Business Law Assignment Example | Topics and Well Written Essays - 500 words - 5

Business Law - Assignment Example attentiveness, shunning conflict amidst their individual interest and those of the prevailing principal and submitting revenue collected on behalf of principal (Goldman & Corrada, 2011). Conversely, principal’ s duties entail compensation of the agent as agreed, indemnification of against claims, liabilities and corresponding expenses incurred in regard to discharging duties assigned by the principal (Goldman & Corrada, 2011). Due to the fiduciary relationship, a principal ought to contract with agent faithfully and impartially. The principal is liable to indemnify the agent for payments undertaken during the course of the association regardless of the expenditure authorized and promoting the principal’s business enterprise. Conversely, an agent is normally liable to the principal when they act devoid of real authority (Goldman & Corrada, 2011). Moreover, an agent is accountable to indemnification of the principal for the forfeit and devastation originating from their actions. Employment at- will stipulates that when a worker lacks a written employment contract and the corresponding term of employment that possess indefinite period, then the employer can terminate the worker for good cause or no cause at all. The exemptions to the underlying employment- at- will entail public-policy exemption, implied-contract exemption and Covenant-of-good-faith exemption. Public policy exemption where a worker is applied wrongly, when the cessation is in contradiction of the obvious, well-established public policy (Goldman & Corrada, 2011). Implied-contract exemption applicable instances where there is development of contract amidst a manager and worker without expression and written instrument of employment association. Covenant-of-good-faith exemption applies to the manager workers resolutions that are subject mainly to the ordinary reason or termination purely reached in bad motive. Anti-discrimination laws prohibit workplace discernment on the foundation of race,

Why did (west) Germany experience a smoother consolidation of Essay

Why did (west) Germany experience a smoother consolidation of democracy after World War Two than has Mexico more recently - Essay Example democracy can be used to define the power of the people to elect the government representative that is capable of enacting just judgment without prejudice and hate freely. A democratic society allows individuals to experience the freedom without limitations on the choices they make in achieving progress. The people are the makers of a nation, and their policies need to be met without causing discomfort to attribute a free society. Dictatorship, corruption and poor power delegation have been some measures that have led to the unjust policies that limit democracy. Once democracy is achieved, individuals are capable of having their demands met by the government selected and express their desire openly through the personality that they have elected or through the free media. Monarchy and a dictatorship-filled government have been expressed as the systems that limit public participation in policymaking. Germany had defined the society that lacks democracy under their tyrannical leader Hit ler. Hitler had implemented efforts to conquer the world and ruled his nation with policies that he had formulated to benefit his selfish desires. On the other hand, Mexico has been struggling to achieve development even after achieving independence from the Spanish to define a poverty level that warrants intervention. This paper compares the democracy achievement of (west) Germany as compared to the modern day Mexico. Second World War, 1939-1945 had been blamed on the efforts by Hitler to expand his boundaries and gain domination of the world. Hitler had been defeated to lead to the rise of a new Germany attributed to the republic of Bonn (Prowe 1985, p451). This period had been marked with a period of crisis, which was mostly marked with increased political and social chaos. The nation had been used to the rule of the dictator who gave limited room for expression and discriminated against the Jews who were in war against the Nazi. The compositions that had defined Germany had been

