CSU Construction of The Train Responses essay case study.

CSU Construction of The Train Responses essay case study.

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Type	Essay
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Description/Paper Instructions

CSU Construction of The Train Responses essay case study.

React to classmate’s post and demonstrate higher order thinking (challenge, connect, suggest, question,

or expand the post of peers).

CSU Construction of The Train Responses essay case study.
Use proper spelling, grammar, and punctuation.

 

CSU Construction of The Train Responses essay case study.
Andrew Yancey

CSU Construction of The Train Responses essay case study.
According to this thread, the buyer and seller enter into an agreement, and therefore the buyer is legally

vCSU Construction of The Train Responses essay case study.
bound to the naked eye to pay for the partially constructed train. The seller has every right to demand

CSU Construction of The Train Responses essay case study.

that the buyer pay because he was acting in good faith under the assumption the train would be bought

CSU Construction of The Train Responses essay case study.

CSU Construction of The Train Responses essay case study.
and he would be compensated for it.

CSU Construction of The Train Responses essay case study.

According to UCC 2-610, Anticipatory Repudiation occurs when the performance is not yet due to the

CSU Construction of The Train Responses essay case study.
loss that may resort to remedy for the breach. The buyer should pay for the damages sustained to the

CSU Construction of The Train Responses essay case study.
seller because the seller built the train with the assumption the train would be bought. Even though this
unfortunate event has occurred, neither party is obliged to continue on with the agreement. According
to UCC 2-611, the seller of the toy train has other avenues to remedy the situation. The seller can
suspend the building of the toy train or find another buyer. This situation is unfortunate because this

CSU Construction of The Train Responses essay case study.
agreement was made in good faith, and it’s unfortunate the seller is in this position. Depending on the
cost and loss of revenue I would consider taking the buyer to court in this situation.

CSU Construction of The Train Responses essay case study.
The only way I could see this situation falling into the buyer's favor was if there was an Excuse of

CSU Construction of The Train Responses essay case study.
Condition in which the contractual agreement could be legally excused in certain ways. Unfortunately,
none of these conditions exist and therefore the buyer should be held accountable for the damages

incurred against the seller. This is an unfortunate situation and both parties should have stipulated
terms so that this would not occur.
Izzah Sacking Module 7 Discussion According to the facts presented in the hobby case, the assumption is

the shop owner does not have a contract as the order was taken using a computer or phone and that
the cost of the toy is $550. Under the Statute Fraud, the owner would requisites a written contract of

the skeleton order that was signed by the buyer for goods sale transactions. Therefore, the owner

 

should research if there is an expectation from the Statutory for Frauds that can support the owner by

introducing evidence of the oral agreement. UCC Article 2-201(3)(a) states that “(a) if the goods (Links to

 

suitable for sale (Links to an external site.) to others in the ordinary course of the seller's (Links to an
external site.)
business and the seller, before notice of repudiation is received and under circumstances which
reasonably indicate that the goods are for the buyer, has made either a substantial beginning of their

manufacture or commitments for their procurement.” The toy train is considered a good that was

custom made for the buyer’s special needs, therefore it can be classified as an especially good. The
owner has already satiated the order, investing great effort to produce the toy train which is unique in

the sense that it was uniquely created to satisfy the buyer’s needs.

Thus, the toy train is not suitable for sale to other customers in the ordinary business of the Hobby shop.

The owner might have another toy train that was created in the course of his business; however, this toy
train is special as it was created based on a personal request. As the notice of repudiation was not
received under reasonable circumstances indicating that the buyer is no longer interested in the toy

train, in addition to the unrealistic expectation that the owner could resell the specialty train in his
regular business dealings this expectation can benefit reasonably the owner’s decision to go through

with the deal. UCC 2-207, Additional Terms in Acceptance or Confirmation also answers whether an

agreement was made. The article states that “(3) Conduct by both parties which recognizes the
existence of a contract (Links to an external site.) is sufficient to establish a contract for sale although

 

(Links to an external site.) the writings of the parties do not otherwise establish a contract.” Despite that
there was no written contract in place, there was conduct on behalf of both parties that recognized the
existence of a contract. The Hobby owner spent a lot of time, money, and thoughts to create the toy

 

train which was not available in his inventory and cannot return simply it back to his stocks and based on
UCC 2-207 and 2-201, the owner’s decision to go through the deal is cannot Commercial Code (N.D). § 2-
207. Additional Terms in Acceptance or Confirmation. Retrieved October 14.2021
from https://www.law.cornell.edu/ucc/2/2-207Uniform Commercial Code (N.D). § 2-201. Formal

Requirements; Statute of Frauds. Retrieved October 14, 2021,
from https://www.law.cornell.edu/ucc/2/2-201

CSU Construction of The Train Responses essay case study.

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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