Rhetorical Analysis Of The Birth Control Solution By...

Liana Curley Ms. Cook Eng102 #20792 19 Sep 2017 Paper 1: Rhetorical Analysis Essay - Rough Draft The world population is only growing. The U.N. predicts that from today’s 7.5 billion we will reach 9.3 billion by the year 2050. (World Population Prospects n.p) In New York Times author Nicholas Kristof’s article, The Birth Control Solution, Kristof attempts to promote family planning as a solution to many of the world’s problems. He will do this by giving examples that an out of control global population causes poverty, conflict, and environmental damage; and that family planning would be a cost effective solution. Kristof first lets us know how dire the situation is with worldwide population only growing upward at an unstoppable pace.†¦show more content†¦He uses Afghanistan and Yemen as examples. While hard to prove, increased population means increased casualties in war no doubt. His next answer is that overpopulation causes more poverty. While he gives no specific example of this in his article, it is not hard to fathom that resources will become more limited for the poor to afford if we continue down the path of overpopulation. Lastly, Kristof believes booming populations will cause massive environmental catastrophes. Particularly, Kristof mentions overpopulation will â€Å"make it impossible to protect virgin forests or fend off climate change.† He is right, with more people more trees will be cut down to make space for homes and extra lumber. Kristof ‘s most important solution to the overpopulation pandemic is worldwide access to contraceptives. He notes that some countries still have lackluster access to contraceptives, â€Å"In rural Africa, I’ve come across women who have never heard of birth control.† (Kristof A31) With this statement, he lets us know that he has personally seen the problems of undersized population control regulation and that he is an authority on the issue. â€Å"What’s needed isn’t just birth control pills or IUDs. It’s also girl’s education and women’s rights. (Kristof A31) † Kristof’s logic in this is that educated women have fewer children. He gives no evidence for this however, it is not difficult to come to the conclusion that if more women would know about the risks

Ways to Teach College Essay Writing

Ways to Teach College Essay WritingThere are plenty of ways on how to teach college essay writing. But for a lot of students, they are probably not even aware of these ways to do it. Sometimes the teachers will make the class more interesting, and they may get more out of it.Just remember to keep the main points in the essay simple, and don't go too overboard with details. Also, try to stick to the same form of writing as what you usually do in school.To start off, this is the most important part of the course. Students will need to be able to work through the main points of their essays. You need to make sure they know that they have to do this. So have them come up with a structure and then start working through them.Once they know how to write these first paragraphs, they should work towards the middle of the essay. It's important to work their way towards the end of the essay.If they use the rules, they can still do some errors during this part, so having the proper rules is also important. But as long as they follow the rules, it shouldn't be too hard to do.Then at the end of the essay, they should go over it again. Once they know how to do this, they should then be able to finish the whole thing.Not all students are comfortable with this part of the essay. So before the class, have them come up with ideas that would help them through the writing process.These are some ways on how to teach college essay writing. Make sure they know that they are doing something that they need to do, so that they can be successful in the class.

Best Essay Topics For Essay on Relevant Topics

Best Essay Topics For Essay on Relevant TopicsEssay topics for essay on relevant topics will help you improve your writing skills and enhance your ability to write a well-written paper. The process of brainstorming is not only the most essential method of writing an essay but it also benefits you greatly in the end.Firstly, you should start with topics that you have knowledge in. For example, if you are a medical professional, you can include topics related to your profession in your essay. Once you have an idea of topics for essay on relevant topics, you need to work on coming up with the topic ideas.Firstly, you need to come up with three to five options that can be used as the topic for an essay on relevant topics. After that, you can place them into categories. These categories can include literature, nature and environment, social and cultural factors, technology and history. You can also look at how these topics affect your career goals, profession and future in your career and decide which would be better for your essay.After you have decided on the topic for an essay on relevant topics, it is time to come up with a theme for your essay. Generally, you can use these themes for essay on relevant topics:o Topic - The main topic that you need to discuss is the one that will be the focus of your essay. The main topic is very important because it gives the readers the right concept about your topic. And the topic should not be too general because you are trying to find out more about this subject.o Theme - The theme or background of your essay should be related to the main topic of your essay. If you want to improve your writing skills, the background of your essay should be meaningful. The background should tell the readers about the purpose of your essay and should also be relevant to your field of expertise. If your topic does not relate to your profession or your field of expertise, you need to include a summary of your topic so that the readers get the c oncept.After you have placed your topics for essay on relevant topics in order, you can now select the topic ideas. Once you have come up with the idea, you can then begin to write your essay.

