Promissory Fraud Without Breach
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“Until That Song Is Born”: an Ethnographic Investigation of Teaching and Learning Among Collaborative Songwriters in Nashville
“UNTIL THAT SONG IS BORN”: AN ETHNOGRAPHIC INVESTIGATION OF TEACHING AND LEARNING AMONG COLLABORATIVE SONGWRITERS IN NASHVILLE By Stuart Chapman Hill A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of Music Education—Doctor of Philosophy 2016 ABSTRACT “UNTIL THAT SONG IS BORN”: AN ETHNOGRAPHIC INVESTIGATION OF TEACHING AND LEARNING AMONG COLLABORATIVE SONGWRITERS IN NASHVILLE By Stuart Chapman Hill With the intent of informing the practice of music educators who teach songwriting in K– 12 and college/university classrooms, the purpose of this research is to examine how professional songwriters in Nashville, Tennessee—one of songwriting’s professional “hubs”—teach and learn from one another in the process of engaging in collaborative songwriting. This study viewed songwriting as a form of “situated learning” (Lave & Wenger, 1991) and “situated practice” (Folkestad, 2012) whose investigation requires consideration of the professional culture that surrounds creative activity in a specific context (i.e., Nashville). The following research questions guided this study: (1) How do collaborative songwriters describe the process of being inducted to, and learning within, the practice of professional songwriting in Nashville, (2) What teaching and learning behaviors can be identified in the collaborative songwriting processes of Nashville songwriters, and (3) Who are the important actors in the process of learning to be a collaborative songwriter in Nashville, and what roles do they play (e.g., gatekeeper, mentor, role model)? This study combined elements of case study and ethnography. Data sources included observation of co-writing sessions, interviews with songwriters, and participation in and observation of open mic and writers’ nights. -
Contract Law for Paralegals: Chapter 2 Chapter 2
Contract Law for Paralegals: Chapter 2 Chapter 2 Tab Text CHAPTER 2 The Offer Phase Chapter 2 is in three parts: (1) the classical offer-the promisor’s promise and consideration for that promise; (2) alternatives to classical consideration so an offer is created; and (3) alternative causes of action (reliance cause of action and restitution cause of action) when no offer is created. Chapter 2 begins with a definition of offer-the promisor’s creation of power in the promisee so the promisee can accept and thereby form a contract. Whether this power is created depends on whether the promisor manifests a willingness to enter into a contract by inviting the promisee to agree to the promisor’s terms. Whether the promisor’s manifestation creates this willingness is evaluated on an objective rather than a subjective basis. Offer vs. No Offer Using a Subjective or an Objective Standard is Exhibit 2-1 (50). The Road Map for the Offer Phase is Exhibit 2-2 (52) and can be downloaded from the Online Companion to this text. The Classical Offer Tab Text THE CLASSICAL OFFER-THE PROMISOR’S PROMISE AND CONSIDERATION FOR THAT PROMISE The two components of the classical offer are the promisor’s promise and the consideration for the promisor’s promise. The text clearly differentiates the promisor’s promise from the consideration for that promise. Without a promisor’s promise there can be no offer. Without consideration for the promisor’s promise there can be no offer. Students are forced to dissect the offer into its components rather than use a macro approach. -
Logic and Sets Clast Mathematics Competencies
