Business Legal Environmen(230) Essay Example | Topics and Well Written Essays - 1250 words

Business Legal Environmen(230) - Essay Example As such to the disadvantages will now be discussed. The first of these is with regards to the fact that the sole proprietorship is very unlikely to garner any number of investors. This is due to the fact that investors are ultimately leery of investing in the business venture whose decision-making structure and ownership is all concentric upon single individual. Similarly, a secondary drawback is concentric upon the strength that has already been listed; the fact that all responsibilities and business decisions necessarily fall upon the shoulders of the sole proprietor. As such, sole proprietorship oftentimes places an undue level of stress and anxiety upon a single individual and therefore makes it impossible for him/her to both manage the business and maintain any semblance of a normal life. 2. With regards the advantages of a corporate business entity, the first of these is with regards to the fact that it is much easier for this entity to gather and raise money from investors. Du e to the fact that a pooling of capital and/or property can be rapidly affected within such a means, it is likely that such an entity will be able to garner a relatively higher level of investment as compared to the other entities thus far discussed. Likewise, a secondary advantage of the Corporation is that unlike the sole proprietorship, the individual shareholders are not personally liable for any debts that the corporation might incur during its operation. Conversely, one of the distinct disadvantages of the corporate business entity is with regards the fact that it is liable for a double taxation. The reader can understand this to mean that the profits of the Corporation are taxed as well as the individual shares that the stakeholders earn as a form of dividends/payments/salary. A further disadvantage is with regards to the fact that not all stakeholders will have an equal share with regards to a voice in how appropriation is wrong. As a function of the fact some shareholders w ill have a much stronger voice and level of ownership, their decisions will be taken much more seriously than those with a lower level of ownership or shares. 3. With regards to piercing the corporate veil, this most directly refers to the legal decision and ability to assume that the rights or duties of incorporation are also the rights and duties of its stakeholders. In this way, the reader can understand why a corporation is typically viewed as a separate legal person; completely and entirely responsible for the debts that it incurs as well as the credits that it is owed. Ultimately, the decision to understand the Corporation as a separate person is only pierced when an exceptional situation arises that forces the law to consider the Corporation in a non-personhood manner. More often than not, litigation with regards to piercing the corporate veil is generally concentric upon the level and extent to which wrongful conduct, proximate cause, or unity of interests might have been vi olated within the initial startup or subsequent actions of the Corporation. Similarly, as was briefly discussed above with regards to the disadvantage of entering into a corporate entity, the double taxation standard will be briefly discussed below. Firstly, whereas a sole proprietorship only allows for the individual to be taxed upon their earnings, the Corporation, regardless of its size and the number

Critical analysis of Role of Regional Trade Agreements for the Essay

Critical analysis of Role of Regional Trade Agreements for the Developments of its Member Countries - Essay Example The World Bank also cautions that RTAs improve economic development in one country and negatively impact economic development in another member.3 Therefore RTAs can facilitate uneven development among the member states. This will occur when RTAs divert trade from some member states and divert trade to others.4 This research paper provides a critical analysis of the role that RTAs play in the developments of its member states. A definition of RTA and its historical developments are examined first. The role of RTAs in member state development will be examined in greater detail with specific reference to the Gulf Cooperation Council (GCC) and African Regional Trade Agreements and the role that these RTAs play in the development of their respective states. Contents Abstract 2 Contents 3 Introduction 4 I.Definition and Overview of RTAs 5 A.Definition 5 B.Overview of RTAs 7 II.Development of GCC States 14 III.African RTAs 19 Analysis/Conclusion 25 Bibliography 27 Introduction There are ess entially two opposing views relative to the role that RTAs play in its members’ development. ... two decades RTAs have emerged as the â€Å"defining features of the modern economy† and is largely seen as a significant influence relative to globalization.6 By the year end 2005, the World Trade Organization (WTO) had received notification of at least 250 RTAs.7 Since 1995, the WTO has received at least 15 RTA notifications each year as opposed to just 3 RTA notifications annually prior to 1995.8 The proliferation in RTAs therefore suggest that the countries engaging in regionalism have a positive vision of what RTAs can bring them in terms of development. This paper examines the perceived developmental benefits of RTAs and critically evaluates whether these perceptions are realistic. I. Definition and Overview of RTAs In order to effectively analyze the role that RTAs play in the development of its member states, a definition and an overview of the nature and development of RTAs are necessary. It is necessary to understand what RTAs are, how they function and what motivates the formation of RTAs. With this understanding of RTAs, their role in the development of member states can be examined. In other words, development will depend entirely on the developmental objective behind the formation of a RTA. For example if a RTA is formed in order to improve and develop the member states’ economy, the role of the RTA in that regard will have to be examined. If a RTA is formed for the purpose of harmonizing regional economic and security cohesion, the role of that RTA on development by member states will have to be examined. A. Definition In simple terms a RTA is defined as an agreement among â€Å"neighbouring states† in which tariffs and other trade restrictions are reduced or removed.9 RTAs are also defined as: †¦actions by governments to liberalise or facilitate trade

