Problem Identification and chapter summary

Problem Identification and chapter summary

Answer the two questions below:

1. Sleepless nights at Holiday Inn Case (Published in Business Week and

adapted in the textbook p. 91-92 for the course)

Just a few years ago, Tom Oliver, the Chief Executive of Holiday Hospitality Crop.,

was struggling to differentiate among the variety of facilities offered for clients

under the Holiday flag – the Holiday Inn Select designed for business travelers,

the Holiday Inn Express used by penny pinchers, and the Crown Plaza Hotels, the

luxurious hotels meant for the big spenders. Oliver felt that revenues could be

quadrupled if only clients could differentiate among these.

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Keen on developing a viable strategy for Holiday Hospitality, which suffered from

brand confusion. Tom Olivers conducted a customer survey of those who had used

each type of facility, and found the following. The consumers didn’t have a clue as

to the difference among the three different types. Many complained that the

buildings were old and not properly maintained, and the quality rating of service

and other factors were also poor. Furthermore, when word spread that one of the

contemplated strategies of Oliver was a name change to differentiate the three

facilities, irate franchises balked. Their mixed message did not help consumers to

understand the differences, either.

Oliver thought that he first needed to understand how the different classifications

would be important to the several classes of client, and then he could market the

heck out of them and greatly enhance the revenues. Simultaneously, he

recognized that unless the franchises owners fully cooperated with him in all his

plans, mere face-lifting and improvement of customer service would not bring

added revenues.

Answer the following questions dealing with the case above:

a. Identify the problem

b. Develop a research question

2. Select a problem or issues of concerns within a company. Identify the problem

and then develop the problem statement section which includes:

a. The purpose of the study

b. Research questions

::Chapter summary::

Please write a one page chapter summary from the attached text book- Chapter 6 and chapter 6S. PLEASE write summary ONLY from textbook NO outside sources.

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5-6 research paper about the play “Othello”

5-6 research paper about the play “Othello”

In a 5-6 page essay following MLA formatting, analyze some aspect of the play that intrigues you.  Your topic may be drawn from the list of topics for further study but can be any topic that interests you.

Part of this assignment is for you to find supportive material through library research.  As such, you are required to use at least two sources to support your analysis.

  • Of the two sources, one can be background information (about Elizabethan England or Cyprus, etc.),
  • One of them must be literary criticism/analysis of the play or of Shakespeare’s plays

For example, if you are researching/writing about the roles of women in Othello, you must include in your paper support from at least one source that discusses the literary interpretation of women’s roles in Shakespeare or in Othello.  The other source might be information about women’s roles in Elizabethan England (i.e. historical rather than literary sources).

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You must use quotes from the play and from outside critical literary sources. Please include a works cited page at the end.

– Find one to two articles of literary criticism that shed light on your area of interest regarding the play.

– The thesis is a claim reflecting your interpretation of the play that is informed by the supporting criticism.   

Here is an example:

Sample topic:

Romeo and Juliet are iconic characters, in part because of their longevity in the literary canon, but also it can be argued that this is because of their roles as archetypal figures.  Using the critical approach of archetypal theory, how well do the characters of Romeo and Juliet fit the archetypes of the hero and damsel in distress?

Sample working thesis:

Although Romeo and Juliet may not appear to be the typical hero and heroine, because of Romeo’s romantic nature and Juliet’s independent actions, they still fit the archetypal roles closely enough to have a resonance that draws in readers and play goers alike.

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Research Discussion

Research Discussion

Week 2 Discussion: Beginning Your ResearchClick for more optionsWeek 2 Discussion: Beginning Your ResearchDiscussion Weight: 5%
Learning Objectives: 1, 2, 3, 4
Review the Week 2 Discussion Rubric hereMAIN POSTFor this discussion complete the following readings. Then, answer the three questions that follow in a separate paragraph for each question.The Norton Field Guide

  • Chapter 47 (pp. 479-488); Chapter 48 (pp. 489-510)

Little Seagull Handbook

  • Section R-1, “Doing Research”

First, review the readings carefully. In one paragraph, share a tip or fact about research and/or about sources that you learned from the readings. Then, share a tip or a skill that you have used while conducting research in the past that was successful. Be sure to cite your reading.Second, reflect on your research methodology. Briefly describe and contrast what your process has been and what it will be in this course.Third, Review your feedback on Milestone 1. Then, identify which topic you will pursue and summarize your topic/argument. It may not be finalized, and that is acceptable. Describe the problem and proposed solution. List 3-5 search terms you consider using. You may include a word cloud by using EdWordle. Be sure to comment briefly on the keywords’ strength and effectiveness.Include a reference for any sources you used in the post.TIP: Respond to the questions above using a separate paragraph for each question. Please break out the search term list as bullet points or a clearly recognizable list or post as a photo word cloud.

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weekly case analysis

weekly case analysis

Each student will treat this as an individual assignment. Your response should be well-rounded and analytical and should not just provide a conclusion or an opinion without explaining the reason for the choice. For full credit, you need to use the material from the week’s lectures, text and/or discussions when responding to the questions. Post a case analysis of a listed problem for the week in the corresponding weeks assignment drop box. The case assignments are posted below in the Case Assignments.

The assignment should consist of a Word Document. It should include a summary of the relevant facts, the law, judicial opinion and answer the case questions. All that is necessary for an understanding of the case is important and required.

The report must go beyond the discussion of the problem posed in the textbook, to achieve a superior grade. Do research outside the textbook- this must include research outside the case citation such as the Lexus-Nexis in the DeVry Library or FindLaw.com, do research on the parties and circumstances of the case itself and incorporate some visual modality as a part of the case analysis. Something about one of the parties, as well as some background contained in the legal opinion. Doing significant research outside the textbook is essential.

