Students collect the time series data on exports and imports of China. Plot them in Excel and answer to the following questions: What does the Chinese trade pattern exhibit? and How is the Chinese trade balance (exports – imports) different from the American one?
Students should read the short Investopia article ahead of time to understand the concept of weak and strong currencies.
The instructor asks the students to identify commonalities and differences across the three firms and develop observations about the likely effectiveness of firms’ effort to promote ethical conduct and social responsibilities based on the websites.
Divide students into three groups. One group would represent the IMF or World Bank officials, the second group the rich countries, the third group the developing countries. Each group should create a short presentation outlining the necessary steps to reform the IMF or World Bank.
Utilize relevant resources from the MPI “Immigration data hub” to answer this question:
Explain how historic and recent migration trends are represented (or not) by your family history.
Students develop a preparation plan that demonstrates that they are adequately prepared for a cross-cultural experience and that the recreational services and supplies will be well-received by the Haitian people.
Students examine the role of non-profits in providing services to the community.
Through classrom presentations, students examine IBM and Lenovo to determine which company is more innovative.
Students (individually or in small groups) conduct online research for class presentation and/or short paper on different global case studies of the politics, geopolitics, or environmental implications of oil production and distribution (e.g. domestic politics of oil production or conservation in Alaska; Venezuelan oil and Latin American geopolitics; oil and the strategic impulse behind war in Iraq; oil and the wars in Sudan; oil and issues of global warming; etc.).
Students examine agriculture/agri-business from different perspectives