LFBM104 & LFTE104: Legal Issues in Business Organizations, Tourism and Events Organizations Assessment for 2022 - Essay Prowess

LFBM104 & LFTE104: Legal Issues in Business Organizations, Tourism and Events Organizations Assessment for 2022

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LFBM104 & LFTE104: Legal Issues in Business Organizations, Tourism and Events Organizations Assessment for 2022

Canvas Submission Deadline: Thursday, 22nd September 2022 by 2pm

Module Leader: Ashraf Islam

Learning outcomes Knowledge

K1     Explain the nature of the English legal and justice system

K2     Discuss the importance of legal knowledge and its strategic importance for the conduct of business K3  Demonstrate understanding of legal principles, company law, tort law and employment law

K4     Examine the formation of different types of business organizations K5        Suggest appropriate legal solutions to resolve areas of dispute

K6     Explore the history and structure of the legal issues in the tourism and event organization

Skills

S1     An ability to understand legal rules arising from legislation and apply this legislation to particular situations. S2     An ability to identify legal issues arising from a particular set of facts

S3     To analyze legal cases and evaluate arguments based upon them

Assessment

Essay Writing (60%):

You will be assessed based on your ability to write an essay of 1500 words. In order to be able to write your essay, you will be provided with a choice of choosing only ONE question from a total of five. This part of the assessment holds a total of 60% weight.

Multiple Choice Exam (40%):

All students MUST sit for a multiple choice based exam (500 Words). The Multiple Choice Exam forms part of your assessment and will hold a total weight of 40%. The Multiple Choice Exam questions will be based around the topics that you should have covered during your lectures and your face to face workshops.

Therefore, ALL students MUST ensure that they are submitting their written essay via Turnitin Link, and that they are also sitting for their exam in order to be able to meet the assessment criteria.

Formative unassessed draft assignment

In week 5 and 6 of the programme, you will be able to submit a formative draft assignment [do not use the learning outcomes as the questions/ question for the assignment]

You will receive formative feedback to guide you in line with your formative assignment. Note that the formative draft assignment is unassessed. Formative feedback for all draft assignment is designed to help prepare you for summative assessment which is assessed and counts towards the course mark and to the degree award.

Range of formative assessment, such as essays, debates, problem sets questions, case studies, reports, quizzes, mock exams and many others will be used. Feedback on draft assignment/s is an essential part of the teaching and learning experience. Class teachers will mark formative draft assignment [unassessed] and return it with feedback to you during the workshop period or before the final submission.

Questions  

Guidance

Choose one of the questions below and write an essay of 1500 words with an allowance of +/-10% in length, excluding appendices. (60%)

Students are asked to reflect and familiarize on relevant UK case laws/statutes/legislations suitable for answering assignment questions. For example, for Human Right, BELLINGER V BELLINGER (2003) UKHL 21 / R V SECRETARY OF STATE FOR THE HOME DEPARTMENT, EX PARTE BRIND (1991) .

  1. Explain different sources of law used in the English legal system and the role of government in making and applying these laws in the justice courts.
  2. Identify and evaluate the main elements that constitutes to a valid contract
  3. Describe the formation of three different types of business organizations of your choice and explain the appropriate legal solutions to resolve different types of disputes
  4. Analyse the duties applicable to an Employer and an Employee and explain how Employment law would impact on a business of your choice. [Those in the tourism industry ONLY must choose a business in tourism industry]
  5. Explain the tort of negligence, consumer protection, health and safety, liability for defective goods and product liability.

The submitted essay must be supported w ith law examples. The submitted essay must be supported with case law s, statutes/ legislations. Harvard referencing style or Oscola is accepted.

HINT: How to structure your essay?

Essay Structure

The essay structure for this type of essay is quite simple, so it’s easy to follow. Most critical essays will follow this pattern:

  • Introduction: Where you introduce the main topic and present your thesis on it. You’ll be expanding on this shortly.
  • Main body: This is where you’ll be writing about your evaluation. Dedicate each paragraph to a new topic and link them together to create a flow that your readers can follow. Use your research to back up any points you make here.
  • Main Body (is not a heading)
  • Identifies and develops main themes and issues in paragraphs and sections. In a report, you use headings and sub-headings to identify different sections. It is not unusual to find headings in essays nowadays – there isn’t a hard and fast rule. It will often depend on the preference of the marker – check with your lecturer if you’re not sure.
  • Conclusion: This is where you’ll wrap up your main points, in order to prove your thesis.

