Foundations of Law: Week 6
Key Principle of Vow/Promise
• God fulfills His promises, and as creatures
made in His image, we should do the same.
– Genesis 1:26. “Let Us make man in Our image,
according to Our likeness;”
– Numbers 23:19. God is not a man that He should
lie, nor a son of man that He should repent. Has
He said and will He not do, or has He spoken and
will He not make it good?
Key Issue
• Contract law, like all law, flows from God. This
chapter asks the question, “to what extent is
man held to his promises?”
• The Bible provides few releases for a person
who makes a promise. Modern laws have
provided more justifications for breaking one’s
promise. We will assess these modern
doctrines to see if they comport with the Laws
of Nature and of Nature’s God.
Ogden v. Saunders
• SCOTUS by a vote of 4-3 upheld a NY law that
required all future contracts to be subject to
state bankruptcy law.
• John Marshall dissented b/c he believed that
the right to contract was established by God
and that the government could not undo a
contract through a bankruptcy law.
Source of Contract Law
• The source of contract is God.
• Contract law is not the creature of society b/c
it existed before society.
• The obligation/right of contract comes from
LONANG.
• It is an unalienable right bestowed upon us by
God.
• Accordingly, while the state may enforce
contracts, it may not impair them.
Sanctity of Promise
• Numbers 30:2. “This is the thing which the
Lord has commanded: If a man makes a vow
to the Lord, or swears an oath to bind himself
by some agreement, he shall not break his
word; he shall do according to all that
proceeds out of his mouth.
• Matthew 5:37. “But let your ‘Yes’ be ‘Yes,’ and
your ‘No,’ ‘No.’ For whatever is more than
these is from the evil one.”
God is a Promisekeeper
• God fulfills His promises, and as creatures
made in His image, we should do the same.
– Genesis 1:26. “Let Us make man in Our image,
according to Our likeness;”
– Numbers 23:19. God is not a man that He should
lie, nor a son of man that He should repent. Has
He said and will He not do, or has He spoken and
will He not make it good?
Fletcher v. Peck
• GA legislature granted 35 million acres of land to
speculators for low price
– January 1795: GA Gunn
– August 1795: Gunn Greenleaf
– September 1795: Greenleaf Prime
• February 13, 1796:GA legislature repeals initial grant
– February 27, 1796: Prime Phelps
– 1800: Phelps Peck
– 1803: Peck Fletcher
• Fletcher demands his money back, arguing that Peck
cannot convey good title
Fletcher v. Peck (cont’d)
• The Court ruled that Georgia could not repeal
its grant of the land because it was a contract.
• Georgia is held to its contracts the same way a
person is held to his contracts.
Hypo 1
• Q1: So does a law permitting a debtor to
be absolved from His debts “impair the
obligation of con ...
Exodus 22 24, israel’s boundary, how big a land grant, restitution, dowries, ...Valley Bible Fellowship
Creator, Elohim, God, Jehovah, Jesus, Logos, Creator’s, God’s Word, Bible, ruler and judge of the earth, Scripture, Yahveh the all-powerful God, heavens, heaven, eternal life, hell, Egypt, Israel, Old Testament, New Testament, polemics, apologetic, arguments, atheist, agnostic, religion, salvation in Christ, God the Son incarnate, The Word, the beginning, Alpha and Omega, Judgment Of The Gentiles, ready to meet Jesus Christ, The Kingdom Of Heaven, Eternal Punishment, Eternal life, ethnos, works salvation, In Christ, Christian Witnesses, Christianity, Bible, Scriptures, Gospel of Matthew, New Testament, synoptic gospels, salvation, hermeneutics, exegetical, Bible Study, verse by verse, Pastor Dave Kooyers , Valley Bible Fellowship, ch. Matthew, Chapter Matthew, mat, matt , Kooyers, Genesis, Gen, Exodus, Ex., false prophets, false signs and wonders, another Jesus, a different gospel, False Christs Masquerade As Jesus, Mighty God, Almighty God, Son of Man, Son of God, Son of David, Lamb Of God, angels, able to save completely, every knee will bow and every tongue confess Jesus
1) The document discusses the dangers of debt and advises living within one's means by depending on God for provision rather than taking on debt.
2) It encourages saving modestly for future needs but warns against hoarding wealth, as one's treasures should be in heaven, not on earth.
3) The document provides biblical principles for avoiding debt, getting out of debt, saving, spending, and ensuring one's resources are used to help those in need.
A verse by verse commentary on DEUTERONOMY 15 dealing with the duty of cancelling all debts after seven years. God demands that they give to the poor and be willing to give them a loan to succeed on their own.
The document discusses the biblical concepts of justice (mishpat) and righteousness (tzadeqah) as they relate to protecting the vulnerable in society. It notes that justice in the Bible involves more than just punishment, but also ensuring people's rights are upheld. The vulnerable are described as the "quartet" of widows, orphans, immigrants and the poor. The document argues that how a society treats these groups shows whether it adheres to biblical justice. It claims the Bible calls Christians to both private charity and pursuing just policies and structures that uphold the rights of the vulnerable. The document applies these principles in arguing US immigration policy should ensure the fair treatment and representation of immigrants according to biblical mandates.
The document provides biblical financial advice on various topics such as planning ahead, saving money, having a long-range financial plan, avoiding greed and debt, paying taxes, being ethical employers, diversifying assets, leaving a legacy, and giving to charity. It cites numerous bible passages to support each topic. For example, it notes that the bible advises planning ahead by estimating costs before building a project, avoiding laziness by learning from the ant which stores food, and obtaining wealth through hard work rather than fraud or oppression.
This document provides an overview of Chapter 22 of the Westminster Confession of Faith concerning lawful oaths and vows. It begins by noting that this was an important topic for the church in the 1640s that is often overlooked today. It then examines how Jesus' words on oaths in the Sermon on the Mount are to be understood in the broader context of Scripture. The document outlines the Confession's key points on lawful oaths and vows, including that they must be taken seriously, bind only to what is good and possible, and not include foolish promises. It cautions against oaths and vows within the Roman Catholic Church that cannot truly be kept.
Writing a will has several important benefits: it ensures your final wishes are followed regarding who receives your estate and property; it avoids unintended heirs from inheriting by default; and it allows you to appoint executors of your choice to administer the estate according to your instructions. If you die without a will, administrators will be appointed by a probate court to distribute your estate according to intestacy laws, which may not reflect your true desires. An existing will can be revoked by making a new will with inconsistent provisions, through marriage, or by purposefully destroying the original document.
This document discusses biblical principles regarding debt. It notes that debt is a curse from God for disobedience, as interest adds up significantly over time. Living under debt means working to pay interest rather than having provision for needs. The ability to lend rather than borrow is a blessing from God for those who are obedient. Debt often involves surety where one is responsible for another's debt, which can damage friendships and lead to loss of property. Wisdom counsels avoiding wasteful habits and lack of planning that lead to debt.