Informing methods overview of theortical perspectives from psychology Coursework

Informing methods overview of theortical perspectives from psychology linguistics - Coursework Example This innate understanding also determines the ages at which various language skills are learned. (c) Interactionist/developmental: Includes both the above and postulates that language learning occurs through a combination of innate ability and interactions with the environment. Lightbrown and Spada (2006) present the views of two theorists, i.e, Piaget on the basis that language learning occurs based upon a symbol system developed in childhood, which is expanded through interaction with the environment and Vygotsky who expressed the view that the internal thought process is determined based upon social interaction. Lightbrown and Spada (2006) also state that language learning in early childhood may occur through sometimes imperfect imitation. As they go to school and the social context widens, they develop metalinguistic awareness and improve vocabulary through additional reading. Under the interactionist/developmental approach, these authors have thus combined two separate approache s, i.e, the behaviourist and the innatist perspectives. 2. Cook’s views are related to the innatist perspective, because it assumes that the complex rules of grammar cannot be learnt purely through imitation or conditioning. The innatist approach appears to be favoured here, because the explanation offered for understanding of complex grammar is that there must be a biologically programmed ability for grammar acquisition already existent within the human brain. The universal understanding of complex grammar could not be innately derived. 3. In second language learning, the attitude of the L1 group to the L2 speakers will play a role in influencing learning. Since language is a form of communication and a medium for the expression of thought, it can only develop within a social context and through active interaction. Thus, Cook’s views show that while the basic structure of language, i.e., its roots – grammar – may develop with the assistance of innate ele ments, effective language learning cannot take place without external interactions. When learners in the L1 group are able to communicate effectively with individuals from the L† (foreign language) group – individuals who are at a similar or slightly higher level, then a positive attitude will reinforce learning. Hence, this only reinforces the association between the interactionist/developmental perspectives, because development in language to advanced stages can only take place through interaction. 4. This section underlines the importance of learner attitude in influencing learning outcomes. For example if learners in group L1, the native language group – feel inferior to the L2 group, whose language they are learning, they may resent the process. It could lead to a culture shock and a concomitant loss of the identity that their native language provides them, which may negatively affect learning outcomes. This would also be the case if the reverse was true, i. e., the L1 group feels superior to the L2 group. A positive outlook is likely to boost learner motivation and the will to overcome linguistic difficulties to learn the new language. Activity 6: Reflections on Theory: 1. As a classroom teacher, the first option of a philosopher proposing a big idea is more appealing, because it is primarily based upon observances of behaviour or psychological

Analyzing Different Sources of Recruitment Assignment

Analyzing Different Sources of Recruitment - Assignment Example Some of the most widely used sources of recruitment include both internal and external sources. The internal sources include internal company database, employee reference s. The external sources of recruitment include internet/ online mediums, Employment agencies, educational institutions, job fairs and ads in print media. This section of the study looks to provide a comparative analysis of all the sources (Bhattacharya, 2009, p. 225). Some of the major advantages of using internal sources are: The overall morale of the employees are quite high, The Company can assess the attitude towards work as well as ability due to prior work actions. The internal recruiting sources are much less costly than the external sources. Internal recruiting can work as a motivating force for good performances by the existing employees. The process of internal recruiting usually aids the succession planning process, future promotions as well as career development. The firm can actually hire people at the entry level and then move those employees up the ladder based on experience and performance. This will help the company to retain employees and save cost. There are some disadvantages of internal recruitment also. The inbreeding of employees may lead to a less diverse workforce. People not getting promotions may experience a low degree of morale; some may actually indulge in a political tug of war. Most of the time developmental progra ms are required to transfer employees into a supervisory role. Managers may resist employees being promoted to other departments. Employment agencies are organizations that bridge the gap between employers and employees. Such agencies provide advantages to employees as well as employers. Employees can have look at offers that are not advertised, reduces the cost and time involved in sending CV to the employers. It provides a lot more choices of companies and industries to the employers.

