Case study Essay Example | Topics and Well Written Essays - 250 words - 34

Case study - Essay Example As a sole proprietor, Megan is responsible for decisions of the business and therefore enjoys autonomy over her creativity plans. This will also protect her business from possible takeover by competitors such as Bean Counters. As a sole decision maker under sole proprietorship, Megan reserves the power to determine when the business goes public, and percentage of shares to offer, but any other form of business will deprive her of such autonomy. As a sole proprietor, Megan is also able to borrow finances, without any internal opposition, for financing her operations. Since her acquaintances are willing to offer different forms of help, she can incorporate them as creditors, employees, or volunteers to the business. Other forms of business organizations such as partnership and companies will however limit her power over the business (Miller and Jentz 353- 357). In managing threats from her employees’ engagement in competitive businesses, Megan can create contracts with her employees that prohibits the employees from engaging in competitive activities with a given duration (Miller and Jentz 200-

LESSON PLAN Essay Example | Topics and Well Written Essays - 500 words

LESSON PLAN - Essay Example Instructor will ask students questions to check for understanding. Each student group will plant the vegetable seeds of their group. For example the â€Å"radish group† will be responsible for planting of the radish seeds in the garden. The garden is divided into smaller units and each group will be responsible for their section of the garden. The instructor will introduce the lesson by displaying a container of soil, a container of water, seeds and a basket of grape tomatoes. He will ask students to explain where the tomatoes came from. And how do they know that their explanations are true. The instructor will explain to students that they will be developing a question about how plants grow and design a visual on poster board to explain the steps and this will be done in groups. The members of the groups will be chosen random sampling. Students will then be asked to move into groups with the same vegetable. They will stay in these groups for the next three days. Key vocabulary words will be introduced. Students will say the words out loud. I will show the students the vegetables that they need to plant. The vegetables will be passed around for students to see and touch. Students will continue working on poster board projects. Students will complete poster project and provide short presentations of their projects; how they will make observations, and how they will predict the outcomes. After presentations, supportive instructor s will review presentations with class. Each and every supportive Instructor will explain and demonstrate each element of how plants grow from seeds to plants. The instructor will review objectives of the lesson and review key vocabulary word. Clear and concise instructions and procedures will be provided for students on how the planting in the garden will be instructed. Instructor will demonstrate by planting a seed in a container for the class to observe. Students will ask questions. The class