...teachers to use technology in the classroom, an idea that teachers should embrace. While research shows that technology can play a vital role in the classroom, the teacher must take advantage of the technology in appropriate ways. By doing this, an educator creates a classroom that demands respect from stakeholders, fosters a learning environment for students and prepares students for future success. By failing to do this, an educator creates an environment that makes learning a near impossibility. According to Lidstone and Stoltman (2006), the lack of well-equipped technology stands as a barrier to innovative learning in many schools. Lidstone and Stoltman argue that while many politicians and educators claim they want to build a community of constant learners, they do not put the necessary tools in place to achieve this. The authors find this amazing in world where people can “Google” nearly anything to learn about it. In addition, the authors fear that even though geographical technology exists, students do not receive adequate training in geography to take advantage of the technology. In order to create a situation where life long learning will occur, teachers must create a classroom environment that encourages the use of technology, while providing students with the fundamental skills and knowledge necessary for success. In many ways, this challenge resembles a balancing act that may prove difficult (Lidstone & Stoltman, 2006). John Winn (2003), a Lieutenant...
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...teachers to use technology in the classroom, an idea that teachers should embrace. While research shows that technology can play a vital role in the classroom, the teacher must take advantage of the technology in appropriate ways. By doing this, an educator creates a classroom that demands respect from stakeholders, fosters a learning environment for students and prepares students for future success. By failing to do this, an educator creates an environment that makes learning a near impossibility. According to Lidstone and Stoltman (2006), the lack of well-equipped technology stands as a barrier to innovative learning in many schools. Lidstone and Stoltman argue that while many politicians and educators claim they want to build a community of constant learners, they do not put the necessary tools in place to achieve this. The authors find this amazing in world where people can “Google” nearly anything to learn about it. In addition, the authors fear that even though geographical technology exists, students do not receive adequate training in geography to take advantage of the technology. In order to create a situation where life long learning will occur, teachers must create a classroom environment that encourages the use of technology, while providing students with the fundamental skills and knowledge necessary for success. In many ways, this challenge resembles a balancing act that may prove difficult (Lidstone & Stoltman, 2006). John Winn (2003), a Lieutenant...
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...Contract Performance: Conditions, Breach, and Remedies Learning Outcomes Checklist After studying this chapter, students who have mastered the material will be able to: Define what a condition is used for in a contract and distinguish conditions precedent from conditions subsequent. Apply the doctrines related to good faith performance, discharge of a contract, and substantial performance. Identify the ethical dilemmas that a manager faces in the context of good faith performance. Articulate circumstances that give rise to events of discharge via mutual consent and operation of law. Recognize events that result in breach of contract and explain anticipatory repudiation. Identify the appropriate remedy available to nonbreaching parties and understand the responsibilities of an injured party to avoid and mitigate damages. Explain the rights of third parties who have rights in a contract through assignment or delegation and third-party beneficiaries. Once it has been determined that a valid and enforceable contract exists, the inquiry then necessarily focuses on whether contract obligations were faithfully met through performance by the parties. Most contracts are fully performed by the parties as contemplated, but what happens if contractual commitments are not met? This chapter continues the survey of contract law with attention to rules that govern performance and consequences of nonperformance. In this chapter, students will learn: * How conditions are used in a...
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...13 MBA 16 – Business Law & Practice Module 01 - Law of Contract Coverage of: • Law of Contract: Definition, Essentials • Types of Contracts • Offer – Definition & Essentials • Acceptance - Definition & Essentials • Consideration – Definition & Essentials, Exceptions • Capacity of Parties • Free Consent • Quasi Contract • Legality of Object • Performance of Contract – Termination of Contract – Remedies for Breach of Contract Case Studies 1 The Indian Contract Act, 1872 The Indian Contract Act consists of the following two parts: General principals of the Law of Contracts – covered under section 1 to 75; the principles apply to all kinds of contracts irrespective of their nature Special kinds of contracts – covered under section 124 to 138 ; These special contracts are Indemnity & Guarantee (u/s124 to 147), Bailment & Pledge (u/s148 to 181) and Agency (u/s 182 to 238) in Chapter X – refer next Module 2) Section 76 to 123 – repealed by Sale of Goods Act, 1930 (refer Module 4) • • Section 239 to 266 – Chapter XI has been repealed by the Indian Partnership Act , 1932 ( not being covered separately; but major issues under different modules) The act does not affect any usage or custom of trade (u/s 1) – these prevail if reasonable & not illegal; an unique feature of this Act – most important branch of business law Some of the contracts not dealt with by the this Act are those related to Partnership, Sale of Goods (refer module 4), Negotiable...