Medicating Children Essay Example | Topics and Well Written Essays - 1000 words

Medicating Children - Essay Example there is a broad spectrum of behavioral problems in children as they are still undergoing psycho-emotional changes and coming to terms with their true identity. Some behavioral problems that are frequently observed in children include aggression towards animals or others, hostile behavior and anger issues for a period of at least six consecutive months (Rubin, 21). Hence; in some cases the use of medication may be completely unnecessary. There is a wide range of therapies that have been found to be effective in addressing behavioral problems and in some situations behavioral therapy has found to be equally effective with fewer side effects than use of medications. Therefore, parents, students, teachers and medical practitioners should work together towards devising interventions that do not include medication. Since these measures have been found to be equally effective, research should be dedicated towards improving these methods and creating new ones for therapeutic purposes. This paper will discuss the negative attributes of utilizing medications and the benefits that are attained from alternative therapy. The prevalence of behavior problems among children is substantial and under diagnosed as it is often mistaken for normal childhood mischief. However, the implications on the child’s life can be serious if the appropriate measures are not taken to help the child. Furthermore, these implications would also extend to problems within the community as the levels of crime may increase subsequently (Rubin, 21). Children with behavior problems may also become isolated making them prone suicide and depression. Therefore, intervention for these children is inevitable and this should be accompanied with early diagnosis and the appropriate treatment plans. The problem however lies in the side effects that have been discovered from using these drugs. The side effects have been found to supersede the benefits that are attained making their use questionable especially

Vincent van gogh Term Paper Example | Topics and Well Written Essays - 1500 words

Vincent van gogh - Term Paper Example In 1877, Van Gogh arrived to Amsterdam to study theology, but failed the exam; he entered the missionary school in Brussels and became a preacher in Borinazhe, the mining district of Belgium. During this time he began to draw. Van Gogh held the winter of 1880-1881 in Brussels, where he studied anatomy and perspective. Meanwhile, his younger brother, Theo went to the department of â€Å"Goupil† in Paris. Vincent received from him not only a modest content, but also moral support, despite their frequent differences of their opinions. At the end of 1881 after a quarrel with his father, Van Gogh went to the Hague. For a time he studied at prominent landscape painter Anton Mauve. Van Gogh's eccentric behavior which was compounded by shyness, pushed away those who wanted to help him. He lived with a woman named Christina, who was from the lower strata of society, and he often depicted her on his paintings. When she left him, an artist in late 1883 returned to his parents, which live d in Nuenen. In that period (1883-1885) he began to show the originality of his creative manner. The master wrote with dark colors, subjects of his work were monotonous, they felt sympathy for the peasants and compassion for their hard life. The first large painting, created in nyuenensky period – â€Å"Potato Eaters† - depicts the peasants at dinner. Van Gogh went to Antwerp in 1885-1886. He attended classes at the Art Academy. The artist led a meager and half-starved existence. In February 1886, in a state of physical and mental exhaustion, he moved from Antwerp to his brother in Paris. Van Gogh entered the artist and academics Fernand Cormon studio, but more importantly for him was to become acquainted with the painting of the Impressionists. After two years, which he spent in Paris, Van Gogh could not bear the strong emotional stress; in February 1888 he went to Arles. In this Southern French city, he found an abundance of rural scenes which he liked so much. In th e summer of 1888 the artist created some of his most tranquil works. Van Gogh lived in solitude, eating only bread and coffee, and drank a lot. In these circumstances, the visit of Paul Gauguin in October 1888, which Van Gogh was waiting impatiently, has ended tragically. Gauguin’s Aesthetic Philosophy was not acceptable to Van Gogh; their disputes became more intense and fiercer. On 24 of December, Van Gogh, lost the ability to control himself, pounced on Paul Gauguin, and then cut off his ear. In May of 1889 he stayed in a psychiatric hospital in Saint-Remy voluntarily. Over the next year his mind cleared from time to time, and then he threw himself to write, but those periods were followed by depression and lethargy. During this time he wrote the famous landscapes of cypress and olive trees, still lives with flowers and pictures and he copied his favorite artists Millet and Delacroix from reproductions. In May of 1890 Van Gogh felt better, left the shelter and returned to the north, he settled in Auvers-sur-Oise at Dr. Paul Gachet, who was interested in art and psychiatry. In Auvers artist wrote his last works - two portraits of Dr. Gachet, the scenery of wheat fields under the hot disturbing sky, in which he tried to express ‘sadness and extreme loneliness.’ Finally, Vincent Van Gogh died on July 27, 1890. I think that I will not be wrong if we call Starry Night of Van Gogh the most popular canvas. This picture is recognized instantly. Its style is unique. Starry night inspires poets and the books are