Exodus 22 24, israel’s boundary, how big a land grant, restitution, dowries, ...Valley Bible Fellowship
Creator, Elohim, God, Jehovah, Jesus, Logos, Creator’s, God’s Word, Bible, ruler and judge of the earth, Scripture, Yahveh the all-powerful God, heavens, heaven, eternal life, hell, Egypt, Israel, Old Testament, New Testament, polemics, apologetic, arguments, atheist, agnostic, religion, salvation in Christ, God the Son incarnate, The Word, the beginning, Alpha and Omega, Judgment Of The Gentiles, ready to meet Jesus Christ, The Kingdom Of Heaven, Eternal Punishment, Eternal life, ethnos, works salvation, In Christ, Christian Witnesses, Christianity, Bible, Scriptures, Gospel of Matthew, New Testament, synoptic gospels, salvation, hermeneutics, exegetical, Bible Study, verse by verse, Pastor Dave Kooyers , Valley Bible Fellowship, ch. Matthew, Chapter Matthew, mat, matt , Kooyers, Genesis, Gen, Exodus, Ex., false prophets, false signs and wonders, another Jesus, a different gospel, False Christs Masquerade As Jesus, Mighty God, Almighty God, Son of Man, Son of God, Son of David, Lamb Of God, angels, able to save completely, every knee will bow and every tongue confess Jesus
1) The document discusses the dangers of debt and advises living within one's means by depending on God for provision rather than taking on debt.
2) It encourages saving modestly for future needs but warns against hoarding wealth, as one's treasures should be in heaven, not on earth.
3) The document provides biblical principles for avoiding debt, getting out of debt, saving, spending, and ensuring one's resources are used to help those in need.
A verse by verse commentary on DEUTERONOMY 15 dealing with the duty of cancelling all debts after seven years. God demands that they give to the poor and be willing to give them a loan to succeed on their own.
The document discusses the biblical concepts of justice (mishpat) and righteousness (tzadeqah) as they relate to protecting the vulnerable in society. It notes that justice in the Bible involves more than just punishment, but also ensuring people's rights are upheld. The vulnerable are described as the "quartet" of widows, orphans, immigrants and the poor. The document argues that how a society treats these groups shows whether it adheres to biblical justice. It claims the Bible calls Christians to both private charity and pursuing just policies and structures that uphold the rights of the vulnerable. The document applies these principles in arguing US immigration policy should ensure the fair treatment and representation of immigrants according to biblical mandates.
The document provides biblical financial advice on various topics such as planning ahead, saving money, having a long-range financial plan, avoiding greed and debt, paying taxes, being ethical employers, diversifying assets, leaving a legacy, and giving to charity. It cites numerous bible passages to support each topic. For example, it notes that the bible advises planning ahead by estimating costs before building a project, avoiding laziness by learning from the ant which stores food, and obtaining wealth through hard work rather than fraud or oppression.
This document provides an overview of Chapter 22 of the Westminster Confession of Faith concerning lawful oaths and vows. It begins by noting that this was an important topic for the church in the 1640s that is often overlooked today. It then examines how Jesus' words on oaths in the Sermon on the Mount are to be understood in the broader context of Scripture. The document outlines the Confession's key points on lawful oaths and vows, including that they must be taken seriously, bind only to what is good and possible, and not include foolish promises. It cautions against oaths and vows within the Roman Catholic Church that cannot truly be kept.
Writing a will has several important benefits: it ensures your final wishes are followed regarding who receives your estate and property; it avoids unintended heirs from inheriting by default; and it allows you to appoint executors of your choice to administer the estate according to your instructions. If you die without a will, administrators will be appointed by a probate court to distribute your estate according to intestacy laws, which may not reflect your true desires. An existing will can be revoked by making a new will with inconsistent provisions, through marriage, or by purposefully destroying the original document.
This document discusses biblical principles regarding debt. It notes that debt is a curse from God for disobedience, as interest adds up significantly over time. Living under debt means working to pay interest rather than having provision for needs. The ability to lend rather than borrow is a blessing from God for those who are obedient. Debt often involves surety where one is responsible for another's debt, which can damage friendships and lead to loss of property. Wisdom counsels avoiding wasteful habits and lack of planning that lead to debt.
Intention to Create Legal Relations : Presumptions and the RebuttalsPreeti Sikder
After completion of this lesson students will be able to :
a) identify the presumptions relating to domestic agreements and commercial transactions
b) distinguish between the two basic presumptions under the doctrine of intention to create legal relations;
The document discusses several maxims of equity, which are general principles that govern how equity operates. Some key maxims discussed include: equity follows the law but can intervene if justice requires it; equity regards as done what ought to be done such that equitable obligations are treated as fulfilled; and equity acts in personam by making orders against individuals rather than directly dealing with property. The maxims provide flexibility for equity to achieve fairness in individual cases.
The document discusses various maxims of equity, which are general principles that govern how equity operates and illustrate its qualities of being more flexible than common law and taking into account parties' conduct. The maxims provide that equity can intervene with common law if justice requires, acts on parties' consciences by looking at what they ought to do, and makes orders against individuals rather than property. Equity also seeks to avoid wrongs without remedies and requires parties with equitable claims to come to court with clean hands.
For your FREE WILL with...Copy & Paste link in browser==>http://tcpros.co/FlXcO
A Will may be the most important document that you ever write, because it allows you to select the persons who will receive what you own when you die
A Will includes specific directions on how you wish your estate to be distributed after your death, including provisions for any tangible personal property that you may own
If you don't have a Will in place, you can't select the recipients of your property and the state you reside in will determine how your property is divided.
It's important to review your Will every five years to ensure that it's up to date and still reflective of your future wishes. Virtually everyone postpones writing a Will. Maybe it's because we don't want such a tangible reminder of our mortality. Or perhaps we view the process as relinquishing the ownership of our property. Whatever the excuse may be for putting off the drafting of a Will, many people do not realize that writing one actually prevents what is feared.
The document discusses void agreements under Indian contract law. It explains that void agreements are those that are not enforceable by law, such as agreements that were void from the beginning (void ab-initio) due to lacking necessary elements, or agreements that were initially valid but later became void. Examples of void ab-initio agreements provided include those restraining marriage or trade, preventing legal recourse, or being too uncertain. The document also discusses the doctrine of frustration which voids agreements when unexpected events make the contractual obligations impossible to perform.
Intercepting and Preventing Foreclosure.robert tapia
The document discusses options for homeowners facing foreclosure such as loan modifications, refinancing, or selling the home. It cautions homeowners to carefully review their loan documents to ensure they met the lender's qualifications and warns of potential foreclosure rescue scams. Homeowners are encouraged to audit their loan documents for potential fraud and stand up for their rights to prevent wrongful foreclosure.
This document discusses biblical views on divorce and remarriage. It presents the following key points:
- Marriage is a covenant that can be broken through intentional and continuous breaking of promises. The wronged party can end the covenant if it is broken beyond repair.
- God divorced Israel as an example, acknowledging the covenant was already broken by Israel's adultery, not by God. Divorce is acceptable when one party breaks the covenant.
- Jesus allowed for divorce in cases of adultery. Paul added divorce is allowed if an unbelieving spouse abandons the believer.
- In Jesus' time, Jewish views ranged from only allowing divorce for abuse/abandonment to allowing it for any reason
This document discusses moving from a finance-driven approach to a mission-driven approach in managing money and life. It advocates applying biblical principles of earning, saving, spending, and giving money in a way that glorifies God and focuses on one's mission in life rather than materialism. Specific financial practices are discussed including circulating or investing money wisely, accumulating wealth through diversification and multiple streams of income, and illuminating one's finances by handling money with integrity and care regardless of the amount.
The document provides an overview of contract law in India based on the Indian Contract Act of 1872. It defines key terms like proposal, promise, consideration, agreement and contract. It explains the essential elements for a valid contract, including offer and acceptance. It also discusses void agreements and contracts, giving examples of agreements that are considered void like those promoting illegal acts.
Vitiating Elements in Formation of Contract: Duress and Undue InfluencePreeti Sikder
This document discusses various vitiating elements in contract formation under Bangladeshi law. It begins by defining duress, economic duress, and instances of these concepts in Bangladeshi law. It then examines the concepts of consent, coercion, and free consent as defined in Sections 13-15 of Bangladeshi contract law. Sections 16-19 discuss undue influence and voidability of agreements without free consent. The document also discusses void agreements such as those without consideration or in restraint of marriage/trade. It concludes by examining breach of contract and compensation under Section 73 of Bangladeshi law.
