Game Theory and the Law of Contract Formation
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Offer and Acceptance
ROLL FOLD... DOUBLE CHECK ADJUSTMENTS FOR ROLL FOLD... 1/16" creep. MAKE ADJUSTMENTS FOR DOT GAIN. diligence period expires, the earnest money should “contingencies” must be performed by the dates are a number of exceptions to this requirement. timeshare in North Carolina from a seller classified by these transactions may be riskier than a conventional be refunded to you. If you terminate after the due specified in the contract or very soon thereafter, Consequently, for application of this law to a particular law as a developer of a timeshare project, you have five purchase, you should consult your attorney before into diligence period, the earnest money is usually depending upon whether the contract states that situation, you should consult your attorney. days to cancel your purchase contract which you can do entering such agreements. forfeited to the seller unless the seller is unable “time is of the essence.” If time is of the essence, and • Lead Paint Disclosure. If you are by mail. If you are a resident of another state, you may • Lease-Purchase. In lease-purchase Questions and Answers on: or unwilling to satisfy the terms of the contract. If you or the seller fail to perform by the stated deadline, purchasing a residential building constructed before also have additional rescission rights under the laws of transactions, you occupy property as a tenant but agree there is any dispute between you and the seller the other party may terminate the contract. If the 1978, federal law requires sellers and their brokers to your home state. The developer must hold all funds to purchase it at a future date. -
Applying ACT to Cases of Complex Depression: New Clinical And
ApplyingApplying ACTACT toto CasesCases ofof ComplexComplex Depression:Depression: NewNew ClinicalClinical andand ResearchResearch PerspectivesPerspectives PartPart I:I: DepressionDepression withwith PsychosisPsychosis andand SuicidalitySuicidality Brandon Gaudiano, Ph.D. Assistant Professor of Psychiatry Grant Support: NIH K23 MH076937 OutlineOutline ¾¾ ClinicalClinical FeaturesFeatures ofof PsychoticPsychotic DepressionDepression ¾¾ ACTACT forfor PsychosisPsychosis ResearchResearch ¾¾ TreatmentTreatment DevelopmentDevelopment ProjectProject ¾¾ ClinicalClinical ConsiderationsConsiderations ¾¾ CaseCase ExampleExample DepressionDepression withwith hallucinationshallucinations and/orand/or delusionsdelusions PsychoticPsychotic DepressionDepression ¾ PrevalencePrevalence ratesrates z 15-19% of individuals with depression have hallucinations or delusions (Ohayon and Schatzberg, 2002) z Up to 25% of depressed hospitalized patients (Coryell et al., 1984) ¾ PsychoticPsychotic depressiondepression cancan bebe difficultdifficult toto diagnosediagnose andand treat:treat: z psychotic features in mood disorders can be more subtle than those found in patients with primary psychotic disorders ¾ PsychoticPsychotic depressiondepression cancan bebe difficultdifficult toto diagnosediagnose andand treat:treat: z psychotic features in mood disorders can be more subtle than those found in patients with primary psychotic disorders z patients often underreport psychotic symptoms due to embarrassment or paranoia ¾ PsychoticPsychotic depressiondepression cancan -
About Emotions There Are 8 Primary Emotions. You Are Born with These
About Emotions There are 8 primary emotions. You are born with these emotions wired into your brain. That wiring causes your body to react in certain ways and for you to have certain urges when the emotion arises. Here is a list of primary emotions: Eight Primary Emotions Anger: fury, outrage, wrath, irritability, hostility, resentment and violence. Sadness: grief, sorrow, gloom, melancholy, despair, loneliness, and depression. Fear: anxiety, apprehension, nervousness, dread, fright, and panic. Joy: enjoyment, happiness, relief, bliss, delight, pride, thrill, and ecstasy. Interest: acceptance, friendliness, trust, kindness, affection, love, and devotion. Surprise: shock, astonishment, amazement, astound, and wonder. Disgust: contempt, disdain, scorn, aversion, distaste, and revulsion. Shame: guilt, embarrassment, chagrin, remorse, regret, and contrition. All other emotions are made up by combining these basic 8 emotions. Sometimes we have secondary emotions, an emotional reaction to an emotion. We learn these. Some examples of these are: o Feeling shame when you get angry. o Feeling angry when you have a shame response (e.g., hurt feelings). o Feeling fear when you get angry (maybe you’ve been punished for anger). There are many more. These are NOT wired into our bodies and brains, but are learned from our families, our culture, and others. When you have a secondary emotion, the key is to figure out what the primary emotion, the feeling at the root of your reaction is, so that you can take an action that is most helpful. . -
