI unit for length is the meter (abbreviated m); its definition has also changed over time to become more precise. The meter was first defined in 1791 as 1/10,000,000 of the distance from the equator to the North Pole. This measurement was improved in 1889 by redefining the meter to be the distance between two engraved lines on a platinum–iridium bar now kept near Paris. By 1960, it had become possible to define the meter even more accurately in terms of the wavelength of light, so it was again redefined as 1,650,763.73 wavelengths of orange light emitted by krypton atoms. In 1983, the meter was given its current definition (in part for greater accuracy) as the distance light travels in a vacuum in 1/299,792,458 of a second (Figure 1.9). This change came after knowing the speed of light to be exactly 299,792,458 m/s.

    @@ -903,7 +903,7 @@ Dr. William Moebs earned a BS and PhD (1959 and 1965) from the University of Mic
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    The kilogram

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    The kilogram

    The SI unit for mass is the kilogram (abbreviated kg); From 1795–2018 it was defined to be the mass of a platinum–iridium cylinder kept with the old meter standard at the International Bureau of Weights and Measures near Paris. However, this cylinder has lost roughly 50 micrograms since it was created. Because this is the standard, this has shifted how we defined a kilogram. Therefore, a new definition was adopted in May 2019 based on the Planck constant and other constants which will never change in value. We will study Planck’s constant in quantum mechanics, which is an area of physics that describes how the smallest pieces of the universe work. The kilogram is measured on a Kibble balance (see Figure 1.10). When a weight is placed on a Kibble balance, an electrical current is produced that is proportional to Planck’s constant. Since Planck’s constant is defined, the exact current measurements in the balance define the kilogram.

    @@ -922,7 +922,7 @@ Dr. William Moebs earned a BS and PhD (1959 and 1965) from the University of Mic
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    Metric Prefixes

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    Metric Prefixes

    SI units are part of the metric system, which is convenient for scientific and engineering calculations because the units are categorized by factors of 10. Table 1.2 lists the metric prefixes and symbols used to denote various factors of 10 in SI units. For example, a centimeter is one-hundredth of a meter (in symbols, 1 cm = 10–2 m) and a kilometer is a thousand meters (1 km = 103 m). Similarly, a megagram is a million grams (1 Mg = 106 g), a nanosecond is a billionth of a second (1 ns = 10–9 s), and a terameter is a trillion meters (1 Tm = 1012 m).

    @@ -1131,25 +1131,25 @@ Dr. William Moebs earned a BS and PhD (1959 and 1965) from the University of Mic

    As we see in the next section, metric systems have the advantage that conversions of units involve only powers of 10. There are 100 cm in 1 m, 1000 m in 1 km, and so on. In nonmetric systems, such as the English system of units, the relationships are not as simple—there are 12 in. in 1 ft, 5280 ft in 1 mi, and so on.

    Another advantage of metric systems is that the same unit can be used over extremely large ranges of values simply by scaling it with an appropriate metric prefix. The prefix is chosen by the order of magnitude of physical quantities commonly found in the task at hand. For example, distances in meters are suitable in construction, whereas distances in kilometers are appropriate for air travel, and nanometers are convenient in optical design. With the metric system there is no need to invent new units for particular applications. Instead, we rescale the units with which we are already familiar.

    -

    +

    Example 1.1 -

    +
    -

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    Problem -

    +

    Determine what the key terms refer to in the following study. We want to know the average (mean) amount of money first year college students spend at ABC College on school supplies that do not include books. We randomly surveyed 100 first year students at the college. Three of those students spent $150, $200, and $225, respectively.

    -

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    Solution -

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    The population is all first year students attending ABC College this term.

    The sample could be all students enrolled in one section of a beginning statistics course at ABC College (although this sample may not represent the entire population).

    @@ -1160,11 +1160,11 @@ Dr. William Moebs earned a BS and PhD (1959 and 1965) from the University of Mic
    -

    Using Metric Prefixes

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    Using Metric Prefixes

    Restate the mass 1.93×1013kg1.93×1013kg using a metric prefix such that the resulting numerical value is bigger than one but less than 1000.

    -

    Strategy

    +

    Strategy

    Since we are not allowed to “double-up” prefixes, we first need to restate the mass in grams by replacing the prefix symbol k with a factor of 103 (see Table 1.2). Then, we should see which two prefixes in Table 1.2 are closest to the resulting power of 10 when the number is written in scientific notation. We use whichever of these two prefixes gives us a number between one and 1000.

    -

    Solution

    +

    Solution

    Replacing the k in kilogram with a factor of 103, we find that

    @@ -1283,17 +1283,17 @@ Replacing the k in kilogram with a factor of 10From Table 1.2, we see that 1016 is between “peta-” (1015) and “exa-” (1018). If we use the “peta-” prefix, then we find that 1.93×1016g=1.93×101Pg,1.93×1016g=1.93×101Pg, since 16=1+15.16=1+15. Alternatively, if we use the “exa-” prefix we find that 1.93×1016g=1.93×10−2Eg,1.93×1016g=1.93×10−2Eg, since 16=−2+18.16=−2+18. Because the problem asks for the numerical value between one and 1000, we use the “peta-” prefix and the answer is 19.3 Pg.

    -

    Significance

    +

    Significance

    It is easy to make silly arithmetic errors when switching from one prefix to another, so it is always a good idea to check that our final answer matches the number we started with. An easy way to do this is to put both numbers in scientific notation and count powers of 10, including the ones hidden in prefixes. If we did not make a mistake, the powers of 10 should match up. In this problem, we started with 1.93×1013kg,1.93×1013kg, so we have 13 + 3 = 16 powers of 10. Our final answer in scientific notation is 1.93×1011.93×101 Pg, so we have 1 + 15 = 16 powers of 10. So, everything checks out.

    If this mass arose from a calculation, we would also want to check to determine whether a mass this large makes any sense in the context of the problem. For this, Figure 1.4 might be helpful.

    -

    +

    Check Your Understanding 1.1 -

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    @@ -1313,13 +1313,13 @@ It is easy to make silly arithmetic errors when switching from one prefix to ano
    -

    +

    1.3 Unit Conversion

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    Learning Objectives

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    Learning Objectives

    By the end of this section, you will be able to:

    • Use conversion factors to express the value of a given quantity in different units.
      • @@ -1478,25 +1478,25 @@ It is easy to make silly arithmetic errors when switching from one prefix to ano

    since “kilo-” means 103 (see Table 1.2) and 1=−2+3.1=−2+3. However, using conversion factors is handy when converting between units that are not metric or when converting between derived units, as the following examples illustrate.

    -

    +

    Example 1.2 -

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    -

    Converting Nonmetric Units to Metric

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    Converting Nonmetric Units to Metric

    The distance from the university to home is 10 mi and it usually takes 20 min to drive this distance. Calculate the average speed in meters per second (m/s). (Note: Average speed is distance traveled divided by time of travel.)

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    Strategy

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    Strategy

    First we calculate the average speed using the given units, then we can get the average speed into the desired units by picking the correct conversion factors and multiplying by them. The correct conversion factors are those that cancel the unwanted units and leave the desired units in their place. In this case, we want to convert miles to meters, so we need to know the fact that there are 1609 m in 1 mi. We also want to convert minutes to seconds, so we use the conversion of 60 s in 1 min.

    -

    Solution

    +

    Solution

    1. Calculate average speed. Average speed is distance traveled divided by time of travel. (Take this definition as a given for now. Average speed and other motion concepts are covered in later chapters.) In equation form,
      Average speed=DistanceTime.Average speed=DistanceTime.
    2. Substitute the given values for distance and time:
      Average speed=10mi20min=0.50mimin.Average speed=10mi20min=0.50mimin.
    3. Convert miles per minute to meters per second by multiplying by the conversion factor that cancels miles and leave meters, and also by the conversion factor that cancels minutes and leave seconds:
      0.50milemin×1609m1mile×1min60s=(0.50)(1609)60m/s=13m/s.0.50milemin×1609m1mile×1min60s=(0.50)(1609)60m/s=13m/s.
    -

    Significance

    +

    Significance

    Check the answer in the following ways:

    1. Be sure the units in the unit conversion cancel correctly. If the unit conversion factor was written upside down, the units do not cancel correctly in the equation. We see the “miles” in the numerator in 0.50 mi/min cancels the “mile” in the denominator in the first conversion factor. Also, the “min” in the denominator in 0.50 mi/min cancels the “min” in the numerator in the second conversion factor.
      2. @@ -1505,11 +1505,11 @@ Check the answer in the following ways:

    -

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    Check Your Understanding 1.2 -

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    @@ -1521,18 +1521,18 @@ Check the answer in the following ways:

    -

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    Example 1.3 -

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    -

    Converting between Metric Units

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    Converting between Metric Units

    The density of iron is 7.86g/cm37.86g/cm3 under standard conditions. Convert this to kg/m3.

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    Strategy

    +

    Strategy

    We need to convert grams to kilograms and cubic centimeters to cubic meters. The conversion factors we need are 1kg=103g1kg=103g and 1cm=10−2m.1cm=10−2m. However, we are dealing with cubic centimeters (cm3=cm×cm×cm),(cm3=cm×cm×cm), so we have to use the second conversion factor three times (that is, we need to cube it). The idea is still to multiply by the conversion factors in such a way that they cancel the units we want to get rid of and introduce the units we want to keep.

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    Solution

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    Solution

    @@ -1786,7 +1786,7 @@ We need to convert grams to kilograms and cubic centimeters to cubic meters. The
    -

    Significance

    +

    Significance

    Remember, it’s always important to check the answer.

    1. Be sure to cancel the units in the unit conversion correctly. We see that the gram (“g”) in the numerator in 7.86 g/cm3 cancels the “g” in the denominator in the first conversion factor. Also, the three factors of “cm” in the denominator in 7.86 g/cm3 cancel with the three factors of “cm” in the numerator that we get by cubing the second conversion factor.
      2. @@ -1795,11 +1795,11 @@ Remember, it’s always important to check the answer.

    -

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    Check Your Understanding 1.3 -

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    @@ -1812,11 +1812,11 @@ Remember, it’s always important to check the answer.

    Unit conversions may not seem very interesting, but not doing them can be costly. One famous example of this situation was seen with the Mars Climate Orbiter. This probe was launched by NASA on December 11, 1998. On September 23, 1999, while attempting to guide the probe into its planned orbit around Mars, NASA lost contact with it. Subsequent investigations showed a piece of software called SM_FORCES (or “small forces”) was recording thruster performance data in the English units of pound-seconds (lb-s). However, other pieces of software that used these values for course corrections expected them to be recorded in the SI units of newton-seconds (N-s), as dictated in the software interface protocols. This error caused the probe to follow a very different trajectory from what NASA thought it was following, which most likely caused the probe either to burn up in the Martian atmosphere or to shoot out into space. This failure to pay attention to unit conversions cost hundreds of millions of dollars, not to mention all the time invested by the scientists and engineers who worked on the project.

    -

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    Check Your Understanding 1.4 -

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    @@ -1835,13 +1835,13 @@ Remember, it’s always important to check the answer.

    -

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    1.4 Dimensional Analysis

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    Learning Objectives

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    Learning Objectives

    By the end of this section, you will be able to:

    • Find the dimensions of a mathematical expression involving physical quantities.
      • @@ -1908,17 +1908,17 @@ Remember, it’s always important to check the answer.

    If either of these rules is violated, an equation is not dimensionally consistent and cannot possibly be a correct statement of physical law. This simple fact can be used to check for typos or algebra mistakes, to help remember the various laws of physics, and even to suggest the form that new laws of physics might take. This last use of dimensions is beyond the scope of this text, but is something you may learn later in your academic career.

