Business Law Assignment - 2759 Words

(a) Dylan was shopping at Quills Department Store when he slipped on the highly polished floor and broke his leg. As a result he was out of work for four months and he incurred considerable medical expenses. His leg did not heal quickly or completely because of a hereditary bone defect which he suffered. Hence he had to take on lighter work, which did not pay as well as his former employment. i) What legal action is available to Dylan against the proprietor of the store, or the cleaner or the floor polish manufacturer The case states that Dylan incurred medical expenses due to slipping on the highly polished floor when shopping at Quills Department Store. This case applied to Australian common law, implied terms of negligence. The†¦show more content†¦Dylan can bring an action in negligence to compensate the medical expenses. ii) Will Dylan succeed in a claim for loss of earnings from his change in employment The issue is whether Dylan can bring an action in negligence against the cleaner and proprietor to recover damages for the loss of earnings from his change in employment. First of all, to obtain damages, the remoteness of damages needs to be determined based on whether the defendants negligence was a necessary condition of the plaintiffs loss. As was shown in Overseas Tankship (UK)Ltd v The Miller Steamship Co Pty Ltd (The Wagon Mound (No 2) ) 1966 2 All ER 709 and Metrolink Victoria Pty v Inglis 2009 VSCA 227, the damage must not only have been a direct consequence of the negligent act, but also have been reasonably foreseeable. Nevertheless, in this case, Dylan changed his job four months after the accident, and the reason why he could not do the former job is not because of the slipping injury rather the delay in healing time caused by the hereditary bone defect. However, Dylan might prove evidence to defend, such as the case of Chappel v Hart 1998 HCA 55, but no reasonable person would have knew his hereditary bone defect and provide pro per precautions. Obviously, the risk was not reasonably foreseeable, and the loss was too remote. As a plaintiff can only recover damages for loses thatShow MoreRelatedAssignment On Business Law Assignment3960 Words   |  16 Pages Assignment attachment form When submitting your assignment it must be accompanied by this Assignment Attachment Form. Please make sure that you complete all of the details correctly. †¢ Provide ALL details requested on this form. †¢ Use one form for each assignment. Unit name: Business Law 1100 Given name: Elton Aik Yin Surname: Goh Student number: 90004481 Email: 90004481@learning.cic.wa.edu.au Assignment title: Business Law Assignment Date submitted: 25th August 2014 Student’s commentRead MoreAssignment of Business Law1589 Words   |  7 PagesQuestions 1. With examples explain the following general principles of law a. Ne bis in idem b. In dubio pro reo c. Fraus omnia corrumpit 2. Give the Institutional framework of the applicability of accountability principle in Rwanda Q.1. A. THE PRINCIPLE OF NE BIS IN IDEM: A person may not be tried for a criminal offense for which he or she has previously been finally convicted or acquitted. 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The International Financial Reporting Standards - 895 Words

Article: 1 Adoption of IFRS by Central Government in UK The International Financial Reporting Standards (IFRS) have made an impact on the foundations of accounting, resulting in a different stance from the prior UK GAAP. Some of the more noticeable changes included; the increase of government resources being allocated to the standard. Companies will be required to provide all information of the incoming and expenditure of all money and assets under the new regulations. The presentation and terminology were altered in the current â€Å"Income Statement† and â€Å"Statement of Financial Position† leading to a change of some aspects on the budgets and estimates. â€Å"Fair value†; the unbiased evaluation of an assets potential market†¦show more content†¦The review committee of the Scrutiny Unit has addressed the changes made by IFRS. This includes whether the Treasury department adjusts to the fact that the budgets reflect additional costs, minimize hidden costs, therefore making the budget more accurate. Article:2 IFRS adoption and capital market consequences The outcomes on cost of capital required would be lowered as it improves the liquidity of the company within the market under the new regulations that is the IFRS. Many authors such as Daske et al. (2008) and Li (2010), along with Florou and Kosi (2009) have conducted studies to see if these results materialize in adopting the new jurisdiction. A study done by Li in 2010 shows that in 2005, the cost of equity has declined by 47% under the new regulations. Daske et al (2008) found mixed evidence about the effects of the adoption of IFRS. His study was based on the Liquidity of the capital market under the new regulation. In addition to this study, Florou and Kosi decided to look into another dimension by analyzing the impact of debt financing on capital markets. It was surprising to find that the yield was 39 basis points lower by companies that have adopted the International Standards. The research conducted also found out that mutual funds holdings increased over a period by those who had adopted the new standards. In another study done by DeFond et al, the foreign ownership of companies was

