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Period 2 - Elina Salyakhova - Printable Version

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Period 2 - Elina Salyakhova - CALIS - 09-26-2023

Thank you for participating in TIRP service-learning outreach!

Your reports are the basis for academic credit.  Whether or not you are seeking a credit option, reports are required as a university record of service-learning efforts and impact in local schools.

Required Format:
Session 1 materials: [The first line of your report is the session number and full title of the database item(s).]
Focus Q: [On a new line, list your focus question from your TAP form. If you changed the question then add the new version after the TAP version.]
*** For the minimum of 3 student specifics, do not refer to students by name; instead call them Student A, B or C.
*** For the minimum of 500 words, guiding questions are here:

Use clear paragraph structure. If you include too much focus on the step-by-step process of the lesson rather than substance, you may be asked to revise your report.
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To Post:
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2. Copy/paste from your Word file and save a copy until after the semester is over.
3. Before pasting, confirm that you have met the minimum of at least 500 words.
4. Each report must be submitted by midnight within 3 calendar days after each session.

A CALIS staff member will review your report each week and post a message below of the scoring for your performance evaluation.
We welcome any questions or concerns you have about scoring.
Session 1: NPR: Whole Foods Founder and Conscious Capitalism
- On time 0/3
- Substantive 6/6
- Student specific 6/6
Comments: You did a good job of detailing specific student interactions, but it was missing parts where you deviated from the TAP plan

Session 2: CAGE and How Companies Invest Internationally
- On time 0/3
- Substantive 6/6
- Student specific 0/6
Comments: You included a very detailed lesson plan, but it seemed very impersonal and lacked meaningful details of student participation.
Session 3: Farm subsidies
- On time 0/3
- Substantive 6/6
- Student specific 0/6
Comments: Another very detailed lesson plan, but no student interaction mentioned.

RE: Period 2 - Elina Salyakhova - Elina Salyakhova - 10-13-2023

Session 1 materials: NPR: Whole Foods Founder and Conscious Capitalism

Focus Q: How can corporations balance profit motives with ethical and conscious practices? [/font][/color]

To start off the class, we kicked things off with a video that delved into the philosophical ideals of consious capitalism  as espoused by the founder of Whole Foods. After the video concluded, I tasked the class with recalling the four key pillars of concious capitalism: a higher purpose, stakeholders, consious leadership, and a concious culture. Initially, there was a bit of silence from the class, prompting me to jump in with the obsefrvation that "cultivating culture conducive to the other three factors" seemed important. one student eventually remembered that a higher purpose was a significant aspect highlitated in the video. The intent behind this exercise was to acquaint the class with this concept interactively and to introduce the author of an upcoming NPR transcript. 
The subsequent activity involved diving into an NPR transcript featuring a conversation with John Mackey, the founder of Whole Foods, discussing how the company embodies conscious capitalism. This exercise aimed to establish a foundational understanding of what conscious capitalism is and why companies might pursue it. I initiated the activity by encouraging the class to identify key terms and concepts while reading the transcript. Me and Viswa ensured everyone was engaged as Charlie was reading the text aloud. Anticipating that the class needed to leave early for senior pictures, we decided on the spot to skip a portion of the questions in the middle of the transcript. Consequently, the way our group presented the material became less interactive than we had hoped. When Charlie paused midway to let Viswa take over, we activated a contingency plan we had previously discussed: having the students themselves participate in the reading. One student assumed the role of the interviewer, while another became John Mackey. This shift not only fostered interaction with those students but also made it more enjoyable for the others to listen to their classmates rather than us. Moreover, it freed up an additional team member to assist other students.
Ultimately, we wrapped up the class by posing questions that recapped the transcript and encouraged students to consider real-world applications. Employing the think-pair-share approach, our team circulated, providing support, especially to those who appeared disinterested or unmotivated. By the end, every student had something written on their papers. When we reconvened about five minutes later, three different students astutely quoted the lines that addressed the questions perfectly. We then transitioned to a broader query: "Who are the various stakeholders in the market, and what are their needs?" To illustrate this, Viswa employed McDonald's as an example to elucidate the different stakeholders in the market. As the students contemplated independently, they offered responses such as "CEOs, who seek profits," "Suppliers, aiming to sell their products at a higher price," and "Consumers, desiring lower prices." After this, I probed into the potential conflict between consumers and companies concerning pricing. A student who hadn't participated earlier chimed in, saying, "Well, companies need to make a reasonable profit, and consumers want a reasonable price."  Charlie added, "And, according to conscious capitalism, companies also need to provide reasonable quality." We all concluded the session, we left the students with a call to action: "As you venture into the world, bear in mind that companies may have motivations that extend beyond profit-seeking."

RE: Period 2 - Elina Salyakhova - Elina Salyakhova - 11-16-2023

In our recent class, we delved into the complex realm of economic policies concerning farm subsidies in the United States and how they affect the global community. To initiate the students into the concept of farm subsidies, we kicked off the lesson with a 1.5-minute video titled "Farm Subsidies: How Effective Are They?" This engaging video served as an alternative to traditional explanations, adding a dynamic touch to the session. Following the video, we presented two fundamental questions to the students: "What do farm subsidies entail?" and "Based on the video, do you believe they are effective?"

