American Contract Law for a Global Age by Franklin G. Snyder and Mark Edwin Burge of Texas A&M University School of Law is a casebook designed primarily for the first-year Contracts course as it is taught in American law schools, but is configured so as to be usable either as a primary text or a supplement in any upper-level U.S. or foreign class that seeks to introduce American contract law to students. As an eLangdell text, it offers maximum flexibility for students to read either in hard copy or electronic format on most electronic devices.

Why “American” Contract Law? Nearly all American contract law texts focus on U.S. law. This volume simply makes that focus explicit. Modern American lawyers face an increasingly global world, and the book makes it clear that American law is not the only important commercial law regime in the world. But much of the value that the cosmopolitan and transnational American-trained lawyer brings to the table is an understanding of the contract law of the United States. To this end, the venerable English cases that exemplify common law doctrine are here presented not in their hoary 19th century settings. but in the 21st century forms that students can intuitively grasp.

This video is 8 minutes long. It will explain the importance of specialization in regards to trade. This video will aid in the mastery of standard EPF. 9 (a) and (g)

In this edition, Nigerian attorney and environmental activist Oronto Douglas, talks about political activism and cultural identity in the context of globalization, the international oil economy, and the domestic politics of Nigeria. (55 min)

Italian Journalist Federico Rampini joins Conversations host Harry Kreisler for a discussion of Italian politics and the role of globalization in the movement toward the uniting of Europe. (49 min)

Conversations host Harry Kreisler welcomes Harvard labor economist Richard B. Freeman for a discussion of globalization and its complex consequences for inequality in national and global contexts. He analyzes the implications of the feminization of the labor market, the effect of immigration on national job markets, the shift of policy innovation in the U.S. from the federal government to the states, and the benefits of international labor standards. (57 minutes)

Conversations host Harry Kreisler welcomes Parag Khanna, Senior Fellow at the New America Foundation. Their discussion focuses on the emerging world order characterized by 3 empires—the U.S., the European Union, and China—and a rising Second World which because of globalization has greater opportunity for self definition internally and influence externally. Parag Khanna elucidates the shape of this new world and its implications for U.S. foreign policy. (55 minutes)

Conversations host Harry Kreisler welcomes distinguished French political scientist Olivier Roy for a discussion of globalization’s impact on religion and culture. The conversation focuses on changes within Islam. They explore the balance of power between Islamists and neo fundamentalists, the dynamic propelling terrorism, and the appropriate response of the West to the challenges posed by the interaction between globalization and Islam. (54 minutes)

Military Strategist Thomas P.M. Barnett joins Conversations host Harry Kreisler for a discussion of military strategy, the changing role of the U.S. military, and the implication of globalization for world order and military power. (56 min)

On this episode of Conversations with History, UC BerkeleyŐs Harry Kreisler welcomes guest Ambassador Princeton Lyman, former U.S. Ambassador to Nigeria and to South Africa, who discusses U.S. foreign policy and state power in an era of globalization. 53 min)

In this unit, you will explore globalization and development and its effects on indigenous peoples. Modern economic and political development is driven by the assumption that the results will be benefical for all people; however, cultural differences are not taken into consideration, leading often to the destruction of indigenous cultures. Understanding the context of modern development students become versant in the current debate about globalization.

By the end of the unit, you should be able to answer the following questions:

What is globalization?

How did the modern era of globalization develop?

What is the relationship between culture and globalization?

GEOG 571 explores the relationships between culture and civil security and the process of geographically analyzing social, political, economic, and demographic information to understand human history, institutions, and behaviors. It is an elective course in the Geospatial Intelligence Certificate, the Intercollege Master of Professional Studies (iMPS-HLS), and the Master of Geographic Information Systems degree program that is offered exclusively through Penn State's World Campus. It is also one of the optional capstone courses that leads to Penn State's Postbaccalaureate Certificate in GIS. The course consists of projects, associated readings, and exams.

