ShantanuT01/DACTYL-Pretraining huggingface dataset:
Introduction Thank you for asking and taking the time to consolidate your knowledge. In this email, I will try to explain the basic building blocks of a contract in the United States and what laws and rules govern those agreements. I will divide the email into several subsections to facilitate your understanding. At the end of the email, I will outline how these contract elements apply to the cases you previously described. Bear in mind that the primary provisioners for contracts in the United States are common law and the UCC. The former governs the sale of real estate and services, and the latter regulates contracts that involve the sale of goods. Mutual Assent Enforceability of a contract depends on many nuances and is eventually ruled by the court’s decision. However, all contracts should contain three essential elements to be enforceable – offer, acceptance, and consideration (Poole, 2016). The foundational building block of any contract is a mutual assent between the offeror and the offeree (Hunter, 2015). Offer and acceptance are the two elements that form a mutual assent (Beale et al., 2019). There must be a clear intent to be bound by the terms of the agreement, and these terms must be defined adequately in order for an assent to be established. The intent is always subject to an objective test, which determines whether an intent to be bound can be perceived from the offeror’s words and whether the offeree believed in the offer’s legitimacy (Knapp, Crystal, & Prince, 2019). When ruling a case on whether there was an intent to be bound, courts often rely on several factors. They assess the language of the preliminary agreement and the context within which the negotiations took place ( Cochran v. Norkunas , 2006). The terms of the contract and the performance are also considered – courts determine where there are any terms that are left open and whether there was a partial performance. Offer Offer is made when the offeree gives the other party an opportunity to get involved in a contractual relationship. In other words, a valid offer is when the offeree believes that his or her decision has the power to conclude the bargain (Beale et al., 2019). When a legitimate offer is made, the offeree has the capability of acceptance – in the case where the offeree accepts the offer, an enforceable contract is made. There are several ways an offer can be terminated – rejection, revocation, lapse, and death (Snyder & Burge, 2017). Rejection can be direct or indirect – for instance, proposing a counteroffer implies that the offeree does not agree with the terms and thereby rejects it (Snyder & Burge, 2017). The offeror may also revoke the offer; however, it is only possible if there has not been any acceptance made (Snyder & Burge, 2017). The offer may lapse when the time period specified in the terms expires. In cases when time is not stated explicitly, courts will lean on the notion of reasonableness. Acceptance Some form of performance should be undertaken in order for an offeree to accept the offer. For instance, the offeree may provide an oral or written statement. There are several rules that mus
In both plays Macbeth by William Shakespeare and Oedipus by Sophocles we have forces of fate stepping in and intervening upon the characters of the play. We must question whether or not the characters would have acted in the way that they did had they not been given their respective prophesies. Oedipus is driven to act by hearing that he will murder his mother and kill his father. Because he hears this, he takes actions that inadvertently fulfill this awful prophesy. Similarly, Macbeth fulfills the prophesy and alters his actions because he had been told of the prophesy in the first place, but what we must ask and consider is whether he would have ended up doing the same thing anyway, though we can never really know the answer to this. In Act 1 Scene 3 of Macbeth, we have the three witches who greet him and inform him that he is to become the “Thane of Cawdor,” the title that he will receive that evening, and “king hereafter” (46-48). In this we can think about how Macbeth acts throughout the rest of the play. Would Macbeth have decided to murder the king if he had not been given that prophesy? In Act 1 Scene 5, we have Lady Macbeth goading her husband into action because she feels as though greater power is within her reach, though she’s afraid that her husband is “too full o’ th’ milk of human kindness”(15). If Macbeth had not been given the prophesy, he would have accepted the title of Thane of Cawdor graciously, but there is nothing inherent in this that would have pushed him into taking the actions that he did. It’s hard to see Macbeth deciding upon murdering the king without having being given this prophesy and the additional influence of his wife, who from the second she heard that Macbeth was prophesied to become king couldn’t wait to become
