Contract Laws Essay Example for Free

Contract Laws Essay When it comes the laws of business there are a broad range of categories and topics. A topic that we would find when studying business law is contracts. â€Å"A contract is a legally enforceable agreement between two or more people.† (Rogers, 2012) In the world we live in learning about contract laws is very vital when entering into one. We must be aware that there is more than just on type of contract and there are several steps that both parties must follow before any contract can be legal. There are several types of contracts that individuals can enter. These types are expressed, implied, bilateral, unilateral, simple, formal and quasi contracts. An express contract are â€Å"formed by the express language of the parties—the actual words they use in their agreement—and can be either written or oral.† (Rogers, 2012) This type of contract does not have to be in writing. An expressed contract contains the offer, acceptance and consideration elements of a contract. Express contracts are usually compared to implied contracts. Implied contacts are â€Å"formed not by the express words of the parties, but rather by their actions.† (Rogers, 2012) With this type of contract the agreement is implied by actions. There are no expressed words within an implied contract. It can be either implied in fact or in law. If a contract will result in inequity or harm it will not be implied. If there is any doubt or discrepancy exists, then the court might not con clude a contractual relationship. If an implication arises that they have jointly assented to a new contract that contains the same requirements as the old agreement. Another type of contract is a bilateral contract. A bilateral contract is a† reciprocal arrangement between two parties under which both parties promise to perform an act in exchange for  the other partys act† (BusinessDictionary.com). When entering into a bilateral contract there is a joint agreement among the two parties that entails the performance of an act. The promise made by one party constitutes sufficient consideration for the promise made by the other party. It is a common contract because we enter into a bilateral contract everything we make a purchase, order or receive any kind of treatment. Bilateral contracts are compared to unilateral contract. Unilateral contract are agreements that deal with a promise that is made by only one person involved in the contract. This agreement is when there is an exchange for the performance or non-performance of an act by the other party. Only one of the contracting parties can be enforced to comply with contract. This type of contract is one-sided because only the offeror is legally bound in complying with the terms of the contract. The offeree can comply or refrain from performing the act, but he or she cannot be sued if they do not comply. If you accept an offer from a unilateral contract it cannot be achieved by making another agreement only by performance or non-performance of some particular act. An offer can be revoked until the act has been performed or there was no act completed and the date has passed. The following contract is called a simple contract. It is in no way a lawfully recorded or legitimately sealed contract, but breeches are still frequently ruled on by a judge. It â€Å"is any oral or written contract that is not required to follow a specific form, or be signed, witnessed, or sealed.† (Rogers, 2012). They are not necessarily formalized contracts and do not entail court proceedings in order to make them binding. They are simply an agreement that is among the parties involved. They are usually compared to formal contracts. Formal contract are â€Å"a written agreement between two parties that are considered to be legally binding and enforced my law† (Laws.com). They must be in writing, signed and seal by all parties entering into the contract. In order for a formal contract to be valid it must contain three elements, which are the offer, the acceptance and a payment for the services provided or goods delivered. This type of contract eliminates any uncertainty regarding its terms and conditions. It contains a preface section which is utilized to clearly define the essentials terms that are utilized within the contract. This helps in eliminating redundancy in the use of common language. It also insures substantive terms of the contract  that are described and referenced in t he contract. Quasi contracts are the last type of contract discussed in the text. Quasi contracts are not a realistic contract. â€Å"They are a remedy that a court may offer to make things fair.