In recent years, the redistribution of risk has created conditions for natural and technological disasters to become more widespread, more difficult to manage, and more discriminatory in their effects. Policy and planning decision-makers frequently focus on the impact that human settlement patterns, land use decisions, and risky technologies can have on vulnerable populations. However, to ensure safety and promote equity, they also must be familiar with the social and political dynamics that are present at each stage of the disaster management cycle. Therefore, this course will provide students with: An understanding of the breadth of factors that give rise to disaster vulnerability; and A foundation for assessing and managing the social and political processes associated with disaster policy and planning.

History teaches us that properous advanced national economies like the U.S. share a common institutional framework conducive to creativity, production, and exchange. That institutional framework of individual freedom, rule of law, clearly stated rights to private property, and open competitive markets shapes incentives to encourage material advance. The multiple perspectives approach to historical-scholarship requires viewing events, trends, and developments through a variety of analytical lenses. Often overlooked in traditional history curricula are the insights that the economic way of thinking adds to social, political, and geographic perspectives. Emphasizing the role of institutions, Economic Forces in American History looks at the impact of seven key forces in shaping the development of the United States.

Economics in U.S. History is comprised of seven lessons and is designed to introduce students to basic economic concepts through analyzing diverse perspectives on the subject. Students will be engaged in a dynamic, interactive, and constructivist process of exploring media representations of economic issues in U.S. history. Such issues include the free market, industrialization, and The Living Wage Campaign. The kit will teach students to identify the Ě_Ě_€ÝlanguageĚ_Ě_ĺ of construction of different media forms and to analyze and evaluate the meaning of mediated messages about economics. This kit was designed for 8th grade U.S. history, but the document-decoding approach can be adapted for and used from middle school through high school.

The 12th grade learning experience consists of 7 mostly month-long units aligned to the Common Core State Standards, with available course material for teachers and students easily accessible online. Over the course of the year there is a steady progression in text complexity levels, sophistication of writing tasks, speaking and listening activities, and increased opportunities for independent and collaborative work. Rubrics and student models accompany many writing assignments.Throughout the 12th grade year, in addition to the Common Read texts that the whole class reads together, students each select an Independent Reading book and engage with peers in group Book Talks. Language study is embedded in every 12th grade unit as students use annotation to closely review aspects of each text. Teacher resources provide additional materials to support each unit.

Who decides who among us is civilized? What rules should govern immigration into the United States? Whom should we let in? Keep out? What should we do about political refugees or children without papers? What if they would be a drain on our economy?

ACCOMPLISHMENTS

Students read William Shakespeare’s play The Tempest and write a short argument about who in the play is truly civilized.
Students participate in a mock trial in which they argue for or against granting asylum to a teenage refugee, and then they write arguments in favor of granting asylum to one refugee and against granting it to another.
Students read an Independent Reading text and write an informational essay about a global issue and how that relates to their book.

GUIDING QUESTIONS

These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.

What role do national identity, custom, religion, and other locally held beliefs play in a world increasingly characterized by globalization?
How does Shakespeare’s view of human rights compare with that in the Universal Declaration of Human Rights?
Who is civilized? Who decides what civilization is or how it’s defined?
How do we behave toward and acknowledge those whose culture is different from our own?

What are the conventions for citing quotations from a play? You will guide students through the rules, and they’ll have one more chance to proofread their essays. Students will reflect on the Guiding Questions. Then they will select their Independent Reading books.

In this lesson, students will meet in small groups to read initial drafts of their essays, focusing on introductions and conclusions. Then they’ll use a rubric to see what needs to be revised and will do so for homework.

Modernization is an important issue in the New York State Global History and Geography curriculum. Students are expected to understand how modernization may impact such areas as society, politics, the economy, and the environment. In the Global History and Geography curriculum, a study of historical examples of modernization includes examples of attempts to transform society, such as the Meiji Restoration or Kemal Ataturk. In this lesson, two PBS WIDE ANGLE documentaries -- "To Have and Have Not" (2002) and "1-800-INDIA" (2005) -- will enable students to examine the effects of modernization on two Asian countries: China and India.

The globalization of the competitive landscape has forced companies to fundamentally rethink their strategies. Whereas once only a few industries such as oil could be labeled truly global, today many—from pharmaceuticals to aircraft to computers—have become global in scale and scope. As a consequence, creating a global competitive advantage has become a key strategic issue for many companies, and students need to possess an understanding of the impact of global strategies on a business.