The worksheet is pretty self explanatory. Please complete in its entirety and ask if you have any questions. Also complete the attached excel chart.
Note: All scenarios in this assignment are fictional.
It can be difficult for a business to improve how it operates from inside the organization. Sometimes, an outside perspective is needed. The large discount retail store you work for wants to improve its in-store restaurant management team.
Companies like Target and Walmart often work with outside consultants—people who are not employees of the company but who are hired on a contract basis to help with a specific project. As a Leadership Consultant, you’ve been hired by a large discount retail company to help the company improve its leadership structure and approach to management.
A leadership consultant is a person called in to a company, be it a large corporation or a small business, to evaluate how it operates and make recommendations for improvement. Leadership consultants are typically hired when a business is struggling and needs to make changes in order to remain profitable. Such consultants are often highly educated in the field of business and have experience in managerial roles.
Take a look at the Organization Chart provided by the company.
The company would like to improve the culture of its team and the quality of its work. Its leadership has provided you with a Process Chart detailing how it currently applies Human Resources best practices.
Note: You should complete Step 3 after reading the material in Week 9.
You have been asked to help improve the leadership style of the team leader in order to meet the team’s performance goals. The team leader has given you a description of what is most comfortable in terms of leading others.
There are four things I have to respond to and I do not know how to answer them. The bolded numbers.
In my own opinion, I think export tax is the best method to use because it is capable of controlling inflation in the country by restricting the amount of good entering and leaving the country. By altering the export tax, government can be able to evade inflation in the country. With export taxes, the employees will not ask for more salaries and wages and also what they get will be enough to serve their needs.
1. Given the complexity of taxation systems, and inflation, how will trade regulate inflation?
2. What is the correlation between export tax and labor? Please provide an example of how this is accomplished.
In response to your peers, what is your opinion about the subsidies on which they reported? Do you support your peers’ opinions about the subsidies or not? Justify your answer. Be sure to clearly state your sources in both your initial post and in your answers to peers, using APA style.
3.Because my best friend lives in Bogota, I have decided to look into export subsidies in Colombia. While there are 18 products that Colombia is allowed to subsidize, I am going to look at one of, if not the most, famous one: coffee (WTO, 2004). In particular, I will talk about a raised subsidy on coffee that caused coffee farmers to strike in 2013.
The strike began when farmers asked for more assistance from the government due to lower revenue brought on by poor weather, suffering currency and crop disease. Coffee farmers went on strike, which lead to the Colombian government increasing the subsidies to 115,000 pesos from 60,000 pesos. However, this was not nearly enough. Production costs were 650,000 pesos, and farmers were only receiving 521,000 pesos for 125-kg bags (Colombia, 2013).
While there are cons to subsidies on agricultural products, such as hurting other agricultural businesses that aren’t covered by the subsidy, I ultimately think that this particular move was warranted. Coffee is Colombia’s second highest dollar value export at 6.9% of exports and $2.6 billion in 2017 (Workman, 2018). If that were to fall short, the country could suffer even more.
Export subsidies are government and legislative intervention for exporters, generally through (1) Service subsidy: trade information, trade shows, feasibility studies, foreign representation, etc. (2) Cash subsidy: (a) rebate on imported raw materials and duty-free import of manufacturing equipment ; or (b) drawback as a percentage of the value of exports or direct cash subsidy.
The imposition of export subsidies on foreign import for products are commonly justified by the following:
4.Export subsidies can be beneficial to the aggregate domestic economy but they tend to be most beneficial, and thus most commonly promoted by, domestic firms facing competition from foreign imports. Higher sales, greater profits, and more income to resource owners drive the desire for intervention. Domestic consumers also benefit with more production and lower prices. However, export subsidies are paid for by domestic taxpayers (Amosweb.com, 2018). Somewhat like robbing Peter to pay Paul.