† (Rogers, 2012). This type of contract is implied by law. Courts will imply a fictional contract to require one party to return benefits to the other party where unjust enrichment has occurred. Unjust enrichment doctrine deals with the equality of a quasi contract. It states that no party should profit at the expense of the other without making restitution of a reasonable value. When there is no oral or written agreement, courts depend on this doctrine to provide a legal remedy for a quasi contract. A Quasi contract can be compared to an implied contract. There are two types of implied contracts. These types are Implied-in-fact and Implied-by-law. A quasi contract is considered to be an Implied-by-law. It is different from an implied-in-fact because the courts treat the former as an express written contract because of the actions and words that both parties have expressed. Even though neither party has verbally expressed the acceptance of the contract their actions might be viewed differently. A contracted can be valid and enforceable, but can also be found to be unenforceable and can be voided. In order for a contract to be valid and enforceable it must contain the five elements of a contract to be legally binding. These elements are offer, acceptance, consideration, legality and capacity. The first element of a valid contract is the offer. An offer â€Å"is an invitation for another to enter into a contract† (Rogers, 2012). Offers can be verbal or written, but must at all times be clear terms. They can be bilateral or unilateral terms. They are not legally binding. Offers can be voided is any of the individuals involved cannot or do not comply with their promise. Offers can also be voided, repealed or annulled after parties have accepted the offer, unless there is a clause where it states that revocations are not allowed. The following element is acceptance. An acceptance â€Å"is an acquiescence to enter into a contract under the terms of the offer† (Rogers, 2012). Once an offer is made the parties must agree on the terms. All parties must be willing to enter into the agreement. Acceptances can be implied or  expressed. They can be directed to all parties involved or just one person. There are times when the individual making the offer will invite the person accepting the offer by actually performing the acts that the offeror is bargaining for. This occurs when special tribulations of notification, revoking and confidence in the form of limited performance can occur. Consideration is the next element of a valid contract. A consideration is â€Å"anything of legal value that is asked for and received as the price for entering into a contract† (Rogers, 2012). For a contract to be considered to be legally binding it must be supported by a valuable consideration. For instance, a party is required to do something in exchange for the promise that was made in a benefit of value. It is what each individual in the contact provides to the other as the established value for the other’s promise. For the most part, considerations are usually a payment of money, but are not always. At times they can be a promise to do something such as a type of work in return for something. The fourth element is legality. This is â€Å"an agreement may be considered illegal if it would violate a statute; result in commission of a tort; or violate public policy.† (Rogers, 2012). In contract law, legality of purpose is required of every enforceable contract. Agreement of a social nature are presumed not to be legally binding, but with evidence can be rebutted in court. Also, any domestic agreements such as agreements created by a parent and a child are generally unenforceable on the basis of the system of law. The last element is capacity. Capacity is â€Å"the mental competency of an individual and also with special rules for people who are under legal age† (Rogers, 2012). In other words, it deals with the competence of all parties. In order for an individual to enter into a contract they must be capable to do so. All parties entering the contract have to be over the legal age, mentally capable and cannot be under the influence of drugs or alcohol. If a contract is made with an individual that is under the age of 18 or 21, depending on the jurisdiction, the contract is voidable, but is legal and enforceable until or unless the individual revokes it. In the  eyes of the law, individuals under the age of 18 or 21 are deemed to be immature and naà ¯ve to enter into a contract. The individual may avoid the legal duty to perform the terms of the agreement without being liable of breach of contract. All parties must also be mentally capable of entering into a contract. If a party does not understand the nature and/or consequences of the contract when it is formed the contract can be voided. An individual that lacks the legal capacity can be declared incompetent in a court and can be appointed a legal guardian. If someone is to enter into a contract with someone who is not mentally capable the contract will be voided and there will not be any legal effects because neither party may be legally compelled to comply with the terms. Lastly, no one entering in to a contract can be intoxicated. All parties must be sober at the time of entering a