    -

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    Example 1.4 -

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    -

    Using Dimensions to Remember an Equation

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    Using Dimensions to Remember an Equation

    Suppose we need the formula for the area of a circle for some computation. Like many people who learned geometry too long ago to recall with any certainty, two expressions may pop into our mind when we think of circles: πr2πr2 and 2πr.2πr. One expression is the circumference of a circle of radius r and the other is its area. But which is which?

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    Strategy

    +

    Strategy

    One natural strategy is to look it up, but this could take time to find information from a reputable source. Besides, even if we think the source is reputable, we shouldn’t trust everything we read. It is nice to have a way to double-check just by thinking about it. Also, we might be in a situation in which we cannot look things up (such as during a test). Thus, the strategy is to find the dimensions of both expressions by making use of the fact that dimensions follow the rules of algebra. If either expression does not have the same dimensions as area, then it cannot possibly be the correct equation for the area of a circle.

    -

    Solution

    +

    Solution

    We know the dimension of area is L2. Now, the dimension of the expression πr2πr2 is

    @@ -2067,16 +2067,16 @@ We know the dimension of area is Lsince the constants 22 and ππ are both dimensionless and the radius rr is a length. We see that 2πr2πr has the dimension of length, which means it cannot possibly be an area.

    We rule out 2πr2πr because it is not dimensionally consistent with being an area. We see that πr2πr2 is dimensionally consistent with being an area, so if we have to choose between these two expressions, πr2πr2 is the one to choose.

    -

    Significance

    +

    Significance

    This may seem like kind of a silly example, but the ideas are very general. As long as we know the dimensions of the individual physical quantities that appear in an equation, we can check to see whether the equation is dimensionally consistent. On the other hand, knowing that true equations are dimensionally consistent, we can match expressions from our imperfect memories to the quantities for which they might be expressions. Doing this will not help us remember dimensionless factors that appear in the equations (for example, if you had accidentally conflated the two expressions from the example into 2πr2,2πr2, then dimensional analysis is no help), but it does help us remember the correct basic form of equations.

    -

    +

    Check Your Understanding 1.5 -

    +
    @@ -2088,18 +2088,18 @@ This may seem like kind of a silly example, but the ideas are very general. As l
    -

    +

    Example 1.5 -

    +
    -

    Checking Equations for Dimensional Consistency

    +

    Checking Equations for Dimensional Consistency

    Consider the physical quantities s,s, v,v, a,a, and tt with dimensions [s]=L,[s]=L, [v]=LT−1,[v]=LT−1, [a]=LT−2,[a]=LT−2, and [t]=T.[t]=T. Determine whether each of the following equations is dimensionally consistent: (a) s=vt+0.5at2;s=vt+0.5at2; (b) s=vt2+0.5at;s=vt2+0.5at; and (c) v=sin(at2/s).v=sin(at2/s).

    -

    Strategy

    +

    Strategy

    By the definition of dimensional consistency, we need to check that each term in a given equation has the same dimensions as the other terms in that equation and that the arguments of any standard mathematical functions are dimensionless.

    -

    Solution

    +

    Solution

    1. There are no trigonometric, logarithmic, or exponential functions to worry about in this equation, so we need only look at the dimensions of each term appearing in the equation. There are three terms, one in the left expression and two in the expression on the right, so we look at each in turn: @@ -2111,16 +2111,16 @@ By the definition of dimensional consistency, we need to check that each term in
      [v]=LT−1[sin(at2s)]=1.[v]=LT−1[sin(at2s)]=1.

    The two terms have different dimensions—meaning, the equation is not dimensionally consistent. This equation is another example of “nonsense.”

    -

    Significance

    +

    Significance

    If we are trusting people, these types of dimensional checks might seem unnecessary. But, rest assured, any textbook on a quantitative subject such as physics (including this one) almost certainly contains some equations with typos. Checking equations routinely by dimensional analysis save us the embarrassment of using an incorrect equation. Also, checking the dimensions of an equation we obtain through algebraic manipulation is a great way to make sure we did not make a mistake (or to spot a mistake, if we made one).

    -

    +

    Check Your Understanding 1.6 -

    +
    @@ -2276,13 +2276,13 @@ If we are trusting people, these types of dimensional checks might seem unnecess
    -

    +

    1.5 Estimates and Fermi Calculations

    -

    Learning Objectives

    +

    Learning Objectives

    By the end of this section, you will be able to:

    • Estimate the values of physical quantities.
      • @@ -2300,17 +2300,17 @@ If we are trusting people, these types of dimensional checks might seem unnecess
    • Ask yourself: Does this make any sense? Last, check to see whether your answer is reasonable. How does it compare with the values of other quantities with the same dimensions that you already know or can look up easily? If you get some wacky answer (for example, if you estimate the mass of the Atlantic Ocean to be bigger than the mass of Earth, or some time span to be longer than the age of the universe), first check to see whether your units are correct. Then, check for arithmetic errors. Then, rethink the logic you used to arrive at your answer. If everything checks out, you may have just proved that some slick new idea is actually bogus.
    -

    +

    Example 1.6 -

    +
    -

    Mass of Earth’s Oceans

    +

    Mass of Earth’s Oceans

    Estimate the total mass of the oceans on Earth.

    -

    Strategy

    +

    Strategy

    We know the density of water is about 103 kg/m3, so we start with the advice to “get masses from densities and volumes.” Thus, we need to estimate the volume of the planet’s oceans. Using the advice to “get areas and volumes from lengths,” we can estimate the volume of the oceans as surface area times average depth, or V = AD. We know the diameter of Earth from Figure 1.4 and we know that most of Earth’s surface is covered in water, so we can estimate the surface area of the oceans as being roughly equal to the surface area of the planet. By following the advice to “get areas and volumes from lengths” again, we can approximate Earth as a sphere and use the formula for the surface area of a sphere of diameter d—that is, A=πd2,A=πd2, to estimate the surface area of the oceans. Now we just need to estimate the average depth of the oceans. For this, we use the advice: “If all else fails, bound it.” We happen to know the deepest points in the ocean are around 10 km and that it is not uncommon for the ocean to be deeper than 1 km, so we take the average depth to be around (103×104)0.5≈3×103m.(103×104)0.5≈3×103m. Now we just need to put it all together, heeding the advice that “one ‘sig. fig.’ is fine.”

    -

    Solution

    +

    Solution

    We estimate the surface area of Earth (and hence the surface area of Earth’s oceans) to be roughly

    @@ -2653,16 +2653,16 @@ We estimate the surface area of Earth (and hence the surface area of Earthȁ

    Thus, we estimate that the order of magnitude of the mass of the planet’s oceans is 1021 kg.

    -

    Significance

    +

    Significance

    To verify our answer to the best of our ability, we first need to answer the question: Does this make any sense? From Figure 1.4, we see the mass of Earth’s atmosphere is on the order of 1019 kg and the mass of Earth is on the order of 1025 kg. It is reassuring that our estimate of 1021 kg for the mass of Earth’s oceans falls somewhere between these two. So, yes, it does seem to make sense. It just so happens that we did a search on the Web for “mass of oceans” and the top search results all said 1.4×1021kg,1.4×1021kg, which is the same order of magnitude as our estimate. Now, rather than having to trust blindly whoever first put that number up on a website (most of the other sites probably just copied it from them, after all), we can have a little more confidence in it.

    -

    +

    Check Your Understanding 1.7 -

    +
    @@ -2675,9 +2675,9 @@ To verify our answer to the best of our ability, we first need to answer the que

    How many piano tuners are there in New York City? How many leaves are on that tree? If you are studying photosynthesis or thinking of writing a smartphone app for piano tuners, then the answers to these questions might be of great interest to you. Otherwise, you probably couldn’t care less what the answers are. However, these are exactly the sorts of estimation problems that people in various tech industries have been asking potential employees to evaluate their quantitative reasoning skills. If building physical intuition and evaluating quantitative claims do not seem like sufficient reasons for you to practice estimation problems, how about the fact that being good at them just might land you a high-paying job?

    -

    +

    Interactive -

    +

    For practice estimating relative lengths, areas, and volumes, check out this PhET simulation, titled “Estimation.”

    @@ -2690,13 +2690,13 @@ To verify our answer to the best of our ability, we first need to answer the que
    -

    +

    1.6 Significant Figures

    -

    Learning Objectives

    +

    Learning Objectives

    By the end of this section, you will be able to:

    • Determine the correct number of significant figures for the result of a computation.
      • @@ -2720,7 +2720,7 @@ To verify our answer to the best of our ability, we first need to answer the que
    -

    Accuracy and Precision of a Measurement

    +

    Accuracy and Precision of a Measurement

    Science is based on observation and experiment—that is, on measurements. Accuracy is how close a measurement is to the accepted reference value for that measurement. For example, let’s say we want to measure the length of standard printer paper. The packaging in which we purchased the paper states that it is 11.0 in. long. We then measure the length of the paper three times and obtain the following measurements: 11.1 in., 11.2 in., and 10.9 in. These measurements are quite accurate because they are very close to the reference value of 11.0 in. In contrast, if we had obtained a measurement of 12 in., our measurement would not be very accurate. Notice that the concept of accuracy requires that an accepted reference value be given.

    The precision of measurements refers to how close the agreement is between repeated independent measurements (which are repeated under the same conditions). Consider the example of the paper measurements. The precision of the measurements refers to the spread of the measured values. One way to analyze the precision of the measurements is to determine the range, or difference, between the lowest and the highest measured values. In this case, the lowest value was 10.9 in. and the highest value was 11.2 in. Thus, the measured values deviated from each other by, at most, 0.3 in. These measurements were relatively precise because they did not vary too much in value. However, if the measured values had been 10.9 in., 11.1 in., and 11.9 in., then the measurements would not be very precise because there would be significant variation from one measurement to another. Notice that the concept of precision depends only on the actual measurements acquired and does not depend on an accepted reference value.

    The measurements in the paper example are both accurate and precise, but in some cases, measurements are accurate but not precise, or they are precise but not accurate. Let’s consider an example of a GPS attempting to locate the position of a restaurant in a city. Think of the restaurant location as existing at the center of a bull’s-eye target and think of each GPS attempt to locate the restaurant as a black dot. In Figure 1.12(a), we see the GPS measurements are spread out far apart from each other, but they are all relatively close to the actual location of the restaurant at the center of the target. This indicates a low-precision, high-accuracy measuring system. However, in Figure 1.12(b), the GPS measurements are concentrated quite closely to one another, but they are far away from the target location. This indicates a high-precision, low-accuracy measuring system.

    @@ -2739,7 +2739,7 @@ To verify our answer to the best of our ability, we first need to answer the que
    -

    Accuracy, Precision, Uncertainty, and Discrepancy

    +

    Accuracy, Precision, Uncertainty, and Discrepancy

    The precision of a measuring system is related to the uncertainty in the measurements whereas the accuracy is related to the discrepancy from the accepted reference value. Uncertainty is a quantitative measure of how much your measured values deviate from one another. There are many different methods of calculating uncertainty, each of which is appropriate to different situations. Some examples include taking the range (that is, the largest minus the smallest) or finding the standard deviation of the measurements. Discrepancy (or “measurement error”) is the difference between the measured value and a given standard or expected value. If the measurements are not very precise, then the uncertainty of the values is high. If the measurements are not very accurate, then the discrepancy of the values is high.

    Recall our example of measuring paper length; we obtained measurements of 11.1 in., 11.2 in., and 10.9 in., and the accepted value was 11.0 in. We might average the three measurements to say our best guess is 11.1 in.; in this case, our discrepancy is 11.1 – 11.0 = 0.1 in., which provides a quantitative measure of accuracy. We might calculate the uncertainty in our best guess by using half of the range of our measured values: 0.15 in. Then we would say the length of the paper is 11.1 in. plus or minus 0.15 in. The uncertainty in a measurement, A, is often denoted as δA (read “delta A”), so the measurement result would be recorded as A ± δA. Returning to our paper example, the measured length of the paper could be expressed as 11.1 ± 0.15 in. Since the discrepancy of 0.1 in. is less than the uncertainty of 0.15 in., we might say the measured value agrees with the accepted reference value to within experimental uncertainty.

