Investigating Business - Ownership Essay -- Business Management Studie

Investigating Business - Ownership Investigating Business Unit One Task One: Ownership Introduction I have chosen to base my assignment on the following businesses: Sole-Trader for which I have chosen Errol Anderson’s business: Errol Anderson Motors PLC for which I have chosen Sainsbury’s I have chosen these businesses because a Sole-Trader and a PLC make a good comparison and therefore I have chosen a sole-Trader and a PLC. I have chosen Sainsbury’s as my PLC because firstly my teacher recommended this PLC to me. Another reason for choosing this PLC is that it is one of the UK’s successful businesses and also is a well known business in the UK. I am also a regular customer of Sainsbury’s and there for it is easier for me to talk about the services they provide their customers with. The website of this PLC also is very useful because it provides us with a Student Section in which the website allows us to look at the company’s history, company information and also it provides us with a Media Centre detail. Sainsbury’s has many articles in local newspapers and reports on television. It is a very popular business in the form of a PLC and therefore I have Chosen this business. I have chosen Errol Anderson, as my Sole-Trader because my teacher recommended me to do this Sole-Trader if I didn’t know a LTD, a Sole-Trader or someone in Partnership business. Errol Anderson is Sole-Trader who set up his own garage and called it Errol Anderson Motors. Another reason for me choosing Errol is that I didn’t have any friends or family member who were able supply me with information on either a Sole-Trader, a Partnership business or a LTD business so therefore I have chosen Errol Anderson and his business Errol Anderson Motors to base my assignment on. Sole-Trader A Sole-Trader is someone like Errol Anderson who has set up his own business. Errol’s business is called and is known as Errol Anderson Motors. Sole-Trader is someone who does a one-person business according to my assignment that one businessman is Errol. This is the simplest form of ownership in which the owner in this case who is Errol is fully controller of his business. Errol makes all decisions because he is the owner and has to spend a small amount of Capital to set up business such as a Sole-Trader. The financial information is private and t... ...PLC and Sole-Trader is that shareholders selling their shares can damage a PLC. But the Sole-Trader can also be damaged if it is on unlimited liability that can force them to sell their personal belongings. Decision-making The differences between the decision making in a PLC and a Sole-Trader is that a Sole-Trader like Errol does one-person business so therefore the Sole-Trader (Errol) makes his decisions himself and is in control of the business. So therefore a Sole-Trader like Errol decides for himself. The decision making of a PLC is made by the Boards of Directors. The Board of Director are shareholders who are elected by other shareholders to be the Board of Directors and have most of the power in the PLC in which the shareholders form partnership and groups to become Board of Directors. Overall the differences between decisions making of a Sole-Trader and a PLC is that a Sole-Trader is the owner of the business so they make decisions. But the owners of a PLC are the shareholders and if a shareholder or shareholders who own more than 50% of the company then they are made the Board of Directors and they are the ones who make the decision for a PLC.

