To read more about wikis in education, visit Wikis as a Teaching Tool by Parker and Chao (2007) or Wide open spaces: Wikis, ready or not by Lamb (2004).
Another application, “Google Sites” is available to create individual web pages and collaborative websites.
Google Docs and Google Sites provide an online shared space for “peer review”, communication, written assignments, and cultivate a “collaborative teaching and learning environment” (Educause 2008). Educators are combining Google documents and Google Sites to develop online writing portfolios (Cavender, 2012). Student essays or research papers are transformed by placing the associated text onto Google Site web pages.
Google applications are set to “private” or are shared as “public” on the web by changing the default settings.
Public applications are accessed using a link (URL address) and are usually updated by numerous editors. Each person with edit authority is able to modify the associated document, spreadsheet or presentation. Students are able to insert these items onto web pages using Google Sites. Multimedia such as pictures, You Tube videos and maps are also inserted onto the web pages. Using a web browser and a link, Google websites are visible to class members or outside participants for review. This is ideal for team projects and presentations. To learn more about Google Applications, visit 7 Things You Should Know About Google Apps.
Blogs are used by educators at colleges and universities for various reasons. Blogs are suitable for posting written work (Educause, 2005), class discussions and digital research (Mclurken & Meloni, 2010). Stanford University established a cross-cultural blog to post student discussions and assignments about intercultural issues. Blogs are also used for reflective exercises (Dunlap & Stevens).
Once an assignment is published on a blog, other students and/or the instructor(s) are able view the content and post feedback using the comment option. For more ideas about using blogs for educational purposes, open the University of Colorado handbook or read 7 Things You Should Know About Blogs.
2) United Nations Conference on Trade and Development (UNCTAD): http://www.unctad.org/Templates/StartPage.asp?intItemID=2068
3) The North American Free Trade Agreement (NAFTA): http://www.fas.usda.gov/info/factsheets/NAFTA.asp
4) South Asian Association for Regional Cooperation (SAARC): http://www.saarc-sec.org/main.php
5) The European Union (EU): http://europa.eu/abc/index_en.htm
6) Asia-Pacific Economic Cooperation (APEC): http://www.apec.org/
7) International Chamber of Commerce (ICC): The World Business Organization: http://www.iccwbo.org/
8) KOF Index of Globalization: http://globalization.kof.ethz.ch/
Buy the World Development Indicators (WDI) CD-ROM from the World Bank. This CD contains data on exports, imports, GDP, and other macroeconomic variables for almost all nations of the world. It includes time-series data ranging from 1960 to 2007. Visit the following link for details: http://publications.worldbank.org/WDI/]]>
Gerber, J. International Economics, 5th Edition, Addison-Wesley.
Caves, R.E., Frankel, J.A., and Jones, R.W. (2007). World Trade and Payments: An Introduction, 10th Edition, Pearson-Addison-Wesley.
Yarbrough, B.V., and Yarbrough, R.M. The World Economy: International Trade, 7th Edition, Thomson-South-Western.
Mankiw, N.G. (2008). Interdependence and the Gains from Trade. Principles of Microeconomics, 5th Edition, South-Western Cengage Learning.]]>
What were the key lessons you learned from the module? What was missing? How does your own cultural perspective influence your opinions on trade?]]>
“Since 1953 there have been various attempts to raise and stabilise world sugar prices through international agreement. The latest agreement in 1977, established export quotas for its parties and intervention stocks in order to withdraw sugar from the market when prices were low. Like most of the previous ones, this agreement ended in failure. This failure was due in part to the fact that the European Union – one of the largest exporters – refused to sign the agreement. The agreement expired in 1984 and no further agreement on price-stabilising measures has been achieved.” http://ec.europa.eu/world/agreements/prepareCreateTreatiesWorkspace/treatiesGeneralData.do?step=0&redirect=true&treatyId=542
Divide the class into groups: U.S., Europe, Brazil, African Sugar Exporters. Each group will need to research the sugar industry in their country/region, taking into consideration the corporations, farmers, refiners, and other domestic interest groups. Each group will write a 2 page position paper on what the country/region wants in an international sugar agreement, covering these five issues: market access, export quoats, import quotas, domestic subsidies, and tariffs.
In class, all four groups will meet and negotiate a position paper that outlines the new sugar agreement, covering all five major issues. If a comprehensive agreement cannot be reached, other options can be considered. Students must think creatively to develop these alternatives.
After the negotiations, each student should write a one-page reflection comparing and contrasting their own group’s position to that of another group.]]>
You need to select any one of the three international policy issues, as introduced in Lesson 6. You need to do further research on your selected topic and write your essay. The essay can be arranged in the following order:
The essay should not exceed 2000 words (12point 1.5 space).]]>
Present the PowerPoint presentation. Questions are embedded in the slides. Use the glossary to define any unknown terms.
Read the relevant chapters in the recommended texts and look for online data for the latest figures of global trade.]]>
Why do some countries want to open up their markets to free trade and others, not?]]>