The impact of the bill/interim resolution if it becomes law or does not become a law The legislative bill 599 has pros and cons whether it is enacted into law or rejected. If the legislature opts to restore the government-funded prenatal care program for illegal immigrants, it will lead to a reduced frequency of babies born with birth complications. Birth complications and defects account for most of the cases of child mortality in the US. The enactment of the bill will also result in reduced financial expenses attributed to intensive care and complications associated with delivery. This means that immigrant expectant mothers would be eligible to get free health care services funded by the taxpayers. This bill facilitates the provision of free prenatal health care services to all women irrespective of their immigrant status. However, this care should precisely be related to the patient’s pregnancy and should not include an organ transplant. The bill is intended to permit the state of Nebraska to maintain prenatal health care services provided to unborn children belonging to low-income women. This means that mothers with low income will get state-funded health care for complications related to their pregnancy. The enactment into law would also mean that the legal citizens of Nebraska would have to pay higher taxes to enable the state to finance the prenatal health care program (“Legislative Bill 599,” 2011). In the event that the bill is defeated and does not become law, it would mean that thousands of illegal immigrants would not be eligible to receive prenatal health services financed by the state or offered by Medicare and Medicaid services. As a result, a large population of immigrant population will be left without any adequate health cover. This will probably result in increased cases of childbirth complications such as low birth weight, which would have been easily detected during prenatal care. It is estimated that, for every dollar invested in prenatal health care services offered to illegal immigrants, the state saves about four dollars from complications that would arise from childbirth (“Legislative Bill 599,” 2011). Testimony for the bill/interim resolution. The bill notes that the unborn child does not pose any immigration status and, as a result, they are not covered under the Nebraska laws in section 4-108. The bill also acknowledges the prenatal health care services accessible pursuant to SCHIP. These services are available for unborn infants whose admissibility is independent of the parent’s admissibility and immigration status. However, these services are not encompassed in the limitations imposed by the statute laws of Nebraska section 4-108. The bill intends to facilitate state efforts to commence and expand child health care to
Religion and human society have always been a great part of any country or nation. A person’s belief in something that is unexplained and higher is inseparable from a human being. One might even argue that the disbelief in any form of Higher Being is also a form of belief; it is the belief in Nothing, just in life as it is, without any continuation. There are many people who would argue that there is an afterlife but this belief does not necessarily mean that they have to believe in a particular God, they simply believe into another form of existence. “Square Peg: Why Wesleyans Aren’t Fundamentalists” starts the discussion of Christianity through fundamentalism. Even though there is no hard definition, its principles rest on three things: The Bible is free of any error, The modern study of the Bible is improper and that people who do not share the same view point as fundamentalists cannot be considered as proper believers (Truesdale 28). Another perspective adds to this definition by saying that the Bible should be taken as a factual recollection of events, which exact and truthful definitions of science, history, and morality. From one perspective, it is understandable where such views would come. Reason bases itself on rational thinking of a wise and educated human being. Religion is what is taught by culture, society, family, and possibly friends. The close relationship between Christianity, culture, science, and psychology is, in reality, the same thing. “Reading the Bible from the Margins” by Miguel A. De La Torre talks about groups interpretations by society and governing systems, making the Bible hardly accessible or believed in the modern day. The author states that interpretation in reading the Bible is what makes it different for each person. He brings about a concept of football players and all of them being damned, as they touch “pigskin” from which the ball is made (De La Torre 1). Surely, this interpretation is extreme and would not mean that God will punish all the players, as it is unreasonable. At the same time, it might be a warning that people should not make balls out of the skin of a dead animal. Even though it might have been impossible to manufacture other materials in the past, modern society is capable of replacing materials with synthetic made. “The New Oxford Annotated Bible with Apocrypha” talks about the unity of religious texts. With the rationalization period, famous philosophers have questioned some components of the Torah, which was thought to be a unified text of Christianity (Coogan 4). It is also noted that several texts describe the unique relationship between people and God. Sometimes, it is close and sometimes somewhat distant. There is no denying that Christian laws of “do not kill, respect the neighbor and yourself” are all based on the wisdom of the worl
