I elected to be guided by Alexander Astin's (1984, 1985, 1993) theory of student involvement in examining the experiences of first-generation African-American women in the…
I elected to be guided by Alexander Astin's (1984, 1985, 1993) theory of student involvement in examining the experiences of first-generation African-American women in the technology-driven classroom because it is one of the most used and time-tested theory in the college student development literature (Pascarella & Terenzini, 2005). Astin's theory has established that students learn by becoming involved with their peers and instructors in educationally purposeful activities. Given the onslaught of technology-driven teaching and learning practices and the literature that supports the importance of learning through interaction, examining their interactivity with the course content, faculty, and peers is an important topic to research.
With the drastically changed pattern of the retail food trade in recent years in which the retailer's role has become little more than that of a provider of shelves for commodities, processed, prepared, packed and weighed by manufacturers, the defence afforded by the provisions of Section 113, Food and Drugs Act, 1955 has really come into its own. Nowadays it is undoubtedly the most commonly pleaded statutory defence. Because this pattern of trade would seem to offer scope for the use of the warranty defence (Sect. 115) in food prosecutions it is a little strange that this defence is not used more often.