Describe the differences (and any similarities) involved in the Assignment

Describe the differences (and any similarities) involved in the following contracts - Assignment Example In this case the contract can be said to be implied because no prior arrangements were made to make agreements but it is implied that the owner of the vehicle will pay for the parking service provided. Boilerplate or bank card holders’ agreements are standard form contracts by virtual of bearing the characteristics of standard form contracts. For this reason, boiler plates are standard form contracts because like many other standard form contracts such as insurance contracts the cellular provider has total authority over the contract with the subscribers that they can either take it or leave it and often contain fine detail details that form part of the contract terms (â€Å"Types of contracts† n.d.). Similarly, the bank has total control in its contract with the credit card account holders. They can either choose to agree to the terms and conditions or forfeit owning the cards altogether (â€Å"Types of contracts† n.d.). This is an implied or verbal contract. As demonstrated in the contract, the benefit of having the order taken by the waiter is enjoyed but it cannot be considered as a gift because it will have to be paid for implying a consideration has been given. Therefore, given a contract is formed and there is no written evidence or terms for service, the contract is implied or verbal because the order is orally made (â€Å"Types of contracts† n.d.). A formal contract is a written agreement, which follows the prescribed format and incorporates standardized conditions and provisions in its body, therefore making it legally enforceable. This kind of contract could mainly be a contract under seal where the seal is a symbol of total acceptance of its legal effect and consequences by the parties involved (Gale, 2007). The contract can also be regarded as a period contract since it is valid for a given duration of time as agreed by the involved parties (â€Å"Types of contracts† n.d.). Contracts B and D are contracts which must be in writing and are

Percieved control and academic achievment Essay Example | Topics and Well Written Essays - 750 words

Percieved control and academic achievment - Essay Example They totalled to about 19 respondents. The findings also show that majority of the respondents have poor mental ability. Using the value 0.05 level of significance, F-statistics, and an Analysis of variance (ANOVA) test, the df num value is k-1, or 2 -1, or 1 and the df den value is T-k, or 50 - 2, or 48. So, with = 0.05, the critical value of F in this analysis of variance test was F0.05 (1, 48) = 251. Since computed F (FC) is less than Tabulated F (FT), Ho is accepted, which states that the Rotters LOCUS of Control scores and the Average GPA of the selected respondents has no significant relationship. In other words, the result of the "Analysis of Variance" (ANOVA) shows that the computed F, 0.103 is less than the tabular values of F-statistics, 251 at 0.05 degrees of freedom, 1, 48. This denotes that the GPA has no significant effect on the Rotters LOCUS of Control survey results. The resultant R square value is 0.002. This is very far from the point of reference value 1. This shows that the correlation is not on the normal curve distribution. So, it is interpreted as very small positive correlation. In percentile (%), it is 0.2 which indicates that the Rotters LOCUS of Control scores and the Average GPA of the selected respondents has very minimal similarities. Furthermore, because the R square value of 0.002 is not close to the adjusted R square value of -0.019, this signifies that the regression model is not fit for the data. The very small positive correlation denotes that the Rotters LOCUS of Control scores is uncorrelated with the Average GPA of the selected respondents, it may be either large or small when the scores or frequency is large and vice versa. This further implies that there is no systematic trend in the Rotters LOCUS of Control scores and the Average GPA of the selected respondents. Appendices Score Frequency Percent Valid Percent Cumulative Percent Valid 6 1 2.0 2.0 2.0 7 3 6.0 6.0 8.0 8 4 8.0 8.0 16.0 9 3 6.0 6.0 22.0 10 9 18.0 18.0 40.0 11 7 14.0 14.0 54.0 12 5 10.0 10.0 64.0 13 6 12.0 12.0 76.0 14 3 6.0 6.0 82.0 16 2 4.0 4.0 86.0 17 1 2.0 2.0 88.0 18 5 10.0 10.0 98.0 19 1 2.0 2.0 100.0 Total 50 100.0 100.0 Note: Column 2 and 3 were used for figure 1 Average GPA Frequency Percent Valid Percent Cumulative Percent Valid 1 2 4.0 4.0 4.0 2 7 14.0 14.0 18.0 3 10 20.0 20.0 38.0 4 13 26.0 26.0 64.0 5 6 12.0 12.0 76.0 6 6 12.0 12.0 88.0 7 3 6.0 6.0 94.0 8 3 6.0 6.0 100.0 Total 50 100.0 100.0 Note: Column 2 and 3 were used for figure 2 Scores versus Average GPA Regression Variables