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The founding principle of contracts is the freedom of the parties. The parties are free to choose their terms and follow any modality of communication, oral or written. As they can freely make a contract, they can freely modify or unmake it. Written contracts have a clause, No Oral Modification Clause (NOM Clause), precluding oral modifications of the contract. Irrespective of it, business persons make oral agreements modifying the contract, and later, dispute its validity. If the parties are free to contract, why should the oral agreement not be binding? In a NOM Clause then, ineffective? The United Kingdom Supreme Court, in MWB Business Exchange Centres Ltd v Rock Advertising Ltd, explores this fundamental question on contract law.

The purpose of this paper is to investigate and understand academic English language-related challenges in listening and speaking faced by English as a foreign language (EFL) international Master students enrolled in various taught Master programs in a Malaysian university from the viewpoint/lens of 16 lecturers teaching the students.

This qualitative research relied upon 16 in-depth one-to-one interview sessions with 16 lecturers teaching the taught Master programs at a higher education (HE) institution in Malaysia for data collection. Data collected were coded and categorized according to themes via qualitative analysis software, NVivo.

It was found that academic English language-related challenges in listening and speaking from the viewpoint of the 16 lecturers are such as lack of discipline content knowledge to communicate, lack of confidence in communicating orally, difficulty in understanding lectures and other oral activities in the classroom, and coping with differences in learning culture.

This study suggests policies and programs to equip lecturers and university administrators to overcome the challenges faced by the students in their academic English language practices especially in listening and speaking to ensure meaningful academic adaptation in the current context.

The uniqueness of this study is that it is a retrospection of the lecturers teaching EFL and English as a second language (ESL) international Master students in taught Master programs in a Southeast Asian country. The focus of the retrospection is on academic English language-related challenges in listening and speaking faced by EFL international Master students who are currently pursuing their Master education at a HE institution in Malaysia.

The purpose of the research is first, to understand, explain, and evaluate the nature and extent of marketing skill development in MBA programmes relative to the needs and desires of practitioners and students, and second, to present findings and recommendations for increasing the effectiveness of skill development in MBA programmes for the benefit of both marketing practitioners and academics.

The research design/methodology is based primarily on survey research on skill development in MBA programmes from the perspectives of both graduates and marketing practitioners.

This research suggests that six important skill weaknesses – decision making, leadership, problem formulation, persuasion, creativity, and negotiation – need to be developed among future marketers and that a marketing education framework should be based on the pillars of a project and dissertation, classroom debate and discussion, and oral presentations.

Future research should focus on understanding and explaining to an even greater extent how marketing education can make more effective use of interactive, hands‐on learning approaches typified by a project and dissertation, classroom debates and discussions, and oral presentations.

Implications for practice include the suggestion that practitioners must also assume responsibility for developing initiatives that facilitate marketing skill development as well.

The new and original value and contribution of the research is that it extensively characterises and quantifies the extent of a marketing skill development gap – the gap between what marketing skills are being developed in MBA programmes and what practitioners want and need in marketers of the future in addition to providing recommendations to close the marketing skills gap.

The purpose of this study is to better understand the effectiveness of buyers’ defensive measures to thwart bid protests in government procurements.

A sample of 240 sourcing professionals concerning government source selections is used to analyze a logistic regression model exploring 6 antecedents of bid protests.

This research implicates the importance of oral presentations of offers, the type of value procured (i.e. services), protest experience, the quantity of document revisions, transaction costs and cost reimbursement contracts in receiving a bid protest.

To the best of the authors’ knowledge, this research is the first to explore sourcing strategy decisions that can contribute to the receipt of a bid protest. It adds clarity to an understudied market of business – the public sector.

The purpose of this paper is to explore how student learning materials, such as textbooks, are becoming more oriented toward multi-modal approaches using visuality and orality. While such approaches may help students to understand and then to reproduce taught materials, the objective of this paper is to question whether they are serving to promote students’ critical literacy.

The paper assesses the character of current textbooks and other means of student support, such as online learning management systems, and assesses how well they seem able to promote the critical literacy that requires ability in “reading against” and “writing back”. The paper goes on to identify ways in which some parts of the university see orality as preliminary and subordinate to literacy-focused communication, but elsewhere, the pinnacle of students’ work is artistic or creative attainments with lesser need to write complexly literate textual works.

As a means of trying to resolve inherent tensions between differing pedagogical assumptions and methods in the university, the paper proposes ways in which Ong’s (1982, p. 36) nine communication characteristics of “orally based thought and expression” may be able to offer insights into challenges of improving students’ critical literacy.

The inherent academic tensions within the university still remain insufficiently theorized. For example, the humanities and social sciences (still) place much store on developing students’ abilities in critical writing, while disciplines such as design or creative arts are much more focused on students’ creative outputs. The paper contributes to a better understanding of such scholars talking past one another.

Scholars in different academic camps often note the discrepancies in how their relative pedagogical tasks are to be understood, but typically, it is not clear to them how they might better relate to other parts of the university. The paper aims to elucidate the nature of academic differences that often appear to exist to provide insights into possibly new ways of seeing everyday teaching and learning.