contract in order for the contract to be deemed enforceable. When someone is under the influence they are not capable of knowing what they are doing and why. They might also not comprehend the terms of the contract which makes it unenforceable. A contact can appear to be legally binding because it may contain all the elements of a contract, but there are defenses to a contract that can also make a contract unenforceable and voidable. There are two types of defense to a contract, which are lack of genuine assent and lack of proper form. Genuine assent or â€Å"meeting on the minds† is a criteria utilized to determine validity of acceptance of an offer for a contract. This occurs when the acceptance of a contract is secured through improper or illegal means such as fraud, mistake, duress and undue influence. The first type of genuine assent that will be discussed is fraud. Fraud is the premeditated falsification of an essential matter of the contract. When there is an existence of fraud in a contractual proceeding it makes the contract unenforceable and can be voided by the party upon whom the deception was perpetrated. According to our text, there are two types of fraud, which are fraud in the execution and fraud in the inducement. Fraud in the execution merely occurs when one of the individuals who entered in to the contract isn’t aware that they are entering in to one. The second fraud is when both parties are aware they are entering into the contract, but one of the  parties is deceived when entering into it. The following type that can make a contract unenforceable and invalid is a mistake. A mistake is also known as a mutual mistake. When there is a mistake this means that both parties made a mistake to something that is vital to the contract. Just because one party can make a mistake doesn’t necessarily mean that the contract is voidable. In order for it to be considered as unenforceable it must have a significant effect on the exchange or bargaining development. The following factor is duress. Duress is when one party forces the other party to sign a contract. The force can be either physical or emotional pressure. When there is use of duress the contract is voidable by the party that was under duress during signing. Duress can be defined by three categories, which are actual or threatened violence to an individual, threats to an individual’s property and/or economic duress. Economic duress is the more difficult to prove because you have to establish the boundaries of acceptance behavior of this kind of pressure. Duress is sometimes compared to undue influence, but there are different. As mentioned above, duress deals with someone being pressured into signing the contract, whereas undue influence is when a party is manipulated in to signing the contract. If one party has put inequitable and inappropriate pressure on the other in the discussions leading to the signing of the contract, common law will allow duress and undue influence to allow for the terms of the contract to be set aside. Common laws are laws â€Å"made by the decisions of judges in individual cases. â€Å" (Rogers, 2012). Undue influence is easy to recognize because it can involve the parties having a fiduciary relationship or one of the members involved depends on another due to their age, illness, infirmity, etc. A fiduciary relationship is a relationship where one individual has a responsibility to act for the others benefit. When undue influence occurs the individual who is suppose to be helping the other person out is taking advantage of that person. Lastly, the second type of defense to a contract as listed above is lacks proper form. This is generally when it lacks writing. There are certain types of contracts that are required to be in writing, but at times we aren’t aware. If these types of contracts are not in writing then they  cannot be enforced. It is important to learn about contract laws. They are the foundation of our society. Since we enter into contracts on a daily bases we should be aware of these laws. Contracts can be complicated and having knowledge of the different types and what makes them enforceable or voided can really be helpful. If there were no laws on contract then the agreements we make could become impractical and unworkable. References Lewinsohn, J. L. (1914). Contract Distinguished From Quasi Contract. California Law Review, 2(3), 171. Rogers, S. (2012). Essentials of Business Law. San Diego, CA: Bridgepoint Education, Inc. Smith, C. A. (2012). Contracts. http://www.west.net/~smith/contracts.htm Information regarding elements of a contract and remedies for breach. Undefined. (n.d.). Bilateral Contract. In BusinessDictionary.com. Retrieved May 2, 2014, from http://www.businessdictionary.com/definition/bilateral-contract.html. Undefined. (n.d.). Know the types of Formal Contract. In Laws.com. Retrieved May 2, 2014, from http://contract-law.laws.com/types-of-contracts/types-of-formal-contract.