Utilize the case format below.

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Case Analysis Format

Read and understand the case or question assigned. Show your Analysis and Reasoning and make it clear you understand the material. Be sure to incorporate the concepts of the chapter we are studying to show your reasoning. Dedicate at least one heading to each following outline topic:

Parties [Identify the plaintiff and the defendant]

Facts [Summarize only those facts critical to the outcome of the case]

Procedure [Who brought the appeal? What was the outcome in the lower court(s)?]

Issue [Note the central question or questions on which the case turns]

Explain the applicable law(s). Use the textbook here. The law should come from the same chapter as the case. Be sure to use citations from the textbook including page numbers.

Holding [How did the court resolve the issue(s)? Who won?]

Reasoning [Explain the logic that supported the court’s decision]

Do significant research outside of the book and demonstrate that you have in an obvious way. This refers to research beyond the legal research. This involves something about the parties or other interesting related area. Show something you have discovered about the case, parties or other important element from your own research. Be sure this is obvious and adds value beyond the legal reasoning of the case.

  1. Dedicate 1 heading to each of the case question(s) immediately following the case, if there are any. Be sure to restate and fully answer the questions
  2. Quality in terms of substance, form, grammar and context. Be entertaining! Use excellent visual material
  3. Wrap up with a Conclusion. This should summarize the key aspects of the decision and your recommendations on the court’s ruling.
  4. Include citations and a reference page with your sources. Use APA style citations and references

Case 9-5 The Private Movie Company, Inc. v. Pamela Lee Anderson et al.

Superior Court of California, County of Los Angeles (1997)

 

The plaintiff, Private Movie Company (Efraim), sued the defendant, Pamela Lee Anderson (Lee), for $4.6 million, alleging that she breached both an oral and a written contract so that she could work on a different project. The plaintiff claimed that an oral contract existed on November 18, 1994, when the parties agreed on all of the principal terms of a “deal,” at the conclusion of a “business meeting” at the offices of defendant’s personal manager. The plaintiff claimed that a written contract was entered into on December 21, 1994, when the plaintiff’s lawyer sent the defendant copies of a “long-form” contract. The plaintiff claimed that this contract was a written embodiment of the oral agreement reached on November 18, 1994.

 

The somewhat confusing facts that were testified to, and disputed, at trial made it difficult for the judge to determine whether a contract existed. The events began in October 1994, when plaintiff’s attorney, Blaha, sent the plaintiff’s script to the defendant’s agent. After several conversations, an offer was also sent to her agent. At trial, Efraim testified that Lee had said she loved the script and the character, but she was concerned about the nudity and sexual content of the script. Efraim said that he told Lee that the script would be rewritten and he would do whatever she wished regarding the nudity.

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On November 18, a business meeting was held by Efraim, his attorney, the defendant’s agents (Joel and Stevens) and manager (Brody), and the director, to negotiate a contract. Those present at the meeting testified that agreement was reached on a specific makeup person, security, trailer to be provided for Lee, start date, expenses, and per diem. The issue of limiting the amount of nudity used in the theatrical trailer or any of the advertising material was raised, and apparently was resolved by an understanding that Brody (defendant’s manager) would provide a list of dos and don’ts and that Private Movie would abide by them. The structure of the agreement was also discussed, with an understanding that there would be two contracts—an acting contract and a consulting contract—thereby allowing Private Movie to save money relating to payment of benefits. The issue of the sexual content or simulated sex in the movie script was not raised at the meeting, nor was the issue of any script rewrites brought up. At the end of the meeting, Efraim asked the defendant’s agent whether the deal was closed if Lee’s compensation was increased to $200,000. The agent said yes.

 

A few days later, Efraim had his attorney draft the agreement with the increased compensation. Several drafts were exchanged between the attorney and the defendant’s agent, all containing the following nudity clause:

 

Nudity. The parties hereto acknowledge that the Picture will include “nude and/or simulated sex scenes.” Player has read the screenplay of the Picture prior to receipt of the Agreement and hereby consents to being photographed in such scenes, provided that such “nude and simulated sex scenes” will not be [handled] nor photographed in a manner different from what has been agreed to unless mutually approved by Artist and producer.

 

The rewritten script was sent to the defendant on December 27, 1994. The plaintiff’s attorney testified that he called the defendant on December 29, 1994, and she said the script was great, but she wanted a different makeup artist and would split the difference in cost. The defendant testified that she recalled no such phone call. She said that she reviewed the script on January 1, 1995, saw that the simulated sex scenes remained, and called her manager to tell him she would not do the film.

 

The plaintiff found a less well-known actress to make the film and brought his action against the defendant.

 

Justice Horowitz

When the parties orally or in writing agree that the terms of a proposed contract are to be reduced to writing and signed by them before it is to be effective, there is no binding agreement until a written contract is signed. If the parties have orally agreed on the terms and conditions of a contract with the mutual intention that it shall thereupon become binding, but also agree that a formal written agreement to the same effect shall be prepared and signed, the oral agreement is binding regardless of whether it is subsequently reduced to writing.

 

Whether it is the intention of the parties that the agreement should be binding at once, or when later reduced to writing, or to a more formal writing, is an issue to be determined by reference to the words the parties used, as well as all of the surrounding facts and circumstances.

 

One of the essential elements to the existence of a contract is the consent of the parties. This consent must be freely given, mutual, and communicated by each party to the other.