    Some factors that contribute to uncertainty in a measurement include the following:

    @@ -2751,7 +2751,7 @@ To verify our answer to the best of our ability, we first need to answer the que

    In our example, such factors contributing to the uncertainty could be the smallest division on the ruler is 1/16 in., the person using the ruler has bad eyesight, the ruler is worn down on one end, or one side of the paper is slightly longer than the other. At any rate, the uncertainty in a measurement must be calculated to quantify its precision. If a reference value is known, it makes sense to calculate the discrepancy as well to quantify its accuracy.

    -

    Percent uncertainty

    +

    Percent uncertainty

    Another method of expressing uncertainty is as a percent of the measured value. If a measurement A is expressed with uncertainty δA, the percent uncertainty is defined as

    @@ -2798,13 +2798,13 @@ To verify our answer to the best of our ability, we first need to answer the que
    -

    +

    Example 1.7 -

    +
    -

    Calculating Percent Uncertainty: A Bag of Apples

    +

    Calculating Percent Uncertainty: A Bag of Apples

    A grocery store sells 5-lb bags of apples. Let’s say we purchase four bags during the course of a month and weigh the bags each time. We obtain the following measurements:

    • Week 1 weight: 4.8 lb
      • @@ -2813,7 +2813,7 @@ A grocery store sells 5-lb bags of apples. Let’s say we purchase four bag
    • Week 4 weight: 5.4 lb

    We then determine the average weight of the 5-lb bag of apples is 5.1 ± 0.3 lb from using half of the range. What is the percent uncertainty of the bag’s weight?

    -

    Strategy

    First, observe that the average value of the bag’s weight, A, is 5.1 lb. The uncertainty in this value, δA,δA, is 0.3 lb. We can use the following equation to determine the percent uncertainty of the weight:

    +

    Strategy

    First, observe that the average value of the bag’s weight, A, is 5.1 lb. The uncertainty in this value, δA,δA, is 0.3 lb. We can use the following equation to determine the percent uncertainty of the weight:

    @@ -2863,7 +2863,7 @@ A grocery store sells 5-lb bags of apples. Let’s say we purchase four bag
    -

    Solution

    +

    Solution

    Substitute the values into the equation:

    @@ -2957,15 +2957,15 @@ Substitute the values into the equation:
    -

    Significance

    We can conclude the average weight of a bag of apples from this store is 5.1 lb ± 6%. Notice the percent uncertainty is dimensionless because the units of weight in δA=0.2δA=0.2 lb canceled those in A = 5.1 lb when we took the ratio.

    +

    Significance

    We can conclude the average weight of a bag of apples from this store is 5.1 lb ± 6%. Notice the percent uncertainty is dimensionless because the units of weight in δA=0.2δA=0.2 lb canceled those in A = 5.1 lb when we took the ratio.

    -

    +

    Check Your Understanding 1.8 -

    +
    @@ -2978,20 +2978,20 @@ Substitute the values into the equation:

    -

    Uncertainties in calculations

    +

    Uncertainties in calculations

    Uncertainty exists in anything calculated from measured quantities. For example, the area of a floor calculated from measurements of its length and width has an uncertainty because the length and width have uncertainties. How big is the uncertainty in something you calculate by multiplication or division? If the measurements going into the calculation have small uncertainties (a few percent or less), then the method of adding percents can be used for multiplication or division. This method states the percent uncertainty in a quantity calculated by multiplication or division is the sum of the percent uncertainties in the items used to make the calculation. For example, if a floor has a length of 4.00 m and a width of 3.00 m, with uncertainties of 2% and 1%, respectively, then the area of the floor is 12.0 m2 and has an uncertainty of 3%. (Expressed as an area, this is 0.36 m2 [12.0m2×0.0312.0m2×0.03], which we round to 0.4 m2 since the area of the floor is given to a tenth of a square meter.)

    -

    Precision of Measuring Tools and Significant Figures

    +

    Precision of Measuring Tools and Significant Figures

    An important factor in the precision of measurements involves the precision of the measuring tool. In general, a precise measuring tool is one that can measure values in very small increments. For example, a standard ruler can measure length to the nearest millimeter whereas a caliper can measure length to the nearest 0.01 mm. The caliper is a more precise measuring tool because it can measure extremely small differences in length. The more precise the measuring tool, the more precise the measurements.

    When we express measured values, we can only list as many digits as we measured initially with our measuring tool. For example, if we use a standard ruler to measure the length of a stick, we may measure it to be 36.7 cm. We can’t express this value as 36.71 cm because our measuring tool is not precise enough to measure a hundredth of a centimeter. It should be noted that the last digit in a measured value has been estimated in some way by the person performing the measurement. For example, the person measuring the length of a stick with a ruler notices the stick length seems to be somewhere in between 36.6 cm and 36.7 cm, and he or she must estimate the value of the last digit. Using the method of significant figures, the rule is that the last digit written down in a measurement is the first digit with some uncertainty. To determine the number of significant digits in a value, start with the first measured value at the left and count the number of digits through the last digit written on the right. For example, the measured value 36.7 cm has three digits, or three significant figures. Significant figures indicate the precision of the measuring tool used to measure a value.

    -

    Zeros

    +

    Zeros

    Special consideration is given to zeros when counting significant figures. The zeros in 0.053 are not significant because they are placeholders that locate the decimal point. There are two significant figures in 0.053. The zeros in 10.053 are not placeholders; they are significant. This number has five significant figures. The zeros in 1300 may or may not be significant, depending on the style of writing numbers. They could mean the number is known to the last digit or they could be placeholders. So 1300 could have two, three, or four significant figures. To avoid this ambiguity, we should write 1300 in scientific notation as 1.3×103,1.3×103, 1.30×103,1.30×103, or 1.300×103,1.300×103, depending on whether it has two, three, or four significant figures. Zeros are significant except when they serve only as placeholders.

    -

    Significant figures in calculations

    +

    Significant figures in calculations

    When combining measurements with different degrees of precision with the mathematical operations of addition, subtraction, multiplication, or division, then the number of significant digits in the final answer can be no greater than the number of significant digits in the least-precise measured value. There are two different rules, one for multiplication and division and the other for addition and subtraction.

    1. For multiplication and division, the result should have the same number of significant figures as the quantity with the least number of significant figures entering into the calculation. For example, the area of a circle can be calculated from its radius using A = πr2. Let’s see how many significant figures the area has if the radius has only two—say, r = 1.2 m. Using a calculator with an eight-digit output, we would calculate
      A=πr2=(3.1415927…)×(1.2m)2=4.5238934m2.A=πr2=(3.1415927…)×(1.2m)2=4.5238934m2.
      But because the radius has only two significant figures, it limits the calculated quantity to two significant figures, or
      A=4.5m2,A=4.5m2,
      although π is good to at least eight digits.
      2. @@ -3003,7 +3003,7 @@ Substitute the values into the equation:

    -

    Significant figures in this text

    +

    Significant figures in this text

    In this text, most numbers are assumed to have three significant figures. Furthermore, consistent numbers of significant figures are used in all worked examples. An answer given to three digits is based on input good to at least three digits, for example. If the input has fewer significant figures, the answer will also have fewer significant figures. Care is also taken that the number of significant figures is reasonable for the situation posed. In some topics, particularly in optics, more accurate numbers are needed and we use more than three significant figures. Finally, if a number is exact, such as the two in the formula for the circumference of a circle, C = 2πr, it does not affect the number of significant figures in a calculation. Likewise, conversion factors such as 100 cm/1 m are considered exact and do not affect the number of significant figures in a calculation.

    @@ -3015,13 +3015,13 @@ Substitute the values into the equation:

    -

    +

    1.7 Solving Problems in Physics

    -

    Learning Objectives

    +

    Learning Objectives

    By the end of this section, you will be able to:

    • Describe the process for developing a problem-solving strategy.
      • @@ -3046,7 +3046,7 @@ Substitute the values into the equation:

      As you are probably well aware, a certain amount of creativity and insight is required to solve problems. No rigid procedure works every time. Creativity and insight grow with experience. With practice, the basics of problem solving become almost automatic. One way to get practice is to work out the text’s examples for yourself as you read. Another is to work as many end-of-section problems as possible, starting with the easiest to build confidence and then progressing to the more difficult. After you become involved in physics, you will see it all around you, and you can begin to apply it to situations you encounter outside the classroom, just as is done in many of the applications in this text.

      Although there is no simple step-by-step method that works for every problem, the following three-stage process facilitates problem solving and makes it more meaningful. The three stages are strategy, solution, and significance. This process is used in examples throughout the book. Here, we look at each stage of the process in turn.

      -

      Strategy

      +

      Strategy

      Strategy is the beginning stage of solving a problem. The idea is to figure out exactly what the problem is and then develop a strategy for solving it. Some general advice for this stage is as follows:

      • Examine the situation to determine which physical principles are involved. It often helps to draw a simple sketch at the outset. You often need to decide which direction is positive and note that on your sketch. When you have identified the physical principles, it is much easier to find and apply the equations representing those principles. Although finding the correct equation is essential, keep in mind that equations represent physical principles, laws of nature, and relationships among physical quantities. Without a conceptual understanding of a problem, a numerical solution is meaningless.
        • @@ -3056,11 +3056,11 @@ Substitute the values into the equation:

      -

      Solution

      +

      Solution

      The solution stage is when you do the math. Substitute the knowns (along with their units) into the appropriate equation and obtain numerical solutions complete with units. That is, do the algebra, calculus, geometry, or arithmetic necessary to find the unknown from the knowns, being sure to carry the units through the calculations. This step is clearly important because it produces the numerical answer, along with its units. Notice, however, that this stage is only one-third of the overall problem-solving process.

      -

      Significance

      +

      Significance

      After having done the math in the solution stage of problem solving, it is tempting to think you are done. But, always remember that physics is not math. Rather, in doing physics, we use mathematics as a tool to help us understand nature. So, after you obtain a numerical answer, you should always assess its significance:

      • Check your units. If the units of the answer are incorrect, then an error has been made and you should go back over your previous steps to find it. One way to find the mistake is to check all the equations you derived for dimensional consistency. However, be warned that correct units do not guarantee the numerical part of the answer is also correct.
        • @@ -3070,7 +3070,7 @@ Substitute the values into the equation:

    -

    +

    Chapter Review

    @@ -3304,11 +3304,11 @@ Substitute the values into the equation:

    -

    +

    1.1 The Scope and Scale of Physics -

    +
    • Physics is about trying to find the simple laws that describe all natural phenomena.
      • @@ -3320,11 +3320,11 @@ Substitute the values into the equation:

      -

      +

      1.2 Units and Standards -

      +
      • Systems of units are built up from a small number of base units, which are defined by accurate and precise measurements of conventionally chosen base quantities. Other units are then derived as algebraic combinations of the base units.
        • @@ -3337,11 +3337,11 @@ Substitute the values into the equation:

        -

        +

        1.3 Unit Conversion -

        +
        • To convert a quantity from one unit to another, multiply by conversion factors in such a way that you cancel the units you want to get rid of and introduce the units you want to end up with.
          • @@ -3352,11 +3352,11 @@ Substitute the values into the equation:

          -

          +

          1.4 Dimensional Analysis -

          +
          • The dimension of a physical quantity is just an expression of the base quantities from which it is derived.
            • @@ -3367,11 +3367,11 @@ Substitute the values into the equation:

            -

            +

            1.5 Estimates and Fermi Calculations -

            +
            • An estimate is a rough educated guess at the value of a physical quantity based on prior experience and sound physical reasoning. Some strategies that may help when making an estimate are as follows: @@ -3383,11 +3383,11 @@ Substitute the values into the equation:

              -

              +

              1.6 Significant Figures -

              +
              • Accuracy of a measured value refers to how close a measurement is to an accepted reference value. The discrepancy in a measurement is the amount by which the measurement result differs from this value.
                • @@ -3402,11 +3402,11 @@ Substitute the values into the equation:

                -

                +

                1.7 Solving Problems in Physics -

                +

                The three stages of the process for solving physics problems used in this book are as follows:

                  @@ -3437,11 +3437,11 @@ Substitute the values into the equation:

                  -

                  +

                  1.1 The Scope and Scale of Physics -

                  +
                  @@ -3502,11 +3502,11 @@ Substitute the values into the equation:

                  -

                  +

                  1.2 Units and Standards -

                  +
                  @@ -3549,11 +3549,11 @@ Substitute the values into the equation:

                  -

                  +

                  1.6 Significant Figures -

                  +
                  @@ -3569,11 +3569,11 @@ Substitute the values into the equation:

                  -

                  +

                  1.7 Solving Problems in Physics -

                  +
                  @@ -3616,11 +3616,11 @@ Substitute the values into the equation:

                  -

                  +

                  1.1 The Scope and Scale of Physics -

                  +
                  @@ -3718,11 +3718,11 @@ Substitute the values into the equation:

                  -

                  +

                  1.2 Units and Standards -

                  +
                  @@ -3783,11 +3783,11 @@ Substitute the values into the equation:

                  -

                  +

                  1.3 Unit Conversion -

                  +
                  @@ -3974,11 +3974,11 @@ Substitute the values into the equation:

                  -

                  +

                  1.4 Dimensional Analysis -

                  +
                  @@ -4039,11 +4039,11 @@ Substitute the values into the equation:

                  -

                  +

                  1.5 Estimates and Fermi Calculations -

                  +
                  @@ -4140,11 +4140,11 @@ Substitute the values into the equation:

                  -

                  +

                  1.6 Significant Figures -

                  +
                  @@ -4468,7 +4468,7 @@ Substitute the values into the equation:

                  -

                  +

                  Introduction

                  Vectors are essential to physics and engineering. Many fundamental physical quantities are vectors, including displacement, velocity, force, and electric and magnetic vector fields. Scalar products of vectors define other fundamental scalar physical quantities, such as energy. Vector products of vectors define still other fundamental vector physical quantities, such as torque and angular momentum. In other words, vectors are a component part of physics in much the same way as sentences are a component part of literature.

                  @@ -4483,13 +4483,13 @@ Substitute the values into the equation:

                  -

                  +

                  2.1 Scalars and Vectors

                  -

                  Learning Objectives

                  +

                  Learning Objectives

                  By the end of this section, you will be able to:

                  • Describe the difference between vector and scalar quantities.
                    • @@ -4561,11 +4561,11 @@ Substitute the values into the equation:

                  -

                  +

                  Check Your Understanding 2.1 -

                  +
                  @@ -4577,7 +4577,7 @@ Substitute the values into the equation:

                  -

                  Algebra of Vectors in One Dimension

                  +

                  Algebra of Vectors in One Dimension

                  Vectors can be multiplied by scalars, added to other vectors, or subtracted from other vectors. We can illustrate these vector concepts using an example of the fishing trip seen in Figure 2.6.

                  @@ -5802,15 +5802,15 @@ Substitute the values into the equation:

                  -

                  +

                  Example 2.1 -

                  +
                  -

                  A Ladybug Walker

                  +

                  A Ladybug Walker

                  A long measuring stick rests against a wall in a physics laboratory with its 200-cm end at the floor. A ladybug lands on the 100-cm mark and crawls randomly along the stick. It first walks 15 cm toward the floor, then it walks 56 cm toward the wall, then it walks 3 cm toward the floor again. Then, after a brief stop, it continues for 25 cm toward the floor and then, again, it crawls up 19 cm toward the wall before coming to a complete rest (Figure 2.8). Find the vector of its total displacement and its final resting position on the stick.

                  -

                  Strategy

                  +

                  Strategy

                  If we choose the direction along the stick toward the floor as the direction of unit vector u^u^, then the direction toward the floor is +u^+u^ and the direction toward the wall is −u^−u^. The ladybug makes a total of five displacements:

                  @@ -6134,7 +6134,7 @@ If we choose the direction along the stick toward the floor as the direction of Five displacements of the ladybug. Note that in this schematic drawing, magnitudes of displacements are not drawn to scale. (credit "ladybug": modification of work by “Persian Poet Gal”/Wikimedia Commons)
                  -

                  Solution

                  +

                  Solution

                  The resultant of all the displacement vectors is

                  @@ -6518,11 +6518,11 @@ The resultant of all the displacement vectors is

                  -

                  +

                  Check Your Understanding 2.2 -

                  +
                  @@ -6535,7 +6535,7 @@ The resultant of all the displacement vectors is

                  -

                  Algebra of Vectors in Two Dimensions

                  +

                  Algebra of Vectors in Two Dimensions

                  When vectors lie in a plane—that is, when they are in two dimensions—they can be multiplied by scalars, added to other vectors, or subtracted from other vectors in accordance with the general laws expressed by Equation 2.1, Equation 2.2, Equation 2.7, and Equation 2.8. However, the addition rule for two vectors in a plane becomes more complicated than the rule for vector addition in one dimension. We have to use the laws of geometry to construct resultant vectors, followed by trigonometry to find vector magnitudes and directions. This geometric approach is commonly used in navigation (Figure 2.9). In this section, we need to have at hand two rulers, a triangle, a protractor, a pencil, and an eraser for drawing vectors to scale by geometric constructions.

                  @@ -6595,13 +6595,13 @@ The resultant of all the displacement vectors is

                  -

                  +

                  Example 2.2 -

                  +
                  -

                  Geometric Construction of the Resultant

                  +

                  Geometric Construction of the Resultant

                  The three displacement vectors A→A→, B→B→, and C→C→ in Figure 2.13 are specified by their magnitudes A = 10.0, B = 7.0, and C = 8.0, respectively, and by their respective direction angles with the horizontal direction α=35°α=35°, β=−110°β=−110°, and γ=30°γ=30°. The physical units of the magnitudes are centimeters. Choose a convenient scale and use a ruler and a protractor to find the following vector sums: (a) R→=A→+B→R→=A→+B→, (b) D→=A→−B→, andD→=A→−B→, and (c) S→=A→−3B→+C→S→=A→−3B→+C→.

                  @@ -6616,9 +6616,9 @@ The three displacement vectors Vectors used in Example 2.2 and in the Check Your Understanding feature that follows.
                  -

                  Strategy

                  +

                  Strategy

                  In geometric construction, to find a vector means to find its magnitude and its direction angle with the horizontal direction. The strategy is to draw to scale the vectors that appear on the right-hand side of the equation and construct the resultant vector. Then, use a ruler and a protractor to read the magnitude of the resultant and the direction angle. For parts (a) and (b) we use the parallelogram rule. For (c) we use the tail-to-head method.

                  -

                  Solution

                  +

                  Solution

                  For parts (a) and (b), we attach the origin of vector B→B→ to the origin of vector A→A→, as shown in Figure 2.14, and construct a parallelogram. The shorter diagonal of this parallelogram is the sum A→+B→A→+B→. The longer of the diagonals is the difference A→−B→A→−B→. We use a ruler to measure the lengths of the diagonals, and a protractor to measure the angles with the horizontal. For the resultant R→R→, we obtain R = 5.8 cm and θR≈0°θR≈0°. For the difference D→D→, we obtain D = 16.2 cm and θD=49.3°θD=49.3°, which are shown in Figure 2.14.

                  @@ -6650,11 +6650,11 @@ For parts (a) and (b), we attach the origin of vector -

                  +

                  Check Your Understanding 2.3 -

                  +
                  @@ -6666,9 +6666,9 @@ For parts (a) and (b), we attach the origin of vector -

                  +

                  Interactive -

                  +

                  Observe the addition of vectors in a plane by visiting this vector calculator, and by engaging the Phet simulation below.

                  @@ -6690,13 +6690,13 @@ For parts (a) and (b), we attach the origin of vector
                  -

                  +

                  2.2 Coordinate Systems and Components of a Vector

                  -

                  Learning Objectives

                  +

                  Learning Objectives

                  By the end of this section, you will be able to:

                  • Describe vectors in two and three dimensions in terms of their components, using unit vectors along the axes.
                    • @@ -7126,18 +7126,18 @@ For parts (a) and (b), we attach the origin of vector -

                    +

                    Example 2.3 -

                    +
                    -

                    Displacement of a Mouse Pointer

                    +

                    Displacement of a Mouse Pointer

                    A mouse pointer on the display monitor of a computer at its initial position is at point (6.0 cm, 1.6 cm) with respect to the lower left-side corner. If you move the pointer to an icon located at point (2.0 cm, 4.5 cm), what is the displacement vector of the pointer?

                    -

                    Strategy

                    +

                    Strategy

                    The origin of the xy-coordinate system is the lower left-side corner of the computer monitor. Therefore, the unit vector i^i^ on the x-axis points horizontally to the right and the unit vector j^j^ on the y-axis points vertically upward. The origin of the displacement vector is located at point b(6.0, 1.6) and the end of the displacement vector is located at point e(2.0, 4.5). Substitute the coordinates of these points into Equation 2.13 to find the scalar components DxDx and DyDy of the displacement vector D→D→. Finally, substitute the coordinates into Equation 2.12 to write the displacement vector in the vector component form.

                    -

                    Solution

                    +

                    Solution

                    We identify xb=6.0xb=6.0, xe=2.0xe=2.0, yb=1.6yb=1.6, and ye=4.5ye=4.5, where the physical unit is 1 cm. The scalar x- and y-components of the displacement vector are

                    @@ -7459,7 +7459,7 @@ We identify The graph of the displacement vector. The vector points from the origin point at b to the end point at e.
                    -

                    Significance

                    +

                    Significance

                    Notice that the physical unit—here, 1 cm—can be placed either with each component immediately before the unit vector or globally for both components, as in Equation 2.14. Often, the latter way is more convenient because it is simpler.

                    The vector x-component D→x=−4.0i^=4.0(−i^)D→x=−4.0i^=4.0(−i^) of the displacement vector has the magnitude |D→x|=|−4.0||i^|=4.0|D→x|=|−4.0||i^|=4.0 because the magnitude of the unit vector is |i^|=1|i^|=1. Notice, too, that the direction of the x-component is −i^−i^, which is antiparallel to the direction of the +x-axis; hence, the x-component vector D→xD→x points to the left, as shown in Figure 2.17. The scalar x-component of vector D→D→ is Dx=−4.0Dx=−4.0.

                    Similarly, the vector y-component D→y=+2.9j^D→y=+2.9j^ of the displacement vector has magnitude |D→y|=|2.9||j^|=2.9|D→y|=|2.9||j^|=2.9 because the magnitude of the unit vector is |j^|=1|j^|=1. The direction of the y-component is +j^+j^, which is parallel to the direction of the +y-axis. Therefore, the y-component vector D→yD→y points up, as seen in Figure 2.17. The scalar y-component of vector D→D→ is Dy=+2.9Dy=+2.9. The displacement vector D→D→ is the resultant of its two vector components.

                    @@ -7467,11 +7467,11 @@ Notice that the physical unit—here, 1 cm—can be placed either with
                  -

                  +

                  Check Your Understanding 2.4 -

                  +
                  @@ -7660,16 +7660,16 @@ Notice that the physical unit—here, 1 cm—can be placed either with
                  -

                  +

                  Example 2.4 -

                  +
                  -

                  Magnitude and Direction of the Displacement Vector

                  You move a mouse pointer on the display monitor from its initial position at point (6.0 cm, 1.6 cm) to an icon located at point (2.0 cm, 4.5 cm). What are the magnitude and direction of the displacement vector of the pointer?

