Please see attached

PLEASE READ “essential information about this course” before proceeding – this is essential.  

General Instructions for Learning Activities   

Read/watch all assigned materials listed for the week in Overview above
Use only assigned materials to complete Learning Activities; please do not use the internet unless otherwise instructed
Include in-text citations and a Reference List for in-text citations in APA format 
Write in correct, complete sentences, in paragraph format unless otherwise instructed
Refer to course materials, cases, and/or statutes to support conclusions in discussion postings. 
· Use in text citations and a References list for Part 1 using APA format
· Please do not use any direct quotations; summarize/paraphrase information from all resources as this demonstrates understanding of the information and its application 

Introductory Sentence:  Begin with an introductory sentence or brief paragraph that states your conclusion to the questions asked  (Please read writing introductory sentences)

Concluding Sentence:  End the discussion with a concluding sentence or a brief paragraph that summarizes your conclusion/what you discussed (Please read writing concluding sentences)

Support Arguments and Positions:   Please refer to the module in Content, “How to Support Arguments and Positions” (Please read writing supporting argument)

Support all conclusions in detail, specifically, in depth, and with reference to relevant assigned course materials using APA citation format
Label all parts of assignment
Use correct, complete sentences in paragraph format
Submit Learning Activities to Assignment Folder

Review Content modules:

· Writing Introductory Sentences and Paragraphs
· Writing Concluding Paragraphs
· How to Support Arguments and Positions

Part 1

Background: With some understanding of the legal system, the Viral Clean (“Clean”) owners can now shift their focus to examining specific areas of law that create potential risks and liabilities for their business. The group knows from their business experience that companies face severe and costly risks and legal liabilities stemming from tort law.
Unintentional harm resulting from accidents, such as negligence, can result in costly litigation. The Clean owners are concerned about the possibility of accidents resulting in injuries to their employees that could occur during cleaning clients’ property.
Winnie and Ralph have given you the responsibility of analyzing and summarizing potential negligence claims and liability that Clean might face in its business operations. You decide to analyze a hypothetical fact scenario to present to the Clean owners to help explain Clean’s potential negligence liability for accidents occurring on clients’ property during cleaning. The analysis will be presented at the next meeting with Clean’s owners and TLG. Your analysis will address only the tort of negligence.

Background Facts You Need To Know: Jack, a Clean employee, was as

1. Textbook Chapter 7- Introduction to Tort Law


2. Instructor note 1

· PLEASE NOTE:  THE LEGAL DEFENSES TO NEGLIGENCE ARE ASSUMPTION OF RISK, COMPARATIVE NEGLIGENCE if permitted as a defense in the state in question)  OR CONTRIBUTORY NEGIGENCE (if permitted as a defense in the state in question).
· IT IS IMPORTANT  TO REVIEW ALL THE INFO BELOW.  Negligence law is complex and this information is aimed at helping you sort it out and understand and correctly analyze negligence situations. 
· Please review the Summary Comments modules in week 1, just below the week 1 module in Content.  It is very important as a guide to improving work each week.
· _____________________
· There is a lot of info and material to cover in this class.  Please read all the assigned materials and use them as resources for completing assignments. Please do not use the internet for searching other materials or legal cases.  Much of the internet legal info is inaccurate, outdated and/or misleading and confusing.  This is particularly true of legal cases. A few cases are used as examples in assigned materials, but they are clearly explained and thus, can be useful.
· When creating analyses for Discussion and Learning Activities, identify the precise issue(s) on which the assignment is bases, and the precise question(s) being asked.  Respond to the precise issues and questions.  It is important to be careful to include irrelevant info that can weaken an argument and likely create an inaccurate analysis.  Resist telling the reader everything you have read/learned; just focus on the relevant information that directly an clearly supports your conclusions. 
· For example:
· Discussion 1 in week 1 focused on state jurisdiction in the case between ABC and Clean and whether and why the VA court could have jurisdiction in the case.  This was a case involving two states and diversity of citizenship between the parties.  The precise issue was whether the VA courts could have personal jurisdiction over both parties and if so, why.  It was not an issue of federal  jurisdiction.  To discuss federal jurisdiction is irrelevant and can confuse the reader.
· Subject matter jurisdiction is usually automatic as each case is presumably and typically filed in the correct court or it would be automatically moved to the proper court with subject matter jurisdiction before personal jurisdiction would even be considered.   It is ok to explain subject matter jurisdiction it in the Learning Activity in week 1, but actually not necessary as the more important and precise issue was the VA court obtaining personal jurisdiction over both parties.
· _________________________
· Negligence Information – ULTRA IMPORTANT

