Case 3 Study Example | Topics and Well Written Essays - 250 words

3 - Case Study Example Furthermore, the agent is under duty to avoid a conflict of interest between him and the principal. Thus, the agent should not indulge in negotiations from which he will benefit, at the expense of the principal (Harley, 2009). In our case, it is apparent that the appointed agents (Harris and Danzil) violated the laws guiding agency contracts, through engaging in negotiations that created a conflict of interest between them and the Principal (Investor). By establishing a corporation that was interested in the same transaction that they were undertaking for the principal, they violated the law of contracts (Harley, 2009). Since the corporation formed by the agents ended up negotiating and purchasing the business, then the principal, in our case, the Investor has a right to sue the agents for a breach of contract. The agents are then required to pay damages for the loss they caused to their principal (Harley, 2009). Therefore, the investor should terminate the contract between him and Harris, on the grounds of Harris breaching the contract, and seek legal redress for payment of damages by Harris and

Transitions for children with special needs Literature review

Transitions for children with special needs - Literature review Example These points of transition are especially significant in the lives of the child and their family, involving considerable stress and challenges for families, children, receiving, and sending staff. Several theoretical frameworks exist that are significant in the conceptualization of the process of transition, especially for children with special needs. These include the Bio-ecological Model, the McCubbin and McCubbin Resiliency Model of family stress, adjustment, and adaptation, and the Conceptual Transition Model. Avalos-Snyder & Haugen (2014: p54) expounds on the Bio-ecological Model, discussing its focus on the development of children with special needs within the context of their immediate environment and their family, as well as the more distal and larger influences portended by the wider community. Relationships and interactions are viewed as being influential on the child’s development, occurring with the passing of time. Transition of children with special needs to school is characterized in this manner, in which the child is placed in the middle of the entire process and is influenced by their interactions with the immediate environment. McCubbin and McCubbin’s resiliency model of family stress, adjustment, and adaptation, as discussed by Rosenkoetter et al (2008: p34), concentrates on the vulnerabilities and strengths of the child’s family, such as the family’s ability to assess their child’s situation, problem solving, family functioning patterns, and their utilization of coping skills. The model uses these factors together in combination with consideration of the resources that are available to the family in its exploration of how these families adjust to change in the initial stages, as well as how they adapt to crises that they face. Dockett et al (2011: p49) applies the resiliency model of family stress, adaptation,