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...2. VERSUS COMPARE a. In Realistic metaphysics, the thinker (subject) and the thing–thought–of (object) are taken to exist simulataneously and indepen dently. Both the thinker, the subject, i.e., the ‘I’, and the object, the things of the world, are taken to exist independen tly and on their own strength. The existence of the objects do not depend on the subject. Idealistic metaphysics starts with the examining the question of existence by first taking up and proving the existence of the ‘I’, the subject. This is seen in the famous Cartesian dictum: I think, therefore I am. The existence of every other thing is then taken up from the viewpoint of this ‘I’, their existence is secondary to the ‘I’ and their reality or not depends on the ‘I’. b. epistemological realism is the idea that observable characteristics exist in the observed object, independent of the observer. Likewise epistemological idealism is the idea that the characteristics exist in the mind of the observer independent of the object. example of "If a tree falls in a forest does it make a sound?" Someone who is a strict epistemological idealist will say, no, because no one is there to observe the tree falling to interpret what happened as making a sound and thus it cannot create a "sound". But someone who is a strict epistemological realist will say, yes, because sound is just pressure waves in the air and there does not have to be an observer in order to make a "sound". C 3. The present educational system...
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...are men who will accept their fate graciously. Two works that depict these ideas are “The Death of Ivan Ilych” by Leo Tolstoy and “The Metamorphosis” by Kafka. In both works by Tolstoy and Kafka, the main characters at some point question their lives’ and what life means to them. In order to question one’s life, it would be necessary that one evaluate the decisions they make. A person’s life can change in any event that has happened to them. Moreover, the decisions ones made in those events can create a ripple effect of what happens to them in the future. In Tolstoy, we have Ivan Ilych, a dying man looking back into his life. In Kafka, we have Gregor Samsa, a man transformed into a vermin watching his life change and witnessing his family learning to live without him. The main characters here now have an existential crisis and are going to have to make a choice. Both accept their fates in a similar fashion, acceptance. Both works have a similar theme of seclusion. In Kafka's work, Gregor transforms into an insect. His entire family and employer immediately reject him. His father locks him in his room; his mother faints at the mere sight of him. They worry more about who will provide for them, rather than Gregor’s feelings about this transformation. The idea of seclusion presents itself differently in Tolstoy's story. Ivan when encountering a situation that does not promote his pleasant existence alienates himself. He alienates himself from his family mostly. What both Gregor...
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...Normative sexuality in children Name of the Student: Course code: Tutor: Date of Submission: How the body of the child might question notions of normative sexuality? Normative sexuality refers to the normal sexual orientation whereby sexual and marital associations are mostly (or only) recognized when it occurs between a man and a woman. Normative sexual behavior has been depicted in children as young as 2 years of age. The results of such behaviors have remained challenging to clinicians as differentiating them with those caused by sexual abuse.[1] The close relationships between sexual abuse and normative sexual behavior in children have drawn a lot of concern in the recent past. This has called for knowledge expansion among the practicing pediatricians as regards to what is to be considered normative about sexual actions in children and teenagers and those that might be an indication that the child has been a victim of sexual abused or even acting in a manner that demonstrates sexual aggressiveness to fellow children. However it is worth noting that sexual development and plays are a positive indication of healthy and natural processes in children from toddlers through childhood to adolescence. For the case of toddlers and infant, it may involve body sensations, cuddling and touch amongst others. Behavior such as rubbing of genital parts and even erection experience is witnessed among the infant boys.[2] It is also common that early school...
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...Elements of a Contract Nicole Castro BUS670 Legal Environment Prof. Robert Tocker September 2, 2013 A contract of employment is a type of a contract used in labor law to attribute rights and responsibilities between parties to a contract (Blum, 2007). On the one end stands an "employee" who is "employed" by an "employer". A written employment contract is a document that someone and their employee sign which sets forth the terms and conditions of the employment relationship (Tepper, 2011). Many rules, exceptions and considerations apply when dealing with employment contracts. Suppose that the Fabulous Hotel hires you as head chef under a two-year employment contract. After two years, another hotel wants to hire you. However, in the original employment contract you signed with the fabulous Hotel, the following paragraph appears: “The below-signed agrees not to work as a chef for another hotel in the same metropolitan area for a period of two years after leaving our employ.” First, it is crucial to know and understand which law governs the employment contract. According to Seaquist, contract law is governed by the common law or the Uniform Commercial Code (UCC) (Seaquist, 2012). If the contract handles the sales of goods, it is governed by the UCC (Seaquist, 2012). If the contract handles anything besides the sale of goods (such as real estate, insurance, personal services like employment, etc.) then it is governed by the common law (Seaquist, 2012). ...