· Contributory and comparative negligence are discussed in some of the assigned readings, and it is ea

BMGT 380:  Introduction to Business Law

This course is designed to enhance your understanding of various legal principles and issues that affect business practices and decisions and their application in business environments. The focus of the course is to identify and examine legal risks and liabilities in operating a business and explore how to minimize and resolve problems associated with risks and liabilities.
The BMGT 380 course comprises five (5) legal themes, including an overview of the legal system, business organizational structures, torts, product liability, contracts, and agency law.


The BMGT 380 course focuses on the story of a company, The Largo Group (TLG), a business consulting and research company based in Maryland that advises and conducts research for potential owners considering startup businesses and for owners operating new companies.  You and your classmates will be active participants throughout the story, acting as consultant-employees of TLG assigned to complete consulting-related and/or research assignments and projects for TLG clients.
Your TLG assignments begin with an overview of the legal system, important background for business owners.  Other TLG assignments will concentrate on four (4) categories of business law principles that present significant risks and liabilities for startup businesses:
(1) tort law, including negligence, premises liability, and product liability,
(2) contract law, including the Uniform Commercial Code sales and e-contracts,
(3) agency law, and
(4) business organizational structures, sometimes called business forms.
Starting a new business requires extensive preparation, market research, and examination of the legal environment of business.  The success of startups and new companies requires identifying the nature and scope of legal risks and liabilities that affect business practices and decisions.  Exploring ways to prevent, minimize, and resolve risks and liabilities is also essential in forming and operating a business.
The primary focus for the 380 course and assignments for TLG clients will center on the question: 

How can a business owner identify and minimize legal risks and liabilities associated with operating a business?


Background:  The Largo Group (TLG)

After graduating with a B.S. in Management, you have been working for TLG for three years as an assistant consultant for Winnie James and Ralph Anders, senior consultants who serve clients in various industries.   Your work involves interviewing and meeting with clients, conducting research, writing office memoranda, making recommendations for clients, meeting with Winnie, Ralph, and with attorney-consultants, and coordinating and/or leading discussions for TLG’s in-house professional development seminars for its consultants.

Background:  The Formation of Viral Clean

Connor, Denise,

Writing Concluding Paragraphs
Writing Conclusions
Introductions and conclusions can be difficult to write, but they’re worth investing time in. They can have a significant influence on a reader’s experience of your paper.
Just as your introduction acts as a bridge that transports your readers from their own lives into the “place” of your analysis, your conclusion can provide a bridge to help your readers make the transition back to their daily lives. Such a conclusion will help them see why all your analysis and information should matter to them after they put the paper down.
The conclusion allows you to have the final say on the issues you have raised in your paper, to synthesize your thoughts, to demonstrate the importance of your ideas, and to propel your reader to a new view of the subject. It is also your opportunity to make a good final impression and to end on a positive note.
Your conclusion can go beyond the confines of the assignment. The conclusion pushes beyond the boundaries of the prompt and allows you to consider broader issues, make new connections, and elaborate on the significance of your findings.
Your conclusion should make your readers glad they read your paper. Your conclusion gives your reader something to take away that will help them see things differently or appreciate your topic in personally relevant ways. It can suggest broader implications that will not only interest your reader, but also enrich your reader’s life in some way. It is your gift to the reader.
Strategies for writing an effective conclusion
One or more of the following strategies may help you write an effective conclusion:
· Play the “So What” Game. If you’re stuck and feel like your conclusion isn’t saying anything new or interesting, read each statement from your conclusion, and ask, “So what?” or “Why should anybody care?” Then ponder that question and answer it.
Here’s how it might go: You ask: Basically, I’m just saying that education was important to Douglass. So what? Your answer: Well, it was important because it was a key to him feeling like a free and equal citizen.  You ask:   Why should anybody care? Your answer: That’s important because plantation owners tried to keep slaves from being educated so that they could maintain control. When Douglass obtained an education, he undermined that control personally.  