Patriotism Aided in Socrates Acceptance of His Death Essay -- History

THESIS STATEMENT Patriotism aided in Socrates' acceptance of his death, although believing he was unjustly convicted of corrupting the youth of Athens and creating divinities in place of the gods. PURPOSE STATEMENT Through books and essays about Socrates, research, and analysis it shows that he was truly guilty of his crimes and accepted them willingly although he believed he was innocent. INTRODUCTION A member of the jury watched as the defendant, tense and nervous, looked over at the Kleptsydra, or the water-clock, and realized time is of the essence. When the Kleptsydra is empty, the jury of five hundred, who are expected to make a decision, look puzzled and confused on which side to vote for. After counting the votes, the verdict, guilty. The defendant had only lost by a slight margin of 260 against to 240. Each party, accusers and defendant, proposes a penalty: the accuser proposes death, but astonishingly, the defendant proposes to be treated as an Olympic victor. The year is 399 BCE. Socrates was a simple man, famous, seventy years old, and had been doing his normal routine when he was confronted with an obstacle, which changed the course of what was left of his life. He had seen something similar in his time which also happened coincide with the obstacle he faced. What he did not know was what was gong to happen next. Socrates was accused of corrupting the youth of Athens and creating new divinities. The new accusers, as Socrates called them, were Meletus, Lycon, and Anytas. He was found guilty, but many today and then argue for his innocence, including Socrates himself. He thought himself innocent, but still accepted his death with courage out of his patriotism for Athens. Socrates could have avoided his d... ... accepted his penalty out of patriotism. Socrates is the meaning of Patriot when it comes to Athens. "Nothing means more to Socrates than Athens, and, more importantly, than the Athenians within it" (Hughes xxii). Socrates served in the military and the assembly, having an active role in politics. He did this to fashion Athens to be the best it can be. Even when Athens turned against him, he still had a deep love for it, by carrying out his sentence of death, believing he had done a favor for Athens by removing the sickness. Socrates was a visionary of a greater Athens, but was quietly targeted and gun down by those who found fault in him. At the end of Socrates' life, he was not honorably discharged, nor did he receive a corona civica for his attempt in changing Athens for the better, but was condemned to death for stepping out of line, marching in plain site.

Benifits of introducing children to books at an early age and Reading Aloud

Educational researchers praise the practice of parents and teachers reading to children. In a book aimed at helping parents provide their children with useful learning experiences, for example, Butler and Clay (1999) asserted: â€Å"There is no substitute for reading and telling stories to children, from the very earliest days† (p. 17). Based on his review of the literature on reading to children, Teale (1991) concluded that â€Å"reading to preschool children . . .Is an activity through which children may develop interest and skill in literacy† (p. 902). And in Becoming a Nation of Readers, Anderson, Hiebert, Scott, and Wilkinson (1995) cited reading to children as â€Å"the single most important activity for building the knowledge required for eventual success in reading† (p. 23). Moreover, a number of correlational studies have linked activities in which adults and preschool children share book reading to the children's beginning reading success in school (Hew ison & Tizard, 1990).Such unabashed praise for reading to children is intriguing because it begs for elaboration: Why is reading to young children thought to be so beneficial? What knowledge do children acquire from it? Although asserting the value of the practice of reading to children, researchers have given little attention to what children learn from it. Interactive story reading is a joint use of picture books to talk about the pictures, read the text, and discuss the story ideas.Central to this definition is the notion that the adult and child (or group of children) construct an understanding of the book together. It is because of this emphasis on the joint construction of meaning that we prefer this term over others, such as shared reading, story reading, reading aloud to children, and guided reading that have been used in the research literature to label the event of reading to children. When adults read stories to young children, they usually do more than read the words alo ud.They ask meaningful questions about the stories. To make sure children understand the story, they paraphrase or interpret as needed, and they answer the children's questions about it. From the research that has examined parent-child story reading, it is possible to explain the social nature of the event and to make deductions about what young children learn during it. The research on parents reading to children is based primarily on middle-class mothers reading to their preschool children at bedtime.Moreover, the studies are often descriptions given by highly educated mothers reflecting on their practices with their children. A seminal work of this type is the Ninio and Bruner (1998) study in which it was found that highly ritualized discussion sequences between parent and child occur during story reading, and that these sequences are the primary means through which toddlers learn to label pictures.Ninio and Bruner found that mothers interpret children's smiling, babbling, vocali zing, reaching, and pointing as either requesting or providing labels. For example, a baby reaches toward one of the pictures in the book, and the mother extends that gesture by saying the name of the picture. Moreover, if the baby vocalizes or gestures toward