Ong’s insights into literacy and orality when viewed through a prism of tertiary teaching and learning provide a practical means whereby students and other university stakeholders can develop a better appreciation of the character of the modern university.

The novel use of Walter Ong’s model of literacy and orality provides fresh ways of seeing challenges and disputes within the academic community and suggests new ways of seeing students’ work and their teachers’ expectations of them.

The purpose of the study is to establish the information literacy skills status, medium for the acquisition of the skills and the impacts on the quality of life of artisans in Lagos, Nigeria.

Multi-stage sampling technique was adopted in selecting the sample. First, the purposive sampling technique was adopted in selecting five categories of artisans specialised in creative works such as: hat making, knitting of clothes, fashion designing/tailoring, hair dressing and shoe making. Second, the proportionate stratified random sampling technique was used in selecting five artisans, each representing a particular category from the 20 local government areas that make up Lagos State. Hence, the sample size is 100. The instruments for data collection were questionnaire and oral interview. The oral interview was meant to complement the questionnaire, as the researcher observed that some of the artisans communicate better in oral discussions than in written ones. The researcher personally administered the instruments. The oral interview was guided by the interview schedule constructed by the researcher based on the research questions. The questionnaire collection period lasted three weeks. Data collected were analysed using simple percentages and frequency count and presented in tables and figures.

The outcome of the study revealed that the artisans’ level of information literacy skills increased following their exploration of technological gadgets such as android and smart-phones which the study had established to be the main means through which they acquire their information literacy skills. Other sources such as the library and training organised by the state government have not benefited them. The result established that the increase in their information literacy skills status has enhanced their quality of life.

An improvement in the information literacy skills status of artisans could positively impact their quality of life.

An exploration of the information literacy skills status, medium for the acquisition of the skills and the impacts on the quality of life of artisans in Lagos has not been carried out before now. This study revealed the status as well as the most accessible and appealing medium of information literacy skills acquisition by the artisans. This will help the government and public library management with the knowledge of the information literacy skills’ needs including, formats and media most suitable for this category of people.

General and Historical Works, Nevins, Allan. The Gateway to History. Chicago: Quadrangle Books, 1963.

The purpose of this paper is to consider the growing interest in oracy and to propose the pedagogy of process drama as an ideal model for the dialogic classroom.

This paper takes the form of an explanatory case study where the author draws on a successful drama/oracy project in a primary school in Brisbane, Australia, to illustrate the connections between Alexander’s five indicators of a dialogic classroom and the process drama in which the students participated.

The application of this process drama as pedagogy for the teaching and learning of oracy has contributed positively to students’ oral communication skills and intercultural awareness. In addition, parents provide positive feedback about student engagement in school and developing self-confidence because “they have something to say”.

There was no formal pre-post test for the oral communication skills on this study, instead the researchers developed a draft “oracy” checklist which deserves further interrogation and development.

There are implications for the use of process drama as a means of creating and sustaining the dialogic classroom. Teacher professional development would be required to assist the planning and delivery of dramas that allow for the deep and complex learning evidenced in this study.

This is an ideal vehicle for assisting in the development of empathy, collaboration, emotional intelligence and intercultural understanding.

This is an example of an extremely high-quality curriculum plan and implementation. The importance of engaging in implicit and explicit instruction of oral communication for the twenty-first century should not be underestimated. The process drama allows oral language to be foregrounded, with additional learning opportunities from a range of other learning areas, brought together in a coherent and complex model of practice.

Presents an improved replicable systematic method for the selection or promotion of employees through the developmental stages of a case study. The method provides systematic techniques for ensuring fairness and equality of opportunity for all candidates as related to particular job functions. The Criteria‐Related Employability Assessment Method (CREAM) has gone through continuous improvement over the past 20 years. The case study is of a new firefighter recruit selection process developed for the Phoenix Fire Department. Criteria were drawn from a group of the organization′s currently successful employees. Follow‐up research of those candidates selected for the first two firefighter recruit training classes showed that there was a significantly high correlation between the selected candidates and the criteria group of successful Phoenix firefighters. The playing field being levelled resulted in a significant increase in the number of minority group members and females that were selected to be on the hiring list. The method can be replicated and is applicable to other organizations in both the public and private sectors, such as fire departments, police departments, large corporations and government employee training programmes. Concludes that CREAM does remove or at least neutralize a great deal of the uses of personali ower, political manoeuvring, quotas and other special internal selection methods while meeting most if not all the external regulatory requirements, and assists in ensuring that the people selected know they were selected for who they are and not for just what they are.

Asynchronous communication technologies (ACT), such as email, listservs, and online discussions, have been slow to catch on in K-12 classrooms. Not coincidentally, these are potentially the most transformative of all technologies and the ones most difficult to integrate into a traditional classroom. Teacher training, technical support, and access do not really explain this glaring exclusion. The theoretical standpoint of social informatics– or the ecology of technology and social systems– gives us a productive way of understanding technology's impact– or lack thereof – in school settings. More specifically, the individual/organizational, institutional, national, and societal contexts impede or propel technological integration in any given setting. In light of these contexts, one teacher's successful integration practices are examined. While teachers can effect change in their own classrooms, only administrators can truly effect systemic change, ironically working from the grass-roots up, as one district success story illustrates.