DUE IN 24 HOURS
General Instructions for Discussion Responses to Classmates
Create a new thread for each posting.
Use correct, complete sentences, in paragraph format, unless otherwise instructed.
Use assigned course materials to complete discussion responses.
Use in-text citations and a Reference List in APA format to cite the course resource(s) used – an in-text citation cannot exist without a corresponding Reference List, and a Reference List cannot exist without a corresponding in-text citation.
Post responses here in public discussion forum.
Put the following in the subject line: Discussion + your name.
Address each classmate by name, and sign your name to each posting, please.
Write in-depth, comprehensive responses that promote further discussion beyond merely agreeing/disagreeing – refer to the “
Winning Discussion Responses”
module in Content for examples.
Tips for Formatting and Structuring Parts 1 and 2:
· Write in complete sentences in paragraph format.
· Use in-text citations citing to relevant assignment materials.
· Label parts as appropriate.
· Double-space; 12-point Arial or Times Roman font.
· Introductory Sentence: Begin with an introductory sentence or very brief paragraph that states your conclusion to the questions asked.
· Concluding Sentence: End the discussion with a concluding sentence or a very brief paragraph that summarizes your conclusion/what you discussed.
· Support Arguments and Positions: Please refer to the module in Content, “How to Support Arguments and Positions”.
Background/Facts: During a monthly Lunch and Learn Seminar at TLG offices, all TLG business consultants are discussing various client cases. During the discussion of Clean’s new business, the group discusses the following questions:
(1) What is the difference between the implied warranty of merchantability and the implied warranty of fitness for a particular purpose?
(2) Analyze and explain specifically how and why Clean could be sued for breach of implied warranty of merchantability for using EPI cleaning products to clean Clean’s clients’ commercial property. `
React to a minimum of 2 colleague’s comments.
Overview: Product Liability In the Business Environment
This week’s Learning Outcomes:
After reading the materials, discussing the concepts, and completing the learning activity; students will be able to:
· Explain why it is important for businesses to understand product liability
· Compare the three main theories of recovery under product liability law
· Identify situations when a business may be liable under any of the theories of product liability law
· Identify the appropriate defenses in product liability law
· Recommend actions businesses can take to prevent or minimize product liability
This week’s learning outcomes relate to the following course outcomes:
· Analyze tort rights, obligations, liabilities, and remedies in the business environment.
· Analyze contractual rights, obligations, liabilities, and remedies in the business environment.
Three main theories of recovery in product liability law include the following.
This is a tort theory of recovery. See Week 2 Assigned Materials.
– This is a tort theory of recovery.
Assigned Materials to Read/Watch:
Instructor Notes (see link below Overview – very important to read!)
Week 3 Introduction (see link below Overview)
Review assigned materials in Week 2
Saylor: Law for Entrepreneurs e-textbook:
Relevant Uniform Commercial Code Sections on Warranties:
Summary of Product Liability Law: click link below, please
WEEK THREE DISCUSSION PROMPTS
Select ONE (1) of the following questions to answer. Make sure to incorporate evidence from this week’s readings to support your argument:
1. One of the core elements of the African American community after the end of slavery was education. Generally, African Americans hungered for learning and placed a high value on education. What evidence supports this claim? Additionally, discuss the various ways that African Americans viewed education in the first 3-4 decades after slavery ended. Make sure to discuss the conflict/disagreement that is seen in the writings of W.E.B. DuBois and Booker T. Washington. Explain both sides and evaluate how both can be seen as specific strategies and not compromises in light of the restrictions in Jim Crow America.
2. According to Ida B. Wells, “Our country’s national crime is lynching.” Evaluate this statement. Why and when did African American lynchings become widespread? What was the stated and, perhaps most importantly, underlying purpose of lynching? How did racial terror lynchings shape life for African American communities across the South?
FEEDBACK FROM PREVIOUS WORK THAT MUST BE FOLLOWED IN ORDER TO PASS
Thank you for your participation. Below you will find a few comments that will help with improving your posts and raising your scores in the future:
1. Make sure that you are using course readings first before consulting outside sources. These readings are required reading by all students in the course and the weekly discussion questions offer you the opportunity to display your comprehension of these readings.
2. Good engagement with your peers, but continue to work on expanding those posts using the tips provided during Week 1.
3. Be careful of making generalizations that are not supported by evidence and that are in fact inaccurate. A number of these generalizations can be found in your posts. For example, you note in one of your posts that “[b]lack people were poorer than the whites.” This could be true in some places at some times, but this was not necessarily true at all times, particularly in the earliest days of settlement when indentured servants, black and white, worked alongside each other and occupied similar a social/class status in society.
Week Three Learning Resources
4.35 %1 of 23 topics complete
List of Topics and Sub-Modules for Week Three Learning Resources
Although it was produced in 1915, the silent movie Birth of a Nation, directed by white southerner D. W. Griffith (also a co-writer), shows what white southerners thought of African American legislators during Reconstruction. Please slide the Play bar to 1 hour, 54 minutes and watch for about three minutes to see how Griffith depicts the African American-dominated legislature.
Your instructor will provide guidance on using this resource.
During a nationwide protest against the lynching of African Americans in 1899, the Reverend D. A. Graham delivered a speech, “Some Facts about Southern Lynchings”, June 4, 1899 at Bethel A. M. E. Church in Indianapolis, Indiana. This document is a primary text.
One of the most outspoken opponents of lynching was Ida B. Wells. Read a biography of Ida B. Wells, by Dr. Patricia A. Schechter. Click on Ida B. Wells’ name. At this website click on “Interpretive Essays” and read the biography by Patricia A. Schechter.
“The Red Record: Tabulated Statistics and Alleged Causes of Lynching in the United States,” by Wells, is a primary historical document giving statistics on and describing the violence against African Americans, published in 1895.
The Plessy v. Ferguson webpage on PBS’s Landmark Cases, Supreme Court History: The First Hundred Years site summarizes the reasoning behind the Supreme Court’s decision.
Two men emerged as the intellectual leaders of the African American community in the 1890s: W. E. B. Du Bois and Booker T. Washington. In The Souls of Black Folk, Du Bois describes the fate of African Americans after the end of the war. Please read Chapter 7, “Of the Black Belt” to see how poor, rural African Americans in Georgia were faring during that time. Adopting a sociological perspective, Du Bois wrote objectively about the lives these people were living.