The document discusses several maxims of equity, which are general principles that govern how equity operates and illustrate its qualities of being more flexible than common law and taking into account parties' conduct. The maxims establish that equity can intervene with common law if justice requires, acts on parties' consciences to treat obligations as done, and makes orders directly against individuals. Equity aims to provide remedies for wrongs and ensure fairness between parties.
The document discusses several maxims of equity, which are general principles that govern how equity operates and illustrate its qualities of being more flexible than common law and taking into account parties' conduct. The maxims establish that equity can intervene with common law if justice requires, acts on parties' consciences to treat obligations as done, and makes orders directly against individuals. Equity aims to provide remedies for wrongs and require parties seeking remedies to act equitably themselves.
Principles of Roman Law: Law of ObligationPreeti Sikder
Roman law classified obligations into four main categories:
1) Obligations from contract - These included real contracts (formed by transfer of an object), verbal contracts (formed through spoken agreement), literal contracts (formed through a written document), and consensual contracts (formed through mutual consent).
2) Obligations from delict - These arose from wrongful acts like theft or damage to property.
3) Obligations from quasi-contract - These were obligations imposed by law without agreement, such as those arising from unjust enrichment.
4) Obligations from quasi-delict - These were similar to delicts but involved negligence rather than intentional misconduct.
For a contract to be valid under Roman law,
God's promise of eternal life to those who believe in his son, as presented in John 3:16, does not meet the requirements for a legally binding contract under Ugandan law for three reasons:
1) God's offer lacks the specificity and clear communication required.
2) Belief alone does not constitute valid legal acceptance under Ugandan precedent, which requires an explicit, unequivocal communication.
3) While there is a spiritual transformation from belief, there is no tangible consideration or exchange of value between the parties as required.
Therefore, the presentation concludes that despite the promise's profound nature, it does not establish a legally enforceable contract.
The document discusses the capacity to contract under Indian law. It states that minors, people of unsound mind, and those disqualified by law are not competent to contract. The age of majority is 18 years according to the Indian Majority Act of 1875. The document summarizes key cases related to minor's agreements, including that such agreements are void. It discusses exceptions for beneficial contracts, the doctrine of restitution, option to retire from beneficial contracts after majority, and rules around ratification.
A detailed presentation on Capacity to Contract under Indian Contract Act, 1872
Made By: ___________
Edited By: Ayush Patria, Sangam University, Bhilwara (Raj.)
(For Law Laboratory)
Follow us on Instagram: @Law_Laboratory
Website: www.lawlaboratory.in
The document summarizes key differences between a ketubah (Jewish marriage contract) and a Jewish prenuptial agreement. It explains that a ketubah promises payment to the wife if her husband dies or divorces her, while a prenup is an arbitration agreement requiring a couple to use a Beth Din (rabbinical court) to settle disputes. The document also discusses how to persuade couples to sign a prenup by emphasizing its importance for protecting women's rights, and notes that prenups should be signed close to the wedding date and involve a notary.
Hai,this is Anusha. am looking for a help with my research.docxJeanmarieColbert3
Hai,
this is Anusha. am looking for a help with my research papers. subject is homeland security and contemporary issues and the topics are
1.Border security is key to immigration reform??
2.walls won't keep us safe
may i get it done by Thursday evening. and also lemme know the amount for both the papers. am also attaching the paper rubric here
thank you.
.
Guys I need your help with my international law class, Its a course.docxJeanmarieColbert3
Guys I need your help with my international law class, It's a course on International Law but it's not in essence a law course but part of the concentration I'm in, which is International Relations (in the School of Humanities and Social Sciences) my essay question is the following:
Are the jurisdictions of states absolute and unlimited?
.
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Intention to Create Legal Relations : Presumptions and the RebuttalsPreeti Sikder
After completion of this lesson students will be able to :
a) identify the presumptions relating to domestic agreements and commercial transactions
b) distinguish between the two basic presumptions under the doctrine of intention to create legal relations;
The document discusses several maxims of equity, which are general principles that govern how equity operates. Some key maxims discussed include: equity follows the law but can intervene if justice requires it; equity regards as done what ought to be done such that equitable obligations are treated as fulfilled; and equity acts in personam by making orders against individuals rather than directly dealing with property. The maxims provide flexibility for equity to achieve fairness in individual cases.
The document discusses various maxims of equity, which are general principles that govern how equity operates and illustrate its qualities of being more flexible than common law and taking into account parties' conduct. The maxims provide that equity can intervene with common law if justice requires, acts on parties' consciences by looking at what they ought to do, and makes orders against individuals rather than property. Equity also seeks to avoid wrongs without remedies and requires parties with equitable claims to come to court with clean hands.
For your FREE WILL with...Copy & Paste link in browser==>http://tcpros.co/FlXcO
A Will may be the most important document that you ever write, because it allows you to select the persons who will receive what you own when you die
A Will includes specific directions on how you wish your estate to be distributed after your death, including provisions for any tangible personal property that you may own
If you don't have a Will in place, you can't select the recipients of your property and the state you reside in will determine how your property is divided.
It's important to review your Will every five years to ensure that it's up to date and still reflective of your future wishes. Virtually everyone postpones writing a Will. Maybe it's because we don't want such a tangible reminder of our mortality. Or perhaps we view the process as relinquishing the ownership of our property. Whatever the excuse may be for putting off the drafting of a Will, many people do not realize that writing one actually prevents what is feared.
The document discusses void agreements under Indian contract law. It explains that void agreements are those that are not enforceable by law, such as agreements that were void from the beginning (void ab-initio) due to lacking necessary elements, or agreements that were initially valid but later became void. Examples of void ab-initio agreements provided include those restraining marriage or trade, preventing legal recourse, or being too uncertain. The document also discusses the doctrine of frustration which voids agreements when unexpected events make the contractual obligations impossible to perform.
Intercepting and Preventing Foreclosure.robert tapia
The document discusses options for homeowners facing foreclosure such as loan modifications, refinancing, or selling the home. It cautions homeowners to carefully review their loan documents to ensure they met the lender's qualifications and warns of potential foreclosure rescue scams. Homeowners are encouraged to audit their loan documents for potential fraud and stand up for their rights to prevent wrongful foreclosure.
This document discusses biblical views on divorce and remarriage. It presents the following key points:
- Marriage is a covenant that can be broken through intentional and continuous breaking of promises. The wronged party can end the covenant if it is broken beyond repair.
- God divorced Israel as an example, acknowledging the covenant was already broken by Israel's adultery, not by God. Divorce is acceptable when one party breaks the covenant.
- Jesus allowed for divorce in cases of adultery. Paul added divorce is allowed if an unbelieving spouse abandons the believer.
- In Jesus' time, Jewish views ranged from only allowing divorce for abuse/abandonment to allowing it for any reason
This document discusses moving from a finance-driven approach to a mission-driven approach in managing money and life. It advocates applying biblical principles of earning, saving, spending, and giving money in a way that glorifies God and focuses on one's mission in life rather than materialism. Specific financial practices are discussed including circulating or investing money wisely, accumulating wealth through diversification and multiple streams of income, and illuminating one's finances by handling money with integrity and care regardless of the amount.
The document provides an overview of contract law in India based on the Indian Contract Act of 1872. It defines key terms like proposal, promise, consideration, agreement and contract. It explains the essential elements for a valid contract, including offer and acceptance. It also discusses void agreements and contracts, giving examples of agreements that are considered void like those promoting illegal acts.
