Assignment 4: Avoiding Wrongful Employee TerminationsDue Week 10 and worth 200 points To be wrongfully terminated is to be fired for an illegal reason, which may involve violation of federal anti-discrimination laws or a contractual breach. The legal standards governing termination differ substantially depending on whether private-sector and nonunion employees or public-sector and unionized employees are being considered. As the company HR leader, you are accountable to the organization to ensure that all employee terminations are initiated and completed while maintaining strict adherence to current employment laws and EEOC guidelines. Write a five to six (5-6) page paper in which you: Address your understanding of the term constructive discharge (What is it?). Then, identify factors courts might focus on to determine if a claim of constructive discharge exists. How might the organization avoid claims of constructive discharge? HINT: https://employment.findlaw.com/losing-a-job/constructive-dismissal-and-wrongful-termination.html Discuss the differences between “pure employment at-will” and “employment at-will with exceptions.” Do you believe employment at-will is fair? If not, what is an alternative? Briefly describe what is the Montana Wrongful Discharge from Employment Act (WDEA). What do you see as benefits of this act to employees? Employers? Identify and discuss a minimum of three (3) actions organizations may want to consider as they seek to handle employee terminations legally. Go to https://research.strayer.edu to locate at least three (3) quality academic resources in this assignment. Note: Wikipedia and other websites do not qualify as academic resources.  Your assignment must follow these formatting requirements:Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions. Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.   The specific course learning outcomes associated with this assignment are:Develop policies that are compliant with employment laws. Examine methods to assist in avoiding wrongful terminations. Use technology and information resources to research issues in employment law. Write clearly and concisely about employment law using proper writing mechanics. Name: HRM510 Week 10 Assignment 4: Avoiding Wrongful Employee TerminationsDescription: HRM510 Week 10 Assignment 4: Avoiding Wrongful Employee Terminations Grid ViewList View Unacceptable 0 – 69% F Fair 70 – 79% C Proficient 80 – 89% B Exemplary 90 – 100% A   1. Address your understanding of the term constructive discharge (What is it?). Then, identify factors courts might focus on to determine if a claim of constructive discharge exists. How might the organization avoid claims of constructive discharge?15%           Points:         Points Range:    0 (0%) – 20.7 (10.35%)  Did not submit or incompletely addressed your understanding of the term constructive discharge (What is it?), and identified factors courts might focus on to determine if a claim of constructive discharge exists to include stating how might the organization avoid claims of constructive discharge.    Feedback:            Points:         Points Range:    21 (10.5%) – 23.7 (11.85%)  Partially addressed your understanding of the term constructive discharge (What is it?), and identified factors courts might focus on to determine if a claim of constructive discharge exists to include stating how might the organization avoid claims of constructive discharge.    Feedback:            Points:         Points Range:    24 (12%) – 26.7 (13.35%)  Satisfactorily addressed your understanding of the term constructive discharge (What is it?), and identified factors courts might focus on to determine if a claim of constructive discharge exists to include stating how might the organization avoid claims of constructive discharge.    Feedback:            Points:         Points Range:    27 (13.5%) – 30 (15%)  Thoroughly addressed your understanding of the term constructive discharge (What is it?), and identified factors courts might focus on to determine if a claim of constructive discharge exists to include stating how might the organization avoid claims of constructive discharge.    Feedback:      2. Discuss the differences between “pure employment at-will” and “employment at-will with exceptions.” Do you believe employment at-will is fair? If not, what is an alternative?20%           Points:         Points Range:    0 (0%) – 27.6 (13.8%)  Did not submit or incompletely discussed the differences between “pure employment at-will” and “employment at-will with exceptions” and offered your belief on whether employment at-will is fair. If not, did not submit or incompletely discussed an alternative.    