                  -

                  Strategy

                  +

                  Magnitude and Direction of the Displacement Vector

                  You move a mouse pointer on the display monitor from its initial position at point (6.0 cm, 1.6 cm) to an icon located at point (2.0 cm, 4.5 cm). What are the magnitude and direction of the displacement vector of the pointer?

                  +

                  Strategy

                  In Example 2.3, we found the displacement vector D→D→ of the mouse pointer (see Equation 2.14). We identify its scalar components Dx=−4.0cmDx=−4.0cm and Dy=+2.9cmDy=+2.9cm and substitute into Equation 2.15 and Equation 2.16 to find the magnitude D and direction θDθD, respectively.

                  -

                  Solution

                  +

                  Solution

                  The magnitude of vector D→D→ is

                  @@ -8016,11 +8016,11 @@ The magnitude of vector <
                  -

                  +

                  Check Your Understanding 2.5 -

                  +
                  @@ -8146,17 +8146,17 @@ The magnitude of vector <

                  When calculating vector components with Equation 2.17, care must be taken with the angle. The direction angle θAθA of a vector is the angle measured counterclockwise from the positive direction on the x-axis to the vector. The clockwise measurement gives a negative angle.

                  -

                  +

                  Example 2.5 -

                  +
                  -

                  Components of Displacement Vectors

                  +

                  Components of Displacement Vectors

                  A rescue party for a missing child follows a search dog named Trooper. Trooper wanders a lot and makes many trial sniffs along many different paths. Trooper eventually finds the child and the story has a happy ending, but his displacements on various legs seem to be truly convoluted. On one of the legs he walks 200.0 m southeast, then he runs north some 300.0 m. On the third leg, he examines the scents carefully for 50.0 m in the direction 30°30° west of north. On the fourth leg, Trooper goes directly south for 80.0 m, picks up a fresh scent and turns 23°23° west of south for 150.0 m. Find the scalar components of Trooper’s displacement vectors and his displacement vectors in vector component form for each leg.

                  -

                  Strategy

                  +

                  Strategy

                  Let’s adopt a rectangular coordinate system with the positive x-axis in the direction of geographic east, with the positive y-direction pointed to geographic north. Explicitly, the unit vector i^i^ of the x-axis points east and the unit vector j^j^ of the y-axis points north. Trooper makes five legs, so there are five displacement vectors. We start by identifying their magnitudes and direction angles, then we use Equation 2.17 to find the scalar components of the displacements and Equation 2.12 for the displacement vectors.

                  -

                  Solution

                  +

                  Solution

                  On the first leg, the displacement magnitude is L1=200.0mL1=200.0m and the direction is southeast. For direction angle θ1θ1 we can take either 45°45° measured clockwise from the east direction or 45°+270°45°+270° measured counterclockwise from the east direction. With the first choice, θ1=−45°θ1=−45°. With the second choice, θ1=+315°θ1=+315°. We can use either one of these two angles. The components are

                  @@ -9694,11 +9694,11 @@ On the first leg, the displacement magnitude is
                  -

                  +

                  Check Your Understanding 2.6 -

                  +
                  @@ -9710,7 +9710,7 @@ On the first leg, the displacement magnitude is
                  -

                  Polar Coordinates

                  +

                  Polar Coordinates

                  To describe locations of points or vectors in a plane, we need two orthogonal directions. In the Cartesian coordinate system these directions are given by unit vectors i^i^ and j^j^ along the x-axis and the y-axis, respectively. The Cartesian coordinate system is very convenient to use in describing displacements and velocities of objects and the forces acting on them. However, it becomes cumbersome when we need to describe the rotation of objects. When describing rotation, we usually work in the polar coordinate system.

                  In the polar coordinate system, the location of point P in a plane is given by two polar coordinates (Figure 2.20). The first polar coordinate is the radial coordinate r, which is the distance of point P from the origin. The second polar coordinate is an angle φφ that the radial vector makes with some chosen direction, usually the positive x-direction. In polar coordinates, angles are measured in radians, or rads. The radial vector is attached at the origin and points away from the origin to point P. This radial direction is described by a unit radial vector r^r^. The second unit vector t^t^ is a vector orthogonal to the radial direction r^r^. The positive +t^+t^ direction indicates how the angle φφ changes in the counterclockwise direction. In this way, a point P that has coordinates (x, y) in the rectangular system can be described equivalently in the polar coordinate system by the two polar coordinates (r,φ)(r,φ). Equation 2.17 is valid for any vector, so we can use it to express the x- and y-coordinates of vector r→r→. In this way, we obtain the connection between the polar coordinates and rectangular coordinates of point P:

                  @@ -9814,17 +9814,17 @@ On the first leg, the displacement magnitude is
                  -

                  +

                  Example 2.6 -

                  +
                  -

                  Polar Coordinates

                  +

                  Polar Coordinates

                  A treasure hunter finds one silver coin at a location 20.0 m away from a dry well in the direction 20°20° north of east and finds one gold coin at a location 10.0 m away from the well in the direction 20°20° north of west. What are the polar and rectangular coordinates of these findings with respect to the well?

                  -

                  Strategy

                  +

                  Strategy

                  The well marks the origin of the coordinate system and east is the +x-direction. We identify radial distances from the locations to the origin, which are rS=20.0mrS=20.0m (for the silver coin) and rG=10.0mrG=10.0m (for the gold coin). To find the angular coordinates, we convert 20°20° to radians: 20°=π20/180=π/920°=π20/180=π/9. We use Equation 2.18 to find the x- and y-coordinates of the coins.

                  -

                  Solution

                  +

                  Solution

                  The angular coordinate of the silver coin is φS=π/9φS=π/9, whereas the angular coordinate of the gold coin is φG=π−π/9=8π/9φG=π−π/9=8π/9. Hence, the polar coordinates of the silver coin are (rS,φS)=(20.0m,π/9)(rS,φS)=(20.0m,π/9) and those of the gold coin are (rG,φG)=(10.0m,8π/9)(rG,φG)=(10.0m,8π/9). We substitute these coordinates into Equation 2.18 to obtain rectangular coordinates. For the gold coin, the coordinates are

                  @@ -10295,7 +10295,7 @@ The angular coordinate of the silver coin is
                  -

                  Vectors in Three Dimensions

                  +

                  Vectors in Three Dimensions

                  To specify the location of a point in space, we need three coordinates (x, y, z), where coordinates x and y specify locations in a plane, and coordinate z gives a vertical position above or below the plane. Three-dimensional space has three orthogonal directions, so we need not two but three unit vectors to define a three-dimensional coordinate system. In the Cartesian coordinate system, the first two unit vectors are the unit vector of the x-axis i^i^ and the unit vector of the y-axis j^j^. The third unit vector k^k^ is the direction of the z-axis (Figure 2.21). The order in which the axes are labeled, which is the order in which the three unit vectors appear, is important because it defines the orientation of the coordinate system. The order x-y-z, which is equivalent to the order i^i^ - j^j^ - k^k^, defines the standard right-handed coordinate system (positive orientation). Notice that while previously the y-axis was used for the upward direction, in three dimensions we usually choose z to represent the vertical. A right-handed coordinate system with z up and with one of the remaining axes pointing to the right and the other out of the page must have the y-axis pointing right and x out of the page, as illustrated here.

                  @@ -10543,13 +10543,13 @@ The angular coordinate of the silver coin is
                  -

                  +

                  Example 2.7 -

                  +
                  -

                  Takeoff of a Drone

                  +

                  Takeoff of a Drone

                  During a takeoff of IAI Heron (Figure 2.23), its position with respect to a control tower is 100 m above the ground, 300 m to the east, and 200 m to the north. One minute later, its position is 250 m above the ground, 1200 m to the east, and 2100 m to the north. What is the drone’s displacement vector with respect to the control tower? What is the magnitude of its displacement vector?

                  @@ -10564,9 +10564,9 @@ During a takeoff of IAI Heron (The drone IAI Heron in flight. (credit: SSgt Reynaldo Ramon, USAF)
                  -

                  Strategy

                  +

                  Strategy

                  We take the origin of the Cartesian coordinate system as the control tower. The direction of the +x-axis is given by unit vector i^i^ to the east, the direction of the +y-axis is given by unit vector j^j^ to the north, and the direction of the +z-axis is given by unit vector k^k^, which points up from the ground. The drone’s first position is the origin (or, equivalently, the beginning) of the displacement vector and its second position is the end of the displacement vector.

                  -

                  Solution

                  We identify b(300.0 m, 200.0 m, 100.0 m) and e(1200 m, 2100 m, 250 m), and use                   Equation 2.13 and Equation 2.20 to find the scalar components of the drone’s displacement vector:

                  +

                  Solution

                  We identify b(300.0 m, 200.0 m, 100.0 m) and e(1200 m, 2100 m, 250 m), and use Equation 2.13 and Equation 2.20 to find the scalar components of the drone’s displacement vector:

                  @@ -11150,11 +11150,11 @@ We take the origin of the Cartesian coordinate system as the control tower. The
                  -

                  +

                  Check Your Understanding 2.7 -

                  +
                  @@ -11174,13 +11174,13 @@ We take the origin of the Cartesian coordinate system as the control tower. The
                  -

                  +

                  2.3 Algebra of Vectors

                  -

                  Learning Objectives

                  +

                  Learning Objectives

                  By the end of this section, you will be able to:

                  • Apply analytical methods of vector algebra to find resultant vectors and to solve vector equations for unknown vectors.
                    • @@ -11378,15 +11378,15 @@ We take the origin of the Cartesian coordinate system as the control tower. The
                  -

                  +

                  Example 2.8 -

                  +
                  -

                  Direction of Motion

                  +

                  Direction of Motion

                  In a Cartesian coordinate system where i^i^ denotes geographic east, j^j^ denotes geographic north, and k^k^ denotes altitude above sea level, a military convoy advances its position through unknown territory with velocity v→=(4.0i^+3.0j^+0.1k^)km/hv→=(4.0i^+3.0j^+0.1k^)km/h. If the convoy had to retreat, in what geographic direction would it be moving?

                  -

                  Solution

                  +

                  Solution

                  The velocity vector has the third component v→z=(+0.1km/h)k^v→z=(+0.1km/h)k^, which says the convoy is climbing at a rate of 100 m/h through mountainous terrain. At the same time, its velocity is 4.0 km/h to the east and 3.0 km/h to the north, so it moves on the ground in direction tan−1(3/4)≈37°tan−1(3/4)≈37° north of east. If the convoy had to retreat, its new velocity vector u→u→ would have to be antiparallel to v→v→ and be in the form u→=−αv→u→=−αv→, where αα is a positive number. Thus, the velocity of the retreat would be u→=α(−4.0i^−3.0j^−0.1k^)km/hu→=α(−4.0i^−3.0j^−0.1k^)km/h. The negative sign of the third component indicates the convoy would be descending. The direction angle of the retreat velocity is tan−1(−3α/−4α)≈37°tan−1(−3α/−4α)≈37° south of west. Therefore, the convoy would be moving on the ground in direction 37°37° south of west while descending on its way back.

                  @@ -13339,17 +13339,17 @@ The velocity vector has the third component

                  Analytical methods for finding the resultant and, in general, for solving vector equations are very important in physics because many physical quantities are vectors. For example, we use this method in kinematics to find resultant displacement vectors and resultant velocity vectors, in mechanics to find resultant force vectors and the resultants of many derived vector quantities, and in electricity and magnetism to find resultant electric or magnetic vector fields.

                  -

                  +

                  Example 2.9 -

                  +
                  -

                  Analytical Computation of a Resultant

                  +

                  Analytical Computation of a Resultant

                  Three displacement vectors A→A→, B→B→, and C→C→ in a plane (Figure 2.13) are specified by their magnitudes A = 10.0, B = 7.0, and C = 8.0, respectively, and by their respective direction angles with the horizontal direction α=35°,α=35°, β=−110°β=−110°, and γ=30°γ=30°. The physical units of the magnitudes are centimeters. Resolve the vectors to their scalar components and find the following vector sums: (a) R→=A→+B→+C→R→=A→+B→+C→, (b) D→=A→−B→D→=A→−B→, and (c) S→=A→−3B→+C→S→=A→−3B→+C→.