Universities Breaking Down Walls Free Essays

Do colleges and universities need to change to accommodate students once excluded from the university? This is a powerful question that society needs to know the answer to and the universities need to address. This is also a complicated question that has many facets that need to be addressed. Universities need to accommodate people with the willingness to learn and become educated. We will write a custom essay sample on Universities: Breaking Down Walls or any similar topic only for you Order Now The university can†t think that the privileged are the only people that deserve the education they offer; the university has to think on a broader scale and include the once excluded. If this problem were looked at from a financial standpoint, it would hurt the universities, but if this problem were looked at from a social standpoint, it would benefit society as a whole. Mike Rose is a great example of what can happen if the university put some faith in the under-privileged student. The son of an Italian immigrant family, he was placed within the vocational school system. Though placing him within the vocational school system was a mistake due to a clerical error, he played down to expectations beautifully. From those days within the vocational school system to the University of California, Los Angeles were he is now the Professor of Education is a huge testament to the power of education and where it can take someone in life. Education surpasses all boundaries, and education takes someone as far or as high as they want to go, Mike Rose is a shining example of this. Mike Rose also mentions a key aspect of education, which is the support his professors throughout his college and/or entire educational experience. Without help, guidance, and support from your professors, the student, will at times more often than not will feel that education doesn†t want to embrace your efforts, and that is why the support offered from your professors is such a vital part of the education process. Rose also uses great vivid examples in his passage that pertain to the importance of education and shows why it shouldn†t be excluded from anyone willing to accept the challenge of receiving it. The idea of getting an education is the driving force behind anyone and everyone that gets an education. Take for example, Mike Rose†s uncle who came to America from Italy. He came here with nothing, not even an education, and he had to figh(literally) for everything he got, even his education. He was embarrassed in school for not understanding anything that was taught and not being able to read or write, but he overcame these adversities and eventually taught his mother how to sign her name and helped her with everything that she needed from reading flyers to announcements of sales to legal documents. Finally, he took care of all the writing she needed done. This is just one of the many stories Rose used and I use it to show that if education and/or the university embraced Rose†s uncle in his endeavors instead of shunning him, then it would†ve been a much easier transition for him and a richer experience for him and the many others like him. This is an all to familiar place for the underprivileged, but there is a heartfelt story from a brilliant scholar and that person would be Bell Hooks, who came from a poor family that was high on values and family. Hooks decided early on that she wanted more for herself in the was of education, but knew it would be a difficult task to accomplish. When she left her home in the South to pursue her education at Stanford, her parents warned her of the traps and pressures out in the world, but she stood firm with her decision to go to California for schooling. When Hooks arrived at Stanford, she realized that there was a whole other world out there, away from her home in the South. Hooks was tested many times throughout her college experience to change her values to that of the aristocratic values that the university was pushing onto the student body. But Hooks maintained her values that her parents, family, and surroundings had instilled in her, and she moved on to be an educator, not just an educator but also someone that cared about the student†s education. Hooks moved on from Stanford to Harvard and eventually started to lecture all over the country; she even wrote books in a non-academic format so that people of all educational levels could read and understand her message. To look through her eyes the university appears to be a dismal, wrenched place that caters to an affluent, upper class, and white society. Also would you take notice that the university frowned upon black on black relationships and supported a powerful white-supremacist structure. The reason for this outlook is that through her experiences the universities pampered the privileged and didn†t pay attention to the underprivileged. And when the