The Vampire Diaries: The Awakening Chapter Sixteen

Elena hurried toward Robert E. Lee, feeling as if she'd been away from it for years. Last night seemed like something from her distant childhood, barely remembered. But she knew that today there would be its consequences to face. Last night she'd had to face Aunt Judith. Her aunt had been terribly upset when neighbors had told her about the murder, and even more upset that no one seemed to know where Elena was. By the time Elena had arrived home at nearly two in the morning, she had been frantic with worry. Elena hadn't been able to explain. She could only say that she'd been with Stefan, and that she knew he had been accused, and that she knew was innocent. All the rest, everything else that had happened, she had had to keep to herself. Even if Aunt Judith had believed it, she would never have understood. And this morning Elena had slept in, and now she was late. The streets were deserted except for her, as she hurried on toward the school. Overhead,, the sky was gray and a wind was rising. She desperately wanted to see Stefan. All night, while she'd been sleeping so heavily, she'd had nightmares about him. One dream had been especially real. In it she saw Stefan's pale face and his angry, accusing eyes. He held up a book to her and said, â€Å"How could you, Elena? How could you?† Then he dropped the book at her feet and walked away. She called after him, pleading, but he went on walking until he disappeared in darkness. When she looked down at the book, she saw it was bound in dark blue velvet. Her diary. A quiver of anger went through her as she thought again of how her diary had been stolen. But what did the dream mean? What was in her diary to make Stefan look like that? She didn't know. All she knew was that she needed to see him, to hear his voice, to feel his arms around her. Being away from him was like being separated from her own flesh. She ran up the steps of the high school into the nearly empty corridors. She headed toward the foreign-language wing, because she knew that Stefan's first class was Latin. If she could just see him for a moment, she would be all right. But he wasn't in class. Through the little window in the door, she saw his empty seat. Matt was there, and the expression on his face made her feel more frightened than ever. He kept glancing at Stefan's desk with a look of sick apprehension. Elena turned away from the door mechanically. Like an automaton, she climbed the stairs and walked to her trigonometry classroom. As she opened the door, she saw every face turn toward her, and she slipped hastily into the empty desk beside Meredith. Ms. Halpern stopped the lesson for a moment and looked at her, then continued. When the teacher had turned back to the blackboard, Elena looked at Meredith. Meredith reached over to take her hand. â€Å"Are you all right?† she whispered. â€Å"I don't know,† said Elena stupidly. She felt as if the very air around her was smothering her, as if there were a crushing weight all around her. Meredith's fingers felt dry and hot. â€Å"Meredith, do you know what's happened to Stefan?† â€Å"You meanyou don't know?† Meredith's dark eyes widened, and Elena felt the weight grow even more crushing. It was like being deep, deep under water without a pressure suit. â€Å"They haven't†¦ arrested him, have they?† she said, forcing the words out. â€Å"Elena, it's worse than that. He's disappeared. The police went to the boarding house early this morning and he wasn't there. They came to school, too, but he never showed up today. They said they'd found his car abandoned out by Old Creek Road. Elena, they think he's left, skipped town, because he's guilty.† â€Å"That's not true,† said Elena through her teeth. She saw people turn around and look at her, but she was beyond caring. â€Å"He's innocent!† â€Å"I know you think so, Elena, but why else would he leave?† â€Å"He wouldn't. He didn't.† Something was burning inside Elena, a fire of anger that pushed back at the crushing fear. She was breathing raggedly. â€Å"He would never have left of his own free will.† â€Å"You mean someone forced him? But who? Tyler wouldn't dare-† â€Å"Forced him, or worse,† Elena interrupted. The entire class was staring at them now, and Ms. Halpern was opening her mouth. Elena stood up suddenly, looking at them without seeing. â€Å"God help him if he's hurt Stefan,† she said. â€Å"Godhelp him.† Then she whirled and made for the door. â€Å"Elena, come back! Elena!† She could hear shouts behind her, Meredith's and Ms. Halpern's. She walked on, faster and faster, seeing only what was straight ahead of her, her mind fixed on one thing. They thought she was going after Tyler Smallwood. Good. They could waste their time running in the wrong direction. She knew what she had to do. She left the school, plunging into the cold autumn air. She moved quickly, legs eating up the distance between the school and the Old Creek Road. From there she turned toward Wickery Bridge and the graveyard. An icy wind whipped her hair back and stung her face. Oak leaves were flying around her, swirling in the air. But the conflagration in her heart was searing hot and burned away the cold. She knew now what a towering rage meant. She strode past the purple beeches and the weeping willows into the center of the old graveyard and looked around her with feverish eyes. Above, the clouds were flowing along like a lead-gray river. The limbs of the oaks and beeches lashed together wildly. A gust threw handfuls of leaves into her face. It was as if the graveyard were trying to drive her out, as if it were showing her its power, gathering itself to do something awful to her. Elena ignored all of it. She spun around, her burning gaze searching between the headstones. Then she turned and shouted directly into the fury of the wind. Just one word, but the one she knew would bring him. â€Å"Damon!† [The End]

