German corporate law in the 20th century

Author(s):  
Thilo Kuntz
Keyword(s):  
Author(s):  
Abraham A. Singer

This chapter begins the presentation of a normative theory of the corporation, assessing corporate law in light of the argument in Part II. It argues that the relational approach to law, developed and pioneered by 20th-century feminist political and legal theorists, has a natural affinity with the norm-governance approach developed in previous chapters. While not always explicitly dealing with the specific questions that this book is concerned with, the framework and method of analysis that these scholars have developed for other branches of the law are useful for drawing out the implications of the norm-governance theory for questions of corporate law. Drawing on this tradition, this chapter sketches out what a relational approach to corporate law and business entails, the types of concerns it can help register, and some of the consequences this approach has for how firms and corporations are, and ought to be, structured. This includes a novel way of understanding corporate personality, fiduciary duty, limited liability, and at-will employment.


2017 ◽  
Author(s):  
Stephen Bottomley ◽  
Kath Hall ◽  
Peta Spender ◽  
Beth Nosworthy
Keyword(s):  

2016 ◽  
Vol 224 (4) ◽  
pp. 240-246 ◽  
Author(s):  
Mélanie Bédard ◽  
Line Laplante ◽  
Julien Mercier

Abstract. Dyslexia is a phenomenon for which the brain correlates have been studied since the beginning of the 20th century. Simultaneously, the field of education has also been studying dyslexia and its remediation, mainly through behavioral data. The last two decades have seen a growing interest in integrating neuroscience and education. This article provides a quick overview of pertinent scientific literature involving neurophysiological data on functional brain differences in dyslexia and discusses their very limited influence on the development of reading remediation for dyslexic individuals. Nevertheless, it appears that if certain conditions are met – related to the key elements of educational neuroscience and to the nature of the research questions – conceivable benefits can be expected from the integration of neurophysiological data with educational research. When neurophysiological data can be employed to overcome the limits of using behavioral data alone, researchers can both unravel phenomenon otherwise impossible to document and raise new questions.


1994 ◽  
Vol 39 (7) ◽  
pp. 764-765
Author(s):  
William E. Deuser ◽  
Craig A. Anderson
Keyword(s):  

Sign in / Sign up

Export Citation Format

Share Document