university did let an a underprivileged person walk among them, the university would try to corrupt that individual and have tem change their values to values that were more suited for the university. The aristocratic faculty of the universities would urge people to cut ties to your past and change your values, but all in all, that†s not the way to accommodate the once excluded students; that†s a way to include them but reform them to the university†s way of thinking and to the values the university wants instilled in those individuals. To truly include the underprivileged the universities would have to let them be free: free to think, free to criticize, and free to be themselves. The universities aren†t willing to do that foe the mere fact that they lose their control over the student body. For the university to truly accommodate the once excluded the university would have to change not only its curriculum but also its view on people. It would have to look at a person as just that a person, not as this one†s privileged and this one†s not. Universities have to understand that a person willing to learn is a person worth educating. So in the end the answer to the question do colleges and universities need to accommodate the once excluded students the answer would have to be yes, if the once excluded student is willing to learn. How to cite Universities: Breaking Down Walls, Papers

Theory of Title free essay sample

The State of Arkansas was selected as the example state because of its proximity to surrounding states of Tennessee, Mississippi, Missouri, and Okalahoma and the frequency in which individuals change their residency between the surrounding States. The research examines the type of real estate transfer theory practiced in the State of Arkansas by reviewing relevant case laws, mortgage practices and supplementary materials dealing with contract law and collection of rents. The literature tends to suggest that Arkansas does that follow any particular lien theory and utilizes a combination of each of the three lien theories. The Outline I. Introduction II. General definitions of three theories governing title transfer in United States of America: a. Title theory. b. Lien Theory c. Intermediate theory IIIGeneral effects of theories in practice a. Effects for the lender b. Effects for the borrower IV. Transfer of title in the State of Arkansas a. Prevalent theory used in State of Arkansas b. We will write a custom essay sample on Theory of Title or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Review of laws and regulation governing transfer of title in Arkansas . Throughout the United States the rate of housing foreclosures or mortgage defaults continues to rise at an alarming rate. This rise in foreclosures and mortgage defaults in many instances can be attributed to a weakening economy. Many individuals enticed by a strong economy freely entered agreements to purchase homes with little regard to the actual terms of their agreement. A picture of these individuals would usually find young adults in a two to three person household, who finally obtained the opportunity to live the American dream and took full advantage of that opportunity. For many of these individuals this may have been their first home purchase or with decreasing interest rates they believed they could finally afford to remodel their present home to be their dream home. These same individuals knew little about twists and turns of purchasing a home or mortgage finance laws. Many did not use lawyers and simply relied on the advice of the lenders, mortgage companies or real estate agents. Unfortunately, the economy failed to cooperate as those families with two person incomes dropped to one person incomes and those adjustable rate mortgages increased beyond household income. The end result is a slow housing market with individuals actually losing their homes in drastic numbers or selling their homes at reduced prices, which usually means a lost for the average home owner. It affects their ability to purchase a new home and decreases the amount of funds that will be available to local economies through the purchase of other consumer goods. Because our country has become so mobile, allowing individuals to move from place to place with ease, many individuals had no problem locating new areas in various states to call home. Examples of the easy mobility concept are individuals living in the State of Tennessee who find it extremely easy to purchase a home in Arkansas or Mississippi and maintain their jobs in Tennessee. In fact, with the growing pressure to leave the fast life and crime often found in large Metropolitan areas, individuals jumped at the opportunity when confronted with advertisements from small suburbs or rural cities which boosted of the quiet simple life to raise their families while only minutes away from the recreation, entertainment and lucrative employment