Elizibethan Religious Settlement Essay - 1952 Words

Elizabethan Religious Settlement The Elizabethan Religious Settlement was Elizabeth I’s response to the religious divisions created over the reigns of Henry VIII, Edward VI and Mary I. This response, described as The Revolution of 1559,[1] was set out in two Acts of the Parliament of England. The Act of Supremacy of 1559 re-established the Church of England’s independence from Rome, with Parliament conferring on Elizabeth the title Supreme Governor of the Church of England, while the Act of Uniformity of 1559 set out the form the English church would now take, including the establishment of the Book of Common Prayer. When Mary died in 1558, Elizabeth succeeded to the throne. One of the most important concerns during Elizabeth’s early†¦show more content†¦The queen also appointed a new Privy Council, removing many Roman Catholic counsellors by doing so. Queen Elizabeth I of England reached a moderate religious settlement which became controversial after her death. Act of Uniformity The Act of Uniformity 1558, which required the population to attend Sunday service in an Anglican church, at which a new version of the Book of Common Prayer was to be used, passed by only three votes.[5] The Bill of Uniformity was more cautious than the initial Reformation Bill. It revoked the harsh laws proposed against Roman Catholics, it removed the abuse of the Pope from the litany and kept the wording that allowed for both a subjective and objective belief in the Real Presence in the Communion. After Parliament was dismissed, Elizabeth, along with Cecil, drafted what are known as the Royal Injunctions, 1559. These were additions to the settlement and largely stressed some continuity with the Catholic past: ministers were ordered to wear the surplice; wafers, as opposed to ordinary bakers bread, were to be used as the bread at Communion. There had been opposition to the settlement in the shires, which for the most part were largely Roman Catholic, so the changes are often said t o have been made in order to allow for acceptance of the

Thomas Edison A Brief Biography of a Genius Essay

Thomas Alva Edison was born on February 11, 1847 in Milan, Ohio. He was named Thomas after his father’s brother and Alva after his father’s friend Captain Alva Bradley. His family called him Al. Al was a handful. He was very curious about a group of large grain elevators; he once fell in and disappeared under the grain. He was pulled out before he suffocated. Al also fell in the Milan creek many times. One time Al was found trying to hatch a handful of chicken and goose eggs on a nest of his own that he made. Al was really curious about a nearby work shop owned by a man named Sam Winchester. The town’s people called Sam the â€Å"Mad Miller of Milan†. Winchester was rejecting his flour milling business to make a passenger balloon which his†¦show more content†¦If Al wasn’t doing experiments he was reading. He would check out books at the Detroit library. While watching the trains at the Mount Clemens station, he saved a three year old boy. He was the son of the lead telegrapher who taught Al his trade. By age eighteen he was a second degree telegrapher, which let him travel to other places. At this time he started calling himself Tom. He often got in trouble and got fired, but he always found a new job. Tom kept on moving and learning. He soon became one of the best telegraphers. He decided to move to Boston, the center of science. He worked at Western Union. He started learning finance and what it would take to back an invention. In 1868 he signed his first patent for a vote counter. At age 22 and with no money Tom moved to New York. He accidently got a job at the Gold Indicator Company. He improved the company so much that Western Union bought them out. Tom got investors so he could start inventing. When he sold his first patent for $25,000 he split his partnership so he could keep all the money. Tom was making more money than he knew what to do with; he had to learn how to bank. Then his mother died so he threw himself into work. He started a factory that went from eighteen to one-hundred and fifty people; that’s where he met Mary, his first wife. They had three kids named Marion, Tom Jr., and Will. Edison could solveShow MoreRelatedAnalysis Of Thomas Alva Edison s Life1475 Words   |  6 PagesThomas Alva Edison was born February 11, 1847, in Milan Ohio. He was the seventh and last child born to Samuel Edison Jr. and Nancy Elliot Edison. He would be one of the four to survive to adulthood[1]. During the Civil War, Edison learned a lot about the emerging technology of telegraphy. He traveled around the country doing lots of work in this field. Edison began to develop serious hearing loss early in life, in which many believed came from a serious case of scarlet fever or some type of blowRead MoreEssay about Achieving Greatness Takes Hard Work861 Words   |  4 Pageskicked off his high school team because he wasn’t good enough to play. After training intensively he became one of the best basketball players. There are many others that have achieved greatness through this practice such as Usher, Sirena Williams, Thomas Edison, and Diane Warren. I believe perfecting your performance by a continuance of practice results in a huge improvement to greatness. We are like play dough. We can mold ourselves into greatness through years of deliberate practice, â€Å"†¦activity that’sRead MoreApple Recommendation Report6561 Words   |  27 Pagesfrom a range of ele ctronic sources and the Steve Jobs biography. The electronic sources include business databases, marketing research databases, and online journals and articles. I have found the business databases to be extremely helpful in performing forecasts and projections for future trends in the consumer electronics industry, whereas the Steve Jobs biography provided extremely useful insight into Apple s marketing strategies. BRIEF HISTORY OF APPLE INC. _EARLY HISTORY_ Steve Jobs andRead MoreThe Studio System Essay14396 Words   |  58 Pageswith facts while nevertheless providing solid entertainment. The actual singing was performed by the great Jolie himself, who had much to with the entire production Jolson’s choice of Parks for the title role was indeed a stroke of genius. â€Å"The Postman Always Rings Twice†, is a personal favorite of mine. Here director Tay Garnett remained as true as the â€Å"system† would allow to the James Cain novel. The protagonist, a drifter named Frank Chambers narrates the story