Vitiating Elements in Formation of Contract: Duress and Undue InfluencePreeti Sikder
This document discusses various vitiating elements in contract formation under Bangladeshi law. It begins by defining duress, economic duress, and instances of these concepts in Bangladeshi law. It then examines the concepts of consent, coercion, and free consent as defined in Sections 13-15 of Bangladeshi contract law. Sections 16-19 discuss undue influence and voidability of agreements without free consent. The document also discusses void agreements such as those without consideration or in restraint of marriage/trade. It concludes by examining breach of contract and compensation under Section 73 of Bangladeshi law.
The document discusses several maxims of equity, which are general principles that govern how equity operates and illustrate its qualities of being more flexible than common law and taking into account parties' conduct. The maxims establish that equity can intervene with common law if justice requires, acts on parties' consciences to treat obligations as done, and makes orders directly against individuals. Equity aims to provide remedies for wrongs and ensure fairness between parties.
The document discusses several maxims of equity, which are general principles that govern how equity operates and illustrate its qualities of being more flexible than common law and taking into account parties' conduct. The maxims establish that equity can intervene with common law if justice requires, acts on parties' consciences to treat obligations as done, and makes orders directly against individuals. Equity aims to provide remedies for wrongs and require parties seeking remedies to act equitably themselves.
Principles of Roman Law: Law of ObligationPreeti Sikder
Roman law classified obligations into four main categories:
1) Obligations from contract - These included real contracts (formed by transfer of an object), verbal contracts (formed through spoken agreement), literal contracts (formed through a written document), and consensual contracts (formed through mutual consent).
2) Obligations from delict - These arose from wrongful acts like theft or damage to property.
3) Obligations from quasi-contract - These were obligations imposed by law without agreement, such as those arising from unjust enrichment.
4) Obligations from quasi-delict - These were similar to delicts but involved negligence rather than intentional misconduct.
For a contract to be valid under Roman law,
God's promise of eternal life to those who believe in his son, as presented in John 3:16, does not meet the requirements for a legally binding contract under Ugandan law for three reasons:
1) God's offer lacks the specificity and clear communication required.
2) Belief alone does not constitute valid legal acceptance under Ugandan precedent, which requires an explicit, unequivocal communication.
3) While there is a spiritual transformation from belief, there is no tangible consideration or exchange of value between the parties as required.
Therefore, the presentation concludes that despite the promise's profound nature, it does not establish a legally enforceable contract.
The document discusses the capacity to contract under Indian law. It states that minors, people of unsound mind, and those disqualified by law are not competent to contract. The age of majority is 18 years according to the Indian Majority Act of 1875. The document summarizes key cases related to minor's agreements, including that such agreements are void. It discusses exceptions for beneficial contracts, the doctrine of restitution, option to retire from beneficial contracts after majority, and rules around ratification.
A detailed presentation on Capacity to Contract under Indian Contract Act, 1872
Made By: ___________
Edited By: Ayush Patria, Sangam University, Bhilwara (Raj.)
(For Law Laboratory)
Follow us on Instagram: @Law_Laboratory
Website: www.lawlaboratory.in
The document summarizes key differences between a ketubah (Jewish marriage contract) and a Jewish prenuptial agreement. It explains that a ketubah promises payment to the wife if her husband dies or divorces her, while a prenup is an arbitration agreement requiring a couple to use a Beth Din (rabbinical court) to settle disputes. The document also discusses how to persuade couples to sign a prenup by emphasizing its importance for protecting women's rights, and notes that prenups should be signed close to the wedding date and involve a notary.
Hai,this is Anusha. am looking for a help with my research.docxJeanmarieColbert3
Hai,
this is Anusha. am looking for a help with my research papers. subject is homeland security and contemporary issues and the topics are
1.Border security is key to immigration reform??
2.walls won't keep us safe
may i get it done by Thursday evening. and also lemme know the amount for both the papers. am also attaching the paper rubric here
thank you.
.
Guys I need your help with my international law class, Its a course.docxJeanmarieColbert3
Guys I need your help with my international law class, It's a course on International Law but it's not in essence a law course but part of the concentration I'm in, which is International Relations (in the School of Humanities and Social Sciences) my essay question is the following:
Are the jurisdictions of states absolute and unlimited?
.
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Unit outcomes addressed in this Assignment:
● Identify significant standards for healthcare documentation.
● Understand important factors involved in regulations pertaining to paper and electronic health records.
Course outcomes addressed in this Assignment:
HS410-4: Compare standards and regulations for healthcare documentation.
Instructions:
Your boss is the Director of Medical Records at a large academic medical center. He is finding it difficult to monitor the ongoing legislative and policy changes related to Health Information Management. He has asked that you do the following:
1) Visit the AHIMA website (www.ahima,org) and visit the “Advocacy and Public Policy” tab.
2) From there, visit both the “Legislation” and “News and Alerts” menu options.
3) Prepare two pages report highlighting the two most important items your boss should be aware of.
4) Recommend a course of action for each.
Paper should be 600- 800 words length, strictly on topic, informative, and original with 2-3 scholar referencess. No repeatation of words. Please use and read the attached document and follow all the instructions and use the grading rubrics below to do this assignment.
NO PHARGIARIAM!!
Unit 7 Assignment Grading Rubrics:
Instructors: to complete the rubric, please enter the points the student earned in the green cells of column E. Then determine point deductions for writing, late policy, etc in the red cells to calculate the final grade.
Assignment Requirements
Points possible
Points earned by student
Student understands issues related to health information management.
0-40
Student can assess policy and news items impact health information management.
0-40
Student can make well supported recommendations to address current legislative and policy issues in health information management.
0-40
Student prepares a well-crafted report in APA format using the AHIMA website and other sources, as needed.
0-30
Total (Sum of all points)
150
0
*Writing Deductions (Maximum 30% from points earned):
Grammar/Punctuation/Spelling:
30%
Order of Ideas/Length requirement (if applicable):
30%
Format
10%
*Source citations
30%
Late Submission Deduction: (refer to Syllabus for late policy)
Adjusted total points
0
*If sources are not cited and work is plagiarized, grade is an automatic zero and further action may take place in accordance with the Academic Integrity Policy as described in the university catalog.
Final Percentage
0%
Feedback:
.
hacer oír salir suponer traer ver 1. para la clase a la.docxJeanmarieColbert3
hacer oír salir
suponer traer ver
1.
para la clase a las dos.
2.
Los fines de semana mi computadora a casa.
3.
que me gusta trabajar los sábados por la mañana.
4.
Por las mañanas, música en la radio.
5.
Cuando tengo hambre, un sándwich.
6.
Para descansar, películas en la televisión.
.
H07 Medical Coding IDirections Be sure to make an electronic c.docxJeanmarieColbert3
H07 Medical Coding I
Directions
: Be sure to make an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your response should be two (2) to four (4) pages in length; refer to the "Assignment Format" page for specific format requirements.
Lesson 1, 2, 3, and 4 of this course has covered a wide variety of topics. Thus far, you have learned a great deal of information on health insurance, medical contracts, HIPAA, physician and hospital medical billing, and Medicare and Medicaid.
For this writing assignment, please explain why the following course objectives are important for medical billers and coder to understand:
1.
Understand the history and impact of health insurance on health care reimbursement process and recognize various types of health insurance coverage.
2.
Identify the key elements of a managed care contract and identify the role HIPAA plays in the health care industry.
3.
Recognize and explain the different components of physician and hospital billing and differentiate between the two types of services.
4.
