scholarly journals Class Action Suits-At Last!

2001 ◽  
Vol 80 (4) ◽  
pp. 188-188
Author(s):  
Jack L. Pulec
BMJ ◽  
2005 ◽  
Vol 330 (7490) ◽  
pp. 499.4
Author(s):  
Jeanne Lenzer

Public Choice ◽  
1983 ◽  
Vol 41 (1) ◽  
pp. 177-179
Author(s):  
Chester S. Spatt

1992 ◽  
Vol 11 (1) ◽  
pp. 45-51 ◽  
Author(s):  
Doris Van Doren ◽  
Mark Peyrot ◽  
Louise Smith ◽  
Susan Thomas

This article examines post purchase dissatisfaction caused by a class action suit and the resultant settlement. The findings indicate that participants in a consumer class action suit have more negative attitudes than nonparticipants and that their attitudes are further affected by their perceptions of the violation and the redress offered. The article concludes with implications for public policymakers and companies affected by class action suits.


Author(s):  
Frank D. Fowler

There has never been a more opportune time than now for the human factors engineer to become the spokesman and advocate of the consumer. He is the only scientist whose academic orientation and job philosophy are directed toward the user of a product or service. Pressures on industry by consumers through government regulation, class action suits, product liability litigation, and demands by consumer organizations for better engineered products have created a receptive but dubious atmosphere. There are three general areas from which the human factors engineer can serve both the public and the manufacturer: as a human factors engineer with a company, as a consumer consultant, or as a government regulatory agent. All three functional areas have to be shown, however, that our discipline can be effective. A three-pronged attack is required to accomplish this. First, we must demonstrate the benefits of our service to the maker or user in terms of money saved or earned, safety, decreased insurance costs, and increased product utilization. Second, we must upgrade the individual engineer's skills in engineering, product liability, product testing, and human performance areas. And third, we must promote changes in college curriculums to reflect this dynamic facet of the profession.


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