the picture when the mother gives a label, the mother assumes that the baby is attending to the name she gave, furthering the likelihood that she will continue to provide labels.These parentchild interchanges are orchestrated into turn-taking sessions, with parent or child initiating a communication. At about the same time that Ninio and Bruner were reporting their work, Snow (1993) began reporting her analyses of mother-child discussion during book sharing. She posited that the features of the interactions that support oral language acquisition are the very same features that promote beginning reading and writing development.She highlighted four such features: (a) semantic contingency, or the adult continuing a topic introduc ed by the child's previous statement through expansions, extensions, clarifications, or answers; (b) scaffolding, or the steps the adult takes to minimize the difficulty of the activity; (c) accountability procedures, or the way the mother demands the task be finished; and (d) the use of highly predictable contexts for language use that help the child move from the concrete here and now to the remote and abstract.Elaborations on these four features illustrate how children learn about reading through social interactions during interactive storybook reading. The use by adults of semantic contingency, or meaningfully extending a child's comment to facilitate oral language acquisition, has been well documented (Cross, 1998). Snow (1993), however, argued that when adults expand on or clarify text during storybook reading, they facilitate the development of literate behavior.For example, adults can answer children's questions about letter names and words, they can clarify story meaning, a nd they can extend children's understanding of story concepts such as what direction one reads print or where a word begins and ends. Not only is the discourse during interactive story reading expansive in nature, Snow argued, it is scaffolded. Drawing from Bruner (1998), she defined scaffolding as the â€Å"steps taken to reduce the degrees of freedom in carrying out some task, so that the child can concentrate on the difficult skill he is in the process of acquiring† (p. 170).Scaffolding occurs in oral language development. For example, although young children often say only one word for a whole sentence when they are learning to talk, parents respond by treating the word as a complete and sophisticated statement. In story reading, scaffolding might include parent reminders to the child about the name of the story, who the important characters are, or what the story problem is. The parent might point to a picture and then its printed label, hesitate to see if the child fill s in a story word or phrase, or encourage the child to help tell parts of a story.Snow also argues that parents challenge their children during reading sessions by holding them accountable for what they do to help construct the session. Snow and Ninio (2006) proposed seven tenets of literate communication from the interactions during the reading event that, although not explicitly taught, help children become literate. These tenets are (a) that a book is for reading rather than manipulating, (b) that a book controls the conversation, (c) that pictures are events, (f) that book events occur outside of real time, and (g) that books are an independent fictional world.It is clear that parents help children take over storybook-reading talk, and that this practice encourages children's later strategies for talking about and interpreting books. The descriptive research shows clearly that children experience opportunities for learning from engaging in interactive story reading with parents, and that the interactions have characteristic patterns that children imitate and that could promote literacy development.The nature of the dialogue that occurs during interactive book reading is affected by factors that include the size of the group, the competency of the participants, and the familiarity and type of the text. Yet a basic framework can be seen. When parents or teachers model, read, and talk to children about a text, they provide a structure that helps children understand and remember the story content.By promoting socially interactive story reading in which both reader and listener actively participate and cooperatively negotiate what is important and what things mean, teachers engage children in a process of learning through social interaction. It appears that, not only do children internalize the social conventions of stories when they talk with adults about them, they take away specific knowledge from hearing stories, such as the syntax, organization, and word f orms used in written language, and knowledge of its elements – words and letters themselves.Explanations of how children move into independent word reading have assumed a strong relationship among letter knowledge, phonological awareness, and reading (Ehri, 1999). Reading requires children to attend to the sounds in words and to the letters that symbolize those sounds. New evidence from interactive reading studies suggests that interactive reading may be another way to draw children's attention to print and to the ways that letters sound in words. through interactive reading, children begin to remember the story dialogues.In the process, they acquire written language structures and new vocabulary and then begin to focus on print and letter concepts. The research documents that these aspects of literacy learning can appear both at home and in the classroom. Therefore, both parents and teachers can promote young children's literacy acquisition through interactive story reading. At home, children can learn at a fairly optimal level because most parents are sensitive to their children's developing abilities in language.Parents can connect book information with their children's background experiences, and they are better attuned to the children's interests and level