opportunities of the Metropolitan cities. It was the dream of a life time that many simply could not pass up. Understanding mortgage finance laws of the State an individual intend to purchase a home or understanding mortgage lending theories is extremely necessary and important to any individual relocating to another state or those who have lived in a state and purchase their first home. Unfortunately, most individuals seeking to relocate assume and wrongly so, that the laws regarding mortgage finance are the same throughout the United States. They are unaware of the procedures or consequences involved in retaining their property should they become delinquent in their mortgage payments. When an individual moves from one state to another they subject themselves to the laws of the state in which they are doing business. However, in some states an individual may be able to specifically contract that the mortgage or contract may be governed by the laws of another state. This is seldom used for individual residential mortgages and used primarily in some commercial transactions that occur in another state. Mortgage laws in their new state may or may not be to their advantage and they should know the advantages and disadvantages before they decide on purchasing a home in their chosen state. This is also true for businesses financial institutions lending funds, and other entities crossing state lines to conduct business in other states, i. e. , purchasing businesses or other property or obtaining loans in other states to conduct business in the State of Tennessee. The general belief of the average individual is that once they purchase a home or obtain a mortgage, the title to the property is placed in the name of the borrower and that a lender simply obtains a lien on the property and can only foreclose on the property when and if the borrower is unable to make payments and then, and only when an action is filed in a court of law. This may or may not be true based on the laws and practices of the State in which the transaction originates. Thus, a review of the laws governing the state in which the individual intends to obtain its mortgage will prove extremely beneficial. However a greater benefit will be obtained if the home buyer seeks the services of a licensed attorney or a home buyer counselor. This senior project has chosen the state of Arkansas to review its laws regarding the transfer of title in real property. Arkansas was selected because of its proximity to the State of Tennessee and Mississippi and the ease in which residents move their residency from one state to the other. Thesis Statement) Individuals entering into financial agreements to obtain funds to purchase real property should always know which of the three theories of real property transfer is practiced in the state in which they intend to obtain a mortgage. Literature Review The purpose of this senior project is to first review the three general theories governing real estate transfers as practiced throughout the United States, and how they can affect the transfer of property from a lenders perspective and from a borrower’s perspective. The project will also review the present status of mortgage lending and home buying throughout the United States and how the theories of title transfer has affected the present market. The project uses the State of Arkansas as the example state for its review and analysis. The project will explore and review how the laws in the State of Arkansas’ differ from other states in the United States and review the effects of such laws on individuals and businesses doing business within the State of Arkansas. Determining what theory is utilized within a particular state when obtaining a mortgage or transferring real property will prove extremely beneficial and alleviate serious problems for both the lender and borrower, should problems arise regarding ownership of the property, or in foreclosure proceeding. Knowing ones rights will assist the homebuyer in understanding what can happen to their property if they should become delinquent in their mortgage payments and allow them an opportunity to attempt to save their property or their equity interest should a foreclosure action be filed against them. The review will also examine how the failure of borrowers to understand property transfer theories can have a devastating affect on their ability to retain ownership of the property during a foreclosure action. Information released from Foreclosure Data online and posted on October 19th, 2007 indicate that the growing number of mortgage foreclosures has begun to affect more than just residential homeowners, â€Å" in some residential blocks where ten to twelve homes in a twenty-five home block, have ‘bank owned’ for sale signs on their lawns. The rising rate of foreclosures throughout the United States provide justification for the idea of borrowers taking more responsibility