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Learning Activity W5

Top of Form

General Instructions for Learning Activities   

· Read/watch all assigned materials listed for the week in the Course Content

· Cite to assigned materials in all responses in Learning Activities

· Use only assigned materials to complete Learning Activities; do not use the internet unless otherwise instructed

· Include in-text citations and a Reference List for in-text citations  

· Write in correct, complete sentences, in paragraph format unless otherwise instructed

· Submit Learning Activities to Assignment Folder

Tips for Formatting and Structuring Analysis:

· Write in complete sentences in paragraph format.

· Use in-text citations citing to relevant assignment materials.     

· Double-space; 12-point Arial or Times Roman font.

· Introductory Sentence:  Begin with an introductory sentence or very brief paragraph that states your conclusion to the questions asked.  

· Concluding Sentence:  End the discussion with a concluding sentence or a very brief paragraph that summarizes your conclusion/what you discussed.

· Support Arguments and Positions:   Please refer to the module in Content, “How to Support Arguments and Positions”. 

· Use the American Psychological Association (APA) citation format for all citations. 

Learning Activity:  due 11:59 pm ET, Saturday

General Background:  The Viral Clean (“Clean”) owners have questions and need clarification about several contract concepts and issues related to their new business.  Specifically, they have questions about:

· the Statute of Frauds “writing requirement” and

· electronic contracts

Clean will be selling products via the internet, and the owners wonder whether these electronic contracts are valid and enforceable. TLG discusses the following case with the owners to explain the Statute of Frauds.

Background Facts You Need To Know:  Company X, a company in Illinois, contracted via the internet with Windows Bright, a small window washing business in Missouri, to purchase four cases of Shiny Lite window cleaning solution at $200 per case.  Company X paid via the internet with a company credit card, and an electronic contract was created.  The electronic contract stated that the four cases of Shiny Lite would be shipped to Company X’s place of business in Illinois via UPS.  Once UPS delivered the Shiny Lite, the contract required Windows Bright to clean Company X’s windows.


Winne and Ralph have concerns about the Statute of Frauds and electronic contracts.  To respond to their concerns, you must address the following questions:

A.  Discuss whether the contract between Company X and Windows Bright is subject to the requirements of the 

Uniform Commercial Code Statute of Frauds


B.  Analyze and explain whether the electronic internet contract between Company X and Windows Bright satisfies the “writing” requirements for the Statute of Frauds?  If so, how and why? 

Number each section as:





Overall Feedback

Overall, I thought you did an excellent job.  Your paper was well written, well sourced, and well researched.  The only comment I wanted to make was for #1.  The interstate commerce clause reserves the power to regulate commerce between states to the US Congress.  This means state legislatures can NOT regulate commerce between their state and other states.  I think you are confusing that with intrastate commerce – which is commerce exclusively within a state.  In this instance, the state has the power to regulate commerce.


Overall Feedback

*** EDIT*** Grade updated to reflect correct assignment.  Nice work.


These are responses to the discussion post which are to be posted in the discussion forum.  For the assignment, you needed to provide a memo for the Learning Activity for the week.  I gave you credit for your writing mechanics and citations. 


Overall Feedback

Great work on the assignment.  Your analysis of product liability was sound and liabilities well explained.


Submission Feedback

Overall Feedback

Great work on your assignment.  You provided some essential terms and conditions and did a nice job in explaining their importance.  Well done!


Hide Rubrics

Rubric Name: BMGT 380 Rubric for Weekly Learning Activities – (=100%) – Spring 2022

Print Rubric

This table lists criteria and criteria group names in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method. You can give feedback on each criterion by tabbing to the add feedback buttons in the table.Criteria


Above Standards

Meets Standards

Approaching or Does not meet Standards

Criterion Score

Learning Activity Analysis

60 points

Demonstrates critical analysis, in-depth and  comprehensive development of concepts, accurately identifies all issues and their application to facts.

Shows clear evidence of having read course materials and applying them to support conclusions.  

Range: 54 – 60%

53.9 points

Demonstrates generally superior critical analysis, relatively in-depth and comprehensive development of concepts, accurately identifies most -not all – issues and their application to facts.

Some  evidence of having read course materials and applying them to support conclusions.

Additional development and more comprehensive analysis  needed.

Range: 48 – 53.9%

47.9 points

Demonstrates some to minimal  critical analysis and insight into concepts and issues, and their application to facts.

Analysis is largely superficial in one/more areas and sufficient only to meet minimum requirements of learning activity with little evidence of  insight and/or support for conclusions.  

Range: 42 – 47.9%

41.9 points

Does not meet minimal requirements for assignment.

Little to no critical analysis, comprehensive development of concepts and issues and their application to facts.

Little to no support for conclusions.

Inferior in all areas.

Range: 0 – 41.9%

Score of Learning Activity Analysis,/ 60

Writing Clarity & Mechanics

10 points

Demonstrates clear, organized, specific comments presented in an easy to read style that is free of grammatical, spelling, and mechanical errors.

Range: .9 -10%

8.5 points

Demonstrates generally clear, organized, specific comments with minor errors in grammar, and/or spelling, and or mechanics.

Range:8 – 8.5%

7.5 points

Demonstrates generally satisfactory clear, specific comments with errors in grammar, and/or spelling, and/or mechanics.

Range: .7 – 7.5%

6.5 points

Presentation lacks organization, clarity, accuracy with little to no evidence of proofreading or attempt at applying proper writing mechanics.