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...Training for Nonviolent Action Training ourselves on tactical and strategic nonviolent action is essential to maximize possibilities and results. What does this kind of training entail? Practitioners included: Srdja Popovic and Giorgi Meladze from CANVAS Sam La Rocca, Jason MacLeod, James Whelan, Holly Hammond, and Anthony Kelly from The Change Agency Zsuzsanna Kacsó, Bianca Cseke and Corina Simon from PATRIR Daniel Hunter, Joe Catania, and Philippe Duhamel from Training for Change Linda Sartor from Nonviolent Peaceforce Dola Nicholas Oluoch from Chemchemi Ya Ukweli-Active Ouyporn Khuankaew from International Women's Partnership for Peace and Justice Shaazka Beyerle from The International Center on Nonviolent Conflict Hardy Merriman, an independent consultant in the field of strategic nonviolent conflict Learn more about the experienced nonviolent action trainers who shared their ideas and resources during the dialogue. Summary of Dialogue Moving Nonviolent Action Theory to Practice Enormous and exciting developments have taken place over recent decades to make this strategic theory available and accessible to people around the world, notably through education and mainstream acceptance of the theory. Core concepts of successful nonviolent action are support, careful planning and strong leadership. It is essential to have a vision and strategic plan and to develop the tactics and campaigns necessary to achieve it. Most often, movements tend to happen...
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...By mining the block below you, you're likely to fall into a cave system and take significant falling damage, fall into lava and lose your inventory or fall into a dungeon and be killed or severely damaged by mobs. Notch has even added a splash text to this effect. It is always safer to mine in a staircase pattern or find an open-mouth cave on the surface. It is also safe to place ladders as you go so you don't fall off the block and get killed. A 2×1 hole straight down is still not advisable, but is much safer, since you don't have to stand on the block that you're removing. If you want to dig straight down, another method consists of mining 4 blocks in a 2×2. Stand on one and break the one next to it, hop onto the block below, and repeat. Make sure you don't dig two down from the one you step onto; you have to be able to jump back up. This will consume more resources but constructs a staircase back to the mine entrance. A safer method is to dig a 3×1 hole with a ladder down the middle. (Multiple ladders may also work.) It's worth re-adding some side blocks every 5 to 8 levels, in case you fall off the ladder. You can also pour water at the bottom to protect you from fall damage. The wider hole gives you room for both those side blocks and torches, and means you always have someplace safe to stand when digging. Such a shaft is also a good start for shaft mining the area. Another way is to dig down 3 blocks from the surface, place a ladder on the bottom block, stand on that...
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.................................................97 Chapter III. Different Kinds of Obligations ..98 I. Pure and Conditional Obligations .......98 II. Reciprocal Obligations ......................100 III. Obligations with a Period ..................100 IV. Alternative and Facultative Obligations 101 V. Joint and Solidary Obligations ..........103 Effects of Prejudicial and Beneficial Acts (Art.1212) ...................................................105 VI. Divisible and Indivisible Obligations..106 VII. Oblligations with a Penal Clause ..106 Chapter IV. Extinguishment of Obligations .......................................................................107 I. Payment or Performance ..................107 II. Loss or Impossibility..........................109 III. Condonation or Remission of the Debt 109 IV. Confusion or Merger of Rights ..........110 V. Compensation ...................................110 VI. Novation ............................................111 Charts: Payment & Performance ................114 90 OBLIGATIONS Chapter I. General Provisions.......................91 I. Obligations ..........................................91 II. Sources of Obligations ........................91 Prof. Solomon Lumba Faculty Editor Leo Ledesma Lead Writer Krizel Malabanan Ivy Velasco Tin Reyes Frances Domingo Hazel Abenoja Writers CIVIL LAW Kristine Bongcaron Patricia Tobias Subject Editors ACADEMICS COMMITTEE Kristine...