Cotton, a long time principle crop and traditional foothold in U.S. farming industry, has been a direct beneficiary of export subsidies. At the turn of the century, the move from domestic agriculture to industrialization, post-WWI and the economic depression, brought about legislation and programs to help farmers and address the fall in product prices. Government programs afforded through The Agricultural Adjustment Act of 1938 included: production controls, government purchase of commodities, subsidized sale for export and to domestic consumers, and direct payments in exchange for certain actions such as land idling and destruction of livestock. This paved the way for modern-day Farm Bills in the U.S. and the recurring renewal precedents every 5 years.
After WWII, agricultural exports from the U.S. increase from 4 million tons toe 19 million annually. Export subsidies were used to bring the price of U.S. product price lower than world market and keep domestic prices higher. Moving into the 80s up until the mid-2000s the Export Enhancement Program helped the exporters by awarding cash payments, enabling sales of certain commodities to specified countries at competitive prices.
The 2002 iteration of the US Farm Bill brought additional funding but was believed to be in violation of the WTO guidelines and drew direct scrutiny. Brazil levied claims against the U.S. (world’s third largest cotton producer), noting significant growth over a 10 year period. US cotton shares in world trade grew from 25% to an average 37%. The cotton industry has received large amounts of domestic support; an average of $3.4 billion a year is allocated towards production subsidies. After finding the US Government at fault/in violation in 2010, the WTO and Brazilian Cotton Institute were able come to an agreement to prevent retaliation in the market, including $147.3 million annual payments to the Brazil Cotton Institute
The Brazil Cotton Dispute and export subsidy outcomes proves the interconnectedness and delicate balance of world trade. Whereas protectionist measures in the 20th century were favored to increase domestic development, it’s clear excessive support to domestic commodity programs will now draw international scrutiny (Penn Wharton Public Policy Initiative, 2015).
Protectionist strategy and some sort of regulations are necessary to cover liability in global economics. However, as demonstrated it is not always fair or considerate of all parties involved. While export subsidies seek to mitigate loss and change, for developed countries, it may level a playing field, but for developing nations it intervenes in potential growth and only allow for the big money players to succeed. In 2015 the WTO Members agreed to eliminate all export subsidies, a major achievement that will abolish one of the most trade-distorting measures and level the playing field for U.S. agriculture(Ustr.gov, 2018).
200 word response to the following. With resources if used and Bible versus if used.
“As he went along, he saw a man blind from birth. His disciples asked him, ‘Rabbi, who sinned, this man or his parents, that he was born blind?’ ‘Neither this man nor his parent sinned,’ said Jesus, ‘but this happened so that the works of God might be displayed in him.'” (John 9:1-3, Today’s New International Version).
The 1968 documentary video, “Suffer the Little Children: Pennhurst Pennsylvania State House for the Disabled Children” was very difficult to listen to and watch. It was an eye-opener to learn about how the mentally and physically disabled children were mistreated no too long ago. It’s unfortunate that the parents and persons working at Pennhurst lacked the knowledge to properly care for each child so that he or she lived a fulfilled life. What stood out to me from the video was the narrator saying, “These children can be helped and they are depending on society to care enough about them.”
After watching this video, I got a better understanding as to why schools have been welcoming students with various disabilities. Teachers now have the proper training so they can adequately support students with diverse needs. Van Brummelen (2009) noted that including exceptional students in the regular classroom as much as possible has been a trend over the past decades (p.207). In regards to exceptionalities, Slavin and Schunk (2017) stated that since each student is different in their learning, behavior, activities, skills, and motivation, having unique programs that will fit individual needs is beneficial (p.234). Having diverse students in the classroom is very challenging. However, Myers, Freeman, Simonsen, and Sugai (2017) stated that establishing and teaching routines so that students know the classroom expectations are important for good classroom management. They also noted that “students with disabilities benefit from direct, explicit instruction in expected behaviors (as cited in Gresham, Sugai, & Horner, 2001).
As a substitute teacher, I am grateful to have the opportunity to work with all students including students with exceptionalities. So far, I have worked with students with Moderate Intellectual Disability (MOID) and Emotional Behavior Disorder (EBD) classes. Being able to have hands-on experience with these students in the classroom has allowed me to see that each student has gifts and talents too in their own right. For example, I met a girl who I will describe as having an “angelic voice,” a boy who drew very well, and another boy who was great with computers. Besides their “societal limitations,” they are displaying talents from God. Over the years, my attitude and language have changed because I am able to see beyond their disabilities. Each student regardless of needs and exceptionalities can contribute to society in a unique way whether big or small.
