Describe the regional international organizations affecting global business disputes and issues. In this hypothetical case study and writing assignment, you will assess whether a particular state can legally enact trade barriers that conflict with the United States-Mexico-Canada Agreement (USMCA). Review Chapter 3 & 5 and perform additional research you deem necessary particularly concerning the Commerce Clause. PLEASE READ THE COURSE SYLLABUS SECTION CONCERNING ASSIGNMENTS AND THE GRADING RUBRIC BELOW TO MAXIMIZE POINTS. Submit ONE, two-to-three page (250 word minimum), double spaced, original paper typed in a Word document using Times New Roman type, font size 12. Please make sure your response complies with the MLA format. See owl.purdue.edu. Please review the Student Writing Guide and Plagiarism presentation within the same Module as this assignment. If
you are uncertain concerning the proper method for using quotation marks or citing sources, please
review these USF Library tutorials – guides.lib.usf.edu/c.php?g=451607&p=4980659 In terms of job loss, North Carolina is one of the states most adversely affected by the United States-Mexico-Canada Agreement (USMCA). Assume hypothetically that North Carolina is considering a 25% tariff (tax) on all foreign-manufactured textiles and furniture items imported into the state. The tariff’s purpose will be predominately protective in nature, designed to protect and advance textile and furniture manufacturers in North Carolina and to create jobs. In a 250- to 500-word (double spaced Word document) original paper, advise the lawmakers in North Carolina of the CONSTITUTIONALITY of such a tariff and what other alternative remedies are available, if any. DO NOT PLAGIARIZE! When you have completed the assignment, save a copy for yourself in an easily accessible place and submit a copy to your instructor using the green “Submit Assignment” button. DO NOT WAIT UNTIL THE LAST MINUTE TO SUBMIT AND RISK MISSING THE DEADLINE. BE CERTAIN YOU CLICK THE “SUBMIT” BUTTON AFTER YOUR UPLOAD! General Education: Human + Cultural Diversity General Education: Human + Cultural Diversity This criterion is linked to a Learning OutcomeCommunicationStudents will produce well-organized, well-developed statements that reflect appropriate use of language to clearly present specific ideas/concepts to distinct audiences. a. Novice b. Developing c. Proficient This criterion is linked to a Learning OutcomeCritical & Analytical ThinkingStudents will comprehensively explore issues, ideas, artifacts, and events before accepting or formulating opinions or conclusions. a. Novice b. Developing c. Proficient This criterion is linked to a Learning OutcomeProblem SolvingStudents will design, evaluate, and implement a strategy to answer open-ended questions or achieve desired goals. a. Novice b. Developing c. Proficient This criterion is linked to a Learning OutcomeHuman + Cultural DiversityStudents will demonstrate an understanding of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts. a. Needs Improvement b. Satisfactory c. Exceeds Expectations Requirements: 200-500 words Student demonstrates minimal attention to context, audience, purpose, and to the assigned task. • Student uses appropriate and relevant content to develop simple ideas in some part of the assignment. • Student attempts to use a consistent system for basic organization and presentation. • Student demonstrates an attempt to use sources to support ideas and uses language that sometimes impedes meaning because of errors in usage. Student demonstrates an adequate understanding of context, audience, and purpose and to the assigned task. • Student uses appropriate and relevant content to explore and develop ideas throughout most of the assignment. • Student demonstrates fairly consistent use of important conventions such as organization, content, presentation, and style. • Student demonstrates use of credible and relevant sources to support ideas and uses straightforward language that generally conveys meaning to audience with some errors. Student demonstrates a thorough understanding of context, audience, and purpose and to the assigned task. • Student uses appropriate, relevant, and compelling content to illustrate mastery of the subject. • Student demonstrates detailed attention to and successful execution of a wide range of conventions to an assignment. • Student demonstrates skillful use of high-quality, credible, and relevant sources to develop ideas and uses graceful language that skillfully communicates meaning to audience with very few, if any, errors. Student states problem to be considered without clarification or description. • Student gathers information without interpretation/evaluation; viewpoints of experts are taken as fact without question. • Student demonstrates some awareness of assumptions and begins to identify some contexts when presenting a position. • Student expresses a position that is simplistic and obvious and reaches a conclusion that is inconsistently tied to some of the information