Instructor Manual & Solutions for Dynamic Business Law The Essentials, 5th Edition – Kubasek – Chapter 1-25

INSTRUCTOR MANUAL FOR g g


Dynamic Business Law The Essentials, 5th Edition, Nancy Kubasek Cha
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pter 1-25
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Chapter 1: An Introduction to the Fundamentals of Dynamic Business Law and Bu
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sinessgEthics

1. CHAPTERgOVERVIEW

Chapterg1glaysgthegfoundationgforgthegtextbook.gThegtextbookgemphasizesgwaysgingwhichgbusinessgl
awgintersectsgwithgthegsixgfunctionalgareasgofgbusiness.gThroughoutgthegtextbook,gthegauthorsgwillge
ncouragegstudentsgtog―connectgtogthegcore,‖gandgremembergthegwaysgingwhichglawgintersectsgwithgot
hergareasgofgstudy,gincludinggcorporategmanagement,gproductiongandgtransportation,gmarketing,gres
earchgandgdevelopment,gaccountinggandgfinance,gandghumangresourcegmanagement.


Thisgmanualgsupportsgtheg―connectinggtogthegcore‖gthemegbyggivinggideasgforgassignmentsgthatgenc
ouragegstudentsgtogintegrategtheirgbusinessglawgknowledgegwithgknowledgegtheygaregacquiringgfrom
gtheirgothergbusinessgclasses.gThegmanualgalsogencouragesgprofessorsgtogimprovegtheirgteachinggskill

s.g Finally,gthegmanualgsuggestsgteachinggideasgforgbothgbeginninggandgexperiencedgteachers.

2. LEARNINGgOBJECTIVES
Aftergreadinggthisgchapter,gstudentsgwillgbegablegtoganswergthegfollowinggquestions:

1. Whatgisgbusinessglaw?
2. Howgdoesgbusinessglawgrelategtogbusinessgeducation?
3. Whatgaregthegpurposesgofglaw?
4. Whatgaregalternativegwaysgtogclassifyglaw?
5. Whatgaregthegsourcesgofglaw?
6. Whatgaregthegvariousgschoolsgofgjurisprudence?

3. LECTUREgNOTESgWITHgDEFINITIONS

a. Ingthegnews…
Teachinggtip:g Forgeachgchapter,gconsidergaskinggstudentsgtogrelategcurrentgnewsgitemsgtogmaterialgf
romgthegchapter.

Ingadditiongtogideasgstudentsgcomegupgwithgongtheirgown,gconsidergweavinggingnewsgstoriesg
providedgbygthegMcGraw-Hill.g StoriesgaregavailablegviagagMcGraw-
HillgDVD,gandgongthegpublisher‘sgwebgsite.




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©g2021gMcGraw-
HillgEducation.gAllgrightsgreserved.gNogreproductiongorgdistributiongwithoutgthegpriorgwrittengconsentgofgMcGraw-
g HillgEducation.

,ForgChaptergOne,gMcGraw-Hillgoffersgthegfollowinggstories:

―SmokinggBan:g TobaccogTyrants:gGonegToogFar?gManygStatesgAregPuttinggStrongergRestrictionsg
ongWheregYougCangSmoke‖
 Havegstatesggonegtoogfargingbanninggsmoking?
 Whoseginterestsgaregstateglegislaturesglookinggoutgforgingbanninggsmoking?

―CollegegOfficergDealingsgWithgLendersgScrutinized.‖
 Shouldgregulatorsgtakegagmoregcarefulglookgatgcollegegofficers?
 Whygcreatedgchangesgingthegwaysgcollegegofficersginteractgwithglenders?


b. Whatgisgbusinessglaw?
Businessglawgconsistsgofgthegenforceablegrulesgofgconductgthatggoverngthegactionsgofgbuyersgandgsel
lersgingmarketgexchanges.

