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follow the below attchemnet on recomenadtions that the teacher wantswith the bold red etc..
Conduct an Internet search to locate newspaper or journal articles that correspond with the topic of negotiable instruments. Look for topics that involve businesses that may have been involved in a court case connected with a negotiable instrument.
In a 1-2 page Microsoft Word document, discuss the case and the issues surrounding the case. Discuss the outcomes and apply which federal, state, and/or local laws were at play within this case. Support your findings with materials from this week’s readings. Be sure to cite your sources appropriately using APA formatting
Running head: CONTRACT LAW 1
Running head: CONTRACT LAW 3
Contract law
Eddie FelicianoBill Russell
Rasmussen
Author Notes
This research is being submitted on May 22, 2013, for Eddie Feliciano B234/BUL2241
Contract law
It is evidently clear that Dechert and the camera store had a clear agreement to service his camera that had spoiled, and going by what the
definition of a contract is , that is; a legally enforceable promise made by one particular party to another, precisely a legally binding agreement concerning a bargain which is essentially commercial in its nature and involves sale of commodities, or services rendered between agreeing parties. Both Dechert and the camera sale shop were of legal mandate to enter into an agreement assuming that he
was not a minor and that the shop had the necessary legal documentation to run its operations, so in case of an eventuality requiring legal
intervention both parties could seek redress from a court of law with full backing by the legal system. It will well assumed that when a client approaches the camera shop to get some kind of repair by them a client will get some sort of receipt as a form of acknowledgement of deposit of their cameras and this is the perfect tool to demonstrate their contract deal the new twist of the camera shop loosing .With the new twist of the camera shop loosing their clients camera through one of their dishonest
employees who sells it to a third party client as a second hand camera the firm is in an awkward position with the two clients. Comment by
Rob
Paixao: Source? Comment by Rob Paixao: Source? Comment by Rob Paixao: Source? Comment by Rob Paixao: Comments number two through five in the chart below… Source? Relevancy? Analysis?
First since it is indicated the camera was sold by a dishonest employee, we can hypothesis hypothesize that the deal was a back door one and it may not have been supported by some necessary documentations such as an official receipt, however the client was acting in good
faith and was assuming that he was doing a fair deal which was not wrong in all definitions. However the camera sale shop had legal
liability by actions taken by their employees in their premises, so the second customer had some ground to have limited
indemnity against total loss in case any transaction in good faith turned foil. If Dechert finds the name of the client who bought his camera he can use legal
channels to compel him to give back his camera through provisions provided by the law
of indemnity, this law is grounded
by the intention to reinstate one to his original position without necessary profiting him. This would be possible due to the receipt he was holding issued but the shop; it thus confirmed that he would have able been able to recover his camera from the client who bought it. Comment by Rob Paixao: Comment number four above… Comment by Rob Paixao: Comment number four about… Comment by Rob Paixao: Comment number four above… Comment by Rob Paixao: Comment number four above… Comment by Rob Paixao: Comment number four above… Comment by Rob Paixao: Comment number four above… Comment by Rob Paixao: Comment number four above…
Question 2
The contract of purchase of the T model vehicle that Allis was poised to buy before fire the
accident was binding
provided that, proper restoration was done as had been agreed upon between the two parties, it is worthwhile noting is that by the time the contract being entered into those renovations had not been done thus the car company was economical with the truth behind Allis. Though this was so, total
completion and final payment if any had been made in advanced could be after delivery of the car, which would have signaled satisfaction between the two parties. This
did not materialize though after the accident that destroyed the car, to begin with as a result of the fire there was no delivery, thus no final payment was made, the two parties had to meet and reach an amicable solution on terms of discharge of their agreement the because that would have be the most appropriate step to take with considerations that they could need each other in future and also avoid minimum litigation. Comment by Rob Paixao: Comment number four above… Comment by Rob Paixao: Comment number four above… Comment by Rob Paixao: Comment number four above… Comment by Rob Paixao: Common number four above…
References
McKendrick, E. (2011). Contract Law: Text, Cases, and Materials. Oxford University Press.
Simon Salzedo, P. B. (2010). Briefcase on Contract Law. Routledge.
Please refer to the comment table below.
When you are reading the comments and suggestion in the comment bubbles in your paper you can refer to the comment number and its meaning. They serve as the basis for the score you received.
If you have any comments or questions, you are always welcome to contact me after you have reviewed these comments and suggestions. Thanks for the submission.
Rob
Greetings, Everyone!
To help you here are a few websites and YouTube videos for your practice and perfection in all future assignments in the course:
I hope all of this helps.
Please feel free to contact me if you have any further questions.
Have an awesome one!
Peace,
Rob
505.314.4141
Websites
http://www.studygs.net/citation.htm
https://owl.english.purdue.edu/owl/resource/560/01/
https://owl.english.purdue.edu/owl/resource/560/01/
http://apacitationwebsite.com
https://www.library.cornell.edu/resrch/citmanage/apa
http://citationproducer.com/apa-citation/
YouTube Videos
http://lynn.libguides.com/content.php?pid=47000&sid=349970
https://www.youtube.com/watch?v=IAeFgtGMCbk
https://www.youtube.com/watch?v=AUEuppVwIGc&list=PL4C0BB776C29E2F62
https://www.youtube.com/watch?v=4EcTvdF60qA
Comment Number
What does it mean?