in determining their rights and the potential consequences when entering mortgage contracts where ever they live. In order to understand what happens if default occurs residents must always be aware of the three basic theories practiced throughout the United States relating to transfer of title and then attempt to understand which theory is actually practiced in the state in which they desire to purchase real property. This is especially relevant as many state fail to practice a single theory and combine several theories to develop a single procedure for dealing with property transfer in their state. For the most part title theory of a particular state is determine by case law, even in situations where states have adopted statues defining how title transfers will be conducted in their state. General Definitions of title transfer theories Following a broad adoption of English pure title theory by the American States, three theories of title have evolved. According to the Restatement Third of Property and (Mortgages), the evolution of title theory from the English common law has served to reduce the rights of the mortgagee under the ‘pure’ or original title theory of England. The pure title theory worked a defeasible conveyance of the fee to the mortgagee, which obtained legal title, the right to possession, and the right to collect the rents and profits. (2) This evolution included the development to (a) lesser title theory, (b) lien theory, and (c) intermediate theory. While the three theories are useful for comparisons, implementation of the theories is by no means standard. The practical effect of the theories has been minimized because in many jurisdictions the harshness of pure title theory has been removed by statue or by case law or in many instances the drafters of mortgages have learned to achieve the advantages of the alternative theories at the time the mortgage documents are prepared and signed. According to Sandy Gadow, an escrow expert, and a member of the American Land Title Association, in a title theory state, the borrower does not actually keep title to the property during the loan term. The seller gives the buyer/borrower a deed to the property but when the borrower signs the mortgage for the loan the borrower gives the title back to the mortgage holder. The lender then holds title to the property, as security only, until all loan payments have been made. During that time the borrower has the right to possession of the property, and the lender delivers the deed back to the borrower only after the loan obligation has been satisfied. (3) In most states the instrument used is known as a trust deed. The lender actually maintains ownership of the property until the debt is paid in full. The process is quite different in a lien title state. The Restatement (third) of Property, section 4. 1 (1997) indicates that in a lien theory state, the buyer holds the deed to the property during the mortgage term. The buyer promises to make all payments to the lender and the mortgage becomes a lien on the property, but title remains with the buyer. The lender’s lien is removed once the payments of all loan payments have been completed. (id 2) The two theories are similar in that they allow the borrower to actually possess the property but differ regarding actual ownership of the property. In a title theory state the borrower actually owns the property with the lender retaining the deed only for security whereas in a lien theory the buyer retains the deed and the lender retains a lien on the property. The third theory, the Intermediate theory can be considered a compromise theory between the title theory and the lien theory. Again, according to Sandy Gadow, an escrow expert, and a member of the American land Title Association, â€Å"the title remains with the borrower, but the lender may take back title to the property if the borrower defaults on the loan. † (Id at 3). An Arkansas Law review article in 1992 examines the effects of conflict of laws, and indicates that in an intermediate jurisdiction the mortgage is a lien until default, as it would in a lien theory state. Upon default, legal title passes by operation of law to the mortgagee and with the title comes the right to possession, rents and profits. (4) In her article, Sandy Gadow argues that â€Å"Foreclosure proceedings in a lien theory state may be more difficult for the lender than a title theory state, due to the fact that the buyer is holding title to the land and not the lender. † ( Id at 3). The theory prevents the lender from entering onto the property and taking possession of the property at will. The lender is forced to take legal steps to regain ownership of the property. The theory actually gives the borrower more time before they are forced to give up the property, and they also can continue to maintain possession of the property and keep any rents collected as a result of their