Child Rearing in the Us and Colombia Essay Example for Free

Child Rearing in the Us and Colombia Essay Early care-giving is a major factor for a child to feel secure to explore the world around them (Carbonell, Alzate, Bustamente Quiceno , 2002). How different is this early care-giving between two cultures such as the United States and Colombia? This is a look at the differences and similiaries of raising girls, both born in 1988, in Colombia and the United States. Both girls were raised in nuclear families, with one older sibling, close enough in age to be a major part of each girls daily life. One was raised in Colombia, although she moved to the United States at the age of eleven, while the other was raised completely in the United States. Both parents of each girl were interviewed as well as the girl herself. The basic stepping stones, the times that parents love to videotape, the babys first moments all seem to happen relatively similarly in both girls. Self-reported by Paulina, was that she walked around the age of ten months. Similarly, Jane walked at the age of ten months. Both were somewhat delayed in speech, enough so to be taken to doctors. In each case, the parents were told that the child would speak if the family stopped following the non-verbal directions from the child. Paulinas first words were eso, Spanish for that, and Ma. Janes first word was Ah-yah which was meant to be Alex, her brothers name. Paulina stood alone at the age of eight months (personal communication with subject), as did Jane (personal communication with subject). Punishment is something all parents must figure out. Hispanics tend to mollify children and be more lenient (Figueroa-Moseley, Ramey, Keltner Lanzi, 2006). Hispanic parents tend to try to calm their child rather than work towards developmental goals, which tend to be more valued in the United States. Neither girl was punished in the form of grounding, but both were warned with simple looks from their parents, such as glaring and both girls were yelled at as well. Corporal punishment was used for each girl as well. Paulina was smacked, and Jane was occasionally spanked. Jane would be sent to her room or made to sit in a chair as in a Time Out, however Paulina never experienced a Time Out and recollects that such a thing was not common in Colombia. Both girls were raised to speak their mind, and not wait to be spoken to, as long as what was said was respectful. Questions were welcomed by both families, but the girls were expected to know the time and place in which to ask questions. Each girl was also allowed to pick out her own clothes, which has been shown to be good for children, as children see it is important for them to make some of their own decisions, and identify with the choices (Ardila-Rey, Killen, 2001). Paulinas mother tried to teach her what matched, but eventually gave up trying when it, although Colombian mothers tend to worry about the outward appearance of their children (Carbonell et al, 2002). When asked what Jane would choose to wear, Janes mother replied, Anything that didnt match, although she, too, tried to teach her daughter matching. No major restrictions were set upon either girl, except to be respectful. Respect was emphasized in both situations. As respect was emphasized from child to adult, so was it shown from adult to child. Both children were kept informed of what was happening in the family. Children were expected to be a part of dinner conversation and were allowed to participate in the adults lives. Also, both children were given reasoning behind decisions and had things explained? because I said so was used only when the situation would be later explained, and the consequences of an action were described rather than a mere dont do it. Chores were a part of each girls life as well. Both were expected to do what was asked of them to help around the house dusting, vacuuming, clearing the table, etc. Jane was expected to help with dinner, which included getting food from the refrigerator, carrying things to the table, loading the dishwasher, setting the table, and occasionally stirring. Jane was given an allowance of approximately five dollars a week, but this was never in exchange for doing her chores. Paulina, too, was not paid for doing her chores. She states, I was part of the family and therefore I was expected to work in the house without any sort of reward (personal communication, April 10, 2007). Colombia tends to be a collective society that looks to the benefit of the group, rather than the individual (Pilgrim, Reuda-Riedle, 2002), which applies to this situation in that Paulina was expected to help keep the house in order, without ? payment because it was for the greater good of the family, being part of the group is an important aspects of a collective culture. Family relationships and interdependence? a common bond between family members, working together for the benefit of the family? tend to be much more emphasized in Hispanic cultures (Carbonell et al, 2002). A major part of any culture is food and dining, and children are a part of that. Children often lose some of their appetite between ages two and six, and because parents worry, bad food habits are put into place. Sugary foods are offered if a child finishes a