Solution Manual
Dynamic Business Law
By Nancy K. Kubasek
6th edition
,INSTRUCTOR MANUAL FOR
Dynamic Business Law, 6th Edition By 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…
1-1 Define business Business law consists of the enforceable rules of conduct that govern commercial
Law. relationships.
1-2 Relate the Business law applies to the six functional areas of business:
functional areas of Corporate management
business to the relevant Production and transportation
areas of business law. Marketing
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
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 and
jurisprudence. ―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
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?
* BENJAMIN BLOOM, TAXONOMY OF EDUCATIONAL OBJECTIVES: THE
CLASSIFICATION OF EDUCATIONAL GOALS (1954).
Dynamic Business Law
By Nancy K. Kubasek
6th edition
,INSTRUCTOR MANUAL FOR
Dynamic Business Law, 6th Edition By 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…
1-1 Define business Business law consists of the enforceable rules of conduct that govern commercial
Law. relationships.
1-2 Relate the Business law applies to the six functional areas of business:
functional areas of Corporate management
business to the relevant Production and transportation
areas of business law. Marketing
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
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 and
jurisprudence. ―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
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?
* BENJAMIN BLOOM, TAXONOMY OF EDUCATIONAL OBJECTIVES: THE
CLASSIFICATION OF EDUCATIONAL GOALS (1954).