Introduction Nuclear life cycles are associated with many radioactive emissions. Alpha rays, beta rays and gamma rays radiations form the distinguished bands of emissions from power plants. Gamma rays have very short wavelength usually dependent on electric field and magnetic field of its particles in a free atmosphere. The ionizing radiation nature of gamma rays makes it easy for the atoms associated with its propagation to undergo radioactivity in expose to light. In this assessment, we will explore the potential hazards and threats that people may encounter while working in a nuclear plant. Based on the study of Pressurized Water Reactor, We will also assess the various risks involved in conducting inspection and maintenance exercise in the plant (Pentreath 1980, p. 23). By identifying and assessing the risks involved in servicing the plants, observations made on operating in dusty conditions is unusually entered and such areas form the basis of risk assessments. Inferring to the risk informs the mitigations strategies considered against international standards in the final part of this assessment (Trudeau 1991, p. 1-5). Case overview Pressurized Water Reactor exploits nuclear sources to generate energy used in a variety of industries. Despite its significant contribution to development of different economies, the reactor needs careful handling during operations just as it demands many precautions to carry out occasional inspections and maintenance services. Since the first Pressurized Water Reactor (PWR), developed by Westinghouse Bettis Atomic power in 1982, several companies have embarked on similar projects of building PWR to complement the ever-growing energy demands in a rapidly industrializing world with a continuously narrowing technology gap. A typical Pressurized Water Reactor consists of three distinct cooling systems. In the Main Steam System are the Condensation Feeder water System and Reactor coolant although only the Reactor coolant inhabits radioactivity. The main challenges faced by these plant operators include nucleate boiling and thermodynamic pressure which must be mitigated for higher efficiency. The loops in the containment of a PWR normally transmit water at high temperatures and pressures; this justifies the constant monitoring and maintenance of these components done to minimize the degree of potential risks that may occur in the plant. In the PWR, water plays a critical role as a coolant and steam pressure that turns the turbines, which in turn drives an external generator, it therefore important to avail adequate water to control potential risks and hazards (Radioisotope Power System Committee 2009, p. 16). The multinational companies that build PWR include Siemens, Framatome and Mitsubishi. Upon installation they offer after sale services such as monitoring the productivity of the plants for their clients as they understand their technology better; this helps in their durability, maintenance, efficiency and modification aimed at conforming them to the
It is generally known that motivation has a positive impact on second language acquisition (SLA); however, it does not guarantee good results (Ormond, 2008). Several activities of grammar acquisition among ESL may present a distinct basis for instruction. A number of scholars have highlighted the significance of logical linguistic input in acquirement procedure. Some of these concepts include monitor theory; this activity provide a period that enable learners to listen, though they are not allowed to express themselves, as an approach of encouraging grammar acquisition. The monitor theory shows that a sequence of activities highlighting listening comprehension ought to herald even the simple input activities (Stepp-Greany, 2003). The input processing concept; this activity distinguishes between productions (language the students are exposed to) as well as intake (the actual language that is processed by students). This concept highlights the significance of connecting the structure of phrases to its description. If applied as a rationale, it would demonstrate that initial production tasks should be easier to understand that require learners to concentrate to one vital aspect and connect structure to description. On the other hand, activities would enlarge from simple to multifaceted along a continuum ranging from identification to simple grammar input to sentence structure and speech in a logical sequence (Ediger, 1996). Interaction and socio-cultural concept highlights the relevance of social factor of language learning. In addition, these frameworks, grammar is negotiated as well as socially reconciled or even assisted. Paraphrasing, demands for repetition, clarification requests, authentication and recognition are tasks used by novice students to accomplish proficiency when they interact with an expert speaker. Encouraging social contact through CALL and presenting opportunities for the generation of verbal and written linguistic which can be negotiated would be demonstrated in a design prepared around these concepts. These concepts may basically mean that the tasks ought to be developed in a manner to ensure that paired as well as categorized-learning opportunities are affordable to all learners (Krantz, 2009). Content-Based tasks CALL tasks and activities in grammar teaching provide a planned framework for computer-centered rules. Suitable computer-assisted tasks as well as activities comprises of essentially setting the foundation (through previous understanding to create or solidify skill base), offering input and student engagement providing new learning (material and techniques), guided involvement (tasks that reinforce) and extension (application and creative tasks). Considering that computes are capable of numerous branching and enable learners to provide relational learning sequential grammar acquisition may be suitable (Willoughby, 1993). In spite of this, task-oriented activities which simulate a real scenario, and innovative extension activities, tend to be significant in the langua