Result and Discussion of Qualitative Analysis †MyAssignmenthelp.com

Question: Discuss about the Result and Discussion of Qualitative Analysis. Answer: Introduction: This section of the study reveals the findings of the data. The research methodology has adopted both qualitative and quantitative approaches and the analysis shall be made on both types of primary data collected. For the analysis of the quantitative analysis mangement, in order to understand the relationship of the financial condition of the students that motivates them to achieve academic success, SPSS Moderator Hierarchical Regression Analysis using Pearson Correalation and ANOVA has been used. For the qualitative analysis, the significant statements from the data transcript have been taken and theme based analysis has been done. Quantitative analysis: Model Summaryc Model R R Square Adjusted R Square Std. Error of the Estimate Durbin-Watson 1 .404a .163 .156 9.36791 2 .409b .167 .153 9.38486 1.850 Table: Model Summary (Source: As created by the author) a. Predictors: (Constant), Average score of Satisfaction b. Predictors: (Constant), Average score of Satisfaction, Average score of FS c. Dependent Variable: Average score of AM Analysis: For the first model, the financial strength is shown as a non-significant contributor on academic motivation, R2 = .001, F (1, 121) = .112, p = .738. The financial strength accounts for 0.1% of the variation on academic motivation. For the second model, one of the two contributors is significant and accounts for 16.7% of the variation on academic motivation management, R2 = .167, F (1, 120) = 23.94, p .001 For the third model, one or two of the three contributors is a non significant contributor on academic motivation. One or two of the three contributors accounts for 18.2% of the variation on academic motivation, R2 = .182, F (1, 119) = 2.21, p = .194 ANOVAa Model Sum of Squares df Mean Square F Sig. 1 Regression .113 1 .113 .112 .738b Residual 121.887 121 1.007 Total 122.000 122 2 Regression 20.384 2 10.192 12.036 .000c Residual 101.616 120 .847 Total 122.000 122 3 Regression 22.236 3 7.412 8.841 .000d Residual 99.764 119 .838 Total 122.000 122 Table: ANOVA (Source: As created by the authors) a. Dependent Variable: Zscore (Average score of AM) b. Predictors: (Constant), Zscore (Average score of FS) c. Predictors: (Constant), Zscore (Average score of FS), Zscore (Average score of Satisfaction) d. Predictors: (Constant), Zscore(AveragescoreofFS), Zscore(AveragescoreofSatisfaction), moderation According to this table, when the financial strength factor was analysed, the result showed that the financial strength was not a significant contributor on academic motivation, p = .738 When student satisfaction factor was added, the result shows p value was significant, p .001. Thus, one of the two factors is a significant contributor on academic motivation. When interaction factor (financial strength x student satisfaction) was added, the results shows p value was significant, p .001. Thus, one of the three factors could be a significant contributor on academic motivation. Coefficientsa Model Unstandardized Coefficients Standardized Coefficients t Sig. Correlations Collinearity Statistics B Std. Error Beta Zero-order Partial Part Tolerance VIF 1 (Constant) -2.357E-015 .090 .000 1.000 Zscore (Average score of FS) -.030 .091 -.030 -.335 .738 -.030 -.030 -.030 1.000 1.000 2 (Constant) -2.010E-015 .083 .000 1.000 Zscore (Average score of FS) -.063 .084 -.063 -.751 .454 -.030 -.068 -.063 .994 1.006 Zscore (Average score of Satisfaction) .409 .084 .409 4.893 .000 .404 .408 .408 .994 1.006 3 (Constant) -.008 .083 -.098 .922 Zscore (Average score of FS) -.055 .083 -.055 -.657 .513 -.030 -.060 -.054 .990 1.010 Zscore (Average score of Satisfaction) .385 .085 .385 4.554 .000 .404 .385 .378 .959 1.042 moderation .104 .070 .126 1.486 .140 .198 .135 .123 .963 1.038 Table: Coefficient (Source: As created by the author) a. Dependent Variable: Zscore (Average score of AM) Analysis: According to this table, the p value for the financial strength factor was p = .738 at the first model, p = .454 at the second model and p = .513 at the third model. Hence, it can be clearly stated that financial strength is not a significant factor that contribute to the academic motivation. The p value for the student satisfaction factor was p .001 for the second and third model. Thus, it can be said that student satisfaction is a significant factor on academic motivation. The p value for the interaction factor was p = .140 at the third model. Thus, interaction is another factor that shows significant contributor on academic motivation. Qualitative analysis: Four themes have been selected for the purpose of analysing the qualitative data management. The discussion can be made below: Good learning environment: While conducting the interview, one of the respondents said