                  -

                  Strategy

                  +

                  Strategy

                  First, we use Equation 2.17 to find the scalar components of each vector and then we express each vector in its vector component form given by Equation 2.12. Then, we use analytical methods of vector algebra to find the resultants.

                  -

                  Solution

                  +

                  Solution

                  We resolve the given vectors to their scalar components:

                  @@ -14951,7 +14951,7 @@ We resolve the given vectors to their scalar components:

                  The vector is S→=Sxi^+Syj^=(22.3i^+29.5j^)cmS→=Sxi^+Syj^=(22.3i^+29.5j^)cm.

                  -

                  Significance

                  +

                  Significance

                  Having found the vector components, we can illustrate the vectors by graphing or we can compute magnitudes and direction angles, as shown in Figure 2.24. Results for the magnitudes in (b) and (c) can be compared with results for the same problems obtained with the graphical method, shown in Figure 2.14 and Figure 2.15. Notice that the analytical method produces exact results and its accuracy is not limited by the resolution of a ruler or a protractor, as it was with the graphical method used in Example 2.2 for finding this same resultant.

                  @@ -14969,11 +14969,11 @@ Having found the vector components, we can illustrate the vectors by graphing or
                  -

                  +

                  Check Your Understanding 2.8 -

                  +
                  @@ -14985,13 +14985,13 @@ Having found the vector components, we can illustrate the vectors by graphing or
                  -

                  +

                  Example 2.10 -

                  +
                  -

                  The Tug-of-War Game

                  Four dogs named Astro, Balto, Clifford, and Dug play a tug-of-war game with a toy (Figure 2.25). Astro pulls on the toy in direction α=55°α=55° south of east, Balto pulls in direction β=60°β=60° east of north, and Clifford pulls in direction γ=55°γ=55° west of north. Astro pulls strongly with 160.0 units of force (N), which we abbreviate as A = 160.0 N. Balto pulls even stronger than Astro with a force of magnitude B = 200.0 N, and Clifford pulls with a force of magnitude C = 140.0 N. When Dug pulls on the toy in such a way that his force balances out the resultant of the other three forces, the toy does not move in any direction. With how big a force and in what direction must Dug pull on the toy for this to happen?

                  +

                  The Tug-of-War Game

                  Four dogs named Astro, Balto, Clifford, and Dug play a tug-of-war game with a toy (Figure 2.25). Astro pulls on the toy in direction α=55°α=55° south of east, Balto pulls in direction β=60°β=60° east of north, and Clifford pulls in direction γ=55°γ=55° west of north. Astro pulls strongly with 160.0 units of force (N), which we abbreviate as A = 160.0 N. Balto pulls even stronger than Astro with a force of magnitude B = 200.0 N, and Clifford pulls with a force of magnitude C = 140.0 N. When Dug pulls on the toy in such a way that his force balances out the resultant of the other three forces, the toy does not move in any direction. With how big a force and in what direction must Dug pull on the toy for this to happen?

                  @@ -15005,8 +15005,8 @@ Having found the vector components, we can illustrate the vectors by graphing or Four dogs play a tug-of-war game with a toy.
                  -

                  Strategy

                  We assume that east is the direction of the positive x-axis and north is the direction of the positive y-axis. As in Example 2.9, we have to resolve the three given forces— A→A→ (the pull from Astro), B→B→ (the pull from Balto), and C→C→ (the pull from Clifford)—into their scalar components and then find the scalar components of the resultant vector R→=A→+B→+C→R→=A→+B→+C→. When the pulling force D→D→ from Dug balances out this resultant, the sum of D→D→ and R→R→ must give the null vector D→+R→=0→D→+R→=0→. This means that D→=−R→D→=−R→, so the pull from Dug must be antiparallel to R→R→.

                  -

                  Solution

                  +

                  Strategy

                  We assume that east is the direction of the positive x-axis and north is the direction of the positive y-axis. As in Example 2.9, we have to resolve the three given forces— A→A→ (the pull from Astro), B→B→ (the pull from Balto), and C→C→ (the pull from Clifford)—into their scalar components and then find the scalar components of the resultant vector R→=A→+B→+C→R→=A→+B→+C→. When the pulling force D→D→ from Dug balances out this resultant, the sum of D→D→ and R→R→ must give the null vector D→+R→=0→D→+R→=0→. This means that D→=−R→D→=−R→, so the pull from Dug must be antiparallel to R→R→.

                  +

                  Solution

                  The direction angles are θA=−α=−55°θA=−α=−55°, θB=90°−β=30°θB=90°−β=30°, and θC=90°+γ=145°θC=90°+γ=145°, and substituting them into Equation 2.17 gives the scalar components of the three given forces:

                  @@ -16140,11 +16140,11 @@ The direction angles are
                  -

                  +

                  Check Your Understanding 2.9 -

                  +
                  @@ -16156,18 +16156,18 @@ The direction angles are
                  -

                  +

                  Example 2.11 -

                  +
                  -

                  Vector Algebra

                  +

                  Vector Algebra

                  Find the magnitude of the vector C→C→ that satisfies the equation 2A→−6B→+3C→=2j^2A→−6B→+3C→=2j^, where A→=i^−2k^A→=i^−2k^ and B→=−j^+k^/2B→=−j^+k^/2.

                  -

                  Strategy

                  +

                  Strategy

                  We first solve the given equation for the unknown vector C→C→. Then we substitute A→A→ and B→B→; group the terms along each of the three directions i^i^, j^j^, and k^k^; and identify the scalar components CxCx, CyCy, and CzCz. Finally, we substitute into Equation 2.21 to find magnitude C.

                  -

                  Solution

                  +

                  Solution

                  @@ -17035,16 +17035,16 @@ We first solve the given equation for the unknown vector -

                  +

                  Example 2.12 -

                  +
                  -

                  Displacement of a Skier

                  +

                  Displacement of a Skier

                  Starting at a ski lodge, a cross-country skier goes 5.0 km north, then 3.0 km west, and finally 4.0 km southwest before taking a rest. Find their total displacement vector relative to the lodge when they are at the rest point. How far and in what direction must they ski from the rest point to return directly to the lodge?

                  -

                  Strategy

                  We assume a rectangular coordinate system with the origin at the ski lodge and with the unit vector i^i^ pointing east and the unit vector j^j^ pointing north. There are three displacements: D→1D→1, D→2D→2, and D→3D→3. We identify their magnitudes as D1=5.0kmD1=5.0km, D2=3.0kmD2=3.0km, and D3=4.0kmD3=4.0km. We identify their directions are the angles θ1=90°θ1=90°, θ2=180°θ2=180°, and θ3=180°+45°=225°θ3=180°+45°=225°. We resolve each displacement vector to its scalar components and substitute the components into Equation 2.25 to obtain the scalar components of the resultant displacement D→D→ from the lodge to the rest point. On the way back from the rest point to the lodge, the displacement is B→=−D→B→=−D→. Finally, we find the magnitude and direction of B→B→.

                  -

                  Solution

                  +

                  Strategy

                  We assume a rectangular coordinate system with the origin at the ski lodge and with the unit vector i^i^ pointing east and the unit vector j^j^ pointing north. There are three displacements: D→1D→1, D→2D→2, and D→3D→3. We identify their magnitudes as D1=5.0kmD1=5.0km, D2=3.0kmD2=3.0km, and D3=4.0kmD3=4.0km. We identify their directions are the angles θ1=90°θ1=90°, θ2=180°θ2=180°, and θ3=180°+45°=225°θ3=180°+45°=225°. We resolve each displacement vector to its scalar components and substitute the components into Equation 2.25 to obtain the scalar components of the resultant displacement D→D→ from the lodge to the rest point. On the way back from the rest point to the lodge, the displacement is B→=−D→B→=−D→. Finally, we find the magnitude and direction of B→B→.

                  +

                  Solution

                  Scalar components of the displacement vectors are

                  @@ -17822,18 +17822,18 @@ Scalar components of the displacement vectors are

                  Hence, the skier’s net displacement vector is D→=Dxi^+Dyj^=(−5.8i^+2.2j^)kmD→=Dxi^+Dyj^=(−5.8i^+2.2j^)km. On the way back to the lodge, their displacement is B→=−D→=−(−5.8i^+2.2j^)km=(5.8i^−2.2j^)kmB→=−D→=−(−5.8i^+2.2j^)km=(5.8i^−2.2j^)km. Its magnitude is B=Bx2+By2=(5.8)2+(−2.2)2km=6.2kmB=Bx2+By2=(5.8)2+(−2.2)2km=6.2km and its direction angle is θ=tan−1(−2.2/5.8)=−20.8°θ=tan−1(−2.2/5.8)=−20.8°. Therefore, to return to the lodge, they must go 6.2 km in a direction about 21°21° south of east.

                  -

                  Significance

                  +

                  Significance

                  Notice that no figure is needed to solve this problem by the analytical method. Figures are required when using a graphical method; however, we can check if our solution makes sense by sketching it, which is a useful final step in solving any vector problem.

                  -

                  +

                  Example 2.13 -

                  +
                  -

                  Displacement of a Jogger

                  +

                  Displacement of a Jogger

                  A jogger runs up a flight of 200 identical steps to the top of a hill and then runs along the top of the hill 50.0 m before he stops at a drinking fountain (Figure 2.26). His displacement vector from point A at the bottom of the steps to point B at the fountain is D→AB=(−90.0i^+30.0j^)mD→AB=(−90.0i^+30.0j^)m. What is the height and width of each step in the flight? What is the actual distance the jogger covers? If he makes a loop and returns to point A, what is his net displacement vector?

                  @@ -17848,8 +17848,8 @@ A jogger runs up a flight of 200 identical steps to the top of a hill and then r A jogger runs up a flight of steps.
                  -

                  Strategy

                  The displacement vector D→ABD→AB is the vector sum of the jogger’s displacement vector D→ATD→AT along the stairs (from point A at the bottom of the stairs to point T at the top of the stairs) and his displacement vector D→TBD→TB on the top of the hill (from point T at the top of the stairs to the fountain at point B). We must find the horizontal and the vertical components of D→ATD→AT. If each step has width w and height h, the horizontal component of D→ATD→AT must have a length of 200w and the vertical component must have a length of 200h. The actual distance the jogger covers is the sum of the distance he runs up the stairs and the distance of 50.0 m that he runs along the top of the hill.

                  -

                  Solution

                  +

                  Strategy

                  The displacement vector D→ABD→AB is the vector sum of the jogger’s displacement vector D→ATD→AT along the stairs (from point A at the bottom of the stairs to point T at the top of the stairs) and his displacement vector D→TBD→TB on the top of the hill (from point T at the top of the stairs to the fountain at point B). We must find the horizontal and the vertical components of D→ATD→AT. If each step has width w and height h, the horizontal component of D→ATD→AT must have a length of 200w and the vertical component must have a length of 200h. The actual distance the jogger covers is the sum of the distance he runs up the stairs and the distance of 50.0 m that he runs along the top of the hill.

                  +

                  Solution

                  In the coordinate system indicated in Figure 2.26, the jogger’s displacement vector on the top of the hill is D→TB=(−50.0m)i^D→TB=(−50.0m)i^. His net displacement vector is

                  @@ -18449,17 +18449,17 @@ In the coordinate system indicated in We see from this expression that the unit vector of direction is indeed dimensionless because the numerator and the denominator in Equation 2.26 have the same physical unit. In this way, Equation 2.26 allows us to express the unit vector of direction in terms of unit vectors of the axes. The following example illustrates this principle.

