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Solutions Manual For Dynamic Business Law, 6th Edition By Nancy Kubasek, Neil Browne, Daniel Herron, Linda Barkacs, Carrie Williamson - Full Chapters$24.99
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Solutions Manual For Dynamic Business Law, 6th Edition By Nancy Kubasek, Neil Browne, Daniel Herron, Linda Barkacs, Carrie Williamson - Full Chapters
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Course
Business law
Institution
Business Law
Solutions Manual For Dynamic Business Law, 6th Edition By Nancy Kubasek, Neil Browne, Daniel Herron, Linda Barkacs, Carrie Williamson.
Solutions Dynamic Business Law 6e Nancy Kubasek.
ISBN: 9781260733976.
Kubasek 6e solutions for Dynamic Business Law.
SOLUTIONS MANUAL Dynamic Business Law 6/E Nancy Kubasek
Chapter 1 - An Introduction to Dynamic Business Law
CHAPTER OVERVIEW
Chapter One lays the foundation for the textbook. Make sure you look on the publisher’s web site for
information about how business law intersects with the six functional areas of business. The authors
encourage students to “connect to the core,” and remember the ways in which law intersects with other
areas of study, including corporate management, production and transportation, marketing, research and
development, accounting and finance, and human resource management.
This manual supports the “connecting to the core” theme by giving ideas for assignments that encourage
students to integrate their business law knowledge with knowledge they are acquiring from their other
business classes. The manual also encourages professors to improve their teaching skills. Finally, the
manual suggests teaching ideas for both beginning and experienced teachers.
LEARNING OBJECTIVES
After reading this chapter, students will be able to:
1-1 Define business law.
1-2 Relate the functional areas of business to the relevant areas of business
law
1-3 Recall the purposes of law.
1-4 Distinguish among types of law.
1-5 Differentiate between sources of the law.
1-6 Identify the various schools of jurisprudence.
LECTURE NOTES WITH DEFINITIONS
In the news… Teaching tip: For each chapter, consider asking students to relate current
news items to material from the chapter.
1-1 Define business Business law consists of the enforceable rules of conduct that govern
law. commercial relationships.
1-2 Relate the Business law applies to the six functional areas of business:
functional areas of • Corporate management
business to the • Production and transportation
relevant areas of • Marketing
business law. • Research and development
• Accounting and finance
• Human resource management
1-3 Recall the • Providing order
purposes of law. • Serving as an alternative to fighting
• Facilitating a sense that change is possible
• Encouraging social justice
• Guaranteeing personal freedoms
• Serving as a moral guide
Dynamic Business Law, 6e 1-1
,Chapter 01 – An Introduction to Dynamic Business Law
1-4 Distinguish among One way to classify law:
types of law. Private law involves disputes between private individuals or groups.
Public law involves disputes between private individuals or groups and their
government.
A second way to classify law:
Civil law involves the rights and responsibilities involved in relationships
between persons and between persons and their government.
Criminal law involves incidents in which someone commits an act against
the public as a unit.
Teaching tip: Ask students to give an example of a fact situation that led to
both criminal and civil lawsuits, e.g., the O.J. Simpson trials.
1-5 Differentiate Sources of business law are:
between sources of the 1. Constitutions
law. Constitutional law refers to the general limits and powers of governments as
stated in their written constitutions.
2. Statutes or legislative actions
3. Cases
Case law (or common law) is the collection of legal interpretations made by
judges.
Stare decisis means courts are relying on precedent.
Teaching tip: The first time your students encounter an appellate case in the
readings, show them what stare decisis looks like in the context of a real case.
4. Administrative law
Administrative law is the collection of rules and decisions made by
administrative agencies.
5. Treaties
A treaty is a binding agreement between two states or international
organizations.
6. Executive orders
An executive order is a directive that comes from the president or state
governor.
1-6 Identify the Schools of jurisprudence are common guides to legal interpretation.
various schools of • Natural law—certain ethical laws and principles are morally right
jurisprudence. and “above” the laws devised by humans.
• Legal Positivism—assumes the legitimate political authority
deserves our obedience when it issues a rule.
• Identification with the Vulnerable—emphasis on fairness and
looking out for those with the least power.
• Historical School/Tradition—emphasis on the use of stare decisis.
• Legal Realism—judges consider social and economic conditions.
• Cost-benefit Analysis—make calculations to maximize the ratio of
benefits to costs.