c. Howgdoesgbusinessglawgrelategtogbusinessgeducation?
Businessglawgappliesgtogthegsixgfunctionalgareasgofgbusiness:
 Management
 Productiongandgtransportation
 Marketing
 Researchgandgdevelopment
 Accountinggandgfinance
 Humangresourcegmanagement

d. Whatgaregthegpurposesgofglaw?
 Providinggorder
 Servinggasgangalternativegtogfighting
 Facilitatinggagsensegthatgchangegisgpossible
 Encouraginggsocialgjustice
 Guaranteeinggpersonalgfreedoms
 Servinggasgagmoralgguide

e. Whatgaregalternativegwaysgtogclassifyglaw?
Onegwaygtogclassifyglaw:
Privateglawginvolvesgdisputesgbetweengprivategindividualsgorggroups.
Publicglawginvolvesgdisputesgbetweengprivategindividualsgorggroupsgandgtheirggovernment.

Agsecondgwaygtogclassifyglaw:
Civilglawgisgthegbodygofglawsgthatggoverngthegrightsgandgresponsibilitiesgeithergbetweengpersonsgorg
betweengpersonsgandgtheirggovernment.
Criminalglawgisgthegbodygofglawsgthatginvolvegthegrightsgandgresponsibilitiesgangindividualghasgwit
hgrespectgtogthegpublicgasgagwhole.




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©g2021gMcGraw-
HillgEducation.gAllgrightsgreserved.gNogreproductiongorgdistributiongwithoutgthegpriorgwrittengconsentgofgMcGraw-
g HillgEducation.

,Teachinggtip:g Askgstudentsgtoggivegangexamplegofgagfactgsituationgthatgledgtogbothgcriminalgandgciv
ilglawsuits,ge.g.,gthegO.J.gSimpsongtrials.

f. Whatgaregthegsourcesgofglaw?
Sourcesgofgbusinessglawgare:
1. Constitutions
Constitutionalglawgrefersgtogtheggeneralglimitsgandgpowersgofggovernmentsgasgstatedgingtheirgwritte
ngconstitutions.
2. Statutesgorglegislativegactions
Statutesgorglegislativegactionsgrefergtogthegassortmentgofgrulesgandgregulationsgputgforthgbyglegislat
ures.
3. Cases
Caseglawg(orgcommonglaw)gisgthegcollectiongofglegalginterpretationsgmadegbygjudges.gPrecede
ntgisgagtoolgusedgbygjudgesgtogmakegrulingsgongcasesgongthegbasisgofgkeygsimilaritiesgtogpreviousg
cases.
Staregdecisisgisgagprinciplegstatinggthatgrulingsgmadeginghighergcourtsgaregbindinggprecedentgforglo
wergcourts.
Teachinggtip:g Thegfirstgtimegyourgstudentsgencountergangappellategcasegingthegreadings,gshowgt
hemgwhatgstaregdecisisglooksglikegingthegcontextgofgagrealgcase.
4. Administrativeglaw
Administrativeglawgisgthegcollectiongofgrulesgandgdecisionsgmadegbygadministrativegagenciesgtogfil
lgingparticulargdetailsgmissinggfromgconstitutionsgandgstatutes.
5. Treaties
Agtreatygisgagbindinggagreementgbetweengtwogstatesgorginternationalgorganizations.
6. Executivegorders
Angexecutivegordergisgagdirectivegthatgcomesgfromgthegpresidentgorgstateggovernor.

g. Whatgaregthegvariousgschoolsgofglegalginterpretation?
Somegschoolsgofglegalginterpretationginclude:
 IdentificationgwithgthegVulnerable—
gemphasisgongfairnessgandglookinggoutgforgthosegwithgthegleastgpower.

 HistoricalgSchool/gTradition—emphasisgongthegusegofgtraditionsgandgstaregdecisis.
 LegalgRealism—judgesgconsidergcontextgsuchgasgsocialgandgeconomicgconditions.
 Cost-benefitgAnalysis—
emphasisgisgongassigninggmonetarygvaluesgtogcostsgandgbenefitsgofgtheglawgingordergtogmak
egcalculationsgtogmaximizegthegratiogofgbenefitsgtogcosts.