 

Consent is not mutual unless the parties all agree upon the same thing in the same sense. Ordinarily, it is the outward expression of consent that is controlling. Mutual consent arises out of the reasonable meaning of the words and acts of the parties, and not from any secret or unexpressed intention or understanding. In determining if there was mutual consent, the Court considers not only the words and conduct of the parties, but also the circumstances under which the words are used and the conduct occurs.

 

Parties may engage in preliminary negotiations, oral or written, before reaching an agreement. These negotiations only result in a binding contract when all of the essential terms are definitely understood and agreed upon even though the parties intend that formal writing including all of these terms shall be signed later.

 

An acceptance of an offer must be absolute and unconditional. All of the terms of the offer must be accepted without change or condition. A change in the terms set forth in the offer, or a conditional acceptance, is a rejection of the offer.

 

Plaintiff has presented no testimony that Lee, on 11/18/94, the date [on] which Plaintiff alleged that an oral contract was created, personally agreed to perform in the movie Hello, She Lied; Plaintiff, therefore, has the burden of proving that Joel and/or Stevens, her “agent” and “manager,” had the authority to bind her to an oral written contract.

 

The parties do not and did not agree on the definition of “simulated sex.” Clearly the performance of simulated sexual scenes in the film was important and material to both Lee and Efraim. Efraim stated that he would abide by whatever Lee wanted in this regard.

 

Nudity and sexual content are material deal points that must be resolved before there can be a binding contract. An agreement concerning sexual content or simulated sex was not reached in this instance. Lee did not agree to the terms relating to simulated sex or to the script offered by the Plaintiff.

 

Plaintiff’s letter of 1/13/95 to Lee claims she “agreed to perform simulated sex scenes, and the exact type of nudity had been agreed upon in detail.” Efraim claimed in deposition that Lee agreed to perform simulated sex scenes and agreed to the draft contract to confirm that fact. Blaha testified that Paragraph 9 was a correct statement of the agreement. In deposition he stated it was a mistake. The rewritten script has three or four scenes that depict simulated sex. It is obvious that the “offer” made by Plaintiff concerning this issue was not complete and unqualified, nor was there any acceptance of this issue that was complete and unqualified.

 

Brody and Joel testified to their opinion that they thought they had “closed the deal” on 11/18/94 or shortly thereafter. Such perceptions have very little legal relevance. Brody testified that he had authority to negotiate this contract. Joel never spoke with Lee concerning the transaction and did not negotiate points such as script rewrite or sexual content.

 

Plaintiff has failed to prove by a preponderance of the evidence that Lee entered into an oral or written contract to perform in the movie Hello, She Lied.*

 

* The Private Movie Company, Inc. v. Pamela Lee Anderson et al. Superior Court of California, County of Los Angeles (1997).

 

Judgment in favor of Defendant, Lee.

 

Critical Thinking About The Law

We know that language is not usually clear. Words convey information but not always the information that the speaker or writer intends. Ambiguity characterizes those words and phrases that do not have a clear meaning. These ambiguous terms might result in another person’s misinterpreting what the writer or speaker actually meant. In contract law, ambiguity could create problems between an offeror and offeree, as the two parties might not be in agreement on the same terms of the contract if the contract contains ambiguous language. In Case 9-5, the parties thought they understood each other. Key ambiguous phrases, however, created confusion in the contract negotiations and, consequently, raised concerns about whether there was actual consent by both parties.

 

As business managers, it is imperative that you demand clear definitions in the contracts that you offer and accept. The following questions pertaining to Case 9-5 prompt you to consider the importance of ambiguity in contract law.

 

What key ambiguous phrases did the court discuss?

 

Clue: Find the legal term in dispute that the judge defined. Also, look for ambiguity in the specific elements of the contractual negotiations between the plaintiff and the defendant.

 

How did the ambiguity in the alleged contract affect the court’s reasoning?

 

Clue: Do you think the court would have ruled differently in Case 9-5 had the ambiguity not existed?

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Satisfying, or “Mirroring,” the Terms of the Offer

Under the common law, to be valid, the acceptance must satisfy, or “mirror,” the terms of the offer. For example, if Jones offers to sell Smith his Cutlass for $2,000 and Smith responds by saying, “I’ll give you $1,800,” this is not a legal acceptance but a counteroffer by Smith, which then must be accepted by Jones in order for the terms of the counteroffer to be satisfied and a contract to arise. Under UCC Section 2-207, acceptance does not have to be a mirror image of the offer. Terms can be added to the contract without constituting a counteroffer if they meet one of the three conditions listed in the section on methods of termination of an offer.

 

Internet and E-Contracts: Acceptance Online

Parties now enter into many agreements online. Section 2-213 of the UCC deals with electronic communication of an acceptance by an offeree. This UCC section provides that “receipt of an electronic communication has a legal effect; it has that effect even though no individual is aware of its receipt,” but “in itself does not establish that the content sent corresponds to the content received.” Thus, receipt is required for acceptance by electronic communication, and receipt occurs when the email or other message arrives, even if the receiver does not know it has arrived. Also, the parties are left to use other means of proof to establish that all of the email or messages made it from one party to another. The company or offeror must list all the terms of the offer that the offeree is about to enter into. The offeree (buyer) must click on “I agree” or “I agree to the terms.” Usually, terms set out by the offeror (seller) include cost, payment, warranties, arbitration provisions, and other substantive terms. As “click-on,” “click-through,” or “click-wrap” agreements have become customary in many industries, there is little dispute between parties as to the formation of a contract thereby.