5 LOGIC AND SETS CLAST MATHEMATICS COMPETENCIES IE1: Deduce facts of set inclusion or set non-inclusion from a diagram IIE1: Identify statements equivalent to the negations of simple and compound statements IIE2: Determine equivalence or non-equivalence of statements IIE3: Draw logical conclusions from data IIE4: Recognize that an argument may not be valid even though its conclusion is true IIIE1: Recognize valid reasoning patterns as illustrated by valid arguments in everyday language IIIE2: Select applicable rules for transforming statements without affecting their meaning IVE1: Draw logical conclusions when facts warrant them 226 5.1 EQUIVALENT STATEMENTS The word logic is derived from the Greek word logos which may be interpreted to mean reason or discourse. Most of the study of logic revolves around the idea of a statement which we shall discuss next. T TERMINOLOGY -- STATEMENTS DEFINITION OF A STATEMENT EXAMPLES A statement is a declarative sentence which I will study today. can be classified as true or false. 2 is an even number. CONJUNCTIONS (p and q) Let e represent the statement "2 is an even If two statements are connected by the word Let w represent the statement "and" (or an equivalent word such as "but"), "2 is a whole number". The statement: the resulting statement is called a conjunction "2 is an even number and 2 is a whole and is denoted by p ∧ q. number" is a conjunction which can be written The CLAST simply uses the notation p and q. as "e ∧ w" or as "e and w". DISJUNCTIONS (p or q) Let h be: I will study hard If two statements are connected by the word and f be: I will fail the test "or" (or an equivalent word), the resulting The statement "I will study hard or I will fail statement is called a disjunction and is denoted the test" is a disjunction which can be written by p ∨ q. -
Fraud Risk Management: a Guide to Good Practice
Fraud risk management A guide to good practice Acknowledgements This guide is based on the fi rst edition of Fraud Risk Management: A Guide to Good Practice. The fi rst edition was prepared by a Fraud and Risk Management Working Group, which was established to look at ways of helping management accountants to be more effective in countering fraud and managing risk in their organisations. This second edition of Fraud Risk Management: A Guide to Good Practice has been updated by Helenne Doody, a specialist within CIMA Innovation and Development. Helenne specialises in Fraud Risk Management, having worked in related fi elds for the past nine years, both in the UK and other countries. Helenne also has a graduate certifi cate in Fraud Investigation through La Trobe University in Australia and a graduate certifi cate in Fraud Management through the University of Teeside in the UK. For their contributions in updating the guide to produce this second edition, CIMA would like to thank: Martin Birch FCMA, MBA Director – Finance and Information Management, Christian Aid. Roy Katzenberg Chief Financial Offi cer, RITC Syndicate Management Limited. Judy Finn Senior Lecturer, Southampton Solent University. Dr Stephen Hill E-crime and Fraud Manager, Chantrey Vellacott DFK. Richard Sharp BSc, FCMA, MBA Assistant Finance Director (Governance), Kingston Hospital NHS Trust. Allan McDonagh Managing Director, Hibis Europe Ltd. Martin Robinson and Mia Campbell on behalf of the Fraud Advisory Panel. CIMA would like also to thank those who contributed to the fi rst edition of the guide. About CIMA CIMA, the Chartered Institute of Management Accountants, is the only international accountancy body with a key focus on business. -
8Th Grade Text Structure Lesson, Practice, and Answer Key (Study Island) 1
8th Grade Text Structure Lesson, Practice, and Answer Key (Study Island) 1 Text Structure When you understand how the writer has organized information, you will understand and remember the text better. Writers organize text in several different ways. Cause/Effect The text shows that one event causes another thing to happen. Look for words like "because," "then," "since," and "as a result." Example: It rained for the first few days of the camping trip. As a result, most of the campers were restless and wanted to go home. Comparison/Contrast The text shows how ideas or things are alike or different. Look for words like "best," "more," "better," "less," "worse," "easier," and "than." Example: The best time to visit the Rocky Mountains is early fall. The weather is cooler in the fall than in the summer. You will see fewer people and more animals. The fall colors are more beautiful. Description When you want to paint a picture with words, use description to organize your ideas. To make the picture come alive in your reader's mind, use a lot of adjectives and describe what you would see, taste, smell, feel, or hear. Adjectives are words like "pretty," "sweet," "smooth," and "loud." Example: The cellar was cold, damp, and dark. It smelled musty and old. Problem/Solution The text is split into two parts: One part presents a problem, and the other part gives the solution to the problem. Look for words like "problem," "solution," "solve," and "plan." Example: The city of Taylor has fifteen public swimming pools. In the past, plenty of lifeguards have been available for staffing the pools throughout the summer. -
