"He taught me numbers first, then reading. Perhaps Chade could leech some of the poison I'd sprayed at Burrich. Perhaps Burrich could talk Chade into coming back until morning. I felt jealous that they were together while I was alone.
Why soldier for no pay and extra duties?" He docked my pay and gave me more duties. He cocked his head as a dog will when it hears something far off.
I stood before him, ready to hate him, and he just looked at me. Everyone expected Chivalry to discharge me the second time. what we might have been in different circumstances. And something like recognition passed between us. I stood there before him and I met his eyes. Almost all his troops were older than I I had expected to confront a middle-aged man. "The first time I was hauled before the Prince, bloody and struggling still, I was shocked to see we were of an age. Grizzle's troops were gentlemen compared with the dregs that soldiered for Jecto, but I still preferred the company of horses to theirs. Somehow I ended up taking care of my troop's horses. I went to the Six Duchies, where there are no slaves, nor slavers. When I escaped, I did what she had always dreamed of doing. I spent several months, no, almost a year, learning my grandmother's hatred of slavers. It was my only key to survival amongst the kind of men I soldiered with then. No one expects a boy to fight with a beast's ferocity and guile. Not knowing or caring why we fought, if there was any right or wrong to it." He snorted softly. The findings revealed that although intellectual property protection is seen as a valuable business asset which provides legal recognition and acts as quality control, intellectual property protection plays a minimal role in encouraging innovation or the spread of Quranic teaching."I first fought for some petty land chief in Chalced.
It also conducted semi-structured interviews with several companies that used new innovative methods in teaching the Quran. This study utilized qualitative research, by way of document analysis gathered from reports, brochures, journal articles, newspapers, the Internet, websites and mass media focusing on the creativity and innovation in informal religious education. This paper examined (a) to what extent the Quranic teaching and learning have been innovatively developed and (b) to what extent developers of new innovation in Quranic teaching and learning deem it necessary to protect their creations under intellectual property rights protection. This paper explored the development of creativity and innovation in an informal education setting, specifically looking at Quranic teaching offered by private enterprises in Malaysia as a case study. Understanding cultural perspectives in the relationship between the intellectual property system and religious works is significant since it analyzes the intersection of belief and culture with the application of the law. These actions would potentially discourage creations of new innovations that would be useful for public lifelong learning. New books, and methods or techniques can easily be copied and digital resources may speedily be scanned and forwarded without much regard to the creators’ effort or investment. Current technology has also offered the ease of copying or reusing new innovation without the need to acknowledge or compensate the creators. Various technological innovations in ICT have brought about profound changes in major aspects of education, namely the content delivery or pedagogy, and the structure or management of both formal and informal education.
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