Description of the Program Veterans are a significant part of the population that needs various kinds of support from the community. For many people, the transition from army to civilian life is fraught with many difficulties associated with their past. The list of possible problems includes both actual health issues that impose restrictions on ordinary life and the need for social support. Studies show that although most former military personnel are reintegrated into society without any problems, there is a significant minority that needs additional job search programs (Perkins et al., 2020). One such program at the moment is the Veterans Readiness and Employment Program (VR&E). This evaluation plan aims to describe, analyze, and evaluate this initiative to achieve the planned and stated results. The name of this program has changed several times over the years, reflecting various aspects that are being emphasized with veterans’ assistance. Although this initiative is also known as the Vocational Rehabilitation and Employment Program, the current variation of the name more accurately reflects the nature of the actions being taken and the primary purpose of helping to prepare, find, and retain a job (Absher, 2021). The complete list of services provided under this program is moderately broader. Nevertheless, the design of this program can be formulated as a set of measures aimed at improving the quality of life of veterans through assistance in getting a job. In this context, various activities are considered that can help a person, depending on their needs. The need to apply specific measures is usually decided by the results of an appointment with a consultant, except for cases of severe injuries during active-duty service (U.S. Department of Veterans Affairs, 2021). This allows for a more personal approach to the veteran, taking into account his needs. The list of goals and services provided within the framework of this initiative is quite broad. Primarily, VR&E consultants conduct a detailed assessment of the veteran’s current condition, which may also include a physical examination (Absher, 2021). Within the framework of such consultations, a person’s abilities are also determined, as well as their capabilities, needs and wishes. These components are fundamental for the subsequent formation of a rehabilitation plan. Depending on the situation, it may include general means of assistance: training in job search and resume writing skills, connecting specialized communication programs with employers. VR&E also provides training and mentoring services to help veterans acquire the necessary skills to develop further in more critical situations. In any of the described cases, the purpose of the personalized plan is to set a specific task and formulate ways to achieve it. One of the so-called Five tracks of services is selected as a goal: reemployment, independent job search, job search in the context of short- and long-term services, and independent living services (Absher, 2021). All measures to be implemented in the future are aimed at the implementation
About the Program The program addressed by this evaluation proposal is a Parent, Teacher, and Youth Mediation Program for teenagers. It is designed to minimize conflict between children and their parents and improve their communication. The target recipients of the program are school children aged between 12 and 16 who express the signs of conflicting communication with their parents and teachers, which negatively impact their academic performance and behavior. The program is designed to mitigate conflicts and improve family functioning for better teenagers’ school and personal communication outcomes (Tucker, Edelen, & Huang, 2017). The program is a ten-hour group intervention that will last for five weeks with one two-hour group session per week. Also, a six- and twelve-week post-intervention evaluation is planned. Evaluation Questions Two sets of evaluation questions are sought to be answered with the help of data collection and interpretation. Firstly, the parent-child communication quality will be evaluated within the framework of the characteristics of their relationships and the ability to manage the conflicting situation. Secondly, the teacher-student relationships will be evaluated with the aim of identifying the character of their interaction. Overall, the data collection is anticipated to contribute to the scope of information about a group of teenagers and the quality of their relationships with parents and teachers. Therefore, the evaluation questions include the following: To what extent the parent-teenager relationships have improved after the intervention in comparison to the ones before the program. To what extent the teacher-teenager relationships have improved after the intervention in comparison to the ones before the program. Data Collection & Sampling To answer the previously stated evaluation questions, specific data indicating the quality of child-parent or child-teacher relationships will be collected. At the program level, the data on personal information necessary for the identification of a client, their relationship with a child, the problems they face, and the reasons they seek social services’ support will be aggregated. Self-report measurement instruments will be used; interviews with social workers working with the group will be required to ensure the validity of the data provided by self-report instruments (Grinell, Gabor, & Unrau, 2016). New data will be collected from the key sources of data. They will include the parents of teenagers and teachers. The collection of data from these participants will allow for obtaining necessary measurable indicators of improvement or change in relationships and identify the achievement of each of the two program evaluation objectives. Parents will receive information about the available program in the form of a pamphlet and will have an opportunity to be sampled and recruited for the program (Jalling et al., 2016). The following interviews will be conducted over the phone to collect information for inclusion. The utilization of nonprobability sampling, purposive sampling, in particular, is justified by the n