Explain the difference between Medicare and Medicaid billing.
Please include at least 3 scholarly articles within your response. Overall response will be formatted according to APA style and the total assignment should be between 2-4 pages not including title page and reference page.
.
Guidelines1.Paper consisting of 2,000-2,250 words; however,.docxJeanmarieColbert3
Guidelines:
1.
Paper consisting of 2,000-2,250 words; however, the reference page isn’t included as any part of the word count.
2.
Provide a thesis and/or main claim that is clear and comprehensive. This is the essence of the paper.
3.
APA formatting: in-text citations, headings, correct sentence structure, paragraph transition.
4.
Please apply the attached (4) readings to this homework.
5.
Address the following in the paper:
a.
Briefly describe the company
REI
using the Baldrige Performance Excellence framework.
b.
Using the Baldrige framework, outline
REI
organization's leadership structure and practices (
innovation, communication, and diversity
) chosen to study.
c.
Describe the evidence you find to identify that organization's leadership style (
servant and authentic
) by using specific references from the research literature to support your description.
d.
As a researcher of organizational leadership, how does the Baldrige framework help assess organizational leadership?
e.
Identify any
gaps
in assessment the framework does not address, and describe them with references from other sources.
.
Guidelines12-point fontCambria fontSingle space50 words ma.docxJeanmarieColbert3
Guidelines
12-point font
Cambria font
Single space
50 words maximum per section summarized (Be concise. I would prefer less than 50 words)
Sections to summarize-
(50 words summary for each topic )
Genetics Versus Epigenetics
Defining Epigenetics
DNA methylation
RNAi and RNA-directed Gene Silencing
From Unicellular to Multicellular Systems
.
HA425 Unit 2 discussion- Organizational Behavior and Management in H.docxJeanmarieColbert3
HA425 Unit 2 discussion- Organizational Behavior and Management in Health Care - Discussion
Discussion Topics
1.
Discuss the role and importance of organizational culture in promoting organizational change, organizational learning, and quality of healthcare.
2. Explain how teamwork is used in the CQI process and its impact on the process.
NO PHARGIARISM!!! Paper must be 500 words, strictly on topic, well detailed and original with 2-3 scholar referencsea. No repeatation.
.
GuidelinesPaper is based on one novel , Frankenstein. We ha.docxJeanmarieColbert3
Guidelines
Paper is based on one novel ,
Frankenstein
. We have
learned that one element crucial to horror stories is a monster. After reading the
entire novel , you will write a two- to three-page paper analyzing whether Victor Frankenstein or the
creation is the true monster in the novel.
You must pick one. Then state three
reasons/actions why he is the monster.
DO NOT:
o
Claim they are both monsters
o
Claim that neither is
o
Claim that there is no monster because Victor is hallucinating, has
a split personality, is dreaming, etc.
o
Claim that the real monster is abstract/philosophical--narcissism,
society, nature vs. nurture, etc
These are all innovative and great and may make a great essay but that's not
the assignment.
You must make a claim that Victor is the true monster
OR his creation is the true monster and support your claim.
Even though it is your interpretation of who the monster is, when you write
academic essays, you are really asserting a claim and attempting to convince
readers to agree with your stance. To do this effectively, it’s best to create a
more objective tone, pulling back on personal statements and writing in terms of
what Shelley intended and how readers in general perceive/infer the information.
In other words, avoid statements like: “I think the monster is really Victor
Frankenstein.” And use statements like: “After careful analysis of Shelley’s
characters, readers agree that Victor is the true monster of the novel.” Also, a
major pitfall to avoid: Do not claim that the monster is Victor then focus on the
creation in the body of the essay and why the creation is not the monster.
Throughout the semester, I have been posing questions on the Discussion Board
that you have been responsible for. You were then required in some weeks to
respond to a peer’s answers. The purpose of this is to cultivate interaction among
peers as you are working in such solitude when in an online environment.
However, I know that it is hard to routinely read a lot of what your peers have to
say. So this second paper is the one opportunity for you to truly HEAR several
angles of a discussion, much like in a traditional classroom, and assimilate the
opinions of your classmates.
For the essay, after you first come to your own observation about who the true
monster is then read through a handful of each of the four
Frankenstein
discussion threads (Storyline Shift, Victor Frankenstein, The Creation, and
Frankenstein Finale). Find a few posts that support your observation. You do not
need to read through all of the posts for each thread but read through enough to
help inform your selection. Throughout your essay you will need to
include at
least three quotes from two different threads (one per body
paragraph/reason).
These quotes need to support your claim. In other words, if
you claim that Victor is the monster, don’t include a quote by a peer that focuses
on the monster’s compassion. Also, be.
Guidelines1.Paper word count should be 1,000-1,250. Refer.docxJeanmarieColbert3
Guidelines:
1.
Paper word count should be 1,000-1,250. Reference page should not be counted in the word count.
2.
Following issues to be addressed in the paper:
a.
Discuss the conceptual differences between Transformational-Transactional Leadership and the visions of future developments in leadership Warren Bennis was predicting.
b.
Using the guidance of both leadership theorists and applied behavioral scientists, compose your basic definition of organizational leadership that is functional in organizations you know.
c.
Drawing from tenets of the Christian worldview related to organizational leadership, compare the key points of that guidance with two key elements (leadership and integrity) of organizational leadership.
d.
Support your comparisons with substantive documentation for each of the two key elements of current theories.
3.
Due date: No later than Wednesday, October 12, 2016 at noon (EST)
.
Guided Response Respond to at least two of your classmates. Ch.docxJeanmarieColbert3
This document discusses activities and toys appropriate for different age groups according to Piaget's theory of cognitive development. For adolescents in the formal operations stage, the document recommends hypothetical problem solving activities that allow creative solutions to issues. It suggests providing art supplies to allow diagramming solutions. For toddlers in the preoperational stage, it proposes an animal hunt with magnifying glasses and safari helmets to encourage pretend play and role playing. A doctor play set is also suggested to help process medical experiences through imagination.
Guided ResponseReview the philosophies of education that your.docxJeanmarieColbert3
Guided Response:
Review the philosophies of education that your classmates chose and write a minimum 150-word response to at least two of them. Comment on whether you agree or disagree with their philosophies of education and their rational for them. Suggest additional ways in which the theories they have chosen could be applied to educational environments.
By:
Melissa
I have been in the classroom for over 12 years, and every day I learn something new. Every day I encounter a new student or discover something new about a student in my class that has been there the whole year. Every encounter is different, every child is different, and not one child thinks the same or learns the same. I discovered this early on in my teaching career, but I am constantly reminded how we cannot take for granted streamlined teaching in the classroom.
Teachers are not the only ones who teach in the classroom, the students in your classroom teach each other and teach you the teacher how to explain something differently and view things differently and reach the same destination to answer the same question correctly. I believe that being an effective teacher one must get to know students on a personal level. Not by reading their folders at the beginning of the year, but by asking open ended questions, listening to how they respond and how they express themselves either verbally or written expression. Teachers need to listen to their students not just hear them and move on, but take the child as a whole and help them reach another level in their education journey.
Special education is more than just accommodations; it is accommodating children to their needs and finding what works for them. Some need verbal cues to know that they are doing well and motivate them to keep working towards success, while others need positive written expression to push them over the hump and work to accomplish their goals. Most children with learning disabilities suffer from low self esteem and act up or become the class clown are constantly in trouble. They become the trouble makers or the ones always in trouble for not completing homework assignments, and because teachers only see this on the surface they push them off to one side of the classroom. What most general education teachers don’t see is how much they are asking for help.