                  -

                  +

                  Example 2.14 -

                  +
                  -

                  The Unit Vector of Direction

                  +

                  The Unit Vector of Direction

                  If the velocity vector of the military convoy in Example 2.8 is v→=(4.000i^+3.000j^+0.100k^)km/hv→=(4.000i^+3.000j^+0.100k^)km/h, what is the unit vector of its direction of motion?

                  -

                  Strategy

                  +

                  Strategy

                  The unit vector of the convoy’s direction of motion is the unit vector v^v^ that is parallel to the velocity vector. The unit vector is obtained by dividing a vector by its magnitude, in accordance with Equation 2.26.

                  -

                  Solution

                  +

                  Solution

                  The magnitude of the vector v→v→ is

                  @@ -19016,16 +19016,16 @@ The magnitude of the vector

                  Significance

                  +

                  Significance

                  Note that when using the analytical method with a calculator, it is advisable to carry out your calculations to at least three decimal places and then round off the final answer to the required number of significant figures, which is the way we performed calculations in this example. If you round off your partial answer too early, you risk your final answer having a huge numerical error, and it may be far off from the exact answer or from a value measured in an experiment.

                  -

                  +

                  Check Your Understanding 2.10 -

                  +
                  @@ -19044,13 +19044,13 @@ Note that when using the analytical method with a calculator, it is advisable to
                  -

                  +

                  2.4 Products of Vectors

                  -

                  Learning Objectives

                  +

                  Learning Objectives

                  By the end of this section, you will be able to:

                  • Explain the difference between the scalar product and the vector product of two vectors.
                    • @@ -19061,12 +19061,12 @@ Note that when using the analytical method with a calculator, it is advisable to

                  A vector can be multiplied by another vector but may not be divided by another vector. There are two kinds of products of vectors used broadly in physics and engineering. One kind of multiplication is a scalar multiplication of two vectors. Taking a scalar product of two vectors results in a number (a scalar), as its name indicates. Scalar products are used to define work and energy relations. For example, the work that a force (a vector) performs on an object while causing its displacement (a vector) is defined as a scalar product of the force vector with the displacement vector. A quite different kind of multiplication is a vector multiplication of vectors. Taking a vector product of two vectors returns as a result a vector, as its name suggests. Vector products are used to define other derived vector quantities. For example, in describing rotations, a vector quantity called torque is defined as a vector product of an applied force (a vector) and its distance from pivot to force (a vector). It is important to distinguish between these two kinds of vector multiplications because the scalar product is a scalar quantity and a vector product is a vector quantity.

                  -

                  The Scalar Product of Two Vectors (the Dot Product)

                  +

                  The Scalar Product of Two Vectors (the Dot Product)

                  Scalar multiplication of two vectors yields a scalar product.

                  -

                  +

                  Scalar Product (Dot Product) -

                  +

                  The scalar product A→·B→A→·B→ of two vectors A→A→ and B→B→ is a number defined by the equation

                  @@ -19237,17 +19237,17 @@ Note that when using the analytical method with a calculator, it is advisable to
                  -

                  +

                  Example 2.15 -

                  +
                  -

                  The Scalar Product

                  +

                  The Scalar Product

                  For the vectors shown in Figure 2.13, find the scalar product A→·F→A→·F→.

                  -

                  Strategy

                  +

                  Strategy

                  From Figure 2.13, the magnitudes of vectors A→A→ and F→F→ are A = 10.0 and F = 20.0. Angle θθ, between them, is the difference: θ=φ−α=110°−35°=75°θ=φ−α=110°−35°=75°. Substituting these values into Equation 2.27 gives the scalar product.

                  -

                  Solution

                  +

                  Solution

                  A straightforward calculation gives us

                  @@ -19336,11 +19336,11 @@ A straightforward calculation gives us

                  -

                  +

                  Check Your Understanding 2.11 -

                  +
                  @@ -20423,11 +20423,11 @@ A straightforward calculation gives us

                  We can use the commutative and distributive laws to derive various relations for vectors, such as expressing the dot product of two vectors in terms of their scalar components.

                  -

                  +

                  Check Your Understanding 2.12 -

                  +
                  @@ -21506,13 +21506,13 @@ A straightforward calculation gives us

                  Angle φφ between vectors A→A→ and B→B→ is obtained by taking the inverse cosine of the expression in Equation 2.34.

                  -

                  +

                  Example 2.16 -

                  +
                  -

                  Angle between Two Forces

                  +

                  Angle between Two Forces

                  Three dogs are pulling on a stick in different directions, as shown in Figure 2.28. The first dog pulls with force F→1=(10.0i^−20.4j^+2.0k^)NF→1=(10.0i^−20.4j^+2.0k^)N, the second dog pulls with force F→2=(−15.0i^−6.2k^)NF→2=(−15.0i^−6.2k^)N, and the third dog pulls with force F→3=(5.0i^+12.5j^)NF→3=(5.0i^+12.5j^)N. What is the angle between forces F→1F→1 and F→2F→2?

                  @@ -21527,9 +21527,9 @@ Three dogs are pulling on a stick in different directions, as shown in Three dogs are playing with a stick.
                  -

                  Strategy

                  +

                  Strategy

                  The components of force vector F→1F→1 are F1x=10.0NF1x=10.0N, F1y=−20.4NF1y=−20.4N, and F1z=2.0NF1z=2.0N, whereas those of force vector F→2F→2 are F2x=−15.0NF2x=−15.0N, F2y=0.0NF2y=0.0N, and F2z=−6.2NF2z=−6.2N. Computing the scalar product of these vectors and their magnitudes, and substituting into                   Equation 2.34 gives the angle of interest.

                  -

                  Solution

                  +

                  Solution

                  The magnitudes of forces F→1F→1 and F→2F→2 are

                  @@ -22250,16 +22250,16 @@ The magnitudes of forces
                  -

                  Significance

                  +

                  Significance

                  Notice that when vectors are given in terms of the unit vectors of axes, we can find the angle between them without knowing the specifics about the geographic directions the unit vectors represent. Here, for example, the +x-direction might be to the east and the +y-direction might be to the north. But, the angle between the forces in the problem is the same if the +x-direction is to the west and the +y-direction is to the south.

                  -

                  +

                  Check Your Understanding 2.13 -

                  +
                  @@ -22271,17 +22271,17 @@ Notice that when vectors are given in terms of the unit vectors of axes, we can
                  -

                  +

                  Example 2.17 -

                  +
                  -

                  The Work of a Force

                  +

                  The Work of a Force

                  When force F→F→ pulls on an object and when it causes its displacement D→D→, we say the force performs work. The amount of work the force does is the scalar product F→·D→F→·D→. If the stick in Example 2.16 moves momentarily and gets displaced by vector D→=(−7.9j^−4.2k^)cmD→=(−7.9j^−4.2k^)cm, how much work is done by the third dog in Example 2.16?

                  -

                  Strategy

                  +

                  Strategy

                  We compute the scalar product of displacement vector D→D→ with force vector F→3=(5.0i^+12.5j^)NF→3=(5.0i^+12.5j^)N, which is the pull from the third dog. Let’s use W3W3 to denote the work done by force F→3F→3 on displacement D→D→.

                  -

                  Solution

                  +

                  Solution

                  Calculating the work is a straightforward application of the dot product:

                  @@ -22523,16 +22523,16 @@ Calculating the work is a straightforward application of the dot product:
                  -

                  Significance

                  +

                  Significance

                  The SI unit of work is called the joule (J)(J), where 1 J = 1 N·mN·m. The unit cm·Ncm·N can be written as 10−2m·N=10−2J10−2m·N=10−2J, so the answer can be expressed as W3=−0.9875J≈−1.0JW3=−0.9875J≈−1.0J.

                  -

                  +

                  Check Your Understanding 2.14 -

                  +
                  @@ -22545,12 +22545,12 @@ The SI unit of work is called the joule
                  -

                  The Vector Product of Two Vectors (the Cross Product)

                  +

                  The Vector Product of Two Vectors (the Cross Product)

                  Vector multiplication of two vectors yields a vector product.

                  -

                  +

                  Vector Product (Cross Product) -

                  +

                  The vector product of two vectors A→A→ and B→B→ is denoted by A→×B→A→×B→ and is often referred to as a cross product. The vector product is a vector that has its direction perpendicular to both vectors A→A→ and B→B→. In other words, vector A→×B→A→×B→ is perpendicular to the plane that contains vectors A→A→ and B→B→, as shown in Figure 2.29. The magnitude of the vector product is defined as

                  @@ -22740,13 +22740,13 @@ The SI unit of work is called the joule
                  -

                  +

                  Example 2.18 -

                  +
                  -

                  The Torque of a Force

                  The mechanical advantage that a familiar tool called a wrench provides (Figure 2.31) depends on magnitude F of the applied force, on its direction with respect to the wrench handle, and on how far from the nut this force is applied. The distance R from the nut to the point where force vector F→F→ is attached is represented by the radial vector R→R→. The physical vector quantity that makes the nut turn is called torque (denoted by τ→)τ→), and it is the vector product of the distance between the pivot to force with the force: τ→=R→×F→τ→=R→×F→.

                  +

                  The Torque of a Force

                  The mechanical advantage that a familiar tool called a wrench provides (Figure 2.31) depends on magnitude F of the applied force, on its direction with respect to the wrench handle, and on how far from the nut this force is applied. The distance R from the nut to the point where force vector F→F→ is attached is represented by the radial vector R→R→. The physical vector quantity that makes the nut turn is called torque (denoted by τ→)τ→), and it is the vector product of the distance between the pivot to force with the force: τ→=R→×F→τ→=R→×F→.

                  To loosen a rusty nut, a 20.00-N force is applied to the wrench handle at angle φ=40°φ=40° and at a distance of 0.25 m from the nut, as shown in Figure 2.31(a). Find the magnitude and direction of the torque applied to the nut. What would the magnitude and direction of the torque be if the force were applied at angle φ=45°φ=45°, as shown in Figure 2.31(b)? For what value of angle φφ does the torque have the largest magnitude?

                  @@ -22761,9 +22761,9 @@ The SI unit of work is called the joule A wrench provides grip and mechanical advantage in applying torque to turn a nut. (a) Turn counterclockwise to loosen the nut. (b) Turn clockwise to tighten the nut.
                  -

                  Strategy

                  +

                  Strategy

                  We adopt the frame of reference shown in Figure 2.31, where vectors R→R→ and F→F→ lie in the xy-plane and the origin is at the position of the nut. The radial direction along vector R→R→ (pointing away from the origin) is the reference direction for measuring the angle φφ because R→R→ is the first vector in the vector product τ→=R→×F→τ→=R→×F→. Vector τ→τ→ must lie along the z-axis because this is the axis that is perpendicular to the xy-plane, where both R→R→ and F→F→ lie. To compute the magnitude ττ, we use Equation 2.35. To find the direction of τ→τ→, we use the corkscrew right-hand rule (Figure 2.30).

                  -

                  Solution

                  For the situation in (a), the corkscrew rule gives the direction of R→×F→R→×F→ in the positive direction of the z-axis. Physically, it means the torque vector τ→τ→ points out of the page, perpendicular to the wrench handle. We identify F = 20.00 N and R = 0.25 m, and compute the magnitude using Equation 2.35:

                  +

                  Solution

                  For the situation in (a), the corkscrew rule gives the direction of R→×F→R→×F→ in the positive direction of the z-axis. Physically, it means the torque vector τ→τ→ points out of the page, perpendicular to the wrench handle. We identify F = 20.00 N and R = 0.25 m, and compute the magnitude using Equation 2.35:

                  -

                  +

                  Check Your Understanding 2.15 -

                  +
                  @@ -25295,18 +25295,18 @@ When solving mechanics problems, we often do not need to use the corkscrew rule

                  When finding the cross product, in practice, we can use either Equation 2.35 or Equation 2.40, depending on which one of them seems to be less complex computationally. They both lead to the same final result. One way to make sure if the final result is correct is to use them both.

