Author: chris

Module Learning Outcomes

1. Understand the main areas of contract law and be able to describe and discuss the historical, theoretical and practical contexts in which they operate
4. Recognise the circumstances in which the Courts or Parliament will interfere with the freedom of the parties to make their own contractual arrangements upon their own terms
6. Apply the law regarding the vitiating factors with the ability to explain their effect on agreements
7. Identify where a contract has been discharged and apply the remedies for breach of contract

Assignment Brief
“There are many ways in which an apparently valid contract can be avoided or brought to an end. In such circumstances the law tries to preserve the expectations of the parties at the time they entered the contract.”
Discuss the accuracy of this statement in relation to void, voidable, and discharged contracts.

Requirements

Requirement 1: Length and Structure of Essay

• Produce a written response of no more than 2500 words. The word count must be included on your submission.
• Your essay must include a title, a main body and a conclusion
• You may use subheadings in this submission

Requirement 2: Conclusion

• Refer to question
• Appropriate conclusion (overall summary)

Requirement 3: Presentation

• Include references
• Include a bibliography
• Logically presented in paragraphs
• No bullet points, always written in full sentences

Guidance notes and considerations

You will be introduced to a range of resources available and will be given the opportunity to practice researching case authority, however, it is important you continually update your action plan in your PDP to track your progress and identify areas for improvement.
Criteria for Assessment

Your work will be marked against the following criteria (for further details see attached grid):
• Depth of Knowledge (30%)
o How well do you show that you know the subject and in what depth and detail
• Application of Theory (30%)
o How well you can apply the content you have learnt during the course to the brief given
• Critical Analysis (30%)
o How well you show you have weighed up options, why you have chosen what you’ve chosen and how well you explain your reasoning
• Academic Rigour (10%)
o Your grammar, spelling, punctuation, referencing and following of academic writing criteria at undergraduate level (level 4)

Module Learning Outcomes

1. Understand the main areas of contract law and be able to describe and discuss the historical, theoretical and practical contexts in which they operate
4. Recognise the circumstances in which the Courts or Parliament will interfere with the freedom of the parties to make their own contractual arrangements upon their own terms
6. Apply the law regarding the vitiating factors with the ability to explain their effect on agreements
7. Identify where a contract has been discharged and apply the remedies for breach of contract

Assignment Brief
“There are many ways in which an apparently valid contract can be avoided or brought to an end. In such circumstances the law tries to preserve the expectations of the parties at the time they entered the contract.”
Discuss the accuracy of this statement in relation to void, voidable, and discharged contracts.

Requirements

Requirement 1: Length and Structure of Essay

• Produce a written response of no more than 2500 words. The word count must be included on your submission.
• Your essay must include a title, a main body and a conclusion
• You may use subheadings in this submission

Requirement 2: Conclusion

• Refer to question
• Appropriate conclusion (overall summary)

Requirement 3: Presentation

• Include references
• Include a bibliography
• Logically presented in paragraphs
• No bullet points, always written in full sentences

Guidance notes and considerations

You will be introduced to a range of resources available and will be given the opportunity to practice researching case authority, however, it is important you continually update your action plan in your PDP to track your progress and identify areas for improvement.
Criteria for Assessment

Your work will be marked against the following criteria (for further details see attached grid):
• Depth of Knowledge (30%)
o How well do you show that you know the subject and in what depth and detail
• Application of Theory (30%)
o How well you can apply the content you have learnt during the course to the brief given
• Critical Analysis (30%)
o How well you show you have weighed up options, why you have chosen what you’ve chosen and how well you explain your reasoning
• Academic Rigour (10%)
o Your grammar, spelling, punctuation, referencing and following of academic writing criteria at undergraduate level (level 4)

Module Learning Outcomes

1. Understand the main areas of contract law and be able to describe and discuss the historical, theoretical and practical contexts in which they operate
4. Recognise the circumstances in which the Courts or Parliament will interfere with the freedom of the parties to make their own contractual arrangements upon their own terms
6. Apply the law regarding the vitiating factors with the ability to explain their effect on agreements
7. Identify where a contract has been discharged and apply the remedies for breach of contract

Assignment Brief
“There are many ways in which an apparently valid contract can be avoided or brought to an end. In such circumstances the law tries to preserve the expectations of the parties at the time they entered the contract.”
Discuss the accuracy of this statement in relation to void, voidable, and discharged contracts.