Developing Learning Spaces in University

Developing Learning Spaces in University Science Learning Spaces and Transition into First Year Bachelor of Science Significant investment has been made in the past ten years in universities and schools in regard to learning spaces and engagement and retention of students as well as preparing students for the world of work outside of the education system. A learning space is one where the teacher and student engage in learning, where a task is realised and the ability to adopt new ways of seeing the world are understood. Research looking at learning spaces and the interaction between architecture and education, show that there is a disconnect between the designing of the learning space and those that teach in the learning space. Student feedback on the success of the learning space is not often considered or is the transition of the students from a school learning space environment to a university/tertiary learning space environment. Learning spaces have many different contexts school spaces, university spaces, virtual spaces, however the area of interest for this study is the transition of students from an innovative learning space in a secondary school environment to an innovative space in a tertiary environment. When researching and gathering information, the premise is that space (natural and built environments) shapes practices and outcomes in teaching and learning, in particular with students moving from secondary to tertiary environments. According to Oblinger (2006), the relationship and social practices that make up learning spaces are only one aspect of the complex relationships of teaching that inform learning outcomes. However, a learning space can improve conditions and mediate relationships that improve student learning along with the physical, mental and cognitive indicators (Oblinger 2006). The use and effect of learning spaces, particularly physical learning spaces are often related pedagogicall y and organisationally to changes in use and demands in any point of time. Arnot and Reay (2007) discuss an example any one particular space could be used for individual pathway planning, team teaching, personalised learning, teamwork, problem solving, community based learning, which can all be done in open multipurpose learning spaces that link the education to the real world environment. Bruckner (1997) and Nespor (2004) state that temporality is a key factor in how organisations, teachers and students respond to new learning spaces over time. Souter, Riddle, Keppell, Sellers (2010) suggest that innovative learning spaces such as the purpose built spaces that universities are investing in today, should support a constructivist approach to learning and support student centred learning that is collaborative and experiential. Often spaces are built for design without considering the learning and comfort of the students, as well as the success and retention of students in a particular program. Designing built environments on sound pedagogical and architectural principles that are appropriate to community needs provides new opportunities for academics to create new partnerships and new pedagogical possibilities (Blackmore et al, 2011). However, Elmore (2007) indicates that this means focusing on the purpose and rational for change which include teaching and learning practices to support the learning environment and student needs. Currently there is a lot of research looking at the transition of students from secondary to univer sity (Johnson, Johnson, Farenga Ness (2005); Sleeter 2008; Zeichner 2008, 2010) however the area of research looking at the use of traditional pedagogy and learning spaces at university show that there is a need for change (Zeichner 2010). The DEECD authorised The Connections between Learning Spaces and Learning Outcomes: A Literature Review (Blackmore et al. 2010) which concluded that while the investment of building new spaces has been based on sound architectural and educational principals, there was little evidence that showed the connectedness to improved student learning, and how the spaces were used by teachers, students and communities pedagogically, as well as what effect they had on different student social groups. The question then is how does community and governance in higher education relate to learning, teaching and space? Temple (2008) suggests that this is an under researched area and one that may have significance in retention and enjoyment of students at university. Often what universities and architects think people think about their buildings is unsupported when university staff members and students are actually asked (Temple 2008). Student-centred approach to university design often focus on issue s of pedagogy and the curriculum rather than the physical environment (Temple 2008). Some writers have noted that teaching and learning should drive design, rather than visa versa (Jamieson et al. 2000; Jamieson 2003). Guiding principal for new learning spaces secondary and tertiary. Case Studies New Chem labs, physics learning space and GCF and Education Perspectives on learning spaces and pedagogical needs. Learning spaces and pedagogy Retention and Attrition of students in tertiary education Pat Sanders Brighton Grammar Science lab, thorough case study Scotch College science labs Comparative analysis of planning between case studies planning, methodology and outcome References Arnot, M. and D. Reay (2007). A Sociology of Pedagogic Voice: Power, inequality and pupil consultation. Discourse: Studies in the Cultural Politics of Education 28(3): 311-325. Bruckner, M. (1997). Eavesdropping on Change: Listening to Teachers During the First Year of an Extended Block Schedule. NASSP Bulletin 81(593): 42-52. More and more high schools are moving to a block scheduling arrangement, which results in longer and fewer classes each day. Changes in teaching strategies are essential to the success of such programs, for without significant revisions in classroom time use, block scheduling results in lengthy lectures or multiple lessons forged together, sometimes without logic. Nespor, J. (2004). Educational scale-making. Pedagogy, Culture Society 12(3): 309 326. The article explores the complexities of educational scalemaking. Educational scales are defined as the spatial and temporal orders generated as pupils and teachers move and are moved through educational systems; scales are envelopes of spacetime into which certain schoolbased identities (and not others) can be folded. Scale is thus both an object and a means of power in educational practice. Using data from life history interviews with an elementary teacher in the USA, the article illustrates the multiplicity of scale-making processes, and raises the question of how certain scale definitions become more widely accepted and authoritative than others. Oblinger, D. (2006). Learning Spaces. D. Oblinger, Educause. Space, whether physical or virtual, can have a significant impact on learning. Learning Spaces focuses on how learner expectations influence such spaces, the principles and activities that facilitate learning, and the role of technology from the perspective of those who create learning environments: faculty, learning technologists, librarians, and administrators. Information technology has brought unique capabilities to learning spaces, whether stimulating greater interaction through the use of collaborative tools, videoconferencing with international experts, or opening virtual worlds for exploration. This e-book represents an ongoing exploration as we bring together space, technology, and pedagogy to ensure learner success.