Teaching tip: Consider using “The Case of the Speluncean Explorers (link
1-2 Instructor’s Resource Manual
,Chapter 01 - An Introduction to Dynamic Business Law
below) to make the schools of jurisprudence come alive.
Global and At this point in the textbook, students should merely have an awareness that
Comparative Law globalization has affected the scope of business law. Consequently, we
highlight the definitions to the following key terms that will come up later in
the book:
• Trade, i.e., the exchange of goods or services, on a global scale has
led to the creation of trade agreements that serve as de facto rules
governing the global business environment.
• Comparative law—the field of law that studies and compares laws in
different countries.
Appendix on Critical Critical thinking includes the application of evaluative standards to assess the
Thinking and quality of the reasoning being offered to support the conclusion. Critical
Business Law thinkers will follow this pattern of careful thinking when they read an
argument:
1. Find the facts.
2. Look for the issue.
3. Identify the judge’s reasons and conclusion.
4. Locate in the decision the rules of law that govern the judge’s reasoning.
5. Apply critical thinking to the reasoning. Evaluate the reasoning.
• Look for potential ambiguity.
• Consider the strength of analogies.
• Check the quality of the judge’s reasoning.
• Decide whether important information is missing.
• Consider the possibility of rival causes.
TEACHING SKILLS: BLOOM’S TAXONOMY SETS THE STAGE TO THINK ABOUT
THE KINDS OF QUESTIONS TO ASK YOUR STUDENTS
Benjamin Bloom, in his Taxonomy of Educational Objectives,* developed a hierarchy of cognitive
functions. His work sets the stage for teachers to understand why it is important to think carefully
about the kinds of questions they ask in class.
The Objective Sample questions
Knowledge • What is business law?
Lowest level of learning and is mostly memory. • What are the four elements of a negligence
The student recognizes and recalls information. claim?
Comprehension • What is your understanding of the concept of
Lowest level of understanding. The student stare decisis?
paraphrases or explains something. • What does your textbook mean by
deontology?
Application • How would a natural law thinker respond to
Student demonstrates her understanding of this particular fact pattern?
abstract rules, principles, or generalizations by • Use a particular case rule to determine
* BENJAMIN BLOOM, TAXONOMY OF EDUCATIONAL OBJECTIVES: THE
CLASSIFICATION OF EDUCATIONAL GOALS (1954).
Dynamic Business Law, 6e 1-3
, Chapter 01 – An Introduction to Dynamic Business Law
using them to solve life-like problems. whether the plaintiff will be successful in her
claim.
Analysis • Provide the reasoning for the following
Student breaks down a communication to statement: All contracts do not need to be in
discover the hidden structure as well as writing to be enforceable.
assumptions. • Break down a particular judge’s opinion to
understand the assumptions the judge is
making.
Synthesis • Explain how two particular schools of
Student creatively combines elements and parts to jurisprudence are related.
form a whole new structure. • Make a connection between duress and
insanity.
Evaluation • Identify and explain a reasoning flaw in the
Highest level of learning. Student makes a critical judge’s argument.
judgment about the value of the communication. • Evaluate the following statement: Arbitration
and mediation are better forms of dispute
resolution than litigation.
TEACHING IDEAS
Connecting to the Core • Consider asking students to keep a “Connecting to the Core”
journal. Throughout the semester, students can relate concepts they
are learning in their business law class to material they are learning
in their other business courses.
• Ask students to take one particular area of law (Use Exhibit 1-1 as
the basis for topic choices) and write a paper that explains
intersections between a particular area of law and at least one
functional area of business. For example, a student could choose
consumer law and write a paper that links a specific consumer law
issue to content from their marketing class.
Teaching Basics Explore web sites that offer information about teaching at the college level.
Harvard has a great center. Their center links you to other centers. If you
are a new teacher, make sure you look at this site’s sample syllabi.
https://bokcenter.harvard.edu/online-resources
This syllabus tutorial at the University of Minnesota is great—it provides
sample language you can use.
http://www1.umn.edu/ohr/teachlearn/
Advanced Teaching Use the Case of the Speluncean Explorers to explore the schools of
jurisprudence. This hypothetical case explores the dilemma a trapped team
of five spelunkers faces when they have to decide whether to eat one of
their party in a quest to survive. Once rescued, the case considers whether
1-4 Instructor’s Resource Manual
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