discussed/presented. Student identifies problem to be considered critically, but description has some omissions or needs additional clarity. • Student gathers information that is mostly appropriate to develop a coherent analysis or synthesis. The viewpoints of experts are subject to questioning. • Student questions assumptions and identifies several relevant contexts (sides of an issue) when presenting a position. • Student considers opposing viewpoints when formulating a logical conclusion that is tied to appropriate information. Student states an issue or problem clearly and comprehensively, providing all relevant information for full understanding. • Student takes information from sources with enough interpretation/evaluation to develop a comprehensive analysis or synthesis. The viewpoints of experts are questioned thoroughly. • Student thoroughly analyzes assumptions and carefully evaluates the relevance of contexts when presenting a position, taking into consideration the complexities of an issue. • Student formulates a logical conclusion that reflects her/his ability to place evidence and perspectives discussed in priority order. Student demonstrates a limited ability to identify a problem statement or related contextual factors. • Student identifies approaches for solving the problem that do not apply to the specific context. • Student proposes a solution/hypothesis that is vague and difficult to evaluate. • Student provides a superficial solution that is implemented in a manner that does not directly address the problem statement. • Student reviews results superficially with no consideration of need for further work. Student demonstrates the ability to construct a problem statement with evidence of most relevant contextual factors. • Student identifies multiple approaches to solve a problem, only some of which apply within a specific context. • Student proposes a solution/hypothesis that indicates comprehension of the problem. • Student provides a solution that is adequate and address multiple contextual factors of the problem. • Student reviews results relative to the problem with some consideration of need for further work. Student demonstrates the ability to construct a clear and insightful problem statement with evidence of all relevant contextual factors. • Student identifies multiple approaches to solve a problem that apply within a specific context. • Student proposes multiple solutions/hypotheses that indicate insightful comprehension of the problem. • Student provides a solution that is insightful and elegant and implements the solution in a manner that thoroughly addresses multiple contextual factors of the problem. • Student thoroughly reviews results relative to the problem with specific consideration of need for further work. Student shows minimal awareness of own cultural rules and biases. • Student demonstrates a superficial understanding of the complexity of elements important to members of another culture. • Student views the experiences of others, but through his/her own cultural worldview. • Student has minimal understanding of cultural differences; is unable to negotiate a shared understanding/common ground. • Student shows minimal interest in learning about other cultures. • Student is receptive to interacting with culturally different others, but has difficulty suspending any judgment in her/his interactions because s/he is unaware of own judgment. Student identifies and recognizes new perspectives about own cultural rules/biases • Student demonstrates adequate understanding of the complexity of elements important to members of another culture. • Student recognizes intellectual and emotional dimensions and sometimes uses multiple worldviews in interactions. • Student recognizes and participates in cultural differences in communication and begins to negotiate a shared understanding based on those differences. • Student asks questions about other cultures and seeks answers to those question • Student begins to initiate and develop interactions with culturally different others, and begins to suspend judgment in valuing her/his interaction with culturally different others. Student articulates insights into own cultural rules/biases. • Student demonstrates sophisticated understanding of the complexity of elements important to members of another culture. • Student interprets intercultural experiences from multiple worldviews and demonstrates ability to act in a supportive manner that recognizes the feelings of another cultural group. • Student articulates a deep understanding of cultural differences and is able to skillfully negotiate a shared understanding based on those differences. • Student asks complex questions about other cultures and seeks answers to those questions that reflect multiple cultural perspectives. • Student initiates and develops interactions with culturally different others, and suspends judgment in valuing her/his interaction with culturally different others.

Leave a Reply

Your email address will not be published. Required fields are marked *