Elements of a Contract Bus 670 Legal Environment Abstract In order for a contract to be valid‚ it must meet certain standards. Contracts can be formed by two parties for multiple reasons‚ but must hold up to the same standards in court to be valid. The first element of the contract is the offer. The offer is very important because it is where the contract initializes‚ and is presented to the offeree by the offeror (Mallor et al.‚ 2010‚ p. 307). The second element is acceptance. In this
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ACCOUNTING 313—Intermediate Accounting‚ Fall 2013 Instructor: Dr. Arthur Allen‚ CBA 388‚ Phone 472-3275‚ email aallen1@unl.edu Office Hours: 2:30 3:30 MWF and additional hours as announced. Required books: “Intermediate Accounting” by Spiceland‚ Sepe‚ Nelson‚ 7th edition‚ with access code1 Required: Texas Instruments (TI) Business Analyst (BA) II Plus or TI BA II Plus Professional calculator. Course Objectives At the end of this course‚ you will be able to understand and explain the financial
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The United States of America is and has always been very close to realizing democracy’s ideal of a country where there is “liberty and justice for all”‚ though a number of factors have conspired to move the country away from them in the past‚ and threaten to do so in our immediate future. Though their outcomes have varied considerably over the years‚ the main factors causing the U.S to stray from its ideals of freedom and equality have always been one or both of the following factors—discrimination
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Age Discrimination in the Workplace The purpose of this paper is to review six professional articles to obtain the professional consensus on age discrimination in the workplace. Ageism and age discrimination is alive and thriving in today’s workplace. Age discrimination continues to be a problem for both male and female workers over the age of 40 and more regulations should be implemented to protect workers rights in all age groups‚ both in the younger and older generation. A recurring theme throughout
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Additional criteria include: average wait time‚ average total completion time‚ and variance in completion times. END-OF-CHAPTER PROBLEMS |15.10 |JOB |DUE DATE |DURATION (DAYS) | | |A |313 | 8 | | |B |312 |16 | | |C |325 |40 | | |D |314 | 5
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References: Moore‚ T. (2001). Humanistic Psychology. In B. Strickland (Ed.)‚ The Gale Encyclopedia of Psychology (2nd ed.‚ pp. 313-314). Detroit: Gale. Retrieved from http://go.galegroup.com.ezproxy.apollolibrary.com/ps/i.do?id=GALE%7CCX3406000321&v=2.1&u=uphoenix&it=r&p=GVRL&sw=w&asid=2c283f8e67ae5918d9bee3b0f7669177 Spear‚ J. (2001). Existential Psychology. In B. Strickland (Ed
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Edict of Milan‚ the Reformation‚ and Vatican II are the most significant. The Edict of Milan granted religious freedom throughout the Roman Empire‚ though it was especially intended to legalize Christianity. It was instituted by empire Constantine in 313. Constantine recognized and accepted Christianity. It was the first time an emperor was doing so. Prior to that Christians were persecuted frequently. I feel that this is extremely significant because without the granting of religious freedom the church
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Investing in TUFS 1. What went wrong with the TUFS investment and what can be done to prevent these problems in the future? The CEO‚ IT‚ marketing‚ executive and sales team intended about the new business approaches to preclude difficulties. Brian smith‚ CIO of Mod Meters also deliberates about the new inventiveness in his thoughts about the institute. They were concerned about to new tactical plunges. They had constricted condition for the time‚ human strength‚ and currency power. They have to
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CPSC 313‚ Fall 2012 Handout 5 — Computability x∈L x∈L L ∈ REC halts & accepts halts & rejects Recursive Def 11.2 p 278 §11.1 L ∈ RE halts & accepts — Recursive enumerable Def 11.1 p 278 §11.1 L ∈ co-RE — halts & accepts L ∈ RE ⇔ L ∈ co-RE By def. Thm 11.4 p 283 §11.1 L ∈ REC ⇔ L ∈ RE and L ∈ RE L ∈ RE ⇔ ∃ unrestricted grammar ⇐ Thm 11.6 p 285 §11.2 ⇒ Thm 11.7 p 289 §11.2 L Recursive = L Decidable = χL Computable L Not recursive = L Undecidable = χL Noncomputable REG CF REC
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invested in his work for the church. Being educated himself‚ Chaucer must have valued the power of knowledge. He expressed this through the character of the Oxford Cleric. As a hard-working man‚ the cleric’s “only care was study”‚ and nothing else (313). The cleric used his food money to further his education‚ knowing this would cost him his physical health. In his home‚ “he preferred having twenty books… than costly clothes” (304-305). Although he could afford better clothing for himself‚ the cleric
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