Songs of the Vietnam War Lyrics
The Limits of Power: The United States in Vietnam Name:______________________________________________ 2 Online Lesson Songs of the Vietnam War Lyrics Introduction: Throughout history, the strong feelings raised by the sacrifices, ideals, heartbreaks, and triumphs of war have often been expressed by poets and artists in songs. Songs that best cap- tured the strong feelings of Americans became very popular and lived on long after the details of the conflict were forgotten. Whether they expressed patriotism and national ideals such as inThe Star-Spangled Banner and The Battle Hymn of the Republic, sacrifice and heroism such as inWhen Johnny Comes Marching Home, or disappointment and loss such as All Quiet Along the Potomac Tonight, these songs have become part of the history. The Vietnam War was no exception. Below is a small selection of the many songs written by Americans, Vietnamese, and French about the Vietnam War. Lyndon Johnson Told the Nation By Tom Paxton (1965, folk) < http://youtu.be/JQqapCkf4Uc> I got a letter from L.B.J., it said, “This is your lucky day. It’s time to put your khaki trousers on. Though it may seem very queer, we’ve got no jobs to give you here, so we are sending you to Viet Nam” chorus And Lyndon Johnson told the nation, “Have no fear of escalation, I am trying ev’ryone to please. Though it isn’t really war, we’re sending fifty thousand more to help save Viet Nam from Viet Namese.” I jumped off the old troop ship, I sank in mud up to my hips, And cussed until the captain called me down, “never mind how hard it’s raining, Think of all the ground we’re gaining, just don’t take one step outside of town.” Every night the local gentry slip out past the sleeping sentry They go out to join the old V.C. -
Bedrock Valleys of the New England Coast As Related to Fluctuations of Sea Level
Bedrock Valleys of the New England Coast as Related to Fluctuations of Sea Level By JOSEPH E. UPSON and CHARLES W. SPENCER SHORTER CONTRIBUTIONS TO GENERAL GEOLOGY GEOLOGICAL SURVEY PROFESSIONAL PAPER 454-M Depths to bedrock in coastal valleys of New England, and nature of sedimentary Jill resulting from sea-level fluctuations in Pleistocene and Recent time UNITED STATES GOVERNMENT PRINTING OFFICE, WASHINGTON : 1964 UNITED STATES DEPARTMENT OF THE INTERIOR STEWART L. UDALL, Secretary GEOLOGICAL SURVEY Thomas B. Nolan, Director The U.S. Geological Survey Library has cataloged this publication, as follows: Upson, Joseph Edwin, 1910- Bedrock valleys of the New England coast as related to fluctuations of sea level, by Joseph E. Upson and Charles W. Spencer. Washington, U.S. Govt. Print. Off., 1964. iv, 42 p. illus., maps, diagrs., tables. 29 cm. (U.S. Geological Survey. Professional paper 454-M) Shorter contributions to general geology. Bibliography: p. 39-41. (Continued on next card) Upson, Joseph Edwin, 1910- Bedrock valleys of the New England coast as related to fluctuations of sea level. 1964. (Card 2) l.Geology, Stratigraphic Pleistocene. 2.Geology, Stratigraphic Recent. S.Geology New England. I.Spencer, Charles Winthrop, 1930-joint author. ILTitle. (Series) For sale by the Superintendent of Documents, U.S. Government Printing Office Washington, D.C. 20402 CONTENTS Page Configuration and depth of bedrock valleys, etc. Con. Page Abstract.__________________________________________ Ml Buried valleys of the Boston area. _ _______________ -
Intel® She Will Connect: Connecting Women in Africa to Opportunity