The Great War Of The World War I - 2497 Words

A dilemma that was happening for many years can be resolved, but there will be disadvantages and advantages ,no matter what the outcome is. The Great War also called the World War I , started on July 28, 1914 in Europe.The war lasted for four years to end all wars that happened before involving other countries. From beginning to end of the four years, men were not the only ones working hard, so were women. When men went to fight in the war, it led to major grasps in the labor market, so industries and the government reached out to women and asked them to volunteer in specific jobs that were hiring. However the paying jobs did not mention to women that the high wage jobs were temporary.The government used a sneaky tactic on women in order†¦show more content†¦It led men to be involved in riots and protests against women to work in labor market where the government ordered women to go back to their old jobs or back to being unemployed. This problem led women to be involved in protests and women did not have equal rights compared to men ,so they created suffrage movements. Immigrants at the time came to America to find work and some were involved in suffrage movements but it was a disadvantage for women that worked in industries, because it was cheaper to hire an immigrant than a women in the United States. However immigrants were involved in helping throughout the protests and suffrage movements, that was a huge advantage for people to hear about their movements. Women, immigrants and also African American women were involved in the suffrage movements. African American women volunteered to do suffrage movements because they were paid less than a white person,wanted to be recognized and their goal was to have equal rights so they can have the same education as men.â€Å"Night work for women today with their dual capacity as wage-earners and homemakers means burning the candle at both ends with very little sleep, much overwork, fatigue, and the coming of old age unnecessarily soon(U.S Women’s Bureau,1930). Says that women work so hard toward the goal, overdoing it that it makes them not live life longer and

