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Both Traditional Civil:
The terms "civil liberties" and "civil rights" have no fixed and uniform definition. Often they are used broadly and interchangeably. One way of distinguishing the two phrases is to say that a person enjoys a civil "liberty" when he is protected against some government action, but enjoys a civil "right" when the law confers upon him a positive power to do something. Thus the right to speak freely would be a civil liberty; the right to use public facilities on an equal basis would be a civil right.Courts applying customary law have been sup-essed, but the both traditional civil chiefs still conciliate nor disputes. By and large, the moral authority the tribal chiefs has been maintained as a ibilizing social influence, but their political wer is being undermined as they are gradually ins formed into civil servants.
See Also Traditional Mores:
Close on the heels of these translations an imitations appeared original work utilizing loc themes to a large extent and often describing tl conflicts between the old ways and the nev conflicts that were arising as a result of tl introduction of Western ideas and mores at of the resistance of the traditional mores society to tl new concepts. The earliest original novels i Indonesia and Vietnam, such as Marah Rusli Siti Nurbaja (1922) and Hoang-ngoc-Phach To-Tam (1925), were pioneers in depicting th conflict and had many imitators well into tl 1930's.O'MORE, Rory (sometimes ROGER MOOORE), Irish revolutionist: flourished 1620-1652. He was of the O'Mores descended from the ancient chiefs of Leix. After the plantation of Queen's (now Laoighis) County, the O'Mores are said to have led 19 rebellions. Rory O'More was mainly responsible for the Ulster uprising in 1641, in which, with Sir Phelim O'Neill and others, he planned the capture of Dublin Castle, and al¬though that enterprise failed he achieved a victory at Julianstown, County Meath. After the failure of the Ulster uprising a price was put on his head, and he is thought to have gone to Flanders. He was later connected with the fortunes of Owen Roe O'Neill; served Antrim in his Scottish ex¬pedition in 1644; was in arms against the Kil¬kenny confederation in 1648; and after fighting in Connaught in the uprising of 1650 he was com¬pelled to flee and died probably in obscurity.
On The Other Hand See Traditional Approach:
(3) UNIFON. This approach, designed by American educator John R. Malone, is similar to i/t/a but uses block letters instead of lowercase letters. UNIFON assumes transfer to traditional approach orthography by the middle of first grade. (4) Words in Color. This approach, devised by English educator Caleb Gattegno, attempts to emphasize the regularity of the sound-symbol relationship through the use of color. Each of the 47 sounds used in the program is represented consistently by the same color, regardless of the letter or combination of letters used to represent the sound. Thus the letters italicized in the words below, all representing the sound a, would all be printed in the same color (green) :During the late 1960's, numerous programs were designed to teach children to read. Al¬though the programs vary greatly in appearance, cost, approach, and emphasis, they can generally be classified in two broad categories which dif¬fer primarily in their approaches to teaching the child to read. Some programs rely on the code emphasis approach, others on the analytical approach.