Indexed Induction-Recursion
Indexed Induction-Recursion Peter Dybjer a;? aDepartment of Computer Science and Engineering, Chalmers University of Technology, 412 96 G¨oteborg, Sweden Email: [email protected], http://www.cs.chalmers.se/∼peterd/, Tel: +46 31 772 1035, Fax: +46 31 772 3663. Anton Setzer b;1 bDepartment of Computer Science, University of Wales Swansea, Singleton Park, Swansea SA2 8PP, UK, Email: [email protected], http://www.cs.swan.ac.uk/∼csetzer/, Tel: +44 1792 513368, Fax: +44 1792 295651. Abstract An indexed inductive definition (IID) is a simultaneous inductive definition of an indexed family of sets. An inductive-recursive definition (IRD) is a simultaneous inductive definition of a set and a recursive definition of a function from that set into another type. An indexed inductive-recursive definition (IIRD) is a combination of both. We present a closed theory which allows us to introduce all IIRDs in a natural way without much encoding. By specialising it we also get a closed theory of IID. Our theory of IIRDs includes essentially all definitions of sets which occur in Martin-L¨of type theory. We show in particular that Martin-L¨of's computability predicates for dependent types and Palmgren's higher order universes are special kinds of IIRD and thereby clarify why they are constructively acceptable notions. We give two axiomatisations. The first and more restricted one formalises a prin- ciple for introducing meaningful IIRD by using the data-construct in the original version of the proof assistant Agda for Martin-L¨of type theory. The second one admits a more general form of introduction rule, including the introduction rule for the intensional identity relation, which is not covered by the restricted one. -
What Is Invitation to Treat?
Cyber Law: © Dr. Qais Faryadi (F.S.T) www.dr-qais.com WHAT IS INVITATION TO TREAT? Invitation to treat or simply speaking information to bargain means a person inviting others to make an offer in order to create a binding contract. An example of invitation to treat is found in window shop displays and product advertisement. Invitation to treat comes from the Latin phrase invitatio ad offerendum and it means inviting an offer. In another words it is a special expression showing a person’s willingness to negotiate. When a shopkeeper makes an invitation to treat may not accept any offer on his goods as soon as it is accepted by the person who makes an offer. There is a difference between an offer and invitation to treat. When A accepts an offer from B a contract is complete. When B accepts an advertisement in a shop window, he is actually making an offer. It is up to the advertiser to accept or to reject the offer. The issue of invitation to treat was discussed in the case of Fisher v Bell 1 by the English Court of Appeal: “It is perfectly clear that according to the ordinary law of contract the display of an article with a price on it in a shop window is merely an invitation to treat. It is in no sense an offer for sale the acceptance of which constitutes a contract.” As such when a person displays a good on his shop or advertises something in his shop window merely bargaining an offer on it. -
Smashing the Broken Mirror: the Battle of the Forms, UCC 2-207, and Louisiana's Improvements, 53 La