The 23rd Session of the International Poplar Commission Free Essays

The 23rd Session of the International Poplar Commission The Mechanism of 2n Pollen Formatiom in Populus ? euramericana and P. ? popularis Speaker Jin-feng Zhang (Jennifer) zjf@bjfu. edu. We will write a custom essay sample on The 23rd Session of the International Poplar Commission or any similar topic only for you Order Now cn Beijing Forestry University P. R. China OUTLINE 1 Introduction 2 Materials and Methods 3 Results and Analysis 4 Discussion 1 Introduction 1. 1 Polyploid breeding is an important part in poplar breeding ? ? Triploid white poplar trees Triploid and aneuploid hybrids in Populus trichocarpa ? P. deltoides ? Triploidy were found in the cultivar poplar clones in section Aigeiros Introduction 1. 2 Mechanisms of 2n gamete formation in plant ? ? ? ? ? Premeiotic doubling Omission of the first or second meiotic division Abnormal spindle Abnormal cytokinesis Nuclear fusion FDR ( first division restitution ) : Contains non-sister chromatids SDR ( second division restitution): Contains two sister chromatids 1 Introduction 1. 3 The objective of this study ? Poplar can produce 2n gamete naturally or by artificial induction Elucidation of the cytological mechanisms of 2n gamete formation has been seldom in poplar. To detect and elucidate the mechanisms of 2n pollen formation in diploid poplar Results from this research may offer a more effective method for polyploid breeding in poplar in section Aigeiros. ? ? ? 2 Materials and Methods 2. 1 Plant materials ? Populus ? euramericana Four male : EA1, EA2, EA3 and EA4 One female: A ? P. ? popularis The offspring of (P. simonii ? (P. nigra var pyramidalis + Salix matsudana mixed pollen) ) One Male: P ? The crosses A ? EA1, A ? EA2, A ? EA3, A ? EA4, A? P 2 Materials and Methods 2. 2 Microsporogenesis observation 2. 3 Flow cytometry analyses 2. 4. Chromosome counting 2. 5. SSR analysis 3. Results and Analysis . 1 Cytological determination on 2n pollen formation 10 11 5 6 8 9 Table 1 The expected and observed rate of 2n pollen grains Sporads Code of poplar Dyad Triad Tetrad Total Expected rate of 2n pollen % Observed rate of 2n pollen % ? 2 EA1 EA2 EA3 EA4 P 539 163 689 2189 308 341 1818 682 4093 484 6629 5528 6354 1691 7308 7509 7509 7725 7973 8100 4 . 96 7. 69 7. 14 36. 17 3. 15 0. 03 0. 09 10. 08 29. 41 2. 35 26. 056** ** Indicated significant difference between expected rate of 2n pollen from sporads sample and the observed rate of 2n pollen from pollen sample at P 0. 01. The percentage were converted to arcsine data before ? 2 test. . Results and Analysis 3. 2. Detection of polyploid offspring of 2n pollen Diploid 61# Diploid 61# Triploid 65# Triploid 65# 0 50 Channels (FL2-A- 100 150 1. 27) 200 250 Diploid 61# Diploid 61# Triploid 73# Triploid 73# 0 50 Channels (FL2-A- 100 150 1. 27) 200 Diploid 61# 61#+ 61# Diploid 75# 75# Tetraploid Tetraploid 75# 0 50 Channels (FL2-A- 100 150 1. 27) 200 250 3. Results and Analysis 3. 3. SSR determination on mechanism of 2n pollen formation M + M EA4 A EA4 4x 75# 2x 2x 2x 4x 2x 2x 75# 4x M EA4 + 75# 2x 2x 2x A M + 4x 2x 2x 2x EA4 A 75# (a) Primer: 14: M + EA4 A (b) Primer: 41 4x 2x 2x 2x (c) Primer: 47 75# + 4x 2x 2x 2x EA4 A 75# M (d) Primer: 68 (e) Primer: 105 Table 2 Segregation of alleles at loci where the male Populus ? euramericana. (Dode) Guinier parent EA4 is heterozygous Code 14 41 47 68 105 SSR primer GCPM_2453-1 GCPM_3345-1 GCPM_3559-1 GCPM_432-1 ORPM_29 locus 1 2 3 4 5 6 EA4() AB AB AB AB A0 B0 A(+) CDE AC B A C0 DE 75#(4x) ABCDE ABC AB AB A0C0 B0DE 421(2x) 422(2x) 423(2x) ADE AC B A C0 BE ADE AC AB A C0 BE ADE AC AB A C0 BE These letters do not necessarily correspond to discrete alleles(e. g. the â€Å"E†band for GCPM_2453-1 may be the non specific amplification ) and ORPM_29 primer detects two loci, 0 means a null allele. . Results and Analysis 3. 3. SSR determination on mechanism of 2n pollen formation M P + 3x 3x 2x 2x 2x A 65# 73# M + 3x 3x 2x P A 65# 73# 2x 2x (a) Primer: 13 M P + A 3x 3x 2x 65# 73# 2x 2x (b) Primer: 68 (c) Primer: 105 Table 3 Segregation of alleles at loci where the male P. ? popularis parent P is haterozygous Code 14 68 105 SSR primer GCPM_2453-1 GCPM_432-1 ORPM_29 4 AB BD AD AD BB AB AB locus 1 2 3 P() AB AB 00 A (+) CAD C C0 65#(3x) CAB AC C0 73#(3x) 321(2x) CAB BC C0 AD AC 00 322(2x) 323(2x) AD AC C0 AD AC 00 These letters do not necessarily correspond to discrete alleles(e. g. the â€Å"C†band for GCPM_24531 may be the non specific amplification) and the ORPM_29 primer detects two loci, 0 means a null allele. 4. Discussion 4. 1 Mechanisms of 2n pollen formation 4. 2 The biological reason for high percentage of 2n pollen 4. 3 The formation of 2n female gametes in poplars of section Aigeiros 4. 4 Polyploidy identification using molecular markers 4. 5 Implications of polyploidy for genetic research and tree breeding How to cite The 23rd Session of the International Poplar Commission, Essay examples

