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Legal Environment of Business 7th Edition Kubasek Solutions Manual

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  The Legal Environment of Business: A Critical Thinking Approach Legal Environment of Business 7th Edition Kubasek Solutions Manual Full download: Legal Environment of Business 7th Edition Kubasek Test Bank Full download:  Chapter 2   Introduction to Law and the Legal Environment of Business   Introduction   To promote an environment in which instructors and the students have a question-asking attitude, instructors should present each chapter as one that address several questions. Chapter Two addresses these questions: How can legal environment of business be defined? How can law and jurisprudence be defined? Do alternative definitions of law exist? Where does law come from? What are the classifications of law? What are the global dimensions of the legal environment of business? Chapter Two is significant because it provides background information that influences the way students think about cases and legal ideas. When instructors teach this chapter, they should emphasize on the significance of considering alternative perspectives. Achieving Teaching Excellence   Creating a Student-Centered Classroom That Promotes Students ’   Intellectual Development   Instructors can probably choose this textbook over others in part because they wanted to encourage their students to engage in critical thinking about the law. This goal is important. To  The Legal Environment of Business: A Critical Thinking Approach achieve this goal, instructors will want students and their intellectual development to be the focus of what happens in class. First, this section explains alternative perspectives on how to conduct class. Second, this section will explain why a specific type of student-centered classroom is likely to help instructors achieve their goal of encouraging their students to engage in critical thinking. In The University Teacher as Artist  , Joseph Axelrod describes different teaching styles. Axelrod classifies these teaching styles. One major category includes didactic styles. Didactic teaching styles do not encourage inquiry by the student. The other category includes evocative  The Legal Environment of Business: A Critical Thinking Approach styles. These styles require student inquiry when completing the tasks the instructor has assigned. Axelrod explains that didactic teaching styles stress either knowledge acquired by memorization, or skill mastery through repetition and practice. Evocative modes stress student inquiry and discovery. A teaching style that encourages critical thinking is an evocative style. Within the category of evocative styles, different teaching styles emphasize different components. Some styles focus on the teacher, some on the learner, and some on the subject matter. A teaching style that stresses critical thinking is an evocative style that focuses on the learner and his or her understanding of course material. Axelrod would call this style a student- centered style rather than an instructor-centered style. A critical thinking approach assumes the teacher will create a classroom environment in which the students ’  intellectual development is the focus of classroom attention. A teacher who uses this approach would be likely to say what a  professor in Axelrod ’ s book says, “ I train minds. ”  Promoting critical thinking is one way to train students’  minds.  Now the question arises as to how instructors will know whether they have created a student- centered classroom that emphasizes intellectual development. First, they will be talking less and listening to their students more. Second, they will be emphasizing on higher-order thinking skills rather than asking their students to recite principles and facts. Third, instructors will be observing how students are doing at grasping the critical thinking model. They should not be watching instructors to see what a good critical thinker they are. Fourth, class time will be spent working with the material, rather than making sure they have “c overe d”  everything. Reference : Joseph Axelrod, The University Teacher as Artist (Jossey-Bass, Inc., Publishers 1973). Chapter Overview, Topic Outline, and Discussion Questions   Chapter Overview   This book is about the legal environment in which the business community operates today. Although the book concentrates on law and the legal variables that help shape business decisions, it has not overlooked the ethical, political, and economic questions that often arise in business decision making. This chapter is especially concerned with legal variables in the context of critical thinking. In addition, it examines the international dimensions of several areas of law. Instructors who want to encourage students to work with the material in class sometimes realize they cannot always “c over  ”  all the material in the book. After several years of not covering everything, instructors should be comfortable knowing that the material encourages  The Legal Environment of Business: A Critical Thinking Approach students to work on in class and is understood by most of them. Instructors can choose parts of each chapter that are especially challenging or confusing. This is the material that deserves the most attention in class. Some chapter material is easy, and students pick it up well on their own. In Chapter Two, the material that is the most challenging or confusing falls into these subsections: Definition of Law and Jurisprudence Classifications of Law After presenting a topic outline for Chapter Two, this section provides discussion questions that help students increase their understanding of the material presented in the two sections listed above. Topic Outline  I. Definition of the Legal Environment of Business II. Definition of Law and Jurisprudence A. Natural Law School B. Positivist School C. Sociological School D. American Realist School E. Critical Legal Studies School F. Feminist School G. Law and Economics School III. Sources of Law A. The Legislature as a Source of Statutory Law B. The Judicial Branch as a Source of Case Law Case Law Precedents and the Internet C. The Executive Branch as a Source of Law Treaty Making Executive Orders D. Administrative Agencies as a Source of Law IV. Classifications of Law A. Criminal Law and Civil Law B. Public and Private Law C. Substantive and Procedural Law Substantive Law Procedural Law D. Cyberlaw V. Global Dimensions of the Legal Environment of Business VI. Summary
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