ownership until a legal foreclosure action is completed. Today, mortgagees customarily profit from interest. Possession by the mortgagor is commonplace in title theory states, although some states still hold that possession remains with the ortgagee as an incident of legal title. Another real estate treatise reports that title theory mortgagees can take possession of the mortgaged property upon default and before foreclosure. (6) A borrower to a mortgage should always concern themselves with which theory will give the greatest ownership interest in their property and allow them to retain in terest in the property as long as possible. Any theory that immediately transfers the right to possession, fee simple ownership and any other legal rights from the borrower back to the lender are not in the best interest of the borrower. The literature thus far appears to suggest that a lien theory state would provide the better advantage to a borrower in that the borrower usually retains a right to ownership and possession until foreclosure is accomplished in a court of law. Many states within the United States adopt a lien theory when transferring property. However, like Arkansas, these same states do not exercise a hard and fast rule on the use of a title transfer theory. However, most states can be grouped in one of the three title theory categories. In general throughout the United States, approximately of the fifty states only sixteen states follow a lien theory, with the remaining thirty four (34) states being described a title theory states. More specifically of the six states that share a boundary with the State of Arkansas, which include: Texas, Oklahoma, Missouri, Tennessee, Mississippi and Louisiana, five of the six states are described as practicing a title theory in property transfers, and only one of those states, Louisiana is described as following the lien theory in title transfers. In Arkansas, in the case of Bank of Oak Grove V. Wilmot State Bank, a case considered as an authority on Arkansas Mortgage law, the court refused to adopt a particular theory on the formalities of what the court termed the â€Å"broad and undefined a principle as lien versus title theories of mortgages†. (5) In general Arkansas courts do not appear to have frequently discussed title theory since a search of Westlaw for â€Å"title theory in Arkansas† produces only Bank of Oak Grove v. Wilmot. However, several cases align themselves and follow the decision of the Bank of Oak Grove case and its findings. Such cases cite the bank of Oak Grove case as an endorsement of title theory use in the State of Arkansas. Fully discerning the nature of Arkansas’ theory of title requires a discussion of whether a mortgage is merely a lien (lien theory) or whether it passes owner-type interest and powers to the mortgagee. A survey of Arkansas mortgage case law reveals two tracks of cases supporting different conclusions about whether a mortgage is only security for a debt. As early as 1856, equity held that a mortgage is only security for a debt. (7) By 1866, the Arkansas Supreme Court established that â€Å"now in both law and equity† a mortgage is mere security for a debt, and removed the presumption that a mortgagee takes possess if there is no proof other wise. (8) Eighteen years after Trapnall, the court said that the legal estate in mortgaged property passes to the mortgagee and that possession follows the egal title; the same was said 45 years after Trapnall in a 1911 case, Whittington v. Flint. (9) If it follows that legal title not only delivered possession but also delivered what a 1988 Arkansas Federal court interpreting Arkansas law called the incidents of possession (rents, profits and what appears as beneficial interests), Arkansas would have been a title theory state. The Arkansas Supreme Court has not overturned these cases, and the Arkansas Attorney General was citing the case as late as 1998. 10) After Wilson, the Arkansas Supr eme Court held that â€Å"in equity† a mortgage is only a security interest, and that the mortgagor is entitled to deal with the land as its owner, entitled to rents and profits and alienation as long as he is in possession and he and takers under him do not impair the rights of the mortgagee. (11) The 1959 update of a key Arkansas mortgage title treatise follows that a mortgage is a mere security interest. The mortgagors were treated as owners in a 1980 case that characterized an absolute deed held for security purposes as an equitable mortgage, finding that the father who purchased the real estate was the mortgagee and holding that the divorcing son and daughter-in law must split the property. This inferred that the son and daughter-in-law were mortgagors and in effect owners of joint property. (13) The lack of clarity on some points suggests that mortgagors should not rely on the formalities of title theory in the State of Arkansas. Possession, Redemption