I believe that when taking the biblical approach to welcoming, and nurturing learners with diverse needs or exceptionalities, the following Bible verse is so fitting:
“Moses said to the LORD, ‘Pardon your servant, LORD. I have never been eloquent, neither in the past nor since you have spoken to your servant. I am slow of speech and tongue. The LORD said to him, ‘Who gave human beings their mouths? Who makes them deaf or mute? Who gives them sight or makes them blind? Is it not I, the LORD. Now go: I will help you speak and will teach you what to say” (Exodus 4: 10-12, TNIV).
To accommodate diverse learners, Van Brummelen (2009) suggested that at the start of the year, a teacher should be welcoming and set an engaging and positive tone so that the classroom environment is pleasant and secure (p. 208). In addition, as a teacher, it is important to teach students with or without disabilities that whether in or out of the classroom, let nothing deter them from accomplishing their goals. As a society, we tend to put people especially students with disabilities “in a box” and set limits on them which is such a disservice to everyone. Students with diverse and exceptionalities deserve a fair shake in the classroom and in society. Finally, each student is created in the image of God with a purpose and has unique gifts despite their special needs (Van Brummelen, 2009, p.205; as cited in Anderson, 2003, p.25).
Meyers, D., Freeman, J., Simonsen, B., & Sugai, G. (2017). Classroom management with exceptional learners, Teaching exceptional children, 49 (4), 223-230. doi.:10.1177/0040059916685064.
Slavin, R. E., & Schunk, D.H. (2017). Learning theories: EDUC 500 (1st ed.). Boston, MA: Pearson.
Suffer the Little Children: Pennhurst Pennsylvania State Home for Disabled Children (1968) [Video File]. Retrieved from https://learn.liberty.edu/webapps/blackboard/conte…
Van Brummelen, H. (2009). Walking in the classroom: Christian approaches to learning and teaching (3rd ed.). Colorado Springs, CO: Purposeful Design.
Explain and give an example of a case of how it informs the practice of clinical mental health counseling (exclude the Tarasoff v. the California Board of Regents (1974) case.
chose another case it could be a case on legal decisions regarding teen pregnancy, abortions, assisted suicide, elder abuse, or sexual harassment.
write a brief description of the legal decision you selected, then explain how it informs the practice of clinical mental health counseling
Given the information you have learned about the Potts family as stated in the scenario in the Week 2 Discussion Board as well as your knowledge of how alcoholism affects children, do the following:
600 words essay on this art piece (the pic is uploaded)
the name, author and the year is also uploaded
explain the art piece in different aspects.( anyway you want)
Answer Questions on this file
Plus u need to turn in
What to turn in:
answer this please
Research and provide an example of the conflict between a country’s government with the international responding community.
response to each one
It is not always given that collaboration between government and international community will be successful. At times the two entities might operate at cross purposes leading to conflicts. The world is littered with examples of conflicts arising between government and international actors sometimes the conflicts being so bad that the international actors have to vacate the country. This is usually the case in war torn countries or in dictatorial regimes where the government want to take credit. A good case in point here is South Sudan where international workers keen on helping war victims are constantly harassed by authorities. As discussed in previous weeks, humanitarian aid is always conditional and as such, conflicts between a government and international response community may arise when they differ on humanitarian aid conditions (International responses to ISIS (and why they are failing), n.d.).
The humanitarian crisis in Syrian and Iraq can pass for a good case in point where governments and international response community end up in conflict instead of finding a solution to a disaster. In the Syrian problem, while the international response community would prefer a peace settlement a ceasing of hostilities so that they can be able to distribute relief food, the government appears to be fanning violence. The government is using military approach in dealing with this problem. It carries frequent air strikes ostensibly against the ISIS. However, the unarmed and innocent civilians fall victims to the military action. As if that is not enough the government does not give security to workers of international players a move that puts them in direct conflict (International response to Syria failing on every front, n.d.).
