Period 2 - Charlie Merkel

[CALIS]

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: https://www.forums.usc-calis.net/showthread.php?tid=297

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.
*** The webboard is public. If you include names, commentary or observations, you will need to revise your post.

To Post:
1. For each report, select Post Reply.  (Do not select New Topic)
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 3/3
- Substantive 6/6
- Student specific 6/6
Comments: You did a good job of detailing specific student interactions, but there was no inclusion of the 4W activity mention on the TAP. It would be best to include where you deviated from your plan so we can adjust your materials for future sessions.

Session 2: CAGE and How Companies Invest Internationally
- On time 3/3
- Substantive 6/6
- Student specific 3/6
Comments: You included a very detailed lesson plan, but there was a bit too much focus on definitions rather than the activity itself. There were also some points taken off due to the lack of student interaction detailed, as you only mentioned groups instead of any individuals.

Session 3: Farm subsidies
- On time 3/3
- Substantive 6/6
- Student specific 2/6
Comments: Another very detailed lesson plan, but limited student interaction covered.

[Charles Merkel]

CALIS



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: https://www.forums.usc-calis.net/showthread.php?tid=297

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.
*** The webboard is public. If you include names, commentary or observations, you will need to revise your post.

To Post:
1. For each report, select Post Reply.  (Do not select New Topic)
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 materials: NPR: Whole Foods Founder and Conscious Capitalism, Introduction Video (https://youtu.be/kVKT8ls1n4o?feature=shared&t=166)

Focus Q: How can corporations balance profit motives with ethical and conscious practices?

Initially, we began the class with a video describing the Whole Foods Founder’s philosophy around conscious capitalism. After showing the video, Elina asked the class to recall the four aspects of conscious capitalism (a higher purpose, stakeholder orientation, conscious leadership, and a conscious culture). Initially, the class did not respond so I offered a response around “well one of the points was to have a culture that allows for the other three factors” in an attempt to get the conversation going. One of the students recalled that a higher purpose was a major aspect of the video. This exercise was meant to introduce the class to the concept in an interactive manner and also introduce the author of the following NPR transcript.

The next exercise was the NPR transcript between Whole Foods Founder, John Mackey, talking about how Whole Foods achieves conscious caplistm. By building the foundation of what conscious capitalism is and why a company might want to do it, this exercise introduced the class to the methods that companies employ to implement conscious capitalism into their businesses. Asking the class to highlight key terms and concepts, I began reading the transcript. While Elina and Viswa walked around checking that they were engaged, I read it aloud in a passionate voice. Since the teacher told us beforehand that the class had to leave early for senior pictures, we decided on the fly to cut most of the questions in the middle of the transcript for the students. As a result, the way I read a large portion of the text to the class ended up not being as interactive as we wanted. So, when I paused halfway through to let Viswa read, we implemented a backup plan we had thought of in a previous preparation session: letting the students read. So we let one student be the interviewer and one is John Mackey. While the reading went relativity smoothly, we helped clarify a couple of concepts and say some words. By letting the students read themselves, we not only interacted with those students but made it more fun for the other students to listen to their classmates instead of us. Furthermore, an additional member was able to walk around and help other students.

Finally, we closed the class with questions recapping the transcript and asking them to consider real-life applications. Using the think pair share method, the team walked around helping students especially those who seemed to be bored or demotivated. But all in all, every student had something on their paper when we came back together around 5 minutes later. Three different students quoted the lines that gave the answers right on point. Then we moved to a more open question: “What are the different stakeholders in the market and what are their needs?”. More broadly this question provided context for how companies seem to be driven by profits but can also be driven by higher purposes. Since the class had a tough time defining stakeholders, Viswa used the example of McDonald's to understand who the different stakeholders were for the market. When the students thought on their own, they said “CEOs are a stakeholder that wants to make money” “Suppliers want to sell their products to the stores at a higher price” and “Consumers want a lower price”. After this last point, Elina asked about the conflict between consumers and companies regarding price range. And a student who hadn’t shared before said “Well the companies need to make a reasonable profit and the consumers need a reasonable price” and afterward I added “And based on conscious capitalism the companies need to provide a reasonable quality.”  As I and Viswa concluded the session, we posed this call to action “as you go out in the world to understand that companies might have motivations beyond profit-seeking”

[Charles Merkel]

Lesson #2 - CAGE and How Companies Invest Internationally
In our recent lesson, we delved into the intricate world of international investment and how businesses utilize the CAGE framework to evaluate the feasibility of expanding their operations into foreign countries. The CAGE framework, a strategic analytical tool, encompasses cultural, administrative, geographical, and economic factors, serving as a crucial guide for companies to assess the potential strengths and weaknesses of international investments. The lesson followed a structured format as outlined below.

