Instructor solution manual for employment law for business 10th edition Dawn Bennett-AlexanderInstructor solution manual for employment law for business 10th edition Dawn Bennett-AlexanderInstructor solution manual for employment law for business 10th edition Dawn Bennett-AlexanderInstructor soluti...
EmploymentLawforBusiness,10thEdition,
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DawnBennett-Alexander, Chapters1-16
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,TABLE OF CONTENTS xxi xxi
Chapter 1 The Regulation of Employment
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Chapter 2 The Employment Law Toolkit: Resources for Understanding the Law and Recurring
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Legal Concepts
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Chapter 3 Title VII of the Civil Rights Act of 1964
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Chapter 4 Legal Construction of the Employment Environment Chapter 5 Affirmative
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xxi Action
Chapter 6 Race and Color Discrimination Chapter
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7 National Origin Discrimination Chapter 8
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Gender Discrimination Chapter 9 Sexual
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Harassment
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Chapter 10 Sexual Orientation and Gender Identity Discrimination Chapter 11
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Religious Discrimination
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Chapter 12 Age Discrimination Chapter 13
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Disability Discrimination
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Chapter 14 The Employee’s Right to Privacy and Management of Personal
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Information
Chapter 15 Labor Law 857
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Chapter 16 Selected Employment Benefits and Protections
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Chapter 1 xxi
, The Regulation of Employment xxi xxi xxi
ChapterObjective xi
The student is introduced to the regulatory environment of the employment relationship. The
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x chapter examines whether regulation is actually necessary or beneficial or if, perhaps, the
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x relationship would fare better with less governmental intervention. The concepts of ―freedom‖ to
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x contract in the regulatory employment environment and non-compete agreements are
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discussed. Since the regulations and case law discussed in this text rely on an individual‘s
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classification as an employer or an employee, those definitions are delineated and
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explored.
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LearningObjectives x
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(Click on the icon following the learning objective to be linked to the location in the outlinewhere the
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chapter
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At the conclusion of this chapter, the students should be able to:
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1. Describe the balance between the freedom to contract and the current regulatory xxi xxi xxi xxi xxi xxi xxi xxi xxi xxi xxi
environment for employment. x x i xxi xxi xxi
2. Identify who is subject to which employment laws and understand the implication of eachof xxi xxi xxi xxi xxi xxi xxi xxi xxi xxi xxi xxi xxi
these laws for both the employer and employee.
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3. Delineate the risks to the employer caused by employee misclassification. xxi xxi xxi xxi xxi xxi xxi xxi xxi xxi
4. Explain the difference between and employee and an independent contractor and the xxi xxi xxi xxi xxi xxi xxi xxi xxi xxi xxi
tests that help us in that determination.
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5. Articulate the various ways in which the concept ―employer‖ is defined by the various xxi xxi xxi xxi xxi xxi xxi xxi xxi xxi xxi xxi xxi
employment-relatedregulations. x x i i
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6. Describe the permissible parameters of non-compete agreements. xxi xxi xxi xxi xxi xxi xxi
Detailed Chapter Outline xxi xxi
Scenarios—Points for Discussion xxi xxi
, Scenario One: This scenario offers an opportunity to review the distinctions between an xxi xxi xxi xxi xxi xxi xxi xxi xxi xxi xxi xxi
x employee and an independent contractor discussed in the chapter (see ―The Definition of
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x Employee,‖ particularly Exhibits 1.3–1.5). Discuss the IRS 20-factor analysis, as it applies to
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x Dalia‘s position. In light of the low level of control that Dalia had over her fees and her work
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x process, and the limits upon her choice of clients, students should come to the conclusion that
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x Dalia is an employee (therefore, eligible to file an unemployment claim), rather than an
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x independent contractor.
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Scenario Two: Soraya would not have a cause of action that would be recognized by the EEOC. xxi xxi xxi xxi xxi xxi xxi xxi xxi xxi xxi xxi xxi xxi xxi xxi
x Review the section ―The Definition of ‗Employer‘‖ with students, and discuss the rationale that
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x determines the status of a supervisor vis-à-vis anti-discrimination legislation. Because Soraya is
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x Soraya‘s supervisor, not her employer, he cannot be the target of an EEOC claim of sexual
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x harassment.
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CCC, Soraya‘s employer, would be vulnerable to an EEOC claim if the company lacked or failedto
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x follow a system for employee redress of discrimination grievances. However, in this case, CCC
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x appears to have a viable anti-discrimination policy that it adhered to diligently; consequently,
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Soraya would be unlikely to win a decision in her favor. The court in Williams v. Banning (1995)
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offered the following rationale for its decision in a similar case:
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―She hasan employerwho was sensitive and responsiveto hercomplaint.She cantake xxi xxi xxi xi xxi xxi xxi xxi xi xxi xi xxi xxi xi
comfort in the knowledge that she continues to work for this company, while her harasser
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does not and that the company's prompt action is likely to discourage other would be
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harassers. This is precisely the result Title VII was meant to achieve.‖
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Scenario Three: Students should discuss whether or not Mya non-compete agreement is likely tobe
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x found reasonable by a court, and elaborate the aspects of the agreement that Mya might contest
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as unreasonable (see section below, ―Covenants Not to Compete‖). Does Mya have a persuasive
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x argument that the terms of her non-compete agreement are unreasonable in scope or duration?
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Might she have grounds to claim that the agreement prohibits her from making a living?
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Given the diversity of state laws regulating non-compete agreements, discuss the range of legal
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x restrictions that might apply to Mya‘s particular agreement with her employer. As an
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employeewho works across several states, Mya‘s defense may depend upon the presence—
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and specific language—of a forum selection clause in her non-compete agreement. Consider
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what language would be more likely to provide Nan with a strong defense against the breach
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of contract claim.
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Mya might also argue that the company‘s client list is available through public means, and
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xtherefore, her access to this list should not be prohibited.
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General Lecture Note for Employment Law Course xxi xxi xxi xxi xxi xxi
In order to teach this course, instructors have found that students must be made to feel relatively
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x comfortable with their peers. Instructors will be asking the students to be honest and to stay in
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x their truth, even at times when they feel that their opinion on one of these matters will not be
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