Education should be used to empower every student and every teacher. Being an educator is more than just teaching to a test, it is planting the seed of enjoying the love for learning. We need to remember that we are educating our future.
By:
Katrina
Children learn best in an environment where they feel safe, especially younger children in an early childhood program. For toddlers the progressivism philosophy is one that works best. Toddlers cannot sit still for long periods of time and they need things that are developmentally appropriate. They need activities that allow them to use all of their senses. As they are touching and seeing while list.
Guided Response When responding to your peers, suggest ways to.docxJeanmarieColbert3
Guided Response:
When responding to your peers, suggest ways to continue to strengthen the contribution listed, so that this influence remains strong in our education system today. Describe why you believe this contribution should continue to be a part of our current education system. Respond to at least two peers.
BY: Tiffany Futch
Improved teaching means teachers were taught to teach on more of a professional level by actual people qualified to teach. Normal schools broadened their curricula to the training of secondary school teachers, requirement of the completion of high school to be admitted to college for teacher training, teachers must have a bachelor’s degree. “High school completion was seldom required for admission, and the majority of instructors did not hold a college degree themselves.” (Diener, 2008). Society has come a long way when it comes to teaching, and who is qualified to teach. Higher education is required more than ever in today’s society, and all of these examples have helped with the success of the way teachers complete their degrees today.
When it comes to teaching in the 21
st
century, full time teachers are required to have a minimum of a four year bachelor’s degree. Technology helps play a role in the success of teachers and students in and out of the classroom. Like the rest of the class we are all completing our degree in an online program. When it comes to teaching in the classroom teachers can use computers and other devices to help children excel, and outside of the classroom, the students can utilize the internet to help them with projects, and even communicate with other students to help with projects.
Webb. L. D. (2014). History of American education: Voices and perspectives. San Diego, CA: Bridgepoint Education, Inc.
BY:Christine Rodriguez
Teacher training is very important for teachers because they should be able to teach multiple subjects and be qualified in what they are teaching. Strengthening of the normal school curriculum and standards was needed in order for the school system to get better. In the 1900's schools exploded from 50 to almost 350, but with the low academic levels, teacher and students were not able to teach or learn at a college level. Teachers did not have, at this point, a college degree themselves. As the population kept increases and there was a higher demand for education, everyone began to need a high school diploma to be admitted for a college degree.
University enter teacher training: "Teacher training at the college or university level, typically consisted of one or two courses in the "science and art" of teaching, had been offered at a limited number of institutions as early as the 1830s, and the universities had always been institutions for the education of those who taught in the Latin grammar schools, academies, and high schools" (Webb, 2014).
This did not qualify them as teachers when they took these courses, but it did make them becom.
Guided Response As you read the responses of your classmates, con.docxJeanmarieColbert3
Guided Response:
As you read the responses of your classmates, consider how their negative educational experience could have been changed to support student learning. Respond to at least two of your classmates’ posts. Provide additional suggestions for them in creating their own positive, stimulating learning environment. Be sure to respond to any queries or comments posted by your instructor.
Melissa Cagno
The biggest negative experience that I have had is with a previous employer, and it was my first day as a preschool teacher in a facility nearby. On my first day, I walked into a situation that made a huge impact on the way I viewed this facility. When I started that day, I was told that I would not be in “my classroom” that I would be filling in for a teacher that was out that day. I didn’t have an issue with that fact and was actually up for the challenge. But when I entered the classroom I noticed there were no rules, no structure, no lesson plans and the classroom was complete chaos. I managed to create some spur of the moment lessons and engaged in music as much as possible. Then when it was time for lunch, and I went to serve it, it was pure sugar and very unhealthy. I left for the day feeling defeated, tired, frustrated and stressed and nowhere to turn. I expressed my concerns throughout the day along with a lot of severe health issues to the owner and was brushed off. I care a lot about the children’s safety and their learning environment, and I felt like I was drowning. Needless to say, I ended up moving on from that position because I felt helpless and without a direction to improve anything.
I have had several positive experiences throughout my educational background. The classrooms were always welcoming, warm and inviting and it showed that the teachers cared about their classrooms and their students. Those classrooms made me excited about becoming a teacher and gave me something to work towards in the future.
“The foundation for successful learning and a safe and secure classroom climate is the relationship that teachers develop with their students (Sousa, Tomlinson, 2011)”. The teacher-student relationship is something that should be built on from day one. If the students do not trust or know you, they will feel uneasy and unsafe in the classroom environment. It is so important to form the relationship with your students to ensure communication and safety of your students. Another way to provide a positive learning environment is with your attitude. If you have a positive and fun attitude, it will show through your lessons and your students will enjoy being in your class every day which will affect how they learn. Lastly, the organization is a big key to a positive and stimulating learning environment. If your classroom is packed full of stuff or the students, do not know where materials are it can cause frustrations for you and your students.
I firmly believe there are no stupid questions! I want to ensure my stude.
Guided ResponseReview several of your classmates’ posts and res.docxJeanmarieColbert3
Guided Response:
Review several of your classmates’ posts and respond to at least two of your peers original posts. Please keep in mind that this assignment can be a sensitive subject and that people’s past experiences may have shaped their views. Choose one point from your peer’s post that made an impact on you and explain why this particular comment resonated with you. Share your thoughts on the disadvantages and advantages of segregation with your peers.
BY:
Tiffany
Bradley
When preparing for this week’s discussion post I was a little at awe, I personally had never heard of the little rock nine. And I’m not that far from Arkansas. The Little Rock Nine was a group of nine African American students that were enrolled in Little Rock Central High School in 1957. However, their enrollment was engaged by the Little Rock Crisis. Which the students were initially prevented from entering the racially segregated school by Orval Faubus, the Governor of Arkansas. When President Dwight D. Eisenhower done an intervention, the students were then allowed to attend the school. The nine students were Ernest Green, Elizabeth Eckford, Jefferson Thomas, Terrance Roberts, Thelma Mothershed, and Melba Pattillo Beals. (https://en.wikipedia.org/wiki/Little_Rock_Nine)
Personally, if I was in the situation that these nine students experienced I would have been lost, afraid, and felt like something was wrong with me. A child of any race should not have to be put in this situation to feel unwanted or that they are unwelcome because they are of a different color. Many times however that is not the case. And this was the case for these nine children. My reaction would have been a sense of sadness, and anger. I don’t believe I would not have made a seen, simply out of fear of being hurt. I would have wanted to stand up for myself as well as my peers of the same color. Nowadays, if the situation would arise that an African American child was not allowed into a while school, yes I would stand up. And voice my opinion. It should not matter the color of a child’s skin. They should be allowed to receive the proper education. Without first having to go through turmoil. This situation I’m sure was emotionally devastating for these nine children. Who simply just wanted to get an education. (Webb. L. D. (2014). History of American education: Voices and perspectives. San Diego, CA: Bridgepoint Education, Inc.)
De facto segregation, I believe does not have a detrimental effect on students nowadays. Some adults that were raised to racial, still are. But if children are taught not to be that way. Then most of the time children learn to except another student of a different minority. Where I live we have a lot of white and minority students. Which none are treated differently. They are all in school for the same reason to get an education. My own personal beliefs are we are all children of God, and just because we are different races, does not mean.
Guided ResponseYou must reply to at least one classmate. As y.docxJeanmarieColbert3
Guided Response:
You must reply to at least one classmate
. As you reply to your classmates, attempt to extend the conversation by examining their claims or arguments in more depth or by responding to the posts that they make to you. Keep the discussion on target and try to analyze things in as much detail as you can. For instance, you might consider sharing additional ways that information literacy skills can help them be critical consumers of information. Discuss similarities in how you and your classmates connected with the infographic or article
.