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Louisiana State University: DigitalCommons @ LSU Law Center Louisiana Law Review Volume 53 | Number 5 May 1993 Smashing the Broken Mirror: The aB ttle of the Forms, UCC 2-207, and Louisiana's Improvements N. Stephan Kinsella Repository Citation N. Stephan Kinsella, Smashing the Broken Mirror: The Battle of the Forms, UCC 2-207, and Louisiana's Improvements, 53 La. L. Rev. (1993) Available at: https://digitalcommons.law.lsu.edu/lalrev/vol53/iss5/5 This Article is brought to you for free and open access by the Law Reviews and Journals at LSU Law Digital Commons. It has been accepted for inclusion in Louisiana Law Review by an authorized editor of LSU Law Digital Commons. For more information, please contact [email protected]. Smashing the Broken Mirror: The Battle of the Forms, UCC 2-207, and Louisiana's Improvements N. Stephan Kinsella* TABLE OF CONTENTS I. Introduction ........................................................... 1556 II. The Mirror Image Rule and the Last Shot Principle ... 1557 III. Formation of Contracts in Louisiana-Present and Future .................................................................. 1558 IV. UCC Section 2-207 Problems and Civil Code Solutions ............................................................... 1560 A. Where Acceptance is "Expressly Conditional" ..... 1560 1. The Meaning of "Expressly Conditional". ..... 1560 2. Article 2601-Omission of "Expressly"-Ap- parent Disadvantages ................................... 1562 3. Article 2601-Omission of "Expressly"- Advantages ................................................ 1563 B. Expression of Acceptance .................................. 1565 C. Additional and Different Terms as Proposals for M odification .................................................... 1566 D. Additional Terms that "Materially Alter" the C ontract ......................................................... 1567 1. "Different Terms" and Acceptance by Silence 1567 2. -
Social and Emotional Skills Well-Being, Connectedness and Success
Social and Emotional Skills Well-being, connectedness and success ©OECD FOREWORD Contents Foreword Foreword 3 Education systems need to prepare students for continuous effort to create the kind of binding social their future, rather than for our past. In these times, capital through which we can share experiences, ideas Introduction 4 digitalisation is connecting people, cities and continents and innovation and build a shared understanding among to bring together a majority of the world’s population in groups with diverse experiences and interests, thus 01. Measuring Social and Emotional Skills 5 ways that vastly increases our individual and collective increasing our radius of trust to strangers and institutions. potential. But the same forces have made the world also 02. Social and emotional skills drive critical life outcomes 10 more volatile, more complex, and more uncertain. And Over the last years, social and emotional skills have when fast gets really fast, being slow to adapt makes been rising on the education policy agenda and in the 03. The impact of specific social and emotional skills on life outcomes 17 education systems really slow. The rolling processes of public debate. But for the majority of students, their automation, hollowing out jobs, particularly for routine development remains a matter of luck, depending on ○ Conscientiousness – getting things done, as required and in time 17 tasks, have radically altered the nature of work and life whether this is a priority for their teacher and their and thus the skills that are needed for success. For those school. A major barrier is the absence of reliable metrics ○ Openness to experience – exploring the world of things and ideas 20 with the right human capacities, this is liberating and in this field that allow educators and policy-makers to exciting. -
Beyond Unconscionability: the Case for Using "Knowing Assent" As the Basis for Analyzing Unbargained-For Terms in Standard Form Contracts
Beyond Unconscionability: The Case for Using "Knowing Assent" as the Basis for Analyzing Unbargained-for Terms in Standard Form Contracts Edith R. Warkentinet I. INTRODUCTION People who sign standard form contracts' rarely read them.2 Coun- sel for one party (or one industry) generally prepare standard form con- tracts for repetitive use in consecutive transactions.3 The party who has t Professor of Law, Western State University College of Law, Fullerton, California. The author thanks Western State for its generous research support, Western State colleague Professor Phil Merkel for his willingness to read this on two different occasions and his terrifically helpful com- ments, Whittier Law School Professor Patricia Leary for her insightful comments, and Professor Andrea Funk for help with early drafts. 