Requirements

Requirement 1: Length and Structure of Essay

• Produce a written response of no more than 2500 words. The word count must be included on your submission.
• Your essay must include a title, a main body and a conclusion
• You may use subheadings in this submission

Requirement 2: Conclusion

• Refer to question
• Appropriate conclusion (overall summary)

Requirement 3: Presentation

• Include references
• Include a bibliography
• Logically presented in paragraphs
• No bullet points, always written in full sentences

Guidance notes and considerations

You will be introduced to a range of resources available and will be given the opportunity to practice researching case authority, however, it is important you continually update your action plan in your PDP to track your progress and identify areas for improvement.
Criteria for Assessment

Your work will be marked against the following criteria (for further details see attached grid):
• Depth of Knowledge (30%)
o How well do you show that you know the subject and in what depth and detail
• Application of Theory (30%)
o How well you can apply the content you have learnt during the course to the brief given
• Critical Analysis (30%)
o How well you show you have weighed up options, why you have chosen what you’ve chosen and how well you explain your reasoning
• Academic Rigour (10%)
o Your grammar, spelling, punctuation, referencing and following of academic writing criteria at undergraduate level (level 4)

Module Learning Outcomes

1. Understand the main areas of contract law and be able to describe and discuss the historical, theoretical and practical contexts in which they operate
4. Recognise the circumstances in which the Courts or Parliament will interfere with the freedom of the parties to make their own contractual arrangements upon their own terms
6. Apply the law regarding the vitiating factors with the ability to explain their effect on agreements
7. Identify where a contract has been discharged and apply the remedies for breach of contract

Assignment Brief
“There are many ways in which an apparently valid contract can be avoided or brought to an end. In such circumstances the law tries to preserve the expectations of the parties at the time they entered the contract.”
Discuss the accuracy of this statement in relation to void, voidable, and discharged contracts.

Requirements

Requirement 1: Length and Structure of Essay

• Produce a written response of no more than 2500 words. The word count must be included on your submission.
• Your essay must include a title, a main body and a conclusion
• You may use subheadings in this submission

Requirement 2: Conclusion

• Refer to question
• Appropriate conclusion (overall summary)

Requirement 3: Presentation

• Include references
• Include a bibliography
• Logically presented in paragraphs
• No bullet points, always written in full sentences

Guidance notes and considerations

You will be introduced to a range of resources available and will be given the opportunity to practice researching case authority, however, it is important you continually update your action plan in your PDP to track your progress and identify areas for improvement.
Criteria for Assessment

Your work will be marked against the following criteria (for further details see attached grid):
• Depth of Knowledge (30%)
o How well do you show that you know the subject and in what depth and detail
• Application of Theory (30%)
o How well you can apply the content you have learnt during the course to the brief given
• Critical Analysis (30%)
o How well you show you have weighed up options, why you have chosen what you’ve chosen and how well you explain your reasoning
• Academic Rigour (10%)
o Your grammar, spelling, punctuation, referencing and following of academic writing criteria at undergraduate level (level 4)

This is an essay exam and should not be organized like an academic paper. I suggest answering each question with your word processor then carefully proofreading before copy/pasting into the boxes provided. Quote correctly from the texts when necessary to back up your assertions and show your understanding.

Part of what I�m doing here is checking to see if you know how to introduce and comment on quotations, and if you know how to select appropriate quotations that support the point you�re trying to make. Here is a copy/paste from the Virtual Salt website.

1. Introduce your quotations. A quotation should never suddenly appear out of nowhere. Some kind of information about the quotation is needed. Name the author, give his or her credentials, name the source, and give a summary. You won’t do all of these each time, but you should usually name the author. For example:

a. But John Jones disagrees with this point, saying, “Such a product would not sell.”

b. In an article in Time Fred Jackson writes that frogs vary in the degree of shyness they exhibit: “The arboreal tree frogs seem to be especially. . . .”

2. Discuss your quotations. Do not quote someone and then leave the words hanging as if they were self-explanatory. What does the quotation mean and how does it help establish the point you are making? What is your interpretation or opinion of it? Quotations are like examples: discuss them to show how they fit in with your thesis and with the ideas you are presenting. Remember: quotations support or illustrate your own points. They are not substitutes for your ideas and they do not stand by themselves.

It is often useful to apply some interpretive phrasing after a quotation, to show the reader that the you are explaining the quotation and that it supports your argument:

�Here we see that

�This statement shows

�Clearly, then,

�We can conclude from this that

�This tells us that

�From this we can understand that

This is an essay exam and should not be organized like an academic paper. I suggest answering each question with your word processor then carefully proofreading before copy/pasting into the boxes provided. Quote correctly from the texts when necessary to back up your assertions and show your understanding.

Part of what I�m doing here is checking to see if you know how to introduce and comment on quotations, and if you know how to select appropriate quotations that support the point you�re trying to make. Here is a copy/paste from the Virtual Salt website.

1. Introduce your quotations. A quotation should never suddenly appear out of nowhere. Some kind of information about the quotation is needed. Name the author, give his or her credentials, name the source, and give a summary. You won’t do all of these each time, but you should usually name the author. For example:

a. But John Jones disagrees with this point, saying, “Such a product would not sell.”

b. In an article in Time Fred Jackson writes that frogs vary in the degree of shyness they exhibit: “The arboreal tree frogs seem to be especially. . . .”

2. Discuss your quotations. Do not quote someone and then leave the words hanging as if they were self-explanatory. What does the quotation mean and how does it help establish the point you are making? What is your interpretation or opinion of it? Quotations are like examples: discuss them to show how they fit in with your thesis and with the ideas you are presenting. Remember: quotations support or illustrate your own points. They are not substitutes for your ideas and they do not stand by themselves.