that they find the lecture notes really helpful as it tells us in details about the topic and made things clear that is not supported from the general text books. In fact, the staffs of the University also help the Students in many ways thereby reducing the extra burden from them. High Self-Efficiency: The Students are also motivated when they get high self esteem and better self determination. According to one of the respondents, it is when the situation becomes favourable in terms of gaining confidence in oneself; one becomes ready to face any kind of challenges in life. These challenges might also include monetary constraints but the situations can be easily handled by them. Social Support: The various social support ideas include supportive friends, helpful peers, supportive parents and supportive family. It has been already observed that the education quality largely depends on the social environment where the particular student lives or studies. In order to perform better, it is very important to get constant support from those who are the near and dear ones. Academic oriented Goals: The academic goals include the desire of a particular student to study further for example the desire to do Master degree or PHD (Blackwell Pinder, 2014). This automatically creates an urge among the students that they have to perform better in the study and it is the only way that they can become successful in their lives. Nothing else really matters to them. According to the respondents, it has been known that they are much confident about themselves that if they finish their education properly, they can achieve anything and everything in their life. This motivation is the key to their success. Discussion: It has been clearly noted that financial condition is not the only major motivating factor for a student to carry on studies and education. A human being needs other factors to get fulfilled as well in order to be encouraged towards studies. On interviewing, it has been found that there are certain factors apart from the financial condition that actually motivate the students to study better. These factors are helpful lectures, supportive lectures, plenty of opportunities available to the students, when the University is very supportive and if the students get good facilities and good staffs to deal with (Venkatesh, Croteau Rabah, 2014). From the literature, it has been known that confidence in a student is very important in order to overcome any trouble (Hamayan et al., 2013). If they get this confidence, they are able to perform better in their studies. According to the cognitive theory as well, it has been stated that when one starts believing in self, there remain no issues to t he student and they are more inclined towards achieving their life goals and objectives (Acar, 2014). If a student gets the support of the friends and families, they are sure to perform better than otherwise (Hitka BalÃ… ¾ov, 2015). Therefore, it can be easily said that not only monetary support but emotional support is equally important. Therefore, those who get the support from their families and friends, they are found to perform better in their studies. Many students are found who are self motivated and want to carry on education as their only motive in their life (Ahmad Buchanan, 2017). This is the reason, it can be clearly stated that monetary motivation cannot be regarded as the only motivation for studying. Conclusion: From the detailed analysis, it is clear that financial strength is not at all a significant factor that motivates the students to study. There are definitely other factors that actually help them to be more inclined towards their goals and objectives of life. These are emotional and supportive factors management that actually help them to tackle the life distresses and help them to concentrate on their study and education. It is when these factors are fulfilled, the students can easily achieve their desirability of education. References: Acar, A. B. (2014). Do intrinsic and extrinsic motivation factors differ for Generation X and Generation Y.International Journal of Business and Social Science,5(5), 12-20. Ahmad, S. Z., Buchanan, F. R. (2017). Motivation factors in students decision to study at international branch campuses in Malaysia.Studies in Higher Education,42(4), 651-668. Blackwell, E., Pinder, P. (2014). What are the motivational factors of first-generation minority college students who overcome their family histories to pursue higher education?.College Student Journal,48(1), 45-56. Hamayan, E. V., Marler, B., Lopez, C. S., Damico, J. (2013).Special education considerations for English language learners: Delivering a continuum of services. Philadelphia: Caslon Publishing. Hitka, M., BalÃ… ¾ov, Ã… ½. (2015). The impact of age, education and seniority on motivation of employees.Business: Theory and Practice/Verslas: Teorija ir Praktika,16(1), 113-120. Venkatesh, V., Croteau, A. M., Rabah, J. (2014, January). Perceptions of effectiveness of instructional uses of technology in higher education in an era of Web 2.0. InSystem Sciences (HICSS), 2014 47th Hawaii International Conference on(pp. 110-119). IEEE.