After the video introduction, Viswa took the lead by presenting a 5-8 minute segment from Lisa Napoli. The transcript shed light on the issues surrounding farm subsidies and their ramifications for both the United States and the international community.

The key points emphasized in our ensuing discussion included:

Various terms used for farm subsidies, such as "direct payments to farmers," "safety net," "revenue protection," and a "temporary remedy."
Problems associated with U.S. farm subsidies and tariffs on agricultural imports, highlighting their negative impact on the world's poor and American consumers, who end up paying more for food.
Identification of beneficiaries and losers in the context of farm subsidies and tariffs, with American agricultural businesses and politicians benefiting, while international agricultural businesses, American taxpayers, and consumers bear the brunt.
The irony of U.S. farm subsidies, which contradicts principles of free and fair trade, ultimately affecting both domestic and international economies.
In the lesson discussing farm subsidies and their global impact, a student vividly illustrated the effect of subsidies with an analogy. They likened subsidies to a large stone thrown into a calm pond, causing ripples that extended far beyond the point of impact. In this metaphor, farm subsidies represented the stone hitting the pond, artificially reducing the cost of American farm products. These products then flooded the global market, undercutting local farmers in developing countries, harming their livelihoods, and hindering economic development. This metaphor sparked a lively discussion about the global consequences of farm subsidies.

To deepen the analysis and foster critical thinking, we introduced the "Four Worlds" analytical exercise. As the lesson progressed, we explored the concept of "rent-seeking," describing it as the pursuit of a larger share of the economic pie without creating additional value for customers. Various examples of rent-seeking, such as protection rackets, price-fixing cartels, unions demanding higher wages without increased productivity, and lobbying the government for policies benefiting specific groups at the expense of others, were highlighted.

During a think-pair-share activity, students pondered two essential questions:

What are the different interactions between the four worlds in relation to farm subsidies?
Should farm subsidies be allowed to continue?
In summary, this lesson provided a comprehensive understanding of farm subsidies and their impact on the U.S. and the international community. Overall, class participation was commendable, with most students sharing their thoughts voluntarily and others actively engaging after receiving hints. I thoroughly enjoyed teaching this lesson, especially because the students displayed a keen interest. Additionally, the opportunity to teach the last three sessions was truly fulfilling.

In our recent class, we explored the complex realm of international investments and how companies employ the CAGE framework to assess the viability of expanding their operations into foreign markets. The CAGE framework, which is a strategic analytical tool, comprises cultural, administrative, geographical, and economic dimensions, serving as a vital guide for businesses to evaluate the potential strengths and weaknesses of global investments. The class followed a structured format as described below.
To commence the session, we dedicated the initial 5-10 minutes to introducing the CAGE framework. This framework encompasses four core elements: cultural, administrative, geographical, and economic. We emphasized that these elements play a pivotal role in shaping a company's decision-making process when contemplating investments abroad. They provide a comprehensive view of the complexities involved in international business expansion.
The first dimension, the cultural aspect, involved a detailed exploration of the cultural barriers that often pose challenges to international expansion. We underscored the importance of understanding language, social norms, and consumer preferences, as these factors can significantly influence a company's success in a foreign market. Cultural awareness allows businesses to adapt their strategies to meet the specific needs and expectations of the local population.
The administrative dimension of the CAGE framework centered on governmental regulations, legal systems, and political stability. Recognizing the significance of these administrative factors is essential for ensuring a smooth entry and sustained presence in a foreign country. A thorough grasp of the legal landscape and political climate empowers companies to navigate potential challenges and risks effectively.
The geographical dimension delved into the physical factors that impact international business expansion. This encompassed considerations such as geographical distance, climate, and the state of infrastructure in a given region. These factors significantly affect logistical operations and the distribution of products or services, underscoring the need for in-depth analysis when contemplating global expansion.
The economic dimension of the CAGE framework focused on factors like income levels, market size, and the ease of financial transactions. Companies must factor in these economic considerations when evaluating the feasibility of entering a new market. A clear understanding of the economic landscape aids in making informed decisions regarding pricing, revenue generation, and financial stability.
The core of the lesson involved group analyses using the CAGE framework. The class was divided into five groups, each consisting of 4-5 students, with each group assigned a different American company, including Coffee Bean and Tea Leaf, In-N-Out Burger, and Airbnb. Their task was to apply the CAGE framework to analyze factors pertinent to the company's decision to invest or abstain from investing in a specific foreign country.
As the students engaged in their analyses, the instructor moved among the groups, ensuring that everyone was actively participating. The instructor provided guidance and posed questions to stimulate critical thinking and research when students encountered challenges.
In the final segment of the lesson, each group presented their findings to the class, demonstrating the practical application of the CAGE framework in real-world business scenarios. These presentations not only had high levels of participation but also reflected the students' genuine interest and consideration of the companies. Even when some groups examined the same company as others, they managed to generate unique ideas. All in all, this interactive class session, focused on class participation, proved to be a highly successful learning experience!