Feedback:            Points:         Points Range:    28 (14%) – 31.6 (15.8%)  Partially discussed the differences between “pure employment at-will” and “employment at-will with exceptions” and offered your belief on whether employment at-will is fair? If not, partially discussed an alternative.    Feedback:            Points:         Points Range:    32 (16%) – 35.6 (17.8%)  Satisfactorily discussed the differences between “pure employment at-will” and “employment at-will with exceptions” and offered your belief on whether employment at-will is fair? If not, satisfactorily discussed an alternative.    Feedback:            Points:         Points Range:    36 (18%) – 40 (20%)  Thoroughly discussed the differences between “pure employment at-will” and “employment at-will with exceptions” and offered your belief on whether employment at-will is fair? If not, thoroughly discussed an alternative.    Feedback:      3. Briefly describe what is the Montana Wrongful Discharge from Employment Act (WDEA). What do you see as benefits of this act to employees? Employers?20%           Points:         Points Range:    0 (0%) – 27.6 (13.8%)  Did not submit or incompletely briefly described what is the Montana Wrongful Discharge from Employment Act (WDEA) and what you see as benefits of this act to employees and employers.    Feedback:            Points:         Points Range:    28 (14%) – 31.6 (15.8%)  Partially described what is the Montana Wrongful Discharge from Employment Act (WDEA) and what you see as benefits of this act to employees and employers.    Feedback:            Points:         Points Range:    32 (16%) – 35.6 (17.8%)  Satisfactorily described what is the Montana Wrongful Discharge from Employment Act (WDEA) and what you see as benefits of this act to employees and employers.    Feedback:            Points:         Points Range:    36 (18%) – 40 (20%)  Thoroughly described what is the Montana Wrongful Discharge from Employment Act (WDEA) and what you see as benefits of this act to employees and employers.    Feedback:      4. Identify and discuss a minimum of three (3) actions organizations may want to consider as they seek to handle employee terminations legally.20%           Points:         Points Range:    0 (0%) – 27.6 (13.8%)  Did not submit or incompletely identified and discussed a minimum of three (3) actions organizations may want to consider as they seek to handle employee terminations legally.    Feedback:            Points:         Points Range:    28 (14%) – 31.6 (15.8%)  Partially identified and discussed a minimum of three (3) actions organizations may want to consider as they seek to handle employee terminations legally.    Feedback:            Points:         Points Range:    32 (16%) – 35.6 (17.8%)  Satisfactorily identified and discussed a minimum of three (3) actions organizations may want to consider as they seek to handle employee terminations legally.    Feedback:            Points:         Points Range:    36 (18%) – 40 (20%)  Thoroughly identified and discussed a minimum of three (3) actions organizations may want to consider as they seek to handle employee terminations legally.    Feedback:    HRM510-A4-55. 3 references5%           Points:         Points Range:    0 (0%) – 6.9 (3.45%)  No references provided.    Feedback:            Points:         Points Range:    7 (3.5%) – 7.9 (3.95%)  Does not meet the required number of references; some or all references poor quality choices.    Feedback:            Points:         Points Range:    8 (4%) – 8.9 (4.45%)  Meets number of required references; all references high quality choices.    Feedback:            Points:         Points Range:    9 (4.5%) – 10 (5%)  Exceeds number of required references; all references high quality choices.    Feedback:    HRM510-A4-66. Writing Mechanics, Grammar, and Formatting5%           Points:         Points Range:    0 (0%) – 6.9 (3.45%)  Serious and persistent errors in grammar, spelling, punctuation, or formatting.    Feedback:            Points:         Points Range:    7 (3.5%) – 7.9 (3.95%)  Partially free of errors in grammar, spelling, punctuation, or formatting.    Feedback:            Points:         Points Range:    8 (4%) – 8.9 (4.45%)  Mostly free of errors in grammar, spelling, punctuation, or formatting.    Feedback:            Points:         Points Range:    9 (4.5%) – 10 (5%)  Error free or almost error free grammar, spelling, punctuation, or formatting.    