 

Consideration

Consideration is defined as a bargained-for exchange of promises in which a legal detriment is suffered by the promisee. For example, Smith promises Jones that if she gives up her job with Stone Corporation, he will employ her at Brick Corporation. The two requirements of consideration are met: (1) Smith (promisor) has bargained for a return promise from Jones (promisee) that she will give up her job; (2) when Jones gives up her job, she has lost a legal right, the contractual right to her present job with Stone Corporation. The reader should note that legal detriment (giving up a legal right or refraining from exercising a legal right) must take place. Economic detriment is not necessary. For example, a student agrees not to go to any bars during fall semester in exchange for his mother’s promise to give him $500. The student’s giving up his right to go to bars is a legal detriment because he now cannot do something he previously could legally do.

 

consideration

A bargained-for exchange of promises in which a legal detriment is suffered by the promisee.

 

Adequacy of Consideration

In general, the courts have not been concerned with the amount of consideration involved in a contract, especially in a business context. Even if one party makes a bad deal with another party—that is, if the consideration is inadequate—the courts will usually refuse to interfere. Unless a party can show fraud, duress, undue influence, or mistake, the court will not intervene on behalf of a plaintiff. However, sufficiency of consideration, as opposed to adequacy, will be examined by the court. Sufficiency of consideration requires both a bargained-for exchange of promises and legal detriment to the promisee.

 

Preexisting Duty Rule

In defining consideration, we said that a legal detriment to a promisee requires the giving up of a legal right or the refraining from exercising a right. Logically, the courts have then declared that if a party merely agrees to do what he or she is required to do, there exists no detriment to the promisee. For example, Smith contracted with Jones for Jones to build him a house by April 1, 1988, for $150,000. On February 1, 1988, Jones came to Smith and said that, because of the number of jobs he had, he would not be able to finish by April unless Smith agreed to a bonus of $10,000. Smith agreed to the bonus, and the house was completed by April 1. Smith then refused to pay the bonus, claiming that there was a preexisting duty on the part of Jones because he had a contractual duty to finish by April 1. Jones took him to court, but lost the suit because no consideration existed for the bonus agreement. There is an important exception to the preexisting duty rule: The UCC, which applies to the sale of goods, states that an agreement modifying the original contract needs no consideration to be binding.

 

Promises Enforceable without Consideration

The courts have enforced certain contracts when the requirements of consideration were not met, using the doctrine of promissory estoppel to do so. This doctrine requires (1) a promise justifiably relied on by the promisee, (2) substantial economic detriment to the promisee, and (3) an injustice that cannot be avoided except by enforcing the contract.

 

Consider this hypothetical example. An elderly couple pledged in writing to leave $1 million to their family church for a building fund if the church raised another $1 million. The church accepted the offer, raised the matching funds, and contracted with an architect and builder. The couple died and, in their will, left the money to another church. When the family church sued the deceased’s estate on the basis of the promissory estoppel doctrine, the court awarded it the full amount pledged, even though a bargained-for exchange of promises did not exist. The family church justifiably relied upon the couple’s promise, causing substantial economic injury to the church, and injustice could not be avoided in any other way.

 

Liquidated and Unliquidated Debts

A liquidated debt exists when there is no dispute about the amount or other terms of the debt. If A owes B and C $500,000, and B and C agree to accept $100,000 as settlement for the debt, they are not precluded from suing A later on for the balance. The courts reason that the first agreement by A to pay a particular amount ($500,000) to B and C was supported by consideration. The second agreement to pay $100,000 was not because A had a preexisting duty to pay $500,000, and there was, therefore, no legal detriment on A’s part to support B and C’s agreement to accept the lesser amount.

 

An unliquidated debt exists when there is a dispute between the parties as to the amount owed by the debtor. If there is an agreement similar to the preceding one, except that the amount A originally owed B and C is in dispute, the general rule is that consideration exists for the second agreement, and the creditors cannot come back and sue for the balance of what they thought they were owed. B and C would have no claim for the full $500,000, but would be limited to $100,000. The rationale is that new consideration was given for the second agreement. There exists a legal detriment because B and C are giving up a legal right to sue for an unspecified debt. The debtor is also giving up a legal right because there is uncertainty as to what he or she owes in an unliquidated debt situation.

 

Promises That Lack Consideration

Type of Consideration    Description

Illusory promises              A contract providing that only one of the parties need perform, only if he or she chooses to do so; the contract is not supported by consideration.

Moral obligation               Contracts based on love or affection lack consideration. A majority of the states hold that deathbed promises may constitute moral obligation but lack legal binding consideration.

Preexisting duty               A promise lacks consideration if a person promises to perform an act or do something she already has an obligation to do. For example, many states have statutes that prevent law enforcement officers from collecting rewards when apprehending a criminal who has a reward on his or her head. Also, as noted earlier, the original terms of a contract cannot be changed or modified unless unforeseen difficulties exist. Also, some exceptions are granted by the UCC.

Illegal consideration        A contract is not supported by consideration if the promise is supported by an illegal act. “I agree to pay you $10,000 if you burn my house down.” Arson is unlawful and a promise to do such an act is unsupported by legal consideration.

Genuine Assent

When two parties enter into a legally enforceable contract, it is presumed that they have entered of their own free will and that the two parties understand the content of the contract in the same way. If fraud, duress, undue influence, or mutual mistake exists, genuine assent, or a “meeting of the minds,” has not taken place, and grounds for rescission (cancellation) of the contract exist. Table 9-1 lists the factors that prevent genuine assent.

 

genuine assent

Assent to a contract that is free of fraud, duress, undue influence, and mutual mistake.