of understanding. At school, teachers achieve similar effects if they organize the story reading to elicit maximum participation from all students and if they repeatedly read stories. The theoretical construct posited by Vygotsky helps to explain how learning occurs. When reading to children is a social event, children's book explorations are refined through the verbal and nonverbal interactions that take place during the reading.During the reading, adults highlight and interpret the reality of the book, its written language features, vocabulary, and print forms, and the children mimic and modify the language to fit their understanding. Structured interactions enable children to add these underst andings to their current viewpoints through play with the language, questions, comments, and attempts to extend their understandings by making sense of new situations with the book language and print.From this theoretical perspective, it becomes obvious that reading to children without allowing discussion is not likely to be sufficient for developing the ability to use written language. If the goal is to teach literacy, an adult should mediate the ideas in books by keeping within bounds of children's understandings and by using an interactive story reading approach. Then, story reading becomes a way for young children to acquire knowledge about written language at new levels of understanding.Their face-to-face communication with adults provides a way for them to ask questions, comment about what makes sense, and use book language and book ideas. Although picture books provide essential picture and story line context, the language is without intonation, gestures, and pitch until an a dult reads it to the child. But, through mediation of this language, the child learns to interpret, apply, and transfer the sophisticated written language to their own oral language. Thus, literacy learning opportunities abound in interactive reading sessions.The process takes place through highly structured social interactions, interactions that involve routine joint participation sequences, in which the adults help children make connections to their own knowledge, and in which children make known their old understanding and practice their new understandings. Although this approach is easier for parents who are reading to one child, sufficient evidence now exists that teachers can read to small groups of children in a similar way, particularly in situations where teacher-group interactive language structures are fairly routinized, such as in rereading stories.Children learn about three aspects of literacy when they engage in interactive reading. First, they acquire knowledge about written language structures from the stories that they read interactively with an adult on a regular basis, and that they can talk about, act out, and use to play with story language. This suggests that teachers need to provide opportunities for children to hear and talk about stories. Second, they acquire new vocabulary from listening to stories.Children's oral language is embellished with new words and book phrases that are drawn from the book they hear read, particularly those they hear read repeatedly. Their attention to story information thereby becomes more focused and their listening comprehension improves. Finally, children learn about the form of print, that is, about how language is graphically represented, when they have opportunities to memorize texts and recite them as though they were reading. Their learning can be heightened when the print in the stories is salient, and when they hear repeated readings.Repeated reading is an activity particularly well suited for presc hool and kindergarten classrooms and will foster development of children's letter knowledge and phonological awareness, which can be connected to later word and letter recognition and to decoding. It is clear from more than a decade of research that interactive story reading is a powerful social avenue for developing language and literacy, and that it can be used as an influential literacy tool both in the home and in the school; that is, as Cochran-Smith (1984) has said, the child and adult bring to life books, and books enrich children's lives.Works Cited Anderson R. C. , Hiebert E. H. , Scott J. A. , & Wilkinson I. A. G. (1985). Becoming a nation of readers: The report of the Commission on Reading. Champaign, IL: Center for the Study of Reading; Washington, DC: National Institute of Education. Butler D. , & Clay M. (1999). Reading begins at home: Preparing children for reading before they go to school. London: Heinemann. Cochran-Smith M. (1984). The making of a reader. Norwood, N J: Ablex. Cross T. G. (1998). â€Å"Mother's speech and its association with rate of linguistic development in young children†. In N.Waterson & C. Snow (Eds. ), The development of communication. London: Wiley. Bruner J. S. (1998). â€Å"Learning how to do things with words†. In J. S. Bruner & R. A. Garton (Eds. ), Human growth and development. Oxford, England: Oxford University Press. Ehri L. C. (1999). â€Å"Movement into word reading and spelling: How spelling contributes to reading†. In J. M. Mason (Ed. ), Reading and writing connections (pp. 65-82). Boston: Allyn & Bacon. Hewison J. , & Tizard J. (1990). â€Å"Parental involvement and reading attainment†. British Journal of Educational Psychology, 50, 209-215.Ninio A. , & Bruner J. (1998). â€Å"The achievement and antecedents of labelling†. Journal of Child Language, 5, 1-6. Snow C. E. (1993). â€Å"Literacy and language: Relationships during the preschool years†. Harvard Educational Re view, 53, 165-189. Snow C. E. , & Ninio A. (2006). â€Å"The contracts of literacy: What children learn from learning to read books†. In W. H. Teale & E. Sulzby (Eds. ), Emergent literacy: Writing and reading (pp. 116-138). Norwood, NJ: Ablex. Teale W. H. (1991). â€Å"Parents reading to their children: What we know and need to know†. Lrnguage Arts, 58, 902-912.