In the Syrian disaster there is a wide held believe that humanitarian agencies could be playing politics in the name of offering assistance. It appears that the government is insecure and does not trust them. Any activity being carried out by international community response become an avenue for conflict. There is a feeling that the assertion by United States that it was helping reduce the disaster is not genuine after all. What if they a pursuing a regime change. Conflict between the government and the international community response increase when the government no longer trusts the international response community. It is therefore important that when international humanitarian actors go a country especially those in civil war remain neutral (Amnesty International, n.d.).
International responses to ISIS (and why they are failing). (n.d.). Retrieved March 01, 2018, from https://www.sipri.org/commentary/essay/2016/international-responses-isis-and-why-they-are-failing
International response to Syria failing on every front. (n.d.). Retrieved March 01, 2018, from https://www.oxfam.org/en/pressroom/pressreleases/2014-09-09/international-response-syria-failing-every-front
Amnesty International. (n.d.). Retrieved March 01, 2018, from https://www.amnesty.org/en/latest/news/2014/12/world-s-pitiful-response-syria-s-refugee-crisis/
Kobe earthquake of 1995 was large-scale earthquake in the Ōsaka-Kobe (Hanshin) metropolitan area of western Japan that was among the strongest, deadliest, and costliest to ever strike that country. In the aftermath of the Earthquake, Japan denied entry to relief teams and organizations. Japan also refused foreign medicine and other aid for earthquake victims despite shortages and a flu that was spreading through refugee centers. Foreign doctors and other relief teams who flew to Kobe encountered difficulties as they were stopped by the Government and denied entry. Japanese’ government and health officials were of the view that the relief teams could only treat the victims after becoming licensed in Japan. One American relief organization offered to fly as many as one million doses of flu vaccine to Kobe within 48 hours, free of charge (Robert Heath, 1995). The Government also declined to these offer saying that the Japanese-made vaccines would be sufficient, even though by its own calculation it would not have enough vaccine ready for nearly two more weeks.
Japan Government played a diplomatic game by denying offers of foreign doctors to treat the injured, foreign dogs to sniff out those buried alive, foreign medicines to heal the sick, and foreign undertakers to prepare the dead. One very interesting thing about this whole incident is the Japanese government also denied the help of Motorola in the aftermath of Earthquake. Motorola offered 150 cellular telephones to Kobe after the earthquake, when regular telephone service was disrupted (Kristof, 1995). Motorola offered to lend the telephones free of charge and pay for all the calls, but the Kobe government authorities replied that the phones could not be given out unless they had Kobe City stickers on each of them.
Kristof, N. (1995, February 04). Sticking to the Rules — A special report; Japan Reluctant to Accept Help From Abroad for Quake Victims. Retrieved February 28, 2018, from http://www.nytimes.com/1995/02/05/world/sticking-rules-special-report-japan-reluctant-accept-help-abroad-for-quake.html?pagewanted=all
Robert Heath, (1995) “The Kobe earthquake: some realities of strategic management of crises and disasters”, Disaster Prevention and Management: An International Journal , Vol. 4 Issue: 5, pp.11-24, https://doi.org/10.1108/09653569510100965.
The documentary that you must watch to answer the 2 questions is called “13th”. It can be found on Netflix. Will help tutor with Netflix account if needed.
1. a)In a full paragraph, explain the narrative of mass incarceration that Ava DuVernay presents in her documentary 13TH. In support of this analysis, identify and explain at least three key points.
b)Identify and explain a competing narrative discussed in the documentary.
c) Identify two points you find compelling, persuasive, or that you would concede to from the documentary and explain why.
d) Identify two points you found unconvincing, less convincing, or problematic from the documentary and explain why.
2. a) In a full paragraph, explain how Pfaff might disagree with Ava DuVernay’s interpretation in 13TH and what factors he thinks are more relevant.
b) Identify two points you find compelling, persuasive, or that you would concede to in Pfaff’s article and explain why.
c) Identify two points you found unconvincing, less convincing, or problematic in Pfaff’s article and explain why.