1. Friedrich Kessler, in a pioneering work on contracts of adhesion, described the origins of standard form contracts: "The development of large scale enterprise with its mass production and mass distribution made a new type of contract inevitable-the standardized mass contract. A stan- dardized contract, once its contents have been formulated by a business firm, is used in every bar- gain dealing with the same product or service .... " Friedrich Kessler, Contracts of Adhesion- Some Thoughts About Freedom of Contract, 43 COLUM. L. REV. 628, 631-32 (1943). 2. Professor Woodward offers an excellent explanation: Real assent to any given term in a form contract, including a merger clause, depends on how "rational" it is for the non-drafter (consumer and non-consumer alike) to attempt to understand what is in the form. This, in turn, is primarily a function of two observable facts: (1) the complexity and obscurity of the term in question and (2) the size of the un- derlying transaction. -
Social Emotional Learning Standards, Benchmarks, and Indicators
Appendix D SOCIAL EMOTIONAL LEARNING STANDARDS, BENCHMARKS, AND INDICATORS Social Emotional Learning Standards, Benchmarks, and Indicators Background This document was created by the Social Emotional Learning Indicators Workgroup through a process that utilized a thorough literature review along with a detailed scan of other states and a Canadian province that have developed SEL standards. The literature review is contained in three bibliographies and the national scan detailed the work in 11 states and one province. These studies were prepared by the American Institutes for Research under contract with OSPI. The bibliographies focused on an overarching evidence basis for SEL, literature that aligned with the standards and benchmarks that were developed in 2016 by the Washington Social Emotional Learning Benchmarks Workgroup, along with a list of references specific to the creation of the indicators in this document. These bibliographies and the scan are contained in the 2019 report to the legislature from the Social Emotional Learning Indicators Workgroup and are a part of the Washington state SEL resource package. The purpose of this document is to provide a scaffolded framework identifying observable developmental benchmarks/indicators. Educators benefit from clear definitions of skills and dispositions articulating how learners develop. Purpose of This Document The primary purpose of this document is to help teachers answer the question, “How do I know what to look for when describing social emotional development for my students?” Educators can use this document to reference developmentally appropriate examples of student social emotional learning (SEL) corresponding to specific standards and benchmarks, and therefore inform their instruction to aid student development. -
Is an Advertisement an Offer? Why It Is, and Why It Matters Jay M
Hastings Law Journal Volume 58 | Issue 1 Article 2 1-2006 Is an Advertisement an Offer? Why It Is, and Why It Matters Jay M. Feinman Stephen R. Brill Follow this and additional works at: https://repository.uchastings.edu/hastings_law_journal Part of the Law Commons Recommended Citation Jay M. Feinman and Stephen R. Brill, Is an Advertisement an Offer? Why It Is, and Why It Matters, 58 Hastings L.J. 61 (2006). Available at: https://repository.uchastings.edu/hastings_law_journal/vol58/iss1/2 This Article is brought to you for free and open access by the Law Journals at UC Hastings Scholarship Repository. It has been accepted for inclusion in Hastings Law Journal by an authorized editor of UC Hastings Scholarship Repository. For more information, please contact [email protected]. Is an Advertisement an Offer? Why It Is, and Why It Matters JAY M. FEINMAN* AND STEPHEN R. BRILL** INTRODUCTION Courts and scholars uniformly recite the contract law rule familiar to all first-year students: An advertisement is not an offer. The courts and scholars are wrong. An advertisement is an offer. This Article explains why the purported rule is not the law, why the actual rule is that an advertisement is an offer, why that rule is correct, and what it tells us about contract law in particular and legal doctrine in general. I. THE TRADITIONAL RULE: AN ADVERTISEMENT Is NOT AN OFFER It is Hornbook law' that an advertisement is not an offer. Williston self-assuredly declared the rule to be an application of the dividing line between preliminary negotiations and offers: Frequently, negotiations for a contract are begun between parties by general expressions of willingness to enter into a bargain upon stated terms and yet the natural construction of the words and conduct of the parties is rather that they are inviting offers, or suggesting the terms of a possible future bargain than making positive offers. -