and Rents as they relate to title transfer in Arkansas Better understanding Arkansas law requires discussions about possession, redemption and rents. The custom in Arkansas is that the mortgagor takes possession, but case law suggests that possession may be based on the terms of the agreement or interest rather than accruing automatically to the holder of legal title. More recent opinions mitigate towards possession being retained by the mortgagor. Similarly, the Arkansas Attorney General opined that the 1980 Nelson court took a â€Å"common sense approach† holding that the mortgagor retains a possessory interest that makes him â€Å"at least the equitable owner. † (14) This suggests a conclusion that possession can be devised by the contract language, which can grant immediate possession or possession upon default. Not withstanding the language, mortgagees are likely to intend that possession be in the mortgagor, and mortgagees are likely to want to avoid mortgagee in possession status and the duties that derive from it. To preserve its collateral, the mortgagee should include clauses providing for (1) appointment of a receiver; and (2) right to enter and inspect. A power of sale clause may be advisable; however, the Arkansas Code implies a power of sale in every mortgage of real property. (15) Arkansas does not follow title or lien theory or intermediate theory as the latter is described by secondary sources. Like title theory, the mortgagee appears to secure legal title. The more recent cases appear to treat the mortgagor as the owner as would be the case under lien theory. Arkansas appears to practice its own brand of intermediate theory in which the incidents of possession follow actual or constructive possession. Drafting may govern possession and rents in Arkansas law. The literature and case law indicates that the custom in Arkansas is that the mortgagor takes possession, but case law suggests that possession may be based on the terms of the agreement or intent rather than accruing automatically to the holder of legal title. In the case of Whittington (1884) and Wilson (1911 held that legal title passes to the mortgagee and with it possession, unless there is a reservation of the right to occupancy. Id 9) Trapnall held in 1866 that there is no presumption that the mortgagee takes possession. (Id. 8) Most recent opinions mitigate towards possession being retained by the mortgagor. The First Federal case addressed the incidents of possession, saying that in a â€Å"garden variety mortgage,† the borrower has â€Å"retained all of the incidents of possession including the right to rents, profits, and crops,† and he may do with them as he pleases until the mortgagee takes possession, at which point these incidents pass to the mortgagee. Similarly, the Arkansas Attorney General opined that the 1980 Nelson court took a â€Å"common sense approach† holding that the mortgagor retains a possessory interest that makes him â€Å"at least the equitable owner. † (Id 14) Neither opinion states that the mortgagor and mortgagee can not agree otherwise. This suggests a conclusion that possession can be devised by the contract language, which can grant immediate possession or possession upon default. In comparing the cases, it may be helpful to note the references to the language of the agreements, and consider that the language of Arkansas mortgages has varied greatly. Whittington states that â€Å"possession follows the legal title, unless controlled by stipulations in the deed, or by the apparent intention of the parties. † (Id. 9) It is an old case that may have succumbed to the presumption that Trapnall dismissed. American Jurisprudence publishes in its form book what it titles the Arkansas-Mortgage and the Arkansas-mortgage-Traditional form. The traditional form is more in the form of a sale agreement stating that mortgagee â€Å"does grant, bargain, sell, and convey to mortgagee, and to its successors and assigns forever† the mortgaged property to have and to hold the same to mortgagee, and to its successors and assigns forever. † It then provides the conditions under which the â€Å"sale† shall become null and void. (16) Notwithstanding the language, mortgagees are likely to intend that possession be in the mortgagor, and mortgagees are likely to want to avoid mortgagee in possession status and the duties that derive from it. It is evident that despite the rules and statues individuals seeking to obtain a mortgage will need to be mindful of what the law is and if they desire that something different needs to occur on any matter, if the issue is addressed in the contract agreements and agreed to by both parties, the courts will upon the original intent of the parties entering the contract. Treatment of Rents in Mortgage transfer In understanding actual practice regarding ownership interests one must also review and discuss how rent is treated in the State of Arkansas.