WOMEN AND THE WEB Bridging the Internet Gender Gap* BILLION Regional Internet Access Women’s Internet Access INTEL®USERS SHE WILL CONNECT 2.4ConnectingWORLDWIDE women in Africa to opportunity through technology. 79% 64% 28% 40% The Women and the WebEgypt 32% report16% outlined nearly 25 percent fewer women than men are online in emerging markets. In Sub-Saharan Africa that number rises to 45 percent. In response to the report’s findings, Intel and Mexico 34% 43% its partners committed to reducing the InternetIndia 8% gender gap by helping to put the Internet within the grasp of women in Africa. Women and girls willUganda 9% benefit from the information, knowledge, and connections available on the web and through information and communication technologies (ICTs). We are striving to enable the social IN ASIA andINTERNET economic ACCESS empowerment of women through access to opportunities, educational, financial, health and IN NORTH AMERICA 8% genderIS NEARLY specificTHA Tinformation, OF 28% e-governmentOF WOMEN services, and national and global news. Our goal is to reach 5 million AFRICA OF THE POPULATION IN INDIA HAVE women5X in the region byHAS the INTERNET end AC CESSof 2020.INTERNET ACCESS DEVELOPING COUNTRIES AND THE INTERNET GENDER GAP Women in developing countries frequently lack access to the Internet. Why Women? Women in developing countries are nearly 600 25% less likely to be online than men. 800 MILLION MILLION Women perform 60 percent of the world’s work, produce 50 percent of the food—but earn 10 percent of the income, and own 1 percent of the 43% 10% assets. -
Introduction to Law and Legal Reasoning Law Is
CHAPTER 1: INTRODUCTION TO LAW AND LEGAL REASONING LAW IS "MAN MADE" IT CHANGES OVER TIME TO ACCOMMODATE SOCIETY'S NEEDS LAW IS MADE BY LEGISLATURE LAW IS INTERPRETED BY COURTS TO DETERMINE 1)WHETHER IT IS "CONSTITUTIONAL" 2)WHO IS RIGHT OR WRONG THERE IS A PROCESS WHICH MUST BE FOLLOWED (CALLED "PROCEDURAL LAW") I. Thomas Jefferson: "The study of the law qualifies a man to be useful to himself, to his neighbors, and to the public." II. Ask Several Students to give their definition of "Law." A. Even after years and thousands of dollars, "LAW" still is not easy to define B. What does law Consist of ? Law consists of enforceable rule governing relationships among individuals and between individuals and their society. 1. Students Need to Understand. a. The law is a set of general ideas b. When these general ideas are applied, a judge cannot fit a case to suit a rule; he must fit (or find) a rule to suit the unique case at hand. c. The judge must also supply legitimate reasons for his decisions. C. So, How was the Law Created. The law considered in this text are "man made" law. This law can (and will) change over time in response to the changes and needs of society. D. Example. Grandma, who is 87 years old, walks into a pawn shop. She wants to sell her ring that has been in the family for 200 years. Grandma asks the dealer, "how much will you give me for this ring." The dealer, in good faith, tells Grandma he doesn't know what kind of metal is in the ring, but he will give her $150. -
'Senior Year' Rocks
inside ‘SENIOR YEAR’ ROCKS side Disney’s HSM3 invades American theaters. Pg. 11 in MONDAY November 17, 2008 HI: 49ºF THE METER LO: 27ºF Serving the Tennessee State University community since 1950 N, T. WWW.TSUMETER.COM V , I ‘JUICY’ WEB SITE WREAKS HAVOC ON CAMPUS Web site proves that not all 'Juice' is good for you By DeShanee Miner Senior Staff Reporter The latest online sensation to hit TSU's campus is www.juicycampus.com. Unlike typical community Web sites, Juicy Campus has garnered negative attention from students as well as university administration. In response to several complaints and posts published on the site, Juicy Campus is now banned on the university Internet network. Vice president of Student Affairs Michael Freeman returned a call at approximately 8:45 a.m. on Nov. 12 from a parent who was outraged by allegations of their child on the site. "I looked through the site and the level of conversation on the site," Freeman said. "The students have the right to get to it, but there is no right that says we must host (Juicy Screenshot of the JuicyCampus.com hompage. The site