1
Not proper APA format…in its entirety
A
Title page missing
B
Reference Section missing
C
Not a proper in text citation
2
Proofreading
A
Never use contractions (don’t, doesn’t, and so on…)
B
Never use abbreviations (USA, NM, and so on…)
3
Source? Analysis? Relevancy? In text citation at the end of the sentence?
4
What are you trying to say here? I do not understand what you are trying to say here…?
5
Good idea here…How would you expand on it here? What would be the source? How would it be relevant? How would it fit in the analysis? Where would the in text citation be at the end of the sentence?
6
What source provided the data for this? It is missing?
Rubric: Assignment
Total Possible Score: 20 (100%)
Total Possible Score: 20 X ( %) = /20
Thesis Statement
The student defines terms, conditions, and all arguments of the assignment.
The student summarizes historical evolution.
The student explains relevance of the topic and argument of the assignment.
The student analyzes the topic and argument of the assignment.
The student evaluates several views of topic discussed
Total: 20%
Distinguished – Thoroughly and comprehensively developed introduction and thesis statement, giving a clear direction and purpose of the paper. (100%)
Proficient – Clearly developed introduction and thesis statement, giving some direction and purpose of the paper. (80%)
Basic – Introduction and thesis statement are present, and somewhat give direction and purpose of the paper. (70%)
Below Expectations – Introduction and thesis statement are present, though incomplete. The direction and purpose of the paper is unclear. (60%)
Non-Performance – The introduction and thesis statement are either non-existent or lack the components described in the assignment instructions. (50%)
Resource Section & Resource Requirement
The student summarizes historical evolution.
The student identifies examples and their relevance to the topic and argument of the assignment.
The student explains relevance of the topic and argument of the assignment.
The student analyzes the topic and argument of the assignment.
The student evaluates several views of topic discussed
—
Total: 20%
Distinguished – References within the bibliography are appropriately selected, correctly cited, and clearly relevant to the assignment, according to the description provided. (100%)
Proficient – References within the bibliography are appropriately selected, cited, and relevant to the assignment, according to the description provided. (80%)
Basic – References within the bibliography are appropriately selected and somewhat relevant to the assignment, according to the description provided. (70%)
Below Expectations – References within the bibliography are not appropriately selected, and may be irrelevant to the assignment, according to the description provided. (60%)
Non-Performance – The bibliography is either nonexistent or lacks the components described in the assignment instructions. (50%)
Critical Thinking: Evidence
The student defines terms, conditions, and all arguments of the assignment.
The student summarizes historical evolution.
The student identifies examples and their relevance to the topic and argument of the assignment.
The student explains relevance of the topic and argument of the assignment.
The student analyzes the topic and argument of the assignment.
The student evaluates several views of topic discussed
The student logically develops the thesis to lead to the conclusion.
The student supports development with facts, full explanations, and persuasive reasoning.
The student uses his or her own words (quotations are less than 5% of body).
The paper includes a strong conclusion that is consistent with thesis.
Total: 20%
Distinguished – Employs persuasive information from credible source(s) to develop an ample analysis or synthesis of the topic. Viewpoints of experts are scrutinized thoroughly. (100%)
Proficient – Employs applicable information from credible source(s) to develop an analysis of the topic. (80%)
Basic – Identifies applicable information from credible source(s), but may neglect the application of such information toward the analysis of the topic. (70%)
Below Expectations – Displays information from external source(s), but such information may lack credibility and/or relevance. Neglects the application of such information toward the analysis of the topic. (60%)
Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions. (50%)
APA Formatting
The student uses APA in-text (short) citations to sources.
The student uses APA long citations on reference page.
Total: 20%
Distinguished – Accurately uses APA formatting consistently throughout the paper, title and reference page. (100%)
Proficient – Exhibits APA formatting throughout the paper. However, layout contains a few minor errors. (80%)
Basic – Exhibits basic knowledge of APA formatting throughout the paper. However, layout does not meet all APA requirements. (70%)
Below Expectations – Fails to exhibit basic knowledge of APA formatting. There are frequent errors, making the layout difficult to distinguish as APA. (60%)
Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions. (50%)
Proofreading
Content Criteria
The student defines terms, conditions, and all arguments of the assignment.
The student summarizes historical evolution.
The student identifies examples and their relevance to the topic and argument of the assignment.
The student explains relevance of the topic and argument of the assignment.
The student analyzes the topic and argument of the assignment.
The student evaluates several views of topic discussed (20%)
The paper includes an introduction with a clear and concise thesis statement.
The student logically develops the thesis to lead to the conclusion.
The student supports development with facts, full explanations, and persuasive reasoning.
The student uses his or her own words (quotations are less than 5% of body).
The student uses logical paragraph and sentence transitions.
The student uses complete and clear sentences.
The student uses correct grammar, spelling, and punctuation.
The paper includes a strong conclusion that is consistent with thesis.
Research Criteria
The student writes at least 1,500 words in body of essay.
The student cites at least three relevant academic articles found in the Ashford Online Library.
The student uses APA in-text (short) citations to sources.
The student uses APA long citations on reference page.
Total: 20%
Proofreading
The student uses logical paragraph and sentence transitions.
The student uses complete and clear sentences.
The student uses correct grammar, spelling, and punctuation.
Total: 20%
Distinguished – not one mistake can be found (100%)
Proficient – there are some mistakes but they did not impact the paper (80%)
Basic – there are some mistakes but they made the reading a little troubling (70%)
Below Expectations –the Paper was made difficult by faulty grammar and proofreading errors (60%)
Non-Performance – the paper really was difficult to read because of grammar spelling other errors as indicated in this paper (50%)