Creativity, the Subconcious, and Daydreaming :: Biology Essays Research Papers

Creativity, the Subconcious, and Daydreaming When an artist of any sort is inspired they have what can very closely be compared with a spiritual feeling. Some have said that this state in which, the imagination flows so freely is that of a conscious dream. In this short essay I will explore the ideas behind creativity and this dreamlike state of inspiration. In order to do so we must first decide what creativity is and then how it is affected. Creativity ¡Ã‚ ¦ is it merely the expression of ones ideas, or must it be something that none has ever thought of before? My answer to this question is that neither idea is a proper definition for creativity. To be creative is the ability of the individual to express themselves in a passionate manner that is unique. The expression must be unique in the fact that the way in which it is expressed demonstrates the emotions and feelings of the creator. Also there are other forms of creativity such as inventing in which although the idea itself may not be completely new, or unrelated to something else, but that this idea is a composite of the information, which one has obtained throughout their life. This idea in order to be creative cannot be just a regurgitation of the ideas, but rather it must be an individual perspective. Creativity can be found in every day life in the simplest things, as in the way in which a person observes a flower that they are passing. However, what causes a c reative genius is the way in which they express their unique perspective. Creative Geniuses when asked about their feelings of inspiration have often said that they feel that their spiritualized feeling is similar to that of a dream. Could the dream-like state which artists experience during inspiration be similar to that of daydreaming? Absolutely, Day dreaming is when one ¡Ã‚ ¯s mind drifts from the task that it has been set to do. In this state we are still conscious unlike in sleeping dreams, but our mind is able to, so to speak drift into the depths of itself. There have been studies done that say that daydreaming is connected with intelligence and creativity. This is partially because sometimes our brain needs time to process information and although this is generally done during our REM sleep cycle sometimes it can carry over to our wakeful states.

Band of Brothers, Easy Company

The young men of Easy Company were ordinary citizens turned soldiers. Some of them worked in agricultural farms or coalmines. Others lived in the mountain and few were sons of the Deep South. Some came from very poor families while others were raised from the middle class (Gerjevic 2006). These were just few of the brave men who composed the Easy Company, 506th Regiment of the 101st Airborne Division, U. S. Army. In 1942, the Easy Company was created and underwent basic training in Camp Toccoa, Georgia.The training included climbing the Currahee Mountain. They were the young volunteers seeking for thrill, honor, source of income and dreamed of attaining higher level than a draftee. The training was rigid and required great physical effort. After nine months of hard training, they prepared the invasion of Hitler’s fortress (Ambrose, Simon and Schuster 2006). At about 1 a. m. June 6, 1944, came D-Day, they silently smoked, talked in whispers and uttered short prayers as they boa rd the C-47s. Each man was in full battle gear.They were ready to fulfill their delicate mission (Gerjevic 2006). The Band of Brothers successfully did their assigned role in the D-Day invasion where they parachuted into Normandy, overpowered a German defense line on Utah Beach, head the force that entered into Carentan, led the fighting in Holland, captured an area in Bastogne, bravely led the counteroffensive in the Battle of the Bulge and finally overran Hitler’s Eagle’s Nest at Berchtesgaden (Webster 2006). The Easy Company suffered physical as well as mental casualties.Overall, the Band of Brothers successfully made it and they were proclaimed American heroes. The war was a story on how draftee citizen soldiers conquered well-trained German opponent such as the Wehrmach and S. S (Ambrose, Simon and Schuster 2006). The Band of Brothers, Easy Company was born in 1942. Their contribution in the success of America in their three years in the war cannot be underestimat ed. Their courage, endurance and dedication towards the interest of the nation have earned them a place in America’s great history.The Band of Brothers is worthy to be considered as one of the greatest military unit that the United States of America ever had. Work Cited Gerjevic, Sandi, â€Å"Band of Brothers†, accessed December 5, 2006, http://www. sandigerjevic. com/brothers. html Ambrose, Stephen, Simon & Schuster, â€Å"Band of Brothers†, accessed on December 5, 2006, http://www. bookreporter. com/reviews/0671867369. asp Webster, David Kenyon, â€Å"accessed December 5, 2006, http://www. davidkenyonwebster. com/