Return to the theme or themes in the introduction. This strategy brings the reader full circle. For example, if you begin by describing a scenario, you can end with the same scenario as proof that your essay is helpful in creating a new understanding. You may also refer to the introductory paragraph by using key words or parallel concepts and images that you also used in the introduction.
· Synthesize, don’t summarize. Include a brief summary of the paper’s main points, but don’t simply repeat things that were in your paper. Instead, show your reader how the points you made and the support and examples you used fit together. Pull it all

How to Support Arguments & Positions

Supporting positions and conclusions


Many papers that you write in college will require you to take a position or make a conclusion. You must take a position on the subject you are discussing and support that position with supporting evidence. It’s important that you use the right kind of support, that you use it effectively, and that you have an appropriate amount of it.
If your professor has told you that you need more analysis, suggested that you’re “just listing” points or giving a “laundry list,” or asked you how certain points are related to your argument, it may mean that you can do more to fully incorporate your supporting evidence into your argument. Grading feedback comments like “for example?,” “proof?,” “go deeper,” or “expand” suggest that you may need more evidence.

What are primary and secondary sources?

Distinguish between primary and secondary sources of evidence (in this case, “primary” means “first” or “original,” not “most important”). Primary sources include original documents, photographs, interviews, and so forth. Secondary sources present information that has already been processed or interpreted by someone else.
For example, if you are writing a paper about the movie “The Matrix,” the movie itself, an interview with the director, and production photos could serve as primary sources of evidence. A movie review from a magazine or a collection of essays about the film would be secondary sources. Depending on the context, the same item could be either a primary or a secondary source: if I am writing about people’s relationships with animals, a collection of stories about animals might be a secondary source; if I am writing about how editors gather diverse stories into collections, the same book might now function as a primary source.

Where can I find evidence?

The best source for supporting evidence is the assigned resources for each week in the classroom.  Do not use outside resources unless instructed to do so by your professor. 

Other outside sources of information and tips about how to use them in gathering supporting evidence are listed below.

Print and electronic sources

Books, journals, websites, newspapers, magazines, and documentary films are some of the most common sources of evidence for academic writing.
An interview is a good way to collect information that you can’t find through any other type of research and can provide an expert’s opinion, biographical or first-hand experiences, and suggestions for further research.  Consult with your professor before conducting interviews or using interviews in support of positions.

Personal or professional experience

Using your own personal or professional experiences can be a powerful way to appeal to your readers. You should, however, use these experiences only when it is appropriate to your topic, your writing goals, and your audience. Personal or professional experience should not be the  only fo

Writing Introductory Sentences & Paragraphs


The role of introductions:  introductory paragraphs and sentences

Introductions and conclusions can be the most difficult parts of papers to write. Usually when you sit down to respond to an assignment, you have at least some sense of what you want to say in the body of your paper. You might have chosen a few examples you want to use or have an idea that will help you answer the main question of your assignment; these sections, therefore, may not be as hard to write. And it’s fine to write them first! But in your final draft, these middle parts of the paper can’t just come out of thin air; they need to be introduced and concluded in a way that makes sense to your reader.
Your introduction and conclusion act as bridges that transport your readers from their own lives into the “place” of your analysis. If your readers pick up your paper about education in the autobiography of Frederick Douglass, for example, they need a transition from contemporary life to temporarily enter the world of nineteenth-century American slavery. By providing an introduction that helps your readers make a transition between their own world and the issues you will be writing about, you provide readers with the tools they need to get into your topic and care about what you are saying. Similarly, once you’ve hooked your readers with the introduction and offered evidence to prove your thesis, your conclusion can provide a bridge to help your readers make the transition back to their daily lives.

Why bother writing a good introduction?

The introduction of a paper will provide your readers with their initial impressions of your argument, your writing style, and the overall quality of your work.   A concise, engaging, and well-written introduction will start your readers off thinking highly of you, your analytical skills, your writing, and your paper.
Your introduction is an important road map for the rest of your paper and conveys a lot of information to your readers. You let them know what your topic is, why it is important, and how you plan to proceed with your discussion. In many academic disciplines, your introduction should contain a thesis that will assert your main argument. Your introduction should also give the reader a sense of the kinds of information you will use to make that argument and the general organization of the paragraphs and pages that will follow. After reading your introduction, your readers should not have any major surprises in store when they read the main body of your paper.
Ideally, your introduction will make your readers want to read your paper. The introduction should capture your readers’ interest, making them want to read the rest of your paper.

Strategies for writing an effective introduction

Start by thinking about the question (or questions) you are trying to answer. Your entire paper will be a response to this question, and your introduction is the first step toward that end

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