VB.NET Imports Statement Versus References

VB.NET Imports Statement Versus References The actual effect of the Imports statement in VB.NET is often a source of confusion for people learning the language. And the interaction with VB.NET References makes for even more confusion. Were going to clear that up in this Quick Tip. Heres a brief summary of the whole story. Then well go over the details. A Reference to a VB.NET namespace is a requirement and must be added to a project before the objects in the namespace can be used. (A set of references is automatically added for the different templates in Visual Studio or VB.NET Express. Click Show All Files in  Solution Explorer to see what they are.) But the Imports statement is not a requirement. Instead, its simply a coding convenience that allows shorter names to be used. Now lets look at an actual example. To illustrate this idea, were going to use the System.Data namespace - which provides ADO.NET data technology. System.Data is added to Windows applications as a Reference by default using the VB.NET Windows Forms Application template. Adding a Namespace in the References Collection Adding a new namespace to the References collection in a project makes the objects in that namespace available to the project as well. The most visible effect of this is that the Visual Studio Intellisense will help you find the objects in popup menu boxes. If you attempt to use an object in your program without a Reference, the line of code generates an error. The Imports statement, on the other hand, is never required. The only thing it does is allow the name to be resolved without being fully qualified. In other words (emphasis added to show the differences). Imports System.Data Public Class Form1   Ã‚  Ã‚  Inherits System.Windows.Forms.Form   Ã‚  Ã‚  Private Sub Form1_Load( ...   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Dim Test As OleDb.OleDbCommand   Ã‚  Ã‚  End Sub End Class and Imports System.Data.OleDb Public Class Form1   Ã‚  Ã‚  Inherits System.Windows.Forms.Form   Ã‚  Ã‚  Private Sub Form1_Load( ...   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Dim Test As OleDbCommand   Ã‚  Ã‚  End Sub End Class are both equivalent. But ... Imports System.Data Public Class Form1   Ã‚  Ã‚  Inherits System.Windows.Forms.Form   Ã‚  Ã‚  Private Sub Form1_Load( ...   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Dim Test As OleDbCommand   Ã‚  Ã‚  End Sub End Class results in a syntax error (Type OleDbCommand is not defined) because of the Imports namespace qualification System.Data doesnt provide enough information to find the object OleDbCommand. Although the qualification of names in your program source code can be coordinated at any level in the apparent hierarchy, you still have to pick the right namespace to reference. For example, .NET provides a System.Web namespace and a whole list of others starting with System.Web ... Note There are two entirely different DLL files for the references. You DO have to pick the right one because WebService isnt a method in one of them.

Abbreviation with Names and of Titles

Abbreviation with Names and of Titles Abbreviation with Names and of Titles Abbreviation with Names and of Titles By Mark Nichol This post outlines major conventions regarding the use of initials and abbreviations in association with people’s names. Periods are used with initials in names (â€Å"W. E. B. Du Bois†) unless someone is referred to exclusively by his or her initials (â€Å"FDR†). Note, too, that in formal writing, a space separates each initial used in a full name, as shown in the first example here, though periodicals and other less formal publications generally omit the spaces (â€Å"W.E.B. Du Bois†). Civil or military titles are often abbreviated before a full name but not before a surname alone (â€Å"Sen. Elizabeth Warren,† but â€Å"Senator Warren†), although inclusion of the title with the surname is generally not necessary. (In this case, Warren alone is suitable for subsequent references to the person after the introduction of her by her full name.) In situations in which space is at a premium, as in a chart or table, abbreviation can be applied more liberally, and in that case it’s best to be consistent within the graphic element even if sufficient space is available with some names but not others. Social titles such as Mr. and Ms. are rarely used in published writing anymore, except in quoted material, and are redundant when initials designating an academic degree or professional attainment follow a name. (For example, in the phrase â€Å"Dr. Jane Smith, MD,† Dr. and MD are two ways of expressing the same information.) Note that such references as MD, or CPA (for â€Å"certified public accountant†), are appended to a name enclosed between commas, but when abbreviations such as Jr. and III follow a name, no intervening punctuation is necessary (as in â€Å"John Smith Jr. was honored at the ceremony†). In narrative, spell out titles such as â€Å"the Reverend† and â€Å"the Honorable† before a full name (and do use the article), but they can be abbreviated as Rev. or Hon. (without the article) in a list. When referring to a saint, spell out that word unless space is limited; St. is the correct abbreviation. (When the word or abbreviation appears in a person’s name, honor the style that person uses.) Most titles specifying one’s role in a company or organization are generally not abbreviated, but one exception is often made for the most senior executive, the CEO (â€Å"chief executive officer†). That title is often abbreviated without a full spelling on first reference, though titles for others, such as â€Å"chief operating officer,† who work in what is known as the C-suite (because the first word of the job titles for these people is chief, abbreviated with a capital c) are usually spelled out. (Specialized publications catering to an audience familiar with such titles often abbreviate them on first reference, however.) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:Definitely use "the" or "a"60 Synonyms for â€Å"Trip†Dissatisfied vs. Unsatisfied