Select an actual business-related U.S. legal case, pertaining to the topic of U.S. tort law, based on briefly conducting associated research. Based on that, you will then select an organization that you believe would be impacted by that legal case. Having completed both of these tasks, you should assume you’re a senior manager in the organization you selected, and that you were asked to perform an analysis of the legal case and to write an executive briefing for the executive team of that same organization. Your executive briefing should include a summary of the case, as well as an evaluation of how the case impacts the organization.
The purpose of this format is two-fold:
To give you the opportunity to research and investigate a real court decision.
To challenge you to think about the business implications of the case, and specifically how the case will impact an actual organization.
In your case law analysis you must be able to navigate the court’s decision, and summarize and evaluate it. You may choose any business-related court case, either state or federal, as the basis for your case law executive briefing, as long as the case is applicable to the assessment topic. You are expected to conduct your own independent research to locate and evaluate the applicability of cases. A few appropriate case law websites are recommended for you in the Resources, but you are not limited to using cases from these sites.
Sample Solution
Behavior: This is then is to see if the students have actually used those new skills they have gained and see if they take them into consideration when creating future art. A good way to recognize this is through 1:1 tutorials where the studentâs sketchbooks and portfolio is reviewed and discussed. 1:1 tutorials underline Pettyâs statement âWhen one is learning, one may want to ask questions at any stage during the learning process. It is important to realise that some students are too shy to ask questions in front of their classmates; the teacher needs to give such students the opportunity to ask questions in a one-to-one situation. This opportunity is often best provided during the âuseâ phase of the learning process, where the teacher usually moves amongst the students, checking and answering individual queriesâ Result: Lastly, what did this newly found skill/way of thinking result in, i.e. has creative output improved, has the student been able to express themselves more freely? When producing good work and seeing good results the students âmay become more motivated to draw and be creative. In conclusion being experimental with tools and tecniques can allow for better learning outcomes, a more confident student who is finding or has found their creative language and more exciting work. â¬â¬â¬ In unit three of the SoL students are asked to develop drawing skills to support creative skills in art and design this gives students a chance to be able to use a variety of drawing media, however the student may not feel confident in taking a leap out of traditional methodology, which is why I think it is important to set consistent tasks allowing for experimental drawing outcomes. The Scheme of learning out comes are as follows: 1. To Know systems of measurement for translating 3D subjects into 2D drawings. 2. Be able to use measurements in observational drawings. 3.Know how to use a range of light sources to affect the appearance and meaning of subjects. 4. Be able to use a variety of drawing media to record the effects of light. The assessment criteria are:>
Behavior: This is then is to see if the students have actually used those new skills they have gained and see if they take them into consideration when creating future art. A good way to recognize this is through 1:1 tutorials where the studentâs sketchbooks and portfolio is reviewed and discussed. 1:1 tutorials underline Pettyâs statement âWhen one is learning, one may want to ask questions at any stage during the learning process. It is important to realise that some students are too shy to ask questions in front of their classmates; the teacher needs to give such students the opportunity to ask questions in a one-to-one situation. This opportunity is often best provided during the âuseâ phase of the learning process, where the teacher usually moves amongst the students, checking and answering individual queriesâ Result: Lastly, what did this newly found skill/way of thinking result in, i.e. has creative output improved, has the student been able to express themselves more freely? When producing good work and seeing good results the students âmay become more motivated to draw and be creative. In conclusion being experimental with tools and tecniques can allow for better learning outcomes, a more confident student who is finding or has found their creative language and more exciting work. â¬â¬â¬ In unit three of the SoL students are asked to develop drawing skills to support creative skills in art and design this gives students a chance to be able to use a variety of drawing media, however the student may not feel confident in taking a leap out of traditional methodology, which is why I think it is important to set consistent tasks allowing for experimental drawing outcomes. The Scheme of learning out comes are as follows: 1. To Know systems of measurement for translating 3D subjects into 2D drawings. 2. Be able to use measurements in observational drawings. 3.Know how to use a range of light sources to affect the appearance and meaning of subjects. 4. Be able to use a variety of drawing media to record the effects of light. The assessment criteria are:>
