case study

BCO125 BUSINESS LAW Case Study 2 Task brief & rubrics

Task

CASE STUDY COMMENTARY

 Individual written task in Harvard style format, cover page, table of contents, blocked text and reference list.

 The student must build a coherent discussion or argument in essay format, analyzing theories and models. Ethical theories, legal cases and case studies

may be referred to when providing examples. Cite all sources.

 Students must write in complete sentences and develop paragraphs. No bullet points are allowed. Provide spacing between the sentences.

 Prepare and Introduction, Body, and Conclusion paragraphs.

 Sources must be used, identified, and properly cited.

 Format: PDF submitted through Turnitin

 The answers should analyse the following based on the case study provided with this task below the Rubrics:

1. Identify and explain the relevant parties in this case study? 2. Identify and explain in order the ethical issues related to each party involved in this case study? Cite your sources. 3. What ethical theories can each party use to support their behavior or decisions? Cite your sources. 4. Identify and discuss the points of law raised in the case? Cite your sources. 5. Identify and explain an additional case that supports or differentiates this case/situation.

Submission: Week 10 - Via Moodle by Sunday, 18 April 2021 before 23:59.

• Wordcount: 800 to 1000

• Cover, Table of Contents, References and Appendix are excluded of the total word count.

• Font: Arial 11 pts.

• Text alignment: Justified.

• The in-text References and the Bibliography must be in Harvard’s citation style.

Weight: This task is worth 15% of your overall grade for this subject.

Outcomes: This task assesses the following learning outcomes:

- LO1: understand the role of ethics in a business. - LO2: identify ethical issues in the decision-making process. - LO3: identify and analyze the available ethical theories to support a business decision.

Rubrics

Exceptional 90-100

Good 80-89

Fair 70-79

Marginal fail 60-69

Identification of main

Issues/Problems

25%

Identifies and demonstrates a sophisticated understanding of the main issues / problems in the case study

Identifies and demonstrates an accomplished understanding of most of the issues/problems.

Identifies and demonstrates acceptable understanding of some of the issues/problems in the case study

Does not identify or demonstrate an acceptable understanding of the issues/problems in the case study

Analysis and Evaluation of

Issues / Problems

25%

Presents an insightful and thorough analysis of all identified issues/problems

Presents a thorough analysis of most of the issues identified.

Presents a superficial analysis of some of the identified issues.

Presents an incomplete analysis of the identified issues.

Development of Ideas

and Opinions

25%

Supports diagnosis and opinions with strong arguments and well- documented evidence; presents a balanced and critical view; interpretation is both reasonable and objective.

Supports diagnosis and opinions with limited reasoning and evidence; presents a somewhat one-sided argument; demonstrates little engagement with ideas presented

Little action suggested and/or inappropriate solutions proposed to the issues in the case study.

No action suggested and/or inappropriate solutions proposed to the issues in the case study

Link to Legal Theories and

Additional Research

25%

Makes appropriate and powerful connections between identified issues/problems and strategic concepts studied in the course readings and lectures; supplements case study with relevant and thoughtful research and documents all sources of information, including ethical theories and virtues

Makes appropriate but somewhat vague connections between identified issues/problems and concepts studied in readings and lectures; demonstrates limited command of the analytical tools studied; supplements case study with limited research, ethical theories and virtues

Makes inappropriate or little connection between issues identified and the concepts studied in the readings; supplements case study, if at all, with incomplete research and documentation.

Makes no connection between issues identified and the concepts studied in the readings; supplements case study, if at all, with incomplete research and documentation.

CASE STUDY

Cyber Harassment

In many ways, social media platforms have created great benefits for our societies by expanding and diversifying the ways people communicate with each other,

and yet these platforms also have the power to cause harm. Posting hurtful messages about other people is a form of harassment known as cyberbullying. Some

acts of cyberbullying may not only be considered slanderous, but also lead to serious consequences. In 2010, Rutgers University student Tyler Clementi jumped

to his death a few days after his roommate used a webcam to observe and tweet about Tyler’s sexual encounter with another man. Jane Clementi, Tyler’s

mother, stated, “In this digital world, we need to teach our youngsters that their actions have consequences, that their words have real power to hurt or to help.

They must be encouraged to choose to build people up and not tear them down.”

In 2013, Idalia Hernández Ramos, a middle school teacher in Mexico, was a victim of cyber harassment. After discovering that one of her students tweeted that

the teacher was a “bitch” and a “whore,” Hernández confronted the girl during a lesson on social media etiquette. Inquiring why the girl would post such hurtful

messages that could harm the teacher’s reputation, the student meekly replied that she was upset at the time. The teacher responded that she was very upset

by the student’s actions. Demanding a public apology in front of the class, Hernández stated that she would not allow “young brats” to call her those names.

Hernández uploaded a video of this confrontation online, attracting much attention.

While Hernández was subject to cyber harassment, some felt she went too far by confronting the student in the classroom and posting the video for the public

to see, raising concerns over the privacy and rights of the student. Sameer Hinduja, who writes for the Cyberbullying Research Center, notes, “We do need to

remain gracious and understanding towards teens when they demonstrate immaturity.” Confronting instances of a teenager venting her anger may infringe

upon her basic rights to freedom of speech and expression. Yet, as Hinduja explains, teacher and student were both perpetrators and victims of cyber

harassment. All the concerns of both parties must be considered and, as Hinduja wrote, “The worth of one’s dignity should not be on a sliding scale depending

on how old you are.”