Cold War Objectives free essay sample

Compare two proxy conflicts in two different regions. †¢ Analyze the role of detente. †¢ Analyze political developments in China (Great Leap Forward, Cultural Revolution) †¢ Discuss the Sino-Soviet split. †¢ Evaluate the process and effectiveness of various arms control regimes. †¢ Examine internal dissent in the communist world. Determine to what extent the Soviet Union and its satellites collapsed or were forced into defeat. Compare two proxy conflicts in two different regions. Proxy War: a war instigated by a major power that does not itself participate Korea: †¢ 1950-1953; Truman and Eisenhower †¢ Had been taken over before, constantly being invaded and too weak to fight for their independence †¢ War of attrition (push boundaries), conventional war, much more like WWI †¢ Did not make it nuclear because it WAS proxy Soviets got involved first, China gave aid †¢ Were not given a blank check, actually told to stop †¢ America engaged because of the Domino Theory; to contain Communism in independent nations; fought against ideology not individual o Did not come in until August 12 †¢ Korea was split because Soviet and US forces met halfway up peninsula after WWII and stayed there †¢ US and USSR changed leaders (Truman to Eisenhower, Stalin to Khrushchev), while China and Korea stayed the same †¢ Korean leaders Kim Il-Sung – North, Communist o Synghman Rhee – South, Democratic, Christian, US supported just because he was anti-Communist although he was authoritarian †¢ US gave supplies before sending troops †¢ Divided along the 38th parallel †¢ Ended in an armistice and ceasefire with concessions for both sides, North and South Korea still divided today Vietnam: †¢ 1955-1975; Eisenhower, Kennedy, Johnson, Nixon †¢ Divided along the 17th parallel †¢ Just US got involved Had been taken over before (French Indochina, Japan) and wanted independence but was unable to claim it directly after WWII †¢ More guerilla warfare, first televised war, Americans did napalm, agent orange, carpet bombing, rolling thunder †¢ Nuclear warfare was unnecessary, MAD †¢ Vietnamese leaders o Ho Chih Minh – North Communist o Ngo Dinh Diem – South, Democratic, Christian, US was embarrassed with him also because he was a â€Å"brutal dictator† †¢ American engaged because of the Domino Theory; to contain Communism in independent nations; fought against ideology not individual †¢ Fighting two different wars Vietnamese fighting for nationalism and independence, total war o US was for containment, limited war †¢ United States pulled out 1973 under ceasefire with concessions for both sides, North invaded South Compare †¢ Both had been taken over multiple times before the war and wanted their independence o Korea was promised independence in Cairo Conference and never got it (1943); were not consulted in Potsdam after being divided o Viet Minh and Viet Cong – product of nationalist tendencies †¢ The US joined both wars because of the Domino Theory: they were trying to contain Communism in â€Å"independent† nations; fought against ideology not individual †¢ US did not really like the leaders they were supporting, they were just anti-Communist †¢ US believed both were limited wars, while the opposite side it was more of an important war (absolute war for Koreans and Vietnamese); US did not use all resources or troops †¢ Both ended with US withdrawing before the conflict was over; ceasefire, considered unwinnable o Korea: stalemate,