Teachinggtip:g Considergusingg―ThegCasegofgthegSpelunceangExplorersg(linkgbelow)gtogmakegthegsc
hoolsgofgjurisprudencegcomegalive.

h. AppendixgongCriticalgThinkinggandgBusinessgLaw
Criticalgthinkinggincludesgthegapplicationgofgevaluativegstandardsgtogassessgthegqualitygorgthegreaso
ninggbeinggofferedgtogsupportgthegconclusion.g Criticalgthinkersgwillgfollowgthisgpatterngofgcarefulgth
inkinggwhengtheygreadgangargument:
1. Findgthegfacts.
2. Lookgforegthegissue.




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©g2021gMcGraw-
HillgEducation.gAllgrightsgreserved.gNogreproductiongorgdistributiongwithoutgthegpriorgwrittengconsentgofgMcGraw-
g HillgEducation.

, 3. Identifygthegjudge‘sgreasonsgandgconclusion.
4. Locategingthegdecisiongthegrulesgofglawgthatggoverngthegjudge‘sgreasoning.
5. Applygcriticalgthinkinggtogthegreasoning.g Evaluategthegreasoning.
 Lookgforgpotentialgambiguity.
 Considergthegstrengthgofganalogies.
 Checkgthegqualitygofgthegjudge‘sgreasoning.
 Decidegwhethergimportantginformationgisgmissing.
 Considergthegpossibilitygofgrivalgcauses.


4. TEACHINGg SKILLS:g BLOOM’Sg TAXONOMYg SETSg THEg STAGEg TOgT
HINKgABOUTgTHEgKINDSgOFgQUESTIONSgTOgASKgYOURgSTUDENTS
BenjamingBloom,ginghisgTaxonomygofgEducationalgObjectives,*gdevelopedgaghierarchygofgcogniti
vegfunctions.g Hisgworkgsetsgthegstagegforgteachersgtogunderstandgwhygitgisgimportantgtogthinkgcarefu
llygaboutgthegkindsgofgquestionsgtheygaskgingclass.

ThegObjective Samplegquestions
Knowledge  Whatgisgbusinessglaw?
Lowestglevelgofglearninggandgisgmostlygmemory.g  Whatgaregthegfourgelementsgofgagnegligenceg
Thegstudentgrecognizesgandgrecallsginformation. claim?
Comprehension  Whatgisgyourgunderstandinggofgthegconceptg
Lowestglevelgofgunderstanding.gThegstudentgparap ofgstaregdecisis?
hrasesgorgexplainsgsomething.  Whatgdoesgyourgtextbookgmeangbyg
deontology?
Application  Howgwouldgagnaturalglawgthinkergrespondg
Studentgdemonstratesghergunderstandinggofgabstra togthisgparticulargfactgpattern?
ctgrules,gprinciples,gorggeneralizationsgbygusinggth  Usegagparticulargcasegrulegtogdetermine
emgtogsolveglife-likegproblems. whethergthegplaintiffgwillgbegsuccessfulginghe
rgclaim.
Analysis  Providegthegreasoninggforgthegfollowinggst
Studentgbreaksgdowngagcommunicationgtogdiscove atement:gAllgcontractsgdognotgneedgtogbegin
rgtheghiddengstructuregasgwellgasgassumptions. gwritinggtogbegenforceable.


 Breakgdowngagparticulargjudge‘sgopiniongto
understandgthegassumptionsgthegjudgegisgmaki
ng.
Synthesis  Explainghowgtwogparticulargschoolsgofglegalg
Studentgcreativelygcombinesgelementsgandgpartsgt interpretationgaregrelated.
ogformgagwholegnewgstructure.  Makegagconnectiongbetweengduressgandg
insanity.
Evaluation  Identifygandgexplaingagreasoninggflawgingtheg
Highestglevelgofglearning.gStudentgmakesgagcritic judge‘sgargument.
algjudgmentgaboutgthegvaluegofgthe  Evaluategthegfollowinggstatement:


*gBENJAMINgBLOOM,gTAXONOMYgOFgEDUCATIONALgOBJECTIVES:gTHEgCLASSIFIC
ATIONgOFgEDUCATIONALgGOALSg(1954).


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©g2021gMcGraw-
HillgEducation.gAllgrightsgreserved.gNogreproductiongorgdistributiongwithoutgthegpriorgwrittengconsentgofgMcGraw-
g HillgEducation.