was banned on campus Wednesday, Nov. 12. Campus)." After receiving this phone call, Freeman placed a call to Denis Gendron, vice president Campus gossip scene gets ‘Juicy,’ site banned of technology and administrative services with the request to block the site from the By Jennifer Butler phenomenon were introduced to it, a Web site from Clinton, Miss. "I was like, 'What is this?'" TSU network. News Editor that purports to provide "online anonymous "It" was JuicyCampus.com, a Web site Unknowingly, SGA President Patrick free speech on college campuses." launched in 2007 by Matt Ivester, a Duke- Walker-Reese was making the same request Apparently, the bathroom stall isn't the "I went into the computer lab (on educated Web entrepreneur. -
A Stylistic Analysis of 2Pac Shakur's Rap Lyrics: in the Perpspective of Paul Grice's Theory of Implicature
California State University, San Bernardino CSUSB ScholarWorks Theses Digitization Project John M. Pfau Library 2002 A stylistic analysis of 2pac Shakur's rap lyrics: In the perpspective of Paul Grice's theory of implicature Christopher Darnell Campbell Follow this and additional works at: https://scholarworks.lib.csusb.edu/etd-project Part of the Rhetoric Commons Recommended Citation Campbell, Christopher Darnell, "A stylistic analysis of 2pac Shakur's rap lyrics: In the perpspective of Paul Grice's theory of implicature" (2002). Theses Digitization Project. 2130. https://scholarworks.lib.csusb.edu/etd-project/2130 This Thesis is brought to you for free and open access by the John M. Pfau Library at CSUSB ScholarWorks. It has been accepted for inclusion in Theses Digitization Project by an authorized administrator of CSUSB ScholarWorks. For more information, please contact [email protected]. A STYLISTIC ANALYSIS OF 2PAC SHAKUR'S RAP LYRICS: IN THE PERSPECTIVE OF PAUL GRICE'S THEORY OF IMPLICATURE A Thesis Presented to the Faculty of California State University, San Bernardino In Partial Fulfillment of the Requirements for the Degree Master of Arts in English: English Composition by Christopher Darnell Campbell September 2002 A STYLISTIC ANALYSIS OF 2PAC SHAKUR'S RAP LYRICS: IN THE PERSPECTIVE OF PAUL GRICE'S THEORY OF IMPLICATURE A Thesis Presented to the Faculty of California State University, San Bernardino by Christopher Darnell Campbell September 2002 Approved.by: 7=12 Date Bruce Golden, English ABSTRACT 2pac Shakur (a.k.a Makaveli) was a prolific rapper, poet, revolutionary, and thug. His lyrics were bold, unconventional, truthful, controversial, metaphorical and vulgar. -
Contracts Outline
Contracts Outline NYU Fall 2004, Professor Barry Friedman Chapter 1 What Promise Ought We Enforce.............................................................. 8 1. Why we enforce promise......................................................................................... 8 1.1. Moral claim (Foundational) ........................................................................ 8 1.2. Efficiency / Mutual exchange: we can not exchange things simultaneously.............................................................................................. 8 1.3. Reliance: somebody relies on the promise and changes his plan............. 8 1.4. Will theory: somebody makes the promise means he wants the promise to be enforced. .............................................................................................. 8 1.5. Benefits unjustly retained............................................................................ 8 2. Promise with good consideration........................................................................... 8 2.1. Bargain for exchange is the test of good consideration ............................ 8 2.2. Past consideration is no good consideration.............................................. 9 2.3. Moral promise could be enforced under material benefit rule................ 9 2.4. Illusory promise is no good consideration ................................................. 9 2.5. Conditional promise could be good consideration.................................. 10 2.6. Good consideration could be implied......................................................