Floridas Construction defect statute, F.S. 558.001 and the balance .docx

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Florida's Construction defect statute, F.S. 558.001 and the balance of Chapter 558 which became effective on May 27 2003 has caused considerable confusion among construction and practitioners and contractors relating to its procedure and enforcement. Please furnish a summary or the obligations, responsibilities and time limitations imposed on those parties required to serve notice of the defect and those parties receiving notice of the defect. Discuss both the posititve and negative aspects as it relates to both parties concerning the Mutual Exchange of Evidence, the right t Inspect the Property, Destructive Testing , The Contractor's failure to take any action, the Contractor's Failure to Honor an agreement to Make Repairs, and the time limits to complete promised repairs. Finally, provide a conclusion regarding the effectiveness of this statute and its benefit(s), if any, to the construction industry and the homeowner. .

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This note considers whether a contract term can exclude all liability for latent defects and limit liability to defect repair or replacement. The clause is based on clause 36.9 from MF/1, the Model Form of conditions for electrical, electronic and mechanical plant from IMechE/IET. The relevant cases are British Fermentation Products v Compair Reavell [1999] 2 All ER (Comm) 389 and in BHP Petroleum v British Steel [2000]2 All ER (Comm) 133. The note was prepared by Sarah fox, 500 Words Ltd. She has reviewed, adapted, advised and trained on the MF/1 form of contract. www.500words.co.uk

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fl ast.indd 11:57:23:AM 01/17/2014 Page xx ffi rs.indd 12:57:18:PM 01/17/2014 Page i Threat Modeling Designing for Security Adam Shostack ffi rs.indd 12:57:18:PM 01/17/2014 Page ii Threat Modeling: Designing for Security Published by John Wiley & Sons, Inc. 10475 Crosspoint BoulevardIndianapolis, IN 46256 www.wiley.com Copyright © 2014 by Adam Shostack Published by John Wiley & Sons, Inc., Indianapolis, Indiana Published simultaneously in Canada ISBN: 978-1-118-80999-0 ISBN: 978-1-118-82269-2 (ebk) ISBN: 978-1-118-81005-7 (ebk) Manufactured in the United States of America 10 9 8 7 6 5 4 3 2 1 No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning or otherwise, except as permitted under Sections 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, 222 Rosewood Drive, Danvers, MA 01923, (978) 750-8400, fax (978) 646-8600. Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, (201) 748-6011, fax (201) 748-6008, or online at http://www.wiley .com/go/permissions. Limit of Liability/Disclaimer of Warranty: The publisher and the author make no representations or warranties with respect to the accuracy or completeness of the contents of this work and specifi cally disclaim all warranties, including without limitation warranties of fi tness for a particular purpose. No warranty may be created or extended by sales or promotional materials. The advice and strategies contained herein may not be suitable for every situation. This work is sold with the understanding that the publisher is not engaged in rendering legal, accounting, or other professional services. If professional assistance is required, the services of a competent professional person should be sought. Neither the publisher nor the author shall be liable for damages arising herefrom. The fact that an organization or Web site is referred to in this work as a citation and/or a potential source of further information does not mean that the author or the publisher endorses the information the organization or website may provide or recommendations it may make. Further, readers should be aware that Internet websites listed in this work may have changed or disappeared between when this work was written and when it is read. For general information on our other products and services please contact our Customer Care Department within the United States at (877) 762-2974, outside the United States at (317) 572-3993 or fax (317) 572-4002. Wiley publishes in a variety of print and electronic formats and by print-on-demand. Some material included with standard print versions of this boo.

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Five-year-old Xian Lei enters kindergarten with little understanding of English. Ms. Sisco, her teacher, sees that Xian Lei has difficulty con- necting with much of what is going on in the classroom if it depends on English. The one time when she seems to brighten up is when Ms. Sisco tells nursery rhymes or reads traditional stories such as Goldilocks and the Three Bears. These are stories that Xian Lei has obviously heard in her own language. That’s when her teacher first hears her say some phrases in Eng- lish, such as “Bears eat” and “Goldilocks sleep,” in her play and as she draws pictures in her journal following story time. Xian Lei also seems eager to participate in the classroom activities that spin off from Ms. Sisco’s storytelling. M any US classrooms today have at least some children with limited abilities to understand and express themselves in English. Because language acquisition is highly social, there is reliable evidence that immersing young dual language learners (DLLs) in playful contexts that high- light language is far more effective than teach- ing isolated skills in resource rooms or through tutoring sessions (Freeman, Freeman, & Mer- curi 2004). Even so, during the initial stages, second language acquisition can be challeng- ing for young children and for the classroom teacher who must create high-quality learning experiences for everyone in the class. Using Stories to Extinguish the Hot Spots in Second Language Acquisition, Preschool to Grade 1 34 Young Children March 2013 Anne K. Soderman, Kay G. Clevenger, and Ian Gregory Kent Supporting Dual Language Learners and Their Families ® 2 , 3 Photos © Ellen B. Senisi unless otherwise noted Two critical factors spell success or failure for teachers who have DLLs in their classrooms: the teacher’s understanding of and respect for the initial difficulties in learning a second language and the teacher’s ability to adapt learning experiences in a creative and playful manner (Soderman, Wescott, & Shen 2007; Menken & Garcia 2010). Responding to hot spots in early acquisition of second languages Acquiring a second language presents challenges that differ for individual children. It is less difficult when done as early as possible and prior to adolescence (Howard & Sugarman 2007). The young dual language learner is better able to hear the “music,” or prosody, of the new language and therefore has less difficulty with phonol- ogy than do older children and adults. However, there are definite hot spots where children in preschool through the early primary grades need targeted support as they move through the multiple stages of second language building. The following six suggestions will enable teachers to help children through these hot spots. Foster children’s moti- vation to acquire a new language Second language acquisition is almost never a young child’s choice. Families move from their home countries.