meal, and many foods have vitamins and nutrients added. However iron, zinc, and calcium are seen to be deficient because juices and sodas are replacing milk, and cereals and processed foods replace fresh fruits and vegetables (Berger, 2006). It is also hard to maintain good eating habits during this age, because children often need meals to be just right. Children have very determined ideas for what should be eaten, how it should be eaten, and the entire situation surrounding the meal. Often times the food required is not healthy food, but rather sugary or similar to fast-food, like chicken nuggets or French fries. Paulina ate dinner together with her family every night, generally at eight oclock, as is customary in Colombia. Her mother did most of the cooking, and after dinner, either her mom would not clean up, or her mother would, but with the help of her daughters, while her father did other household things. On weekends, most meals were eaten together. Breakfast was generally around ten oclock in the morning and lunch was around three oclock in the afternoon. Very few times, her father would cook, although he cooks more now that they live in the United States. Food was as healthy and fresh as possible. Snacks were fresh fruits, and there were never packaged foods in the house. Jane would eat dinner with her family as well, often around seven oclock in the evening, when her father came home. She would eat breakfast and lunch with her brother until this was no longer possible because of school. Janes mother did most of the cooking, and the children were expected to help. Snacks were often dry cereal like Cheerios, apples, crackers, or cheese. Paulina started learning numbers and how to read and write at the age of four, when she went to preschool. The debate of how children should be taught to read can be broken into two sides; phonetics and whole language (Berger, 2006). Phonetics looks at each sound of each letter, while whole language, encouraged by Piaget, says that concentrating on the goal of fluency and communication is more important than individual words (Berger, 2006). Jane also attended a preschool at the age of four, but it was not as much structured, formal schooling. Both were taken to a part-day day-care or nursery school for the opportunity to socialize with other children. While at nursery school, Paulina was mostly made to play with toys. Jane attended a Co-op nursery school at a Unitarian Universalist church. In a Co-op nursery school parents take turns coming into the school to help supervise stations and participate in the nursery school experience. Stations were set up, such as a Reading Corner, Snacks, and a daily feature, such as tracing bodies on large sheets of paper or crafts. Co-op nursery schools are not typical in the United States, but Janes parents thought it was important to be involved with their children when possible and for their children to have the socialization experience. Both were read to everyday. Jane was read to a two to three times a day, for about fifteen minutes each time, but also had labels, signs, and anything printed read to her during everyday life. Jane was occasionally, but not often spoken to in Baby Talk, while Paulina was never spoken to in Baby Talk, as her parents thought speaking to her regularly would help her learn to understand. Both parents acknowledge that their children were not raised in a way that is typical to their individual cultures, and that is evident looking at the two girls in adolescence and early adulthood. Both girls realize that because their parents were stricter when they were young, that as the girls grew older; their parents didnt need to be as strict. Each girl knew what was expected of her and was therefore given more freedom as she matured. Many times this appeared to friends as though the girl could do what she pleased, although this was not the case. The girls knew the limits of what they could do without being told. Both sets of parents relied more on their trust in their daughter than blatantly telling her what she could or could not do. Obviously, there are some differences and some similarities between raising children in Colombia versus the United States. Developmentally, the children seem to be similar, and most of the parenting is more alike than different. References Ardila-Rey, A. Killen, M. (2001). Middle class Colombian childrens evaluations of personal, moral, and social-conventional interactions in the classroom. International Journal of Behavioral Development, 25 (3), 246-255 Berger, K. (2006). The Developing Person: Through Childhood and Adolescence (7th ed. ). New York: Worth Publishers. Figueroa, C. , Ramey, C. , Keltner, B. , Lanzi, R. (2006). Variations in Latino Parenting Practices and Their Effects on Child Cognitive Developmental Outcomes. Hispanic Journal of Behavioral Sciences, 28, 102-114. Pilgram, C. Rueda-Riedle, A. (2002). The importance of social context in cross-cultural comparisions: First graders in Colombia and the United States. The Journal of Genetic Psychology, 163 (3), 283- 296. Posada, G. , Jacobs, A. , Richmond, M. , Carbonell, O. , Alzate, G. , Bustamante, M. , Quiceno, J. (2002). Maternal Caregiving and Infant Security in Two Cultures. Developmental Psychology, 38 (1), 67-78.