The Mother

Gwendolyn Brooks' poem, â€Å"The Mother† is an introspective look into the internal struggle of a woman who has had an abortion. The poem is very powerful and conveys a vast array of feelings and sentiments on the subject such as regret, love, and disappointment in one's self. The poem is largely successful due to it's tone, which is achieved through the personification and choice of diction. To begin with, lines one and two state the general idea of the poem. Abortions will not let you forget. You remember the children you got that you did not get. The first stanza of the poem begins with the introduction to the mother and her plight. The first line introduces plainly the topic of the poem. Abortion, although discussed and debated daily, is considered to be a very personal and often private experience in one's life. The second line confirms that this is a personal account of the â€Å"Mother. † The personification gives one more reason to feel empathy for the woman who is telling her story via the poem. Titling the work mother is an interesting tactic, as the topic of the poem is abortion. Perhaps this was done in order to create a tension and sadness between the mother and the abortions she is speaking of. There is also a great use of the word â€Å"you. † Brooks is writing to those who have had abortions or will have abortions and the things they must deal with. From this point Brooks writes of the joys and struggles of motherhood that the woman will never experience. For example â€Å"You will never neglect or beat them, or silence or buy with a sweet† (Brooks 6,7). In this segment Brooks uses enjambment to push the idea that there is no longer a â€Å"them. The action of thumb sucking, which most children experience, is referenced in a longing way. The mother feels sadness knowing she will never correct the action. In the line, † The damp small pulps with a little or with no hair, The singers and workers that never handled the air. † Brooks gives a strong image of the pre-baby form versus the adult form the child would have later in life. This is an interesting tactic, as it contrasts an inhuman and human form. Often fetuses are not referred to as â€Å"living† beings, and Brooks is bringing light to that conversation. The first stanza references so many actions that many mothers find mundane, but the mother who has never experienced them, treats them as treasured and severely missed moments. The second stanza focuses on the pain and loss of the woman. Brooks writes, â€Å"I have heard in the voices of the wind the voices of my dim killed children. † This is the first line to break the rhyme scheme within the poem. The mother character feels haunted by the silent cries of the multiple abortions she has had. Once again Brooks writes of the acts she will never witness, such as marriages, aches, and first breaths. From the perspective of mother, the reader witnesses the ache of regret. In the lines, I have said, Sweets, if I sinned, if I seized Your luck† there is an interesting idea planted. The word â€Å"If† implies a question in the mother. Perhaps the mother made her decision but society has made her feel the guilt? Although this idea seems largely discounted in the following stanza. In line â€Å"Believe that even in my deliberateness I was not deliberate. † We are given a taste of the state of mind the mother possessed when she had her abortion. What is being said is that although abortion was the result, it was done with best intentions. The reader is left to infer that perhaps the woman could not have provided, or might have been cast out, or any possibility that would have abortion be the prevailing answer. The following lines, â€Å"Though why should I whine, Whine that the crime was other than mine? –† tell us that the woman equates her behavior with murder. This poem does not read specifically pro-life or pro-choice, rather, it reads as sympathetic towards the hard decisions that the mother has made and her reflections on whether it was the best decision for her. Another example of the mother's reflection is found within lines 28-31. Brooks writes, â€Å"Since anyhow you are dead. Or rather, or instead, You were never made. † In these lines the reader is confronted with the question, â€Å"When does life begin? † The mother in the poem seems to struggle with this idea. She attaches human feelings and behavior to the unborn, but in the poem often questions their viability. In the last stanza, Brooks leaves us with the sobering lines, â€Å"Believe me, I loved you all. Believe me, I knew you, though faintly, and I loved, I loved you, All. These lines clear up any confusion as to what the mother feels towards the unborn fetuses. Although she never knew them, and it was her decision not to have them, she still feels the emotional attachment that any mother might. These lines answer the question as to why the woman is referred to as mother. THe woman possesses the maternal sense of unconditional love that she has felt for the fetuses, referred and her longing to be with them. There is a strong power in the use of ending on the word, â€Å"All. † Although the mother has had multiple abortions, she equates it with the same longing and regret as just one.