It is often useful to apply some interpretive phrasing after a quotation, to show the reader that the you are explaining the quotation and that it supports your argument:

�Here we see that

�This statement shows

�Clearly, then,

�We can conclude from this that

�This tells us that

�From this we can understand that

This is an essay exam and should not be organized like an academic paper. I suggest answering each question with your word processor then carefully proofreading before copy/pasting into the boxes provided. Quote correctly from the texts when necessary to back up your assertions and show your understanding.

Part of what I�m doing here is checking to see if you know how to introduce and comment on quotations, and if you know how to select appropriate quotations that support the point you�re trying to make. Here is a copy/paste from the Virtual Salt website.

1. Introduce your quotations. A quotation should never suddenly appear out of nowhere. Some kind of information about the quotation is needed. Name the author, give his or her credentials, name the source, and give a summary. You won’t do all of these each time, but you should usually name the author. For example:

a. But John Jones disagrees with this point, saying, “Such a product would not sell.”

b. In an article in Time Fred Jackson writes that frogs vary in the degree of shyness they exhibit: “The arboreal tree frogs seem to be especially. . . .”

2. Discuss your quotations. Do not quote someone and then leave the words hanging as if they were self-explanatory. What does the quotation mean and how does it help establish the point you are making? What is your interpretation or opinion of it? Quotations are like examples: discuss them to show how they fit in with your thesis and with the ideas you are presenting. Remember: quotations support or illustrate your own points. They are not substitutes for your ideas and they do not stand by themselves.

It is often useful to apply some interpretive phrasing after a quotation, to show the reader that the you are explaining the quotation and that it supports your argument:

�Here we see that

�This statement shows

�Clearly, then,

�We can conclude from this that

�This tells us that

�From this we can understand that

This is an essay exam and should not be organized like an academic paper. I suggest answering each question with your word processor then carefully proofreading before copy/pasting into the boxes provided. Quote correctly from the texts when necessary to back up your assertions and show your understanding.

Part of what I�m doing here is checking to see if you know how to introduce and comment on quotations, and if you know how to select appropriate quotations that support the point you�re trying to make. Here is a copy/paste from the Virtual Salt website.

1. Introduce your quotations. A quotation should never suddenly appear out of nowhere. Some kind of information about the quotation is needed. Name the author, give his or her credentials, name the source, and give a summary. You won’t do all of these each time, but you should usually name the author. For example:

a. But John Jones disagrees with this point, saying, “Such a product would not sell.”

b. In an article in Time Fred Jackson writes that frogs vary in the degree of shyness they exhibit: “The arboreal tree frogs seem to be especially. . . .”

2. Discuss your quotations. Do not quote someone and then leave the words hanging as if they were self-explanatory. What does the quotation mean and how does it help establish the point you are making? What is your interpretation or opinion of it? Quotations are like examples: Discuss them to show how they fit in with your thesis and with the ideas you are presenting. Remember: quotations support or illustrate your own points. They are not substitutes for your ideas and they do not stand by themselves.

It is often useful to apply some interpretive phrasing after a quotation, to show the reader that the you are explaining the quotation and that it supports your argument:

�Here we see that

�This statement shows

�Clearly, then,

�We can conclude from this that

�This tells us that

�From this we can understand that

Respond to each question in essay format. Each response should be a minimum of 150 words.

Sub-optimizing goals can create systemic issues within an organization. Explain how this might occur. Keep this short. Think of it as an elevator speech that your might need to provide to an executive – 1 to 2 very precise but not pedantic paragraphs.
Explain the role of data in requirements development. Explain which requirements categories need data and what types of data would be necessary.
Look at the attached diagram. What would the impact be of automating step (A)? What would the ROI be? Explain where you would look for data to support this change and define the exact ROI.

Why is designing an effective organizational structure vital to the success of an organization?
Look at the attached Entity Matrix. Will that class be enough to change physician behavior so that physicians will enter their own patient orders into a computer system? What clues do you see to support your decision? If something more is needed, suggest what else may be needed. Explain your reasoning.

Your paper should reflect scholarly writing and current APA standards. Please include citations to support your ideas.

Respond to each question in essay format. Each response should be a minimum of 150 words.

Sub-optimizing goals can create systemic issues within an organization. Explain how this might occur. Keep this short. Think of it as an elevator speech that your might need to provide to an executive – 1 to 2 very precise but not pedantic paragraphs.
Explain the role of data in requirements development. Explain which requirements categories need data and what types of data would be necessary.
Look at the attached diagram. What would the impact be of automating step (A)? What would the ROI be? Explain where you would look for data to support this change and define the exact ROI.

Why is designing an effective organizational structure vital to the success of an organization?
Look at the attached Entity Matrix. Will that class be enough to change physician behavior so that physicians will enter their own patient orders into a computer system? What clues do you see to support your decision? If something more is needed, suggest what else may be needed. Explain your reasoning.

Your paper should reflect scholarly writing and current APA standards. Please include citations to support your ideas.