Five-year-old Xian Lei enters kindergarten with little under.docx

clydes2

FiveRivers Technologies has been at the cutting edge of techn.docx

clydes2

Five Training Design LearningObjectives Afterreadingthischapter,youshouldbeableto: Identify three constraints a human resources department (HRD) might face in the design of training, and what might be done to deal with each. Describe the purpose of learning objectives, the criteria for evaluating such objectives, and the advantages of developing these objectives. List the reasons that learning objectives are a bene�it to the trainee, training designer, trainer, and training evaluator. Use expectancy theory to explain how to motivate a trainee to attend training. Describe social learning theory and how it helps in the design of training. Identify what to include in training to facilitate transfer of training to the workplace. Identify the help that supervisors, peers, and trainers can provide back on the job to assist in the transfer of training. Explain the relationship between the Gagné–Briggs theory of instruction and social learning theory. Use elaboration theory and the Gagné–Briggs theory of instructional design to design a training session. Describe the advantages a small business has to facilitate the transfer of training. 5.1Case:TheRealWorldofTraining...WhatIsWrongHere? Case1 Mechanics from dealerships across the country attended a three day training session put on by the manufacturer. The cost of the training, including travel and lodging was split between the manufacturer and the dealerships. The focus of the training was on the electrical systems in three lines of automobiles. Given the number of trainees, it would have been too expensive to provide three automobiles for each mechanic to work on and it would be nearly impossible to �ind a facility large enough to do so. So the training was designed for the instructor to give instruction on the various systems and then to pose various problems that might occur. The trainees would then try to identify the symptoms that would result. For example, the problem might be given as “The car has a burned-out capacitor.” The trainees would then try to identify the symptoms that would appear (e.g., High current surge demands on the vehicle’s electrical systems can damage the electrical system, including the battery, alternator and voltage regulator.). The training covered a wide range of electrical problems and the mechanics rated the program highly as they left. When doing a follow-up evaluation, the training director was disappointed to learn that the dealerships reported that their mechanics showed no improvement in trouble shooting electrical problems. Case2 You are the training director for a training program designed to prepare people to become certi�ied as program managers. The training is divided into �ive sections. Each section consists of two days of training for each of four weeks. Each section has a different trainer who is an expert in the content of that section. At the end of each week, the trainees take a test to measure what they have learned. You’ve just .

Five Training DesignLearningObjectivesAfterreading.docx

clydes2

Five U.S. Supreme Court Cases: Kent v. United States (1966) re Gault (1967) re Winship (1970) McKeiver v. Pennsylvania (1971) Breed v. Jones (1975) These five cases show differences and similarities between the adult and juvenile justice systems. Answer the Following Questions in a 500-750 word summary. Why is it necessary to have different justice systems when looking at people who commit crimes? How do these cases affect how the law is applied to juveniles? Are there other differences between the adult and juvenile justice systems that would indicate juveniles have modified or more restricted rights when dealing with the juvenile justice system? Support your claims with examples from scholarly resources and properly cite any references. Make sure that they are properly cited in APA form. .

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Discover the Kisan Call Centre: Your Gateway to Agricultural Assistance KISAN CALL CENTRE In order to harness the potential of ICT in Agriculture, Ministry of Agriculture & Farmers Welfare launched the scheme “Kisan Call Centres” (KCCs) on January 21, 2004. Main aim of the scheme is to answer farmers’ queries on a telephone call in their own language. These call centres are working in 21 different locations in the country covering all the States and UTs. A countrywide common eleven digit Toll Free Number 1800-180-1551 has been allotted for Kisan Call Centre. This number is accessible through mobile phones and landlines of all telecom networks including private service providers. Replies to the farmers’ queries are given in 22 local languages. Kisan Call Centre services are available from 6.00 AM to 10.00 PM on all seven days of the week at each KCC location. Kisan Call Centre agents known as Farm Tele Advisors (FTAs), who are graduate or above (i.e. PG or Doctorate) in Agriculture or allied sectors (Horticulture, Animal Husbandry, Fisheries, Poultry, Bee-Keeping, Sericulture, Aquaculture, Agricultural Engineering, Agricultural Marketing, Bio-Technology, Home Science, etc.) and possess excellent communication skills in respective local language. Queries which cannot be answered by FTAs are transferred to higher level experts. These experts are Subject Matter Specialists (SMSs) of State Departments of Agriculture (SDAs), ICAR Institutes, KVKs and State Agricultural Universities (SAUs). A Kisan Knowledge Management System (KKMS) has been developed to capture all the details of the caller and sending gist of answer given through SMS. KKMS has its independent website : http://dackkms.gov.in. The KCC, FTAs working at various KCC locations throughout the country have access to this website through their specific IDs and password provided to them. Welcome to the Kisan Call Centre - your one-stop destination for agricultural assistance and support. With dedicated team of experts and cutting-edge technology, we're here to revolutionize the way farmers access information and guidance. In this powerpoint, we delve into the world of the Kisan Call Centre, exploring how it functions, the services it offers, and the impact it has on farmers across the nation. From real-time advisory services to multilingual support, we'll uncover the key features that make the Kisan Call Centre an indispensable resource for farmers of all backgrounds. Join us as we showcase the achievements of the Kisan Call Centre, from its enhanced farmer outreach to its empowerment of women farmers. Discover how our feedback mechanism ensures continuous improvement, and learn about our collaborations with agricultural institutions to provide accurate and reliable information. Whether you're a seasoned farmer or just starting out, the Kisan Call Centre is here to support you every step of the way. Subscribe now to stay updated on the latest agricultural insights

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