 

Table 9-1  Factors Preventing Genuine Assent

Fraud

 

Duress

 

Undue influence

 

Bilateral mistake

 

Unilateral mistake

 

Fraud

Fraud consists of (1) a misrepresentation of a material (significant) fact, (2) made with intent to deceive the other party, (3) who reasonably relies upon the misrepresentation, (4) and as a result is injured. For example, Smith enters into a contract to sell a house to Jones. The house is 12 years old, and Smith knows that the basement is sinking. She fails to tell Jones. After Jones moves in, she finds that the house is sinking about two feet a year. In this case, there was a misrepresentation of a material fact, because Smith had a duty to disclose the fact that the house was sinking, but did not do so. Furthermore, there existed knowledge of the fact with intent to deceive. The law does not require that an evil motive exist, but only that the selling party (Smith) knew and recklessly disregarded the fact that the house was sinking. Reliance existed on the part of Jones, who thought the house was habitable, and of course injury to Jones took place because the house was not worth what she paid for it. The cost of preventing further sinking of the house would be part of the damages involved. Note that this example illustrates fraud based on a unique set of facts.

 

fraud

Misrepresentation of a material fact made with intent to deceive the other party to a contract, who reasonably relied on the misrepresentation and was injured as a result. See also criminal fraud.

 

Duress

Another factor that prevents genuine assent of the parties is duress, defined as any wrongful act or threat that prevents a party from exercising free will when executing a contract. The state of mind of the party at the time of entering into the contract is important. If Smith, when executing a contract with Jones to sell a house, holds a gun on Jones and threatens to shoot Jones if he refuses to sign the contract, grounds exist for rescission of the contract. Duress is not limited to physical threats, however. Threats of economic ruin or public embarrassment also constitute duress. An illustration of duress is set forth in the case below.

duress

Any wrongful act or threat that prevents a party from exercising free will when executing a contract.

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Legal Envir Business Essay

Legal Envir Business Essay

Write a paragraph or more for each numbered question below (and for each lettered sub-question where applicable).  Do not copy directly from the book–explain in your own words.  Do not use Google–do not plagiarize–use the material from the book.  PLEASE ATTACH ONLY ONE FILE FOR ALL QUESTIONS, and please label the question numbers/sub-questions.

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(Chapters 12 and 13)

1. Discuss the four requirements needed for a valid contract to be formed.

2. Read the court case Lucy v. Zehmer (1954) on pages 240-241 (classic case 12.1) and then discuss:

  • a. the facts of the case (briefly, in your own words);
  • b. whether a serious offer was made by Lucy – why or why not; and
  • c. what the court ultimately ordered.

3. Discuss the following issues regarding “contractual capacity” (and when contracts are enforceable or not):

  • a. minors;
  • b. intoxication; and
  • c. mental incompetence.

4. List and discuss the four types of contractual damages – be sure to include a few sentences of essential info for each type.

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Module 5 Mini Essay Exam

Module 5 Mini Essay Exam

Introduction

You will submit your first mini essay fact pattern Assignment answer in this module. The mini-essay fact pattern addresses intentional torts only. You are being tested on your ability to spot issues, frame issues, articulate rules of law, apply rules of law to a fact pattern, and reach conclusions.

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Assignment Directions

Click on the link and print out the mini essay fact pattern so you can make notes and mark up your paper. In this Assignment, you will draft an outline for your answer, answer the question using the proper format, and complete the self-assessment. There is no specific page limit or recommendation for this Assignment. Put your name, student ID, and the name of the Assignment (Module 5 Mini Essay Exam) at the top of the page in your document. This is a CLOSED BOOK ASSIGNMENT. Do not use your notes, outlines, books, or any other resource to complete this exam.

  1. Download the fact pattern: Fact Pattern Document
  2. Draft an exam outline for the mini essay.
  3. Answer the mini essay question using the proper format.
  4. Complete the self-assessment.

Grading and Points

This Assignment is due at the end of Module 5 and is worth 75 points. View the grading rubric.

Submitting Your Assignment
When you are ready to submit your Assignment, click on the Assignments link at the top of the screen and select the Module 5 Assignment Dropbox.

This Assignment addresses the following Module outcomes:

  • Identify issues and relevant facts in a torts fact pattern.
  • Apply intentional torts law to solve a torts fact pattern.
  • Use IRAC format to answer a torts fact pattern.

This Assignment also addressed the following course outcomes:

CL600-4: Identify legal issues raised by fact scenarios.

CL600-5: Identify governing rules and principles that apply to fact scenarios.

CL600-6: Analyze fact scenarios to explain the arguments parties would likely make regarding potential claims/charges and defenses.

CL600-7: Predict the resolution of fact scenarios based on assessment of the relative strength of competing arguments.

CL600-8: Use IRAC format to write in a clear, organized, professional manner.

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Torts Mini-Essay Assignment

 

Please follow the steps below to complete your mini essay Assignment. Please note – this is a CLOSED BOOK ASSIGNMENT. Do not use your notes, outlines, books, or any other resource to complete this Assignment. There is no specific page limit or time limit for this Assignment. 

 

This Mini-Essay Assignment has three components: 

  1. Draft an exam outline for this for the following Mini-Essay Exam fact pattern.
  2. Write an exam answer to the Mini-Essay Exam fact pattern.
  3. Complete the self-assessment.

All three components must be included in the document that you upload.

 

Mini-Essay Fact Pattern

 

Diego sees Pedro at a convention. Diego walks up to Pedro, slaps Pedro on the back, and congratulates Pedro on the success of Pedro’s new product. Unbeknownst to Diego, Pedro has a fear of being touched by others.