The assignment is intended to give you an opportunity to show that you are capable of applying your knowledge of managing innovation and technology transfer, not only in describing the issue faced by the commercial sector, but also in explaining it and justifying your proposed actions for improvement.

Assignment terms.

Analyse: Break an issue into its constituent parts. Look in depth at each part using supporting arguments and evidence for and against as well as how these interrelate to one another.

Critically evaluate: Give your verdict as to what extent a statement or findings within a piece of research are true, or to what extent you agree with them. Provide evidence taken from a wide range of sources which both agree with and contradict an argument. Come to a final conclusion, basing your decision on what you judge to be the most important factors and justify how you have made your choice.

Demonstrate:Show how, with examples to illustrate.

Discuss: Investigate or examine by argument. Examine key points and possible interpretations, sift and debate, giving reasons for and against. Draw a conclusion or point out the advantages and disadvantages of a given context. Remember to arrive at a conclusion.

Explain: Clarify a topic by giving a detailed account as to how and why it occurs, or what is meant by the use of this term in a particular context. Your writing should have clarity so that complex procedures or sequences of events can be understood, defining key terms where appropriate, and be substantiated with relevant research.

Explore: Adopt a questioning approach and consider a variety of different viewpoints. Where possible reconcile opposing views by presenting a final line of argument.

Identify: Determine what are the key points to be addressed and implications thereof.

Illustrate: A similar instruction to ‘explain’ whereby you are asked to show the workings of something, making use of definite examples and statistics if appropriate to add weight to your explanation.

For general assessment criteria see appendix 1.

Good luck

PLAGIARISM/INFRINGEMENT STATEMENT

All Assessments are subject to the University’s Policy on ‘Cheating, Collusion and Plagiarism’. Students found guilty of this are subject to severe penalties. This is an INDIVIDUAL piece of work – If there is evidence that the work is not wholly attributable to you, the University’s policy on ‘Cheating, Collusion and Plagiarism’ will be applied

Link to University Academic Integrity and Misconduct Policy https://docushare.sunderland.ac.uk/docushare/dsweb/View/Collection-8155

University Academic Regulations

https://docushare.sunderland.ac.uk/docushare/dsweb/View/Collection-2780

University Policy on Academic Integrity and Misconduct https://docushare.sunderland.ac.uk/docushare/dsweb/View/Collection-8155

University Policy on Extenuating Circumstances https://docushare.sunderland.ac.uk/docushare/dsweb/Get/Document-2995/AQH-F6-Procedures-for- Extenuating-Circumstances.pdf

University Policies on Complaints, Appeals and Student Discipline https://docushare.sunderland.ac.uk/docushare/dsweb/View/Collection-2784

Assessment Regulations

For further information regarding Assessment Regulations, extenuating circumstances or extensions and academic integrity, please refer to your Programme Handbook on the University of Sunderland in London information page on Canvas.

Reading List

Text Box: Recommended textbooks and other sources:
Adama, A., (2016) Business Law for Students. 9th Edition. London: Pearson. Andrews, N., (2011) Contract Law. Cambridge: Cambridge University Press.
Honeyball, S., (2016) Honeyball and Bowers Text to Employment Law. 14th Edition. Oxford: Oxford University Press. Marson, J and Ferris, M. (2015) Business Law. 4th Edition. Oxford: Oxford University Press.
Elliott, C and Quinn, F. (2015). The English Legal System. 16th Edition. London: Pearson

Please access other reading list from the module handbook.

Submission guidelines

Your submission links will become available approximately 3 weeks prior to your submission deadline. Your submission will be on your module space on Canvas. Please refer to the ‘General Assessment Guidance’ under the Assignment tab, for detailed instructions on how to submit and how to check for your marks and feedback.

Grading

You will be marked in accordance to the University of Sunderland assessment criteria attached below. The assessment criteria covers; Relevance, Knowledge, Analysis, Argument and Structure, Critical Evaluation, Presentation, Reference to Literature.