Using Acceptance and Commitment Therapy to Negotiate Losses and Life Transitions
Article 12 Using Acceptance and Commitment Therapy to Negotiate Losses and Life Transitions Stacy Speedlin, Kevin Milligan, Shane Haberstroh, and Thelma Duffey Speedlin, Stacy, Ph.D., LPC, LCDC, is an adjunct professor at the University of Texas at San Antonio. Milligan, Kevin, M.A., LPC is a doctoral student at the University of Texas at San Antonio. Haberstroh, Shane, Ed.D., LPC is an associate professor at the University of Texas at San Antonio. Duffey, Thelma, Ph.D., LPC is department chair and full professor at the University of Texas at San Antonio. Abstract In this article, we describe the application of acceptance and commitment therapy (ACT) on clients coping with grief and loss. As a theoretical approach to grief counseling, we examine how ACT’s six core processes can be applied. ACT’s philosophical foundation and six core processes work effectively within the context of the grief counseling session. We suggest ACT strategies for working with clients who have experienced loss. Keywords: grief, loss, counseling, strategies for grief counseling, acceptance and commitment therapy, ACT Loss is endemic to the human condition. Individuals experience loss during expected life transitions, while other times, they face multiple, unexpected losses that can leave them devastated and isolated (Horn, Crews, & Harrawood, 2013). Clients requesting grief counseling can present with a myriad of losses, including death, divorce, loss of a job, or loss of a child through separation. Others may seek counseling due to transitional losses like moving away from home, starting a new career, or questioning the very meaning of their life choices. A client may seek counseling for depression and may likely also reveal losses pertaining to lifestyle, hopes and aspirations. -
Formal Systems: Combinatory Logic and -Calculus
INTRODUCTION APPLICATIVE SYSTEMS USEFUL INFORMATION FORMAL SYSTEMS:COMBINATORY LOGIC AND λ-CALCULUS Andrew R. Plummer Department of Linguistics The Ohio State University 30 Sept., 2009 INTRODUCTION APPLICATIVE SYSTEMS USEFUL INFORMATION OUTLINE 1 INTRODUCTION 2 APPLICATIVE SYSTEMS 3 USEFUL INFORMATION INTRODUCTION APPLICATIVE SYSTEMS USEFUL INFORMATION COMBINATORY LOGIC We present the foundations of Combinatory Logic and the λ-calculus. We mean to precisely demonstrate their similarities and differences. CURRY AND FEYS (KOREAN FACE) The material discussed is drawn from: Combinatory Logic Vol. 1, (1958) Curry and Feys. Lambda-Calculus and Combinators, (2008) Hindley and Seldin. INTRODUCTION APPLICATIVE SYSTEMS USEFUL INFORMATION FORMAL SYSTEMS We begin with some definitions. FORMAL SYSTEMS A formal system is composed of: A set of terms; A set of statements about terms; A set of statements, which are true, called theorems. INTRODUCTION APPLICATIVE SYSTEMS USEFUL INFORMATION FORMAL SYSTEMS TERMS We are given a set of atomic terms, which are unanalyzed primitives. We are also given a set of operations, each of which is a mode for combining a finite sequence of terms to form a new term. Finally, we are given a set of term formation rules detailing how to use the operations to form terms. INTRODUCTION APPLICATIVE SYSTEMS USEFUL INFORMATION FORMAL SYSTEMS STATEMENTS We are given a set of predicates, each of which is a mode for forming a statement from a finite sequence of terms. We are given a set of statement formation rules detailing how to use the predicates to form statements. INTRODUCTION APPLICATIVE SYSTEMS USEFUL INFORMATION FORMAL SYSTEMS THEOREMS We are given a set of axioms, each of which is a statement that is unconditionally true (and thus a theorem).