                  -

                  +

                  Example 2.19 -

                  +
                  -

                  A Particle in a Magnetic Field

                  +

                  A Particle in a Magnetic Field

                  When moving in a magnetic field, some particles may experience a magnetic force. Without going into details—a detailed study of magnetic phenomena comes in later chapters—let’s acknowledge that the magnetic field B→B→ is a vector, the magnetic force F→F→ is a vector, and the velocity u→u→ of the particle is a vector. The magnetic force vector is proportional to the vector product of the velocity vector with the magnetic field vector, which we express as F→=ζu→×B→F→=ζu→×B→. In this equation, a constant ζζ takes care of the consistency in physical units, so we can omit physical units on vectors u→u→ and B→B→. In this example, let’s assume the constant ζζ is positive.

                  A particle moving in space with velocity vector u→=−5.0i^−2.0j^+3.5k^u→=−5.0i^−2.0j^+3.5k^ enters a region with a magnetic field and experiences a magnetic force. Find the magnetic force F→F→ on this particle at the entry point to the region where the magnetic field vector is (a) B→=7.2i^−j^−2.4k^B→=7.2i^−j^−2.4k^ and (b) B→=4.5k^B→=4.5k^. In each case, find magnitude F of the magnetic force and angle θθ the force vector F→F→ makes with the given magnetic field vector B→B→.

                  -

                  Strategy

                  +

                  Strategy

                  First, we want to find the vector product u→×B→u→×B→, because then we can determine the magnetic force using F→=ζu→×B→F→=ζu→×B→. Magnitude F can be found either by using components, F=Fx2+Fy2+Fz2F=Fx2+Fy2+Fz2, or by computing the magnitude |u→×B→||u→×B→| directly using Equation 2.35. In the latter approach, we would have to find the angle between vectors u→u→ and B→B→. When we have F→F→, the general method for finding the direction angle θθ involves the computation of the scalar product F→·B→F→·B→ and substitution into Equation 2.34. To compute the vector product we can either use Equation 2.40 or compute the product directly, whichever way is simpler.

                  -

                  Solution

                  +

                  Solution

                  The components of the velocity vector are ux=−5.0ux=−5.0, uy=−2.0uy=−2.0, and uz=3.5uz=3.5.

                  (a) The components of the magnetic field vector are Bx=7.2Bx=7.2, By=−1.0By=−1.0, and Bz=−2.4Bz=−2.4. Substituting them into Equation 2.41 gives the scalar components of vector F→=ζu→×B→F→=ζu→×B→:

                  @@ -26852,16 +26852,16 @@ The components of the velocity vector are

                  the magnetic force vector F→F→ is perpendicular to the magnetic field vector B→B→.

                  -

                  Significance

                  +

                  Significance

                  Even without actually computing the scalar product, we can predict that the magnetic force vector must always be perpendicular to the magnetic field vector because of the way this vector is constructed. Namely, the magnetic force vector is the vector product F→=ζu→×B→F→=ζu→×B→ and, by the definition of the vector product (see Figure 2.29), vector F→F→ must be perpendicular to both vectors u→u→ and B→B→.

                  -

                  +

                  Check Your Understanding 2.16 -

                  +
                  @@ -26876,7 +26876,7 @@ Even without actually computing the scalar product, we can predict that the magn
                  -

                  +

                  Chapter Review

                  @@ -30202,11 +30202,11 @@ Even without actually computing the scalar product, we can predict that the magn
                  -

                  +

                  2.1 Scalars and Vectors -

                  +
                  • A vector quantity is any quantity that has magnitude and direction, such as displacement or velocity. Vector quantities are represented by mathematical objects called vectors.
                    • @@ -30221,11 +30221,11 @@ Even without actually computing the scalar product, we can predict that the magn
                    -

                    +

                    2.2 Coordinate Systems and Components of a Vector -

                    +
                    • Vectors are described in terms of their components in a coordinate system. In two dimensions (in a plane), vectors have two components. In three dimensions (in space), vectors have three components.
                      • @@ -30239,11 +30239,11 @@ Even without actually computing the scalar product, we can predict that the magn
                      -

                      +

                      2.3 Algebra of Vectors -

                      +
                      • Analytical methods of vector algebra allow us to find resultants of sums or differences of vectors without having to draw them. Analytical methods of vector addition are exact, contrary to graphical methods, which are approximate.
                        • @@ -30254,11 +30254,11 @@ Even without actually computing the scalar product, we can predict that the magn
                        -

                        +

                        2.4 Products of Vectors -

                        +
                        • There are two kinds of multiplication for vectors. One kind of multiplication is the scalar product, also known as the dot product. The other kind of multiplication is the vector product, also known as the cross product. The scalar product of vectors is a number (scalar). The vector product of vectors is a vector.
                          • @@ -30291,11 +30291,11 @@ Even without actually computing the scalar product, we can predict that the magn
                          -

                          +

                          2.1 Scalars and Vectors -

                          +
                          @@ -30428,11 +30428,11 @@ Even without actually computing the scalar product, we can predict that the magn
                          -

                          +

                          2.2 Coordinate Systems and Components of a Vector -

                          +
                          @@ -30493,11 +30493,11 @@ Even without actually computing the scalar product, we can predict that the magn
                          -

                          +

                          2.4 Products of Vectors -

                          +
                          @@ -30558,11 +30558,11 @@ Even without actually computing the scalar product, we can predict that the magn
                          -

                          +

                          2.1 Scalars and Vectors -

                          +
                          @@ -30683,11 +30683,11 @@ Even without actually computing the scalar product, we can predict that the magn
                          -

                          +

                          2.2 Coordinate Systems and Components of a Vector -

                          +
                          @@ -30790,11 +30790,11 @@ Even without actually computing the scalar product, we can predict that the magn
                          -

                          +

                          2.3 Algebra of Vectors -

                          +
                          @@ -30961,11 +30961,11 @@ Even without actually computing the scalar product, we can predict that the magn
                          -

                          +

                          2.4 Products of Vectors -

                          +
                          @@ -34102,7 +34102,7 @@ Even without actually computing the scalar product, we can predict that the magn
                          -

                          +

                          Chapter 1

                          @@ -34117,9 +34117,9 @@ Even without actually computing the scalar product, we can predict that the magn
                          -

                          +

                          Check Your Understanding -

                          +
                          1.1 @@ -34285,9 +34285,9 @@ Even without actually computing the scalar product, we can predict that the magn
                          -

                          +

                          Conceptual Questions -

                          +
                          1 . @@ -34339,9 +34339,9 @@ Even without actually computing the scalar product, we can predict that the magn
                          -

                          +

                          Problems -

                          +
                          15 . @@ -34712,9 +34712,9 @@ Even without actually computing the scalar product, we can predict that the magn
                          -

                          +

                          Additional Problems -

                          +
                          81 . @@ -34745,9 +34745,9 @@ Even without actually computing the scalar product, we can predict that the magn
                          -

                          +

                          Challenge Problems -

                          +
                          89 . @@ -34758,7 +34758,7 @@ Even without actually computing the scalar product, we can predict that the magn
                          -

                          +

                          Chapter 2

                          @@ -34773,9 +34773,9 @@ Even without actually computing the scalar product, we can predict that the magn
                          -

                          +

                          Check Your Understanding -

                          +
                          2.1 @@ -35018,9 +35018,9 @@ Even without actually computing the scalar product, we can predict that the magn
                          -

                          +

                          Conceptual Questions -

                          +
                          1 . @@ -35107,9 +35107,9 @@ Even without actually computing the scalar product, we can predict that the magn
                          -

                          +

                          Problems -

                          +
                          25 . @@ -35404,9 +35404,9 @@ b. <
                          -

                          +

                          Additional Problems -

                          +
                          71 . @@ -35547,9 +35547,9 @@ b. <
                          -

                          +

                          Challenge Problems -

                          +
                          89 . diff --git a/spec/recipes_spec/books/world-history/expected_output.xhtml b/spec/recipes_spec/books/world-history/expected_output.xhtml index 0fd344946..e34f29be5 100644 --- a/spec/recipes_spec/books/world-history/expected_output.xhtml +++ b/spec/recipes_spec/books/world-history/expected_output.xhtml @@ -215,7 +215,7 @@

                          Welcome to World History, an OpenStax resource. This textbook was written to increase student access to high-quality learning materials, maintaining highest standards of academic rigor at little to no cost.

                          -

                          About OpenStax

                          +

                          About OpenStax

                          OpenStax is a nonprofit based at Rice University, and it’s our mission to improve student access to education. Our first openly licensed college textbook was published in 2012, and our library has since scaled to over 30 books for college and AP ® @@ -535,7 +535,7 @@ Chris Littel is a Lecturer in World History and Management at the Poole School o

                          -

                          Chapter Outline

                          +

                          Chapter Outline

                          1.1 @@ -559,7 +559,7 @@ Chris Littel is a Lecturer in World History and Management at the Poole School o
                          -

                          +

                          Introduction

                          @@ -617,7 +617,7 @@ Chris Littel is a Lecturer in World History and Management at the Poole School o

                      -

                      +

                      1.1 The End of the Crusader States (The Quick Brown Fox Jumped Over the Lazy Dog) @@ -1102,7 +1102,7 @@ Race in Eighteenth Century Spanish Colonies. Races in the Spanish colonies were

                  -

                  +

                  1.2 Death from the Steppe: Genghis Khan and the Mongols @@ -2183,7 +2183,7 @@ Let us look at one more example. This time it will be the broader topic of Colon

              -

              +

              1.3 The Great Khanate: The Mongols and World Empire @@ -2357,7 +2357,7 @@ As described in the previous chapter, the complete set of financial statements a

            -

            +

            Key Terms

            @@ -2470,7 +2470,7 @@ As described in the previous chapter, the complete set of financial statements a
            -

            +

            Section Summary

            @@ -2535,7 +2535,7 @@ As described in the previous chapter, the complete set of financial statements a
          -

          +

          Assessments

          @@ -3535,7 +3535,7 @@ Read the passage provided. Based on this passage, how does this writer’s
          -

          A

          +

          A

          • avoidable cost cost that goes away when certain alternatives are chosen
          diff --git a/spec/recipes_spec/helpers/match_helper.rb b/spec/recipes_spec/helpers/match_helper.rb index 2ce561785..1a2986cde 100644 --- a/spec/recipes_spec/helpers/match_helper.rb +++ b/spec/recipes_spec/helpers/match_helper.rb @@ -24,7 +24,11 @@ def form_bake_cmd(book:, recipe: nil, resource_path: nil, output_platform: nil) RSpec::Matchers.define(:match_expected_when_baked_with) do |cmd| match do |book| # run formatted command with logging silenced - system(cmd, %i[out err] => File::NULL) + if ENV['TRACE_ON'] + system(cmd) + else + system(cmd, %i[out err] => File::NULL) + end # write output and run test actual_output = "#{__dir__}/../books/#{book}/actual_output.xhtml" diff --git a/spec/snapshots/Kitchen_Directions_BakeOrderHeaders_works_v2_.snap b/spec/snapshots/Kitchen_Directions_BakeOrderHeaders_works_v2_.snap new file mode 100644 index 000000000..ed6cfb434 --- /dev/null +++ b/spec/snapshots/Kitchen_Directions_BakeOrderHeaders_works_v2_.snap @@ -0,0 +1,19 @@ +
          +

          The top title within the page

          +
          Body of introduction +

          Subtitle

          +

          a paragraph

          +
          +

          wow another header

          +

          subheader also

          +
          subtitle subtitle

          paragraph

          +
          here we see a subtitle
          +
          +

          The SS Morro Castle was

          +

          an inside job

          +

          (probably)

          +

          Like, there was a

          +
          CIA agent on board...
          +
          I'm just saying
          + +
          \ No newline at end of file