Principles of Real Estate Practice in Tennessee contains the essentials of the national and Tennessee real estate law, principles, and practices necessary for basic competence as a real estate professional and as mandated by Tennessee license law. It is based on our highly successful and popular national publication, Principles of Real Estate Practice, which is in use in real estate schools nationwide. The text is tailored to the needs of the pre-license student. It is designed to make it easy for students to learn the material and pass their real estate exam prepare students for numerous career applications stress practical, rather than theoretical, skills and knowledge. Principles of Real Estate Practice in Tennessee is streamlined, direct and to-the-point. It includes multiple learning reinforcements. It has a student-oriented organization, both within each chapter and from chapter to chapter. Its examples and exercises are grounded in the authors' many years in real estate education. Table of Contents The Real Estate Business Rights in Real Estate Interests and Estates Ownership Encumbrances and Liens Transferring and Recording Title to Real Estate Real Estate Leases Land Use Planning and Control Legal Descriptions Real Estate Contract Law Agency Listing Agreements The Brokerage Business Contracts for the Sale of Real Estate Real Estate Market Economics Appraising and Estimating Market Value Real Estate Finance Real Estate Investment Real Estate Taxation Ethics: Laws and Practices Closings Real Estate Licensing and Regulation Risk Management Property Management The Tennessee Regulatory Environment Tennessee Licensing Regulation Tennessee Brokerage Regulation Tennessee Agency Other Tennessee Laws Glossary of Residential Style and Construction Terms Glossary of General Real Estate Terms Index For students looking for a Tennessee exam prep book, we also sell Tennessee Real Estate License Exam Prep.
Vampire Christina Griffith, former criminal trying to escape her former life moved to New York and created a new life as a singer. Promises of stardom, she winds up with sleazy record executive Victor Turner. No sooner is Christina back on the streets then she finds herself in a love triangle with Turner and Tony Perillo. An attempt to outrun her past, this time in New York, a city that's left divided by the 2016 U.S. presidential election, with a whole new brand of playground; with corrupt police, politicians, and the Russian mafia clawing at her past. Tony, who moved to New York to be with her finds himself haunted by a dark malevolent presence whose poison digs into his very soul. Meanwhile there are many deaths surrounding them all of which are somehow connected to serial killers. Within the underworld, there is an ancient evil that pulls the strings on all levels of society, with a leader called: "The Baby', who causes many to shudder in fear when they hear the name of this cult of assassins.
This book, from the Center for Gifted Education at William & Mary, provides gifted and advanced learners challenging activities to master and engage with the Common Core State Standards for English Language Arts through four mini units. Each mini unit is packed with activities that enrich and extend grade-level ELA content for grade 5. Included texts have messages and characters that are developmentally suitable for students. Through higher order reasoning questions, resulting discussions, and student-created products associated with these texts, gifted and advanced students' needs are met while still maintaining messages and characters to which students can relate. Students will be exposed to themes such as the hero's journey, success from failure, journey as a symbol for change, and conflict. Each theme was chosen with advanced fifth-grade students in mind and their emerging need to learn more about themselves, their world, and how to work through adversity to accomplish their goals. Grade 5
Binding the Ghost is both manifesto and example of a new variety of reading that centers a theological perspective in considering what literature actually does. Neither dogmatic nor apologetic, sectarian or denominational, this mode of reading acknowledges the inherently charged strangeness of writing and fiction, whereby authors have the ability to seemingly create entire universes from words alone. Ed Simon considers the theological depth, resonance, and mystery of the acts of reading and writing. His lyrical, incisive essays cover subjects such as the incarnational poetics of reading a physical book as opposed to reading online, the historical relationship between monotheism and the development of the alphabet, how the novel and Protestantism developed interiority within people, the occult significance of punctuation, and the functional similarities between poetry and prayer. Binding the Ghost presents a humane sacralization of reading and writing that takes into account the wonder, enchantment, and mystery of the very idea of poetry and fiction.
The diaries begin with Satow's journey home from his last diplomatic post in China. He travels via Japan, Hawaii, mainland United States and the Atlantic to Liverpool. In 1907 he attends the Second Hague Peace Conference as Britain's second delegate. He settles with some ease into rural life in Devon, keeping busy with local commitments as a magistrate, supporter of missionaries etc. and launching a major new career as a scholar of international law. The Foreword is by Professor Ian Nish of the LSE.