Range: 0 – 6.5%

Score of Writing Clarity & Mechanics,/ 10

APA Citation format Usage

20 points

Posts contain the appropriate APA intext citations with Reference list in proper format. No errors are present.

Range: 18 – 20%

17.9 points

Attempts intext citations and Reference list but some errors in formatting exist; paraphrasing is not accurate or in-text citations are omitted where citations are warranted.

Range: .16 – 17.9%

15.9 points

Attempts intext citations or Reference list but omits one or the other. Intext citations or Reference list reflect significant errors or citations omitted where citations are warranted.

Range: 14 – 159%

13.9 points

No evidence of APA usage.

Range 0 – 13.9%

Score of APA Citation format Usage,/ 20

Adheres to Instructions

10 points

Fully follows instructions; completes all required parts of the Learning Activity.

Range: 9 – 10%

8.9 points

Follows most,  instructions, and/or  attempts most required parts of the Learning Activity.

Range 8 -8.9%

7.9 points

Follows some instructions but completes all critical parts of Learning Activity.

Range 7 -7.9%

6.9 points

Fails to follow instructions and, as a result, fails to complete required parts of Learning Activity.

0 – 6.9%

Score of Adheres to Instructions,/ 10

Rubric Total ScoreTotal

Score of BMGT 380 Rubric for Weekly Learning Activities – (=100%) – Spring 2022,/ 100Criterion score has been overridden

Overall Score

Overall Score

Equivalent to an A90 points minimum

Equivalent to a B80 points minimum

Equivalent to a C70 points minimum

Equivalent to a D – F60 points minimum


Select ONE (1) of the following questions to answer. Make sure to incorporate evidence from this week’s readings to support your argument:

1. A longstanding debate among scholars who study the Modern Civil Rights Movement of the 1950s and 1960s is whether or not to look at the movement from the top-down or the bottom-up. Scholars who favor the top-down approach focus on the actions of the government (the President, Congress, Supreme Court) and legislation and the leaders of organizations (MLK, Malcolm X, etc.). However, bottom-up scholars focus on the activities of the rank and file members of civil rights organizations and the activists operating on the local/ground level. The readings for this week mostly lend to a top-down approach to the Civil Rights Movement. Drawing upon this week’s readings on the struggle for voting rights, why is it important to focus on the actions of the government and leaders when discussing and analyzing civil rights? Also, what is missing from this narrative when you focus on the top? What other elements are important to understand this movement that might be left out or obscured without using a bottom-up approach? 

2. Popular histories of the Modern Civil Rights Movement of the 1950s and 1960s have tended to ignore the complexities and nuances in strategies of civil rights organizations and leaders. Select two speeches from leaders of the Movement from this week’s readings (Ella Baker, John Lewis, Malcolm X, Martin Luther King, Jr., Carmichael). Then, compare and contrast your two selected speeches. Address similarities and differences in these speeches and how they reflect similarities and/or differences in strategy. Also, address how your analysis of your selected speeches highlights complexities and/or nuances that need to be highlighted when examining the Movement.

Your Initial Post is worth 30 points and should be 300 – 500 words in length, which is equal to about 1.5 to 2 pages of double-spaced writing in Arial, Calibri, or Times New Roman 12-point font in a Word document.

· The Civil Rights Act, 1964 Did Not End the Movement for Equality


Please read this resource which examines the background and impact of the Civil Rights Act of 1964

· Various Readings: Voting Rights Act of 1965


The Leadership Conference on Civil and Human Rights provides information on the Voting Rights Act of 1965.

· “North Carolina Shows Why the Voting Rights Act is Still Needed”


The article “North Carolina Shows Why the Voting Rights Act is Still Needed” explains how the repeal of a certain section of the Voting Rights Act (VRA) will harm minorities’ ability to vote in North Carolina.

· “John Lewis: Return the Soul to VRA.”


The Root explores the ramifications of recent changes to the VRA by interviewing Congressman John Lewis in “John Lewis: Return the Soul to VRA.”

· Speeches by Civil Rights Leaders: John F. Kennedy, June 11, 1963. Televised Speech


t would be naive to think that all African Americans felt the same way about integration and racial progress in the 1950s and 1960s. Here, we’ll look at the seminal speech by President John Kennedy that steered the federal government from maintaining a “hands-off” policy to taking an active role in supporting equality for African American citizens.

· Speeches by Civil Rights Leaders: John Lewis, August 28, 1963


John Lewis gave a speech at the March on Washington. He was the youngest speaker, and was urged by the march organizers to tone down his speech, which they deemed too radical.

· Speeches by Civil Rights Leaders: Malcom X, November 10, 1963. “Message to Grassroots”


For Malcolm X’s opinion on where the civil rights movement was headed, read “Message to Grassroots,” Nov. 10, 1963

· Speeches by Civil Rights Leaders: Martin Luther King, Jr., February 26, 1965. “Sermon at Temple Israel of Hollywood”


Read Martin Luther King, Jr.’s sermon delivered on February 26, 1965 at Temple Israel of Hollywood.

· Speeches by Civil Rights Leaders: Stokely Carmichael


Read Stokely Carmichael’s speech, delivered in October 1966, titled, “Black Power Address at UC Berkeley.”

· Speeches by Civil Rights Leaders: Ella Baker


Watch this YouTube clip of Ella Baker explaining her philosophy on how to make change happen.

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