Please see the attachments.
ASSIGNMENT 1 is the actual assignment.
other documents are instruction and cite sources.
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
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
Writing Concluding Paragraphs
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
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
Background Facts You Need To Know:
Viral Clean (Clean) is incorporated and located in Maryland, but it engages in business in all Mid-Atlantic states. Clean uses its line of disinfectant and cleaning products, and it also sells its products to other companies via the internet.
Recently, the Delaware legislature enacted a law banning all sales and importation, until further notice, of Clean’s Shine-It surface cleaner in Delaware, The Delaware Attorney General’s Office investigated consumer complaints. It discovered that one of the ingredients in Shine-It is contaminated and causes a quick-growing mold to spread on surfaces to which it is applied. The mold can be toxic to humans and can cause damage to surfaces.
Clean wants to continue selling Shine-It in Delaware. If Clean can sell Shine-It in Delaware, it will increase its income and profits. Clean, therefore, intends to challenge the new law as unconstitutional, and it has consulted TLG for advice.
Winnie and Ralph ask you to prepare a summary report of relevant constitutional law for a meeting with them and Clean’s owners.
Report You Need to Prepare: Prepare a report that addresses the following thre
1. Introduction to Law and Legal Systems
2. Courts and the Legal Process
3. Constitutional Law and US Commerce
4. Civil Law vs. Criminal Law
We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defence, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America.
–Preamble to the United States Constitution
The Constitution acted like a colossal merger, uniting a group of states with different interests, laws, and cultures. Under America’s first national government, the Articles of Confederation, the states acted together only for specific purposes. The Constitution united its citizens as members of a whole, vesting the power of the union in the people. Without it, the American Experiment might have ended as quickly as it had begun.
Police Powers Law and Legal Definition
Police powers are granted to states in the 10th Amendment to the U.S. Constitution, which reserves to the states the rights and powers “not delegated to the United States,” which include protection of the welfare, safety, health and even morals of the public. Police powers denotes the basis for many regulatory subjects, such as licensing, inspection, zoning, safety regulations, and working conditions as well as law enforcement. Police powers may be used, for example to detain people or search things like vehicle.
It is a general term that expresses the fundamental power vested in every state to limit and regulate the exercise of private rights in the interest of public health, public morals, public safety, and the general welfare of the community. Governments have exercised police power to prohibit the sale of liquor and cigarettes and gambling. Cities and towns have prohibited the making of bricks in a town, the maintenance of livery stables, public laundries, billboards, public garages, coal yards and slaughterhouses.
The Police Power
Police power is the right to protect the country and its population from threats to the public health and safety. The term “police power” predates the development of organized police forces, which did not develop until the postcolonial period. In the colonial period, police power was used to control nuisances, such as tanneries that fouled the air and water in towns, to prevent the sale of bad food, and to quarantine persons who were infected with communicable diseases. Many of the colonies had active boards of health to administer the police power. This was one of the main governmental functions in the colonial period.
Under the Constitution, the states retained much of their police power but share the right to regulate health and safety issues with the federal government. Examples of the federal use of the police power are food and drug regulations, environmental preservation laws, and workplace safety laws. The states have companion laws in most of these areas, plus local public health enforcement such as restaurant inspections, communicable
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