This fourth volume of Research in Collegiate Mathematics Education (RCME IV) reflects the themes of student learning and calculus. Included are overviews of calculus reform in France and in the U.S. and large-scale and small-scale longitudinal comparisons of students enrolled in first-year reform courses and in traditional courses. The work continues with detailed studies relating students' understanding of calculus and associated topics. Direct focus is then placed on instruction and student comprehension of courses other than calculus, namely abstract algebra and number theory. The volume concludes with a study of a concept that overlaps the areas of focus, quantifiers. The book clearly reflects the trend towards a growing community of researchers who systematically gather and distill data regarding collegiate mathematics' teaching and learning. This series is published in cooperation with the Mathematical Association of America.
On May 7, 1945, Associated Press reporter Ed Kennedy became the most famous -- or infamous -- American correspondent of World War II. On that day in France, General Alfred Jodl signed the official documents as the Germans surrendered to the Allies. Army officials allowed a select number of reporters, including Kennedy, to witness this historic moment -- but then instructed the journalists that the story was under military embargo. In a courageous but costly move, Kennedy defied the military embargo and broke the news of the Allied victory. His scoop generated instant controversy. Rival news organizations angrily protested, and the AP fired him several months after the war ended. In this absorbing and previously unpublished personal account, Kennedy recounts his career as a newspaperman from his early days as a stringer in Paris to the aftermath of his dismissal from the AP. During his time as a foreign correspondent, he covered the Spanish Civil War, the rise of Mussolini in Italy, unrest in Greece, and ethnic feuding in the Balkans. During World War II, he reported from Greece, Italy, North Africa, and the Middle East before heading back to France to cover its liberation and the German surrender negotiations. His decision to break the news of V-E Day made him front-page headlines in the New York Times. In his narrative, Kennedy emerges both as a reporter with an eye for a good story and an unwavering foe of censorship. This edition includes an introduction by Tom Curley and John Maxwell Hamilton, as well as a prologue and epilogue by Kennedy's daughter, Julia Kennedy Cochran. Their work draws upon newly available records held in the Associated Press Corporate Archives.
Introduced one hundred years ago, film has since become part of our lives. For the past century, however, the experience offered by fiction films has remained a mystery. Questions such as why adult viewers cry and shiver, and why they care at all about fictional characters -- while aware that they contemplate an entirely staged scene -- are still unresolved. In addition, it is unknown why spectators find some film experiences entertaining that have a clearly aversive nature outside the cinema. These and other questions make the psychological status of emotions allegedly induced by the fiction film highly problematic. Earlier attempts to answer these questions have been limited to a few genre studies. In recent years, film criticism and the theory of film structure have made use of psychoanalytic concepts which have proven insufficient in accounting for the diversity of film induced affect. In contrast, academic psychology -- during the century of its existence -- has made extensive study of emotional responses provoked by viewing fiction film, but has taken the role of film as a natural stimulus completely for granted. The present volume bridges the gap between critical theories of film on the one hand, and recent psychological theory and research of human emotion on the other, in an attempt to explain the emotions provoked by fiction film. This book integrates insights on the narrative structure of fiction film including its themes, plot structure, and characters with recent knowledge on the cognitive processing of natural events, and narrative and person information. It develops a theoretical framework for systematically describing emotion in the film viewer. The question whether or not film produces genuine emotion is answered by comparing affect in the viewer with emotion in the real world experienced by persons witnessing events that have personal significance to them. Current understanding of the psychology of emotions provides the basis for identifying critical features of the fiction film that trigger the general emotion system. Individual emotions are classified according to their position in the affect structure of a film -- a larger system of emotions produced by one particular film as a whole. Along the way, a series of problematic issues is dealt with, notably the reality of the emotional stimulus in film, the identification of the viewer with protagonists on screen, and the necessity of the viewer's cooperation in arriving at a genuine emotion. Finally, it is argued that film-produced emotions are genuine emotions in response to an artificial stimulus. Film can be regarded as a fine-tuned machine for a continuous stream of emotions that are entertaining after all. The work paves the way for understanding and, in principle, predicting emotions in the film viewer using existing psychological instruments of investigation. Dealing with the problems of film-induced affect and rendering them accessible to formal modeling and experimental method serves a wider interest of understanding aesthetic emotion -- the feelings that man-made products, and especially works of art, can evoke in the beholder.
Midge larvae and pupae, tiny parachutes, floating nymphs, micro scuds, tiny ants. Choosing the right hook, thread, wire, and amount of weight for small flies plus 75 patterns, including Brassie, RS-2, Renegade, Gold-Ribbed Hare's Ear, Griffith's Gnat. Foreword by John Gierach.
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