 

Discuss Diego’s liability to Pedro, if any, for intentional torts.

 

Self Assessment

 

ISSUE: Did I identify and prioritize all key issues and frame each in the form of a question? If not, why not? (Select all that apply; note which are most important.)

___ I did not read the facts closely enough to notice that an issue was raised.

___ I did not understand the law so I did not see that the issue was raised.

___ I saw the issue but didn’t think it was important enough to discuss.

___ I saw the issue, but simply forgot to write about it.

___ I saw the issue, but didn’t have enough time to write about it.

___ Other

What can I do to improve my performance in this category in the future? (This could include, but is not limited to, further studying the law, doing practice problems, refining your outline of potential issues, and spending more time organizing your answer.)

____________________________________________________________________________________________________________________________________________

RULE:  Did I succinctly and accurately state the rules of law relevant to the issues? If not, why not? (Select all that apply; note which are most important.)

___ I did not have the rule of law memorized.

___ I did not understand the elements of/exceptions to the applicable rule.

___ I did not understand the facts to see how they implicated the rule.

___ I knew and understood the rule, but simply forgot to write about it.

___ Other

What can I do to improve my performance in this category in the future?

____________________________________________________________________________________________________________________________________________

ANALYSIS: Did I link each relevant fact to the element of law at issue? If not, why not? (Select all that apply; note which are most important.)

___ I did not read the facts closely enough to see how they related to an issue.

___ I did not understand the facts to see how they related to an issue.

___ I merely repeated the facts but did not go further to explain how the facts showed why an element of an issue was or wasn’t met.

___ I failed to identify and/or write about what each party might assert.

___ Other

What can I do to improve my performance in this category in the future?

____________________________________________________________________________________________________________________________________________

CONCLUSION: Did my analysis lead to a clear, well-reasoned conclusion? If not, why not?

___ I did not provide a clear and concise conclusion for each issue.

___ My conclusion was not supported by my analysis.

What can I do to improve my performance in this category in the future?

____________________________________________________________________________________________________________________________________________

 

Did I organize my time well? _______________________________________________

Did I use my time appropriately to read the call of the question, read the fact pattern, organize my response, and write my answer? ______________________________________________

Did I organize my answer well? _________________________________________________

Did I follow the exam outline that I created? _______________________________________

Did I utilize the IRAC format? __________________________________________________

Did I use a separate IRAC format for each issue? ___________________________________

Did I make any grammatical mistakes? Typos?  Misspelled words? ____________________

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law 531t

law 531t

1. Use the following information to answer questions 1–5.

MakerMan Manufacturing creates heavy-duty hand tools. It produces a new collapsible hammer called the SmackN’Stash. One of the first purchasers of the hammer, Rob, is using it at a construction site when the hammer’s head flies off and injures his coworker Cliff.

How does the concept of strict liability apply to this situation?

 

o While   using a collapsible hammer is a dangerous activity, it is not of the type of   danger that would subject MakerMan to strict liability.

o Product   liability torts require Rob to show that one or more of the design or   manufacturing elements is defective.

o When   companies sell defective products to consumers who are injured,   liability will result without having to show that the manufacturer   breached the duty of care.

o Anyone   who is injured by a defective product may sue the manufacturer, merchants,   and all others who handled the product.

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2. Bookmark question for later

How does the concept of strict product liability apply to this situation?

 

o Product   liability torts require Rob to show that one or more of the design or   manufacturing elements is defective.

o While   using a collapsible hammer is a dangerous activity, it is not of the type of   danger that would subject MakerMan to strict product liability.

o Even   if there is no defect in the product, the company may be responsible for   failure to warn users how the product should be used.

o When   companies sell defective products to consumers who are injured,   liability will result without having to show that the manufacturer   breached the duty of care.

 

3. Bookmark question for later

How does the concept of privity of contract apply to this situation?

 

o Even   if there is no defect in the product, the company may be responsible for   failure to warn users how the product should be used.

o Product   liability torts require Rob to show that one or more of the design or   manufacturing elements is defective.

o When   companies sell defective products to consumers who are injured,   liability will result without having to show that the manufacturer   breached a contract with the customer.

o Anyone   who is injured by a defective product may sue the manufacturer, merchants,   and all others who handled the product.

 

4. Bookmark question for later

How does the concept of defective design/manufacturing apply to this situation?

 

o Anyone   who is injured by a defective product may sue the manufacturer, merchants,   and all others who handled the product.

o Product   liability torts require Rob to show that one or more of the design or   manufacturing elements is defective.

o When   companies sell defective products to consumers who are injured,   liability will result without having to show that the manufacturer   breached the duty to warn.

o While   using a collapsible hammer is a dangerous activity, it is not of the type of   danger that would subject MakerMan to take care to avoid defective   design or manufacturing.

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5. Bookmark question for later

How does the concept of manufacturer’s duty to warn apply to this situation?

 

o Anyone   who is injured by a defective product may sue the manufacturer, merchants,   and all others who handled the product.

o When   companies sell defective products to consumers who are injured,   liability will result without having to show that the manufacturer   breached the duty to warn.

o While   using a collapsible hammer is a dangerous activity, it is not of the type of   danger that would subject MakerMan to warning consumers about the   product.

o Even   if there is no defect in the product, the company may be responsible for   failure to warn users how the product should be used.

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CMRJ341

CMRJ341

  1. Discuss the tests that are currently used to determine whether a person has fired or handled a firearm. Are these tests conclusive? Why or why not?