Guided ResponseRespond to at least one classmate that has been .docxJeanmarieColbert3
Guided Response:
Respond to at least one classmate that has been assigned a different position from you and offer a rebuttal. Be sure to provide evidence from the literature to support your opposition. Also, respond to your original post and provide your own opinion of inclusion based on the evidence from the research and the responses of your classmates. Did your thinking change after reading your classmates’ viewpoints? Share your concerns about working with students with special needs in the regular classroom.
BY:
Mallory Johnson
What is inclusion?
Inclusion is an educational environment in which all students are grouped together in the same classroom regardless of their intelligence level hence the phrase used, “Least Restrictive Environment”. This practice means that an increasing number of regular classroom teachers are called upon to teach exceptional children in regular classrooms, sometimes also termed inclusive classrooms (LeFrançois, G. 2011).
IDEA was established for children with learning disabilities and has been mandated as a part of every educational facility.
As defined by the American Psychological Association, “The Individuals with Disabilities Education Act (IDEA) ensures that all children with disabilities are entitled to a free appropriate public education to meet their unique needs and prepare them for further education, employment, and independent living.”
Not every student learns equally; however, every student should be given the equal opportunity to do so regardless of their learning abilities. With that, inclusion provides an environment where not only students will learn together, but regular students will respect and build friendships with students with learning disabilities. While I never had the change to experience this firsthand, this type of environment will enhance friendships and students helping one another. I think that when a child is included in something, their self confidence improves and they will strive to work harder.
Second, inclusion allows students to understand one another and learn from each other as far as customs and courtesies and attitudes. Students are vulnerable to imitate what they see whether it be good or bad. According to the text, one of the benefits of inclusion is the learning of socially appropriate behaviors by students with disabilities as a result of modeling the behavior of other students.
Lastly, inclusive classrooms provide students with learning disabilities access to general learning like the rest of their peers. They will learn the same information instead of the curriculum being adjusted which may omit valuable information. In this case, these students may be learning information that could be too easy depending on where they stand knowledge wise. For others, the adjustment may hinder learning more challenging information some could be ready for.
Individuals with Disabilities Education Act (IDEA). (n.d.). Retrieved July 17, 2016, from http://www.apa.org/about/.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Foundations of Law Week 6 Key Principle of VowPromis
1. Foundations of Law: Week 6
Key Principle of Vow/Promise
• God fulfills His promises, and as creatures
made in His image, we should do the same.
– Genesis 1:26. “Let Us make man in Our image,
according to Our likeness;”
– Numbers 23:19. God is not a man that He should
lie, nor a son of man that He should repent. Has
He said and will He not do, or has He spoken and
will He not make it good?
Key Issue
• Contract law, like all law, flows from God. This
chapter asks the question, “to what extent is
man held to his promises?”
• The Bible provides few releases for a person
who makes a promise. Modern laws have
provided more justifications for breaking one’s
promise. We will assess these modern
doctrines to see if they comport with the Laws
2. of Nature and of Nature’s God.
Ogden v. Saunders
• SCOTUS by a vote of 4-3 upheld a NY law that
required all future contracts to be subject to
state bankruptcy law.
• John Marshall dissented b/c he believed that
the right to contract was established by God
and that the government could not undo a
contract through a bankruptcy law.
Source of Contract Law
• The source of contract is God.
• Contract law is not the creature of society b/c
it existed before society.
• The obligation/right of contract comes from
LONANG.
• It is an unalienable right bestowed upon us by
God.
• Accordingly, while the state may enforce
contracts, it may not impair them.
3. Sanctity of Promise
• Numbers 30:2. “This is the thing which the
Lord has commanded: If a man makes a vow
to the Lord, or swears an oath to bind himself
by some agreement, he shall not break his
word; he shall do according to all that
proceeds out of his mouth.
• Matthew 5:37. “But let your ‘Yes’ be ‘Yes,’ and
your ‘No,’ ‘No.’ For whatever is more than
these is from the evil one.”
God is a Promisekeeper
• God fulfills His promises, and as creatures
made in His image, we should do the same.
– Genesis 1:26. “Let Us make man in Our image,
according to Our likeness;”
– Numbers 23:19. God is not a man that He should
lie, nor a son of man that He should repent. Has
He said and will He not do, or has He spoken and
will He not make it good?
Fletcher v. Peck
• GA legislature granted 35 million acres of land to
4. speculators for low price
–
–
–
• February 13, 1796:GA legislature repeals initial grant
–
–
–
• Fletcher demands his money back, arguing that Peck
cannot convey good title
Fletcher v. Peck (cont’d)
• The Court ruled that Georgia could not repeal
its grant of the land because it was a contract.
• Georgia is held to its contracts the same way a
person is held to his contracts.
Hypo 1
• Q1: So does a law permitting a debtor to
be absolved from His debts “impair the
obligation of contracts” if contracts are a right
created by civil society?
• Q2: Does a law permitting a debtor to be
absolved from his debts “impair the obligation
5. of contracts” found in the common law and
the LONANG?
Presenter
Presentation Notes
A: If the obligation of contracts is merely a civil right (a right
created by society) then society can change modify that right by
releasing the debtor. If, however, the obligation of contracts is a
requirement of LONANG, then society cannot change it to
release a debtor.
Note: This issue is a bit complex b/c while God clearly
commands that people fulfill their promises, he did order Israel
to release all debtors from their debts every 7 years.
Release
• Deuteronomy 15:1-4. ““At the end of every
seven years you shall grant a release of debts.
2 And this is the form of the release: Every
creditor who has lent anything to his neighbor
shall release it; he shall not require it of his
neighbor or his brother, because it is called
the LORD’s release. 3 Of a foreigner you may
require it; but you shall give up your claim to
what is owed by your brother, 4 except when
there may be no poor among you;.”
Grounds for release from
promise/contract?
• Does fraud release someone from a contract?
6. – Does not seem so according to the Bible. See Israel’s treaty
with
Gibeonites. Joshua 9:1-19. Israel was held to the treaty even
though the Gibeonites tricked them into making the treaty.
– Modern law and common law release one from a promise
induced by fraud
• Unlawful purpose?
– Yes. Exodus 23:1 and other passages condemn entering into
agreements to do unlawful actions.
– This is one of the few clear Biblical grounds for excusing
oneself
from a contract. If someone promises to do something illegal,
they can recant that promise.
– Modern law and common law release one from promises to
perform unlawful actions
Hypo 1
• Q: Are bankruptcy laws (which permit a debtor to be
absolved from his debts) consistent with LONANG?
• Consider the debt release in Mosaic law: Deuteronomy
15:1-4. “At the end of every seven years you shall grant
a release of debts. 2 And this is the form of the release:
Every creditor who has lent anything to his neighbor
shall release it; he shall not require it of his neighbor or
his brother, because it is called the LORD’s release. 3 Of a
foreigner you may require it; but you shall give up your
7. claim to what is owed by your brother, 4 except when
there may be no poor among you;.”
Impossibility in Common Law
• General Rule:
– Party must perform or pay damages, even if
performance is impossible.
• Exceptions
– Contract must be absolute; parties can expressly or
impliedly agree to certain conditions that might
excuse performance
– Contracts in which performance depends on the
continued existence of a given person or thing, a
condition is implied that the impossibility of
performance arising from the perishing of the person
or thing shall excuse the performance. (215)
Impossibility: Modern Rule
• Courts will release one from a contract for
impossibility or impracticability
• “a thing is impossible in legal contemplation
when it is not practicable; and a thing is
impracticable when it can only be done at an
excessive and unreasonable cost.”