To kick off the session, we dedicated the initial 5-10 minutes to providing an introduction to the CAGE framework. This framework consists of four fundamental elements: cultural, administrative, geographical, and economic. These elements, we emphasized, are instrumental in influencing a company's decision when contemplating investment in a foreign nation. They provide a comprehensive perspective on the intricacies of international business expansion.

The first element, cultural, took a deep dive into the cultural barriers that often hinder international expansion. We highlighted the significance of understanding language, social norms, and consumer preferences, as these aspects can significantly impact a company's success in a foreign market. By being culturally aware, businesses can adapt their strategies to cater to the unique needs and expectations of the local population.

The administrative aspect of the CAGE framework revolved around governmental regulations, legal systems, and political stability. Recognizing the role of these administrative factors is crucial for ensuring a seamless entry and operational presence within a foreign country. Being well-versed in the legal landscape and political climate helps companies navigate potential challenges and risks.

The geographical dimension delved into the physical factors affecting international business expansion. This included aspects such as geographical distance, climate, and the development of infrastructure in a given region. These factors significantly impact logistics and the distribution of products or services, emphasizing the need for thorough analysis when considering global expansion.

The economic dimension of the CAGE framework focused on factors like income levels, market size, and the ease of conducting financial transactions. It is imperative for companies to consider these economic factors when assessing the feasibility of entering a new market. Understanding the economic landscape helps in making informed decisions related to pricing, revenue generation, and financial stability.

The core of the lesson involved group analysis using the CAGE framework. We divided the class into five groups, each consisting of 4-5 students. Each group was 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 relevant to the company's decision to invest or not invest in a specific foreign country.

As the students worked on the analysis, the group walked around and made sure that everyone was coming up with ideas. I talked with each group at least two times, some even four times. In these discussions, I would give some ideas if they were stuck and I would ask questions for them to think about and research.

In the final segment of the lesson, each group presented their findings to the class, showcasing the practical application of the CAGE framework in real-world business scenarios. These presentations not only had high participation but also showed that each of the students cared and actually thought about the companies. Even though some groups had the same company as another, they still were able to come up with new ideas. All in all, this highly interactive lesson based around the participation of the class went very well!

[Elina Salyakhova]

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: https://www.forums.usc-calis.net/showthread.php?tid=297

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.
*** The webboard is public. If you include names, commentary or observations, you will need to revise your post.

To Post:
1. For each report, select Post Reply.  (Do not select New Topic)
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.
~~~~~~~~~~~~~~~~~~~~~

---

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: https://www.forums.usc-calis.net/showthread.php?tid=297
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.
*** The webboard is public. If you include names, commentary or observations, you will need to revise your post.
To Post:
1. For each report, select Post Reply.  (Do not select New Topic)
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.
~~~~~~~~~~~~~~~~~~~~~
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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.[/font][/size]
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!

[Charles Merkel]

In our recent lesson, we explored the intricate world of economic policies related to farm subsidies in the United States and their impact on the international community. To engage the students and introduce them to the concept of farm subsidies, we began the lesson with a 1.5-minute video titled "Farm Subsidies: How Effective Are They?" This fun and interactive video served as a dynamic alternative to traditional chalkboard explanations. After watching the video, we posed two fundamental questions to the students: "What are farm subsidies?" and "Based on this video, are they effective?"

Following the video introduction, Viswa opened the discussion with a 5-8 minute segment from Lisa Napoli. The transcript provided insights into the issues surrounding farm subsidies and their implications on both the United States and the international community.

The main points emphasized the following discussion were:

- Different terms used for farm subsidies, including "direct payments to farmers," "safety net," "revenue protection," and a "temporary remedy."
- The problems associated with U.S. farm subsidies and tariffs on agricultural imports, which included the fact that they not only harm the world's poor but also negatively affect American consumers who end up paying more for food.
- The beneficiaries and losers of farm subsidies and tariffs, with American agricultural businesses and politicians benefiting while international agricultural businesses, American taxpayers, and consumers losing out.
- The irony of U.S. farm subsidies, which contradicts principles of free trade and fair trade, ultimately impacting both the domestic and international economy.

During the lesson on farm subsidies and their impact on the international community, a student illustrated the effect of farm subsidies with a vivid 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 analogy, 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 simple yet effective metaphor resonated with the class, leading to a lively discussion about the global consequences of farm subsidies.

To further analyze the content and encourage critical thinking, we introduced the "Four Worlds" analytical exercise. As the lesson progressed, we delved into the concept of "rent-seeking," explaining it as the act of seeking a larger share of the economic pie without creating additional value for customers. We highlighted 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 that benefit specific groups at the expense of others.

The students engaged in a think-pair-share activity with 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, the participation was good with most of the class offering thoughts voluntarily and others willing to work after given hints. All in all, I loved this lesson because the students seemed very interested. And I loved the opportunity to teach them the last three sessions!