Proposal Paper - 1308 Words

Giving that Lasts: Developing an Endowment for the Church’s Future The study of Theology must come to bear on every facet of human existence. Despite thoughts to the contrary this also includes the financial life of the believer and by extension the church. This journey of thought will seek to create an 8-12 month stewardship approach tailored to meet the need of a 145 year old congregation located in the Flatbush section of Brooklyn New York. The primary goal will be geared toward educating the entire congregation on the importance of responsible stewardship and generosity. As we transition toward 2018, key elements of the following proposal will be gradually implemented as we enter the new year in the hope that by the end of the 2018-†¦show more content†¦Over the years the population has aged. The Churchs zip code 11216 is home to an estimated 53,747 residents. Based on the 2011-2015 American Community Census Survey the median household income within the community was $47,107. There are a number of persons in the congregation who are co llege educated. Demographically speaking the church is prime to consider the next level of stewardship maturity. It is important to note that this stewardship approach is not geared solely toward fundraising, but more significantly, it seeks to educate, inform, and stir a righteous passion for generosity. In their work Contagious Generosity, Willard and Sheppard assert, â€Å"It is not enough for the church to talk about generosity, nor is it enough for individual Christians simply to commit to being generous. What makes Generosity a real and powerful witness to Gods love is our action.† In complete agreement with Willard and Sheppard, the testament to the generosity of this organization will rest on its action. Generosity will be determined by the willingness of the community to give from a posture of love. With the firm belief that stewardship is indeed a ministry of love, this approach will treat it as such. The biblical text that will be used to guide the stewardship approach over the next 8-12 months comes from 1 Corinthians 4:2 which states, ‘Moreover, it is required of stewards that they be found trustworthy.’ I believe this scripture captures the toneShow MoreRelatedGrant Proposal Paper1163 Words   |  5 PagesGrant proposal A was about implementing an expansion to ABC’s Alternative Breaks program to send groups of students to various communities around the country. Overall, I felt this grant was well written. This grant proposal is straight to the point, but gives enough information within most areas where clarification in not necessary. This grant proposal falls under the community service, and civic engagement categories. Although this grant proposal is for an expansion of preexisting program, I canRead MoreConcept Paper or Pre-Proposal1307 Words   |  6 PagesTable 1. Generic Proposal Outline I. 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And we as society accept that reasoning and say, well we need to help theseRead MoreInformation Systems Proposal Paper1332 Words   |  6 PagesInformation Systems Proposal Katherine Pratt BIS/220 November 27, 2012 Stephen Allen PhD Table of Contents Information Systems Proposal 3 Functional Area Information System 3 Disadvantages and Advantages 3 Analysis 4 Transaction Processing System 4 Disadvantages and Advantages 4 Analysis 4 Office Automation System 4 Disadvantages and Advantages 5 Analysis 5 Management Information System 5 Disadvantages and Advantages 5 Analysis 5 Electronic Commerce System 6 DisadvantagesRead MoreSona Research Proposal Paper1228 Words   |  5 PagesProposed Methods Participants Approximately 168 participants, self-identifying female students from the University of Guelph in Guelph, Ontario will partake in this study. The participants will either volunteer to participate with the chance to win one $50 Stone road Mall gift card or to obtain credit towards their first-year psychology course. The participants will be asked to fill out a single online questionnaire that can be accessed from an electronic deceive (mobile device, desktop, laptop)Read MoreComputer System Proposal Paper940 Words   |  4 PagesCaring Hands System Proposal Idalina Ackerman CIS 105 May 14, 2010 IT Computing Agency is please to present a computing proposal to Caring Hands to assist your business to run efficiently and effectively. We understand the dynamics that a small business in a competitive market faces. We believe that the home healthcare market is growing and maturing in the Lehigh Valley and surrounding areas. We are ready to place a modern computing system with new technology to meet your needs to succeed