Currently there are two tests that law enforcement uses to determine whether a person has fired a firearm.  The first is where the hands are swabbed for gunshot residue.  Unfortunately, this type of testing cannot determine when and what type of firearm was used. The second type is to look for residue on a persons clothing.  This procedure can sometime prove valuable to determine the distance between the muzzle and the target. Often the residue is so minute that it will take a microscopic analyzation to include chemical testing.

There are limitations to residue testing.  It will not tell you the type of firearm that was used.  The good part is if bullets are found within the scene, they can be compared to other evidence and they can be traced to the type and caliber of the weapon. According to Brozek-Mucha (2017), the forensic expertise that may produce evidence of a person being involved in a shooting incident has always been the most demanding one and concerned the identification of particles as characteristic or consistent with gunshot residue.

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2. Explain in detail how you would collect the following impression evidence located at a crime scene:

a. A shoe print in dry dirt

A shoe print left in dry dirt is called an impression. Upon examination there could be damage such as cracks or rocks stuck in the tread. The wear characteristics will show damage, extreme wear or tread loss and how the person walked in them (leaning harder on one side or another). In dry dirt the casting method will be used. After taking photographs at a 90-degree angle (this helps with the sizing comparison), a powdery stone material will be mixed with water and poured straight in the impression. After drying the impression will be removed and appear to look like a 3-D model of the print itself. Further enhancement can be done by using a photoshop app, powder or chemical stain.

b. Tool mark on a windowsill

Tool marks happen when a tool meets another object or surface and leaves an impression. Suspects typically use wire cutters, crowbars and screwdrivers to cut and pry their way into windows and doors. All these tools leave distinctive marks that can be identified. If possible, the entire windowsill should be cut out and taken into the lab.  If you cannot do that take detailed photographs before you use liquid silicone casting to detail all the markings.  You will need the details so you can check for striations in the tool itself if recovered. It is also important to keep the tool and the mark in separate containers.

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c. Tire marks in soft earth

According to Byrd (2008), in order to recover larger, three-dimensional impressions such as tire marks in soft earth or muddy conditions, experts use casting. The process works in very much the same way as an orthodontist makes a model of a patient’s teeth: A substance is poured into the impression, hardened, and then removed, providing a cast of the print on the ground.

d. Shoe print on a loose piece of tile

This type of pattern evidence imprints can be collected by taking the entire surface area of the imprint. According to NFSTC (2013), examiners generally try to collect the entire object containing the imprint, such sheet of paper or cardboard with a shoe print.

e. Faint shoe print in dust on a colored linoleum floor

A shoe print that is barely visible can be collected using powders and chemicals, along with light sources to identify, and confirm the print. A lifting technique is used to transfer the imprint to another source, allowing for a clearer picture in the laboratory.

All evidence should be photographed at different angles before it is collected.

Kelly

Brożek-Mucha, Z. (2017). Trends in analysis of gunshot residue for forensic purposes. Analytical and Bioanalytical Chemistry409(25), 5803–5811. https://doi.org/10.1007/s00216-017-0460-1

Byrd, Mike. “Crime Scene Investigations: Other Impression Evidence.” Crime Scene Investigator. March 2, 2000. (June 30, 2008) http://www.crime-scene-investigator.net/otherimpressionevidence.html

National Forensic Science Technology Center (2013). A Simplified Guide to Footwear and Tire Track Examination. Retrieved from http://www.forensicsciencesimplified.org/fwtt/FootwearTireTracks.pdf

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10th Justice; Employee Arbitration Agreements

10th Justice; Employee Arbitration Agreements

(NEED ASAP 100% PLAGIARISM FREE)!!!!

All organizations in the country employ people. Employment laws impact everyone, regardless if you are actively employed or not. As employers continue to control costs associated with claims from employees, employers have commonly turned to arbitration agreements. These agreements normally require employees to waive any right or protection afforded by joining a class action and instead forces each individual employee to take the claims before an individual arbitration. The Supreme Court of the United States (SCOTUS) decided this year in Epic Systems Corp. v. Lewis by a narrow margin of 5-4 that employers could enforce these arbitration agreements.

In your assignment this week please explain why the court got this correct AND explain why the court was wrong. Lastly, if you were the 10th justice how would you vote and why?

This link should provide you with details on the case: https://www.oyez.org/cases/2017/16-285

Click on the left hand side under “Opinions” for full details.

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CRMJ 521 WEEK 2 DISCUSSION

CRMJ 521 WEEK 2 DISCUSSION

Bloody Sunday

In the late 1960s, Irish Catholic activists calling themselves the Northern Ireland Civil Rights Association attempted to emulate the African American civil rights movement as a strategy to agitate for equality in Northern Ireland. They thought that the same force of moral conviction would sway British policy to improve the plight of the Catholics. Their demands were similar to those of the American civil rights movement: equal opportunity, better employment, access to housing, and access to education. This ended when mostly peaceful demonstrations gradually became more violent, leading to rioting in the summer of 1969, an environment of generalized unrest, and the deployment of British troops. After 1969, the demonstrations continued, but rioting, fire bombings, and gun battles gradually became a regular feature of strife in Northern Ireland.

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On January 30, 1972, elite British paratroopers fired on demonstrators in Londonderry. Thirteen demonstrators were killed. After this incident, many Catholics became radicalized and actively worked to drive out the British. The Irish Republican Army received recruits and widespread support from the Catholic community. In July 1972, the Provos launched a massive bombing spree in central Belfast.