Your mark and feedback will be made available to you electronically once the internal moderation has taken place, which is after 4 weeks from your submission deadline.

Marking Rubric – LFBM104/LFTE104 (August 2022)

  GradesCategories
RelevanceKnowledgeAnalysisArgument & StructureCritical EvaluationPresentationReference to Literature
      D I S T I N C T I O N   /   M E R I T    86 – 100%  The work examined is exemplary and provides clear evidence of a complete grasp of the knowledge, understanding and skills appropriate to the Level of the qualification. There is also ample excellent evidence showing that all the learning outcomes and responsibilities appropriate to that Level are fully satisfied. At this level it is expected that the work will be exemplary in all the categories cited above. It will demonstrate a particularly compelling evaluation, originality, and elegance of argument, interpretation or discourse.
  76-85%  The work examined is outstanding and demonstrates comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are fully satisfied. At this level it is expected that the work will be outstanding in the majority of the category as cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse.
    70-75%  The work examined is excellent and is evidence of comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are satisfied. At this level it is expected that the work will be excellent in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse.
    60-69%  Directly relevant to the requirements of the assessment  A substantial knowledge of relevant material, showing a clear grasp of themes, questions and issues therein  Good analysis, clear and orderly  Generally coherent and logically structured, using an appropriate mode of argument and/or theoretical mode(s)  May contain some distinctive or independent thinking; may begin to formulate an independent position in relation to theory and/or practice.  Well written, with standard spelling and grammar, in a readable style with acceptable format  Critical appraisal of up- to-date and/or appropriate literature. Recognition of different perspectives. Very good use of source material. Uses a range of sources
    GradesCategories
RelevanceKnowledgeAnalysisArgument and StructureCritical EvaluationPresentationReference to Literature
        P A S S        50-59%  Some attempt to address the requirements of the assessment: may drift away from this in less focused passages  Adequate knowledge of a fair range of relevant material, with intermittent evidence of an appreciation of its significance  Some analytical treatment, but may be prone to description, or to narrative, which lacks clear analytical purpose  Some attempt to construct a coherent argument, but may suffer loss of focus and consistency, with issues at stake stated only vaguely, or theoretical mode(s) couched in simplistic terms  Sound work which expresses a coherent position only in broad terms and in uncritical conformity to one or more standard views of the topic  Competently written, with only minor lapses from standard grammar, with acceptable format  Uses a variety of literature which includes some recent texts and/or appropriate literature, though not necessarily including a substantive amount beyond library texts. Competent use of source material.
      40-49%  Some correlation with the requirements of the assessment but there is a significant degree of irrelevance  Basic understanding of the subject but addressing a limited range of material  Largely descriptive or narrative, with little evidence of analysis  A basic argument is evident, but mainly supported by assertion and there may be a lack of clarity and coherence  Some evidence of a view starting to be formed but mainly derivative.  A simple basic style but with significant deficiencies in expression or format that may pose obstacles for the reader  Some up-to-date and/or appropriate literature used. Goes beyond the material tutor has provided. Limited use of sources to support a point. Weak use of source material.
  F A I L      35-39%Relevance to the requirements of the assessment may be very intermittent, and may be reduced to its vaguest and least challenging termsA limited understanding of a narrow range of materialHeavy dependence on description, and/or on paraphrase, is commonLittle evidence of coherent argument: lacks development and may be repetitive or thinAlmost wholly derivative: the writer’s contribution rarely goes beyond simplifying paraphraseNumerous deficiencies in expression and presentation; the writer may achieve clarity (if at all) only by using a simplistic or repetitious styleBarely adequate use of literature. Over reliance on material provided by the tutor.
    GradesCategories
RelevanceKnowledgeAnalysisArgument and StructureCritical EvaluationPresentationReference to Literature
  F A I L      30-34%    The work examined provides insufficient evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence provided shows that some of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in some of the indicators.
      15-29%    The work examined is unacceptable and provides little evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence shows that few of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in several of the indicators.
    0-14%  The work examined is unacceptable and provides almost no evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence fails to show that any of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in the majority or all of the indicators.

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