8. Impossibility in Bible/LONANG?
• Impossibility does not appear to be a justification for
release from a contract:
– Psalm 15:4. The righteous person “swears to his own hurt and
does not change.”
– Proverbs 22:26-28. Do not be a surety for debts “if you have
nothing with which to pay, Why should he take away your bed
from under you?”
– Ecclesiastes 5:5. Better not to vow than to vow and not pay.
– Matthew 18:24, 34. [Parable of the Unforgiving Servant]
Servant
owed 10,000 talents (insurmountable amount). Initially
forgiven,
but then when he failed to forgive another, he was thrown in
prison until “he should pay all that was due to him.”
Unconscionability
• Doctrine
– Courts will release one from a contract where that
contract is “unconscionable”
– Whether in light of general commercial
background . . . the clauses are so one-sided as to
be unconscionable under the circumstances at the
time of the making of the contract.
9. • Purposes
– Prevent oppression and unfair surprise
Unconscionability and LONANG
• Genesis 25:29-34
• 29 Now Jacob cooked a stew; and Esau came in from the
field, and he was weary. 30 And Esau said to Jacob, “Please
feed me with that same red stew, for I am weary.”
Therefore his name was called Edom.
• 31 But Jacob said, “Sell me your birthright as of this day.”
• 32 And Esau said, “Look, I am about to die; so what is this
birthright to me?”
• 33 Then Jacob said, “Swear to me as of this day.”
• So he swore to him, and sold his birthright to Jacob. 34 And
Jacob gave Esau bread and stew of lentils; then he ate and
drank, arose, and went his way. Thus Esau despised his
birthright.
Unconscionability and LONANG cont’d
• Hebrews 12:16-17. “lest there be any
fornicator or profane person like Esau, who for
one morsel of food sold his birthright. For you
know that afterward, when he wanted to
inherit the blessing, he was rejected, for he
found no place for repentance, though he
10. sought it diligently with tears.”
Do minimum wage laws violate
LONANG?
• Deuteronomy 24: 14-15. “You shall not oppress a hired
servant who is
poor and needy, whether one of your brethren or one of the
aliens who is
in your land within your gates. Each day you shall give him his
wages, and
not let the sun go down on it, for he is poor and has set his heart
on it; lest
he cry out against you to the Lord, and it be sin to you.
• Jeremiah 22:13. “Woe to him who builds his house by
unrighteousness
And his chambers by injustice, Who uses his neighbor’s service
without
wages
And gives him nothing for his work,”
• James 5:4. “Indeed the wages of the laborers who mowed your
fields,
which you kept back by fraud, cry out; and the cries of the
reapers have
reached the ears of the Lord of Sabaoth.”
Presenter
Presentation Notes
Minimum wage laws raise an interesting question. The Bible is
concerned with justice. However, when the state sets a
minimum wage, it is imposing a standard upon a contract made
11. between two consenting parties. The Bible seems to permit the
parties to make their own promises. However, as the above
verses show, the unjust employer will be held accountable by
God for ripping off his employees.
Minimum Wage Laws Cont’d
• Matthew 20:1-16. “But he answered one of
them and said, ‘Friend, I am doing you no
wrong. Did you not agree with me for a
denarius? Take what is yours and go your way.
I wish to give to this last man the same as to
you. Is it not lawful for me to do what I wish
with my own things? Or is your eye evil
because I am good?”
Jones v. Star Credit Corp.
• Welfare recipients purchased $300 freezer for
$900 ($1234.80 with sales tax, credit charges,
and insurance)
• Recipients fell behind on payments after
paying $619.88.
Jones v. Star Credit Corp. cont’d
• Rule: Court can undo an unconscionable
12. contract. Court can consider the resources of
the parties, and the mathematical disparity
b/t the charged price for the item and its
actual value.
• Held: The contract for the purchase of the
freezer was unconscionable.
Biblical Remedies for Problem of
Unconscionability
• Eccl. 5:5. Better not to vow than to vow and
not fulfill it.
• Luke 6:34-35. lend money to the poor without
expecting payment.
• Proverbs 14:31. Those who oppress the poor
insult their Maker.
• Proverbs 22:22. Do not oppress the poor, “for
the Lord will plead their cause.”
Unconscionability Conclusion
• As evidenced by the story of Jacob and Esau,
LONANG does not seem to provide an exception
for unconscionability. When one makes a
promise, he is bound to it, not matter how
unwise that promise is. However, in Israel, the
financial implications of an unwise contract were
mitigated by the seven year release. For example,
13. if one took out a loan to invest in a business that
failed, the debtor would be released from the
remaining balance on the loan in the seventh
year.
Impracticability
• The doctrine of Impracticability releases one from
his contract when the thing becomes
“impracticable” = when it can only be done at an
excessive and unreasonable cost.
• Is this doctrine consistent with LONANG?
– Appears the answers is no.
– Psalm 15:4. A righteous man swears to his own hurt
– Matthew 18:24, 34. Unforgiving Servant held
accountable for his insurmountable debt
LONANG Framework for Assessing the
Validity of Laws that Regulate
Contracts
1. Does law interfere with the duty to fulfill
one’s promise/the right to contract?
2. If it does, the law is presumed to violate the
rule of contracts.
3. But can the law be justified on some other
ground in the Scriptures? [Does law fall into
14. one of the few Biblical exceptions that
release one from his promise?]
Do minimum wage laws violate
LONANG?
• Deuteronomy 24:14-15. “You shall not oppress a hired servant
who
is poor and needy, whether one of your brethren or one of the
aliens who is in your land within your gates. Each day you shall
give
him his wages, and not let the sun go down on it, for he is poor
and
has set his heart on it; lest he cry out against you to the Lord,
and it
be sin to you.
• Jeremiah 22:13. “Woe to him who builds his house by
unrighteousness
And his chambers by injustice, Who uses his neighbor’s service
without wages and gives him nothing for his work,”
• James 5:4. “Indeed the wages of the laborers who mow ed your
fields, which you kept back by fraud, cry out; and the cries of
the
reapers have reached the ears of the Lord of Sabaoth.”
Minimum Wage Laws Cont’d
• Matthew 20:1-16. “But he answered one of
them and said, ‘Friend, I am doing you no
wrong. Did you not agree with me for a
15. denarius? Take what is yours and go your way.
I wish to give to this last man the same as to
you. Is it not lawful for me to do what I wish
with my own things? Or is your eye evil
because I am good?”
Allgeyer v. Louisiana
• LA law makes it unlawful for any person to
procure insurance within the state from any
insurance company that has not first complied
with LA laws with respect to the doing of the
insurance business there.
• DEFs, in the cotton export business, applied to NY
insurance company that had not complied with
LA insurance laws.
• DEFs fined for violating statute.
Foundations of Law: Week 6Key Principle of Vow/PromiseKey
IssueOgden v. SaundersSource of Contract LawSanctity of
PromiseGod is a PromisekeeperFletcher v. PeckFletcher v. Peck
(cont’d)Hypo 1ReleaseGrounds for release from
promise/contract?Hypo 1Impossibility in Common
LawImpossibility: Modern RuleImpossibility in
Bible/LONANG?UnconscionabilityUnconscionability and
LONANGUnconscionability and LONANG cont’dDo minimum
wage laws violate LONANG?Minimum Wage Laws Cont’dJones
v. Star Credit Corp.Jones v. Star Credit Corp. cont’dBiblical
Remedies for Problem of UnconscionabilityUnconscionability
ConclusionImpracticabilityLONANG Framework for Assessing
the Validity of Laws that Regulate ContractsDo minimum wage