Black September

When Leila Khaled and her comrades attempted to hijack five airliners on September 6 and 9, 1970, their plan was to fly all of the planes to an abandoned British Royal Air Force (RAF) airfield in Jordan, hold hostages, broker the release of Palestinian prisoners, release the hostages, blow up the planes, and thereby force the world to focus on the plight of the Palestinian people. On September 12, 255 hostages were released from the three planes that landed at Dawson’s Field (the RAF base), and 56 were kept to bargain for the release of seven Palestinian prisoners, including Leila Khaled. The group then blew up the airliners.

Unfortunately for the hijackers, their actions greatly alarmed King Hussein of Jordan. Martial law was declared on September 16, and the incident led to civil war between Palestinian forces and the Jordanian army. Although the Jordanians’ operation was precipitated by the destruction of the airliners on Jordanian soil, tensions had been building between the army and Palestinian forces for some time. King Hussein and the Jordanian leadership interpreted this operation as confirmation that radical Palestinian groups had become too powerful and were a threat to Jordanian sovereignty.

On September 19, Hussein asked for diplomatic intervention from Great Britain and the United States when a Syrian column entered Jordan in support of the Palestinians. On September 27, a truce ended the fighting. The outcome of the fighting was a relocation of much of the Palestinian leadership and fighters to its Lebanese bases. The entire incident became known among Palestinians as Black September and was not forgotten by radicals in the Palestinian nationalist movement. One of the most notorious terrorist groups took the name Black September, and the name was also used by Abu Nidal.

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Discussion Question:

Pick one of the following to answer.  Remember all of the required aspects to forums.

  1. What role do you think these incidents had in precipitating the IRA’s and PLO’s cycles of violence?
  2. Were the IRA’s and PLO’s tactics and targets justifiable responses to these incidents?
  3. What in your opinion, would have been the outcome in Northern Ireland if the British government had responded to the Irish Catholics’ emulation of the American civil rights movement?
  4. What, in your opinion, would have been the outcome if the Jordanian government had not responded militarily to the Palestinian presence in Jordan?
  5. How should the world community have responded to Bloody Sunday and Black September?

Resources for week 2

Article on the psychological profile of terrorist:  http://www.apa.org/monitor/2009/11/terrorism.aspx
Article casting doubts about any particular profile: http://www.homelandsecuritynewswire.com/dr20150512-terrorists-personality-traits-indistinguishable-from-traits-of-the-general-population-experts

MUST BE AT LEAST 500 WORDS

MUST HAVE AT LEAST 2 REFERENCES

MUST BE IN APA FORMAT

Chapter 2

The Nature of the Beast

Defining Terrorism

Understanding Extremism

Defining Extremism

  • Intolerance in what someone believes.
  • Intolerance in how someone expresses their beliefs.
  • Violent expression is not a universal characteristic.
  • Understanding Extremism
    (continued)

Common Characteristics of Violent Extremists

  • Moral absolutes.
  • Broad conclusions.
  • New language and conspiratorial beliefs.
  • The World of the Extremist
    • Different, often fantastic, worldview compared to non-extremists.
    • Basic belief that unjust forces are arrayed against true believers.
    • Clear sense of mission, purpose, and righteousness.

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Defining Terrorism an Ongoing Debate

  • Guerrilla Warfare
    • Terrorism is not synonymous with guerilla warfare
    • Guerilla translates to “little war”
    • Guerilla warfare exists today
  • A Sampling of Formal Definitions
    • The use of illegal force.
    • Subnational actors.
    • Unconventional methods.
    • Political motives.
    • Attacks on “soft” civilian and passive military targets.
    • Acts aimed at purposefully affecting an audience.
  • The American Context: Defining Terrorism in the United States
    • No single definition has been adopted.
    • Definitions have been developed from time to time by government agencies.
    • For example, by the Department of Defense, the U.S. Code, the Federal Bureau of Investigation, and the Department of State.
  • The American Context: Defining Terrorism in the United States (continued)
    • Composite American definition: “Premeditated and unlawful act in which groups or agents of some principal engage in a threatened or actual use of force or violence against human or property targets. These groups or agents engage in this behavior intending the purposeful intimidation of governments or people to affect policy or behavior with an underlying political objective.”
  • Types of Terrorism
    • A general consensus among experts about the types of terrorism.
    • State terrorism.
    • Dissident terrorism.
    • Religious terrorism.
    • Criminal terrorism.
    • International terrorism.

Perspectives on Terrorism

  • Perspective 1: Four Quotations
    • “One Person’s Terrorist is Another Person’s Freedom Fighter”
    • “One Man Willing to Throw Away His Life is Enough to Terrorize a Thousand”
    • “Extremism in Defense of Liberty is No Vice”
    • “It Became Necessary to Destroy the Town to Save It”

 

  • Perspective 2: Participants in a Terrorist Environment
    • The terrorist.
    • The supporter.
    • The victim.
    • The target.
    • The onlooker.
    • The analyst.
  • Perspective 3: Terrorism or Freedom Fighting?
    • Debate: Whether the use of political violence is justifiable.
    • Governments and dissidents always cite noble aspirations to justify violence.
  • Perspective 4: Extremism or “Mainstreamism”?
    • Debate: Whether political violence is always manifested from a political fringe.
    • Do some political environments make extremism justifiable within the mainstream?

The Political Violence Matrix

The Political Violence Matrix

  • Combatant and Noncombatant Targets
  • Indiscriminate and Discriminate Force
  • Case in Point: The Orlando Mass Shooting
    • The Terrorism Hate Crime Nexus
    • Recall the opening viewpoint
    • Religion-inspired mass shooting directed against a demographic group.

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