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...Margaret Mead and Coming of Age to Samoa: a reflection on our Education Carlos Moreno This paper is a reflection on Margaret Mead's book Coming of age in Samoa and the way she critically compared Samoan and Western educational systems. I will first analyse the reasons for her research in Samoa and the connections with 'the teenage struggle' in our society. Then, I will argue that the ways in which we live and learn about the world, and relate to each other, are strongly linked to the cultural values of our society - values we consider as 'normal'. Finally, I will state my personal point of view on the topic and outline Mead's further contributions to research in social anthropology. Mead was concerned with how human character is modified through different cultural patterns. While teenage struggles are often explained in scientific terms as related to biology and psychology, she focuses on the relevance of social context in teenagers' behaviour. Mead argues that sexual transition peculiarities - the point at which a child becomes an adolescent and possibly sexually active - are due to social and cultural factors more than to biological processes. Throughout her research Mead was interested in comparing the experiences of Samoan and Western adolescents, including their differing experiences of education. In Samoa, according to Mead, there is no pressure on the 'slow' pupil; no feelings of envy, rivalry, impotence and frustration are developed as all have their own pace to...
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...LITERACY ROSE SAFIR JUNE 15, 2014 SOCIAL NETWORKING 2 Today’s society has involved the technology and have made ways communication easier with a thing called social networking. Social networking is a way to communicate with family and friends. Technology has improved over the years and with its improvement and advances we have advanced with technology. Social networking can provide good points and bad points, it’s all in the perception of social networking. Some may say social networking is a gateway to exposure and privacy will be compromise. Others may say social networking is the new way of life and is the best way of communication. Everyone needs to use caution when engaging on a social network site. Web 2.0 was introduced in 2004 it is the interactive side of a webpage so that users can pose their own, comments content and information. Web 2.0 was said to provide a forum for everyone to share their voice and ideas with the world Web 2.0 is a collaboration of revolutionary because it brings people together into online communities that are an impossibility. (07CH_Bowles_Digtal.pdf). Blog is a term that comes from the word web-long, but because we are always shortening and like to give words or idea a catchy sound or name, it is known as blog. There are millions of blogs today. Today people create blogs to give an informational...
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...Criticism for Max Weber’s Bureaucracy Written by Dr. Wasim Al-Habil College of Commerce The Islamic University of Gaza Beginning with Max Weber, bureaucracies have been regarded as mechanisms that rationalize authority and decision-making in society. Yet subsequent theorists have questioned the rationality of bureaucracies. Which features of modern-day public bureaucracies are rational? Which are not? Buttress your argument with citations from organization and/or public administration theories. Introduction: Max Weber’s work about bureaucracy, translated into English in 1946, was one of the major contributions that has influenced the literature of public administration. However, Van Riper (1997) argues that the work of Weber on bureaucracy has no influence on American PA until the 1950’s. The word bureaucracy is derived from two words; “bureau” and “Kratos.” While the word “bureau” refers to the office the Greek suffix “kratia or kratos” means power or rule. Thus we use the word “bureaucracy” to refer to the power of the office (Hummel, 1998, 307). “Bureaucracy” is rule conducted from a desk or office, i.e. by the preparation and dispatch of written documents and electronic ones. Bureaucracy is borrowed by the field of public administration (PA) from the field of sociology. It was borrowed by PA in much a similar way that practices of business were borrowed from the field of business administration and economics. Weber (1946) presents bureaucracy...
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...KKKKKK Criticism for Max Weber’s Bureaucracy Written by Dr. Wasim Al-Habil College of Commerce The Islamic University of Gaza Beginning with Max Weber, bureaucracies have been regarded as mechanisms that rationalize authority and decision-making in society. Yet subsequent theorists have questioned the rationality of bureaucracies. Which features of modern-day public bureaucracies are rational? Which are not? Buttress your argument with citations from organization and/or public administration theories. Introduction: Max Weber’s work about bureaucracy, translated into English in 1946, was one of the major contributions that has influenced the literature of public administration. However, Van Riper (1997) argues that the work of Weber on bureaucracy has no influence on American PA until the 1950’s. The word bureaucracy is derived from two words; “bureau” and “Kratos.” While the word “bureau” refers to the office the Greek suffix “kratia or kratos” means power or rule. Thus we use the word “bureaucracy” to refer to the power of the office (Hummel, 1998, 307). “Bureaucracy” is rule conducted from a desk or office, i.e. by the preparation and dispatch of written documents and electronic ones. Bureaucracy is borrowed by the field of public administration (PA) from the field of sociology. It was borrowed by PA in much a similar way that practices of business were borrowed from the field of business administration and economics. Weber (1946) presents...
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