Feedback:    HRM510-A4-77. Appropriate use of APA in-text citations and reference           Points:         Points Range:    0 (0%) – 6.9 (3.45%)  Lack of in-text citations and / or lack of reference section.    Feedback:            Points:         Points Range:    7 (3.5%) – 7.9 (3.95%)  In-text citations and references are provided, but they are only partially formatted correctly in APA style.    Feedback:            Points:         Points Range:    8 (4%) – 8.9 (4.45%)  Most in-text citations and references are provided, and they are generally formatted correctly in APA style.    Feedback:            Points:         Points Range:    9 (4.5%) – 10 (5%)  In-text citations and references are error free or almost error free and consistently formatted correctly in APA style.    Feedback:    HRM510-A4-88. Information Literacy / Integration of Sources5%           Points:         Points Range:    0 (0%) – 6.9 (3.45%)  Serious errors in the integration of sources, such as intentional or accidental plagiarism, or failure to use in-text citations.    Feedback:            Points:         Points Range:    7 (3.5%) – 7.9 (3.95%)  Sources are partially integrated using effective techniques of quoting, paraphrasing, and summarizing.    Feedback:            Points:         Points Range:    8 (4%) – 8.9 (4.45%)  Sources are mostly integrated using effective techniques of quoting, paraphrasing, and summarizing.    Feedback:            Points:         Points Range:    9 (4.5%) – 10 (5%)  Sources are consistently integrated using effective techniques of quoting, paraphrasing, and summarizing.    Feedback:    HRM510-A4-99. Clarity and Coherence of Writing5%           Points:         Points Range:    0 (0%) – 6.9 (3.45%)  Information is confusing to the reader and fails to include reasons and evidence that logically support ideas.    Feedback:            Points:         Points Range:    7 (3.5%) – 7.9 (3.95%)  Information is partially clear with minimal reasons and evidence that logically support ideas.    Feedback:            Points:         Points Range:    8 (4%) – 8.9 (4.45%)  Information is mostly clear and generally supported with reasons and evidence that logically support ideas.    Feedback:            Points:         Points Range:    9 (4.5%) – 10 (5%)  Information is provided in a clear, coherent, and consistent manner with reasons and evidence that logically support ideas.    Feedback:     Show Descriptions  Show Feedback 1. Address your understanding of the term constructive discharge (What is it?). Then, identify factors courts might focus on to determine if a claim of constructive discharge exists. How might the organization avoid claims of constructive discharge?15%–Levels of Achievement:  Unacceptable 0 – 69% F 0 (0%) – 20.7 (10.35%)   Did not submit or incompletely addressed your understanding of the term constructive discharge (What is it?), and identified factors courts might focus on to determine if a claim of constructive discharge exists to include stating how might the organization avoid claims of constructive discharge. Fair 70 – 79% C 21 (10.5%) – 23.7 (11.85%)   Partially addressed your understanding of the term constructive discharge (What is it?), and identified factors courts might focus on to determine if a claim of constructive discharge exists to include stating how might the organization avoid claims of constructive discharge. Proficient 80 – 89% B 24 (12%) – 26.7 (13.35%)   Satisfactorily addressed your understanding of the term constructive discharge (What is it?), and identified factors courts might focus on to determine if a claim of constructive discharge exists to include stating how might the organization avoid claims of constructive discharge. Exemplary 90 – 100% A 27 (13.5%) – 30 (15%)   Thoroughly addressed your understanding of the term constructive discharge (What is it?), and identified factors courts might focus on to determine if a claim of constructive discharge exists to include stating how might the organization avoid claims of constructive discharge.Feedback:2. Discuss the differences between “pure employment at-will” and “employment at-will with exceptions.” Do you believe employment at-will is fair? If not, what is an alternative?20%–Levels of Achievement:  Unacceptable 0 – 69% F 0 (0%) – 27.6 (13.8%)   Did not submit or incompletely discussed the differences between “pure employment at-will” and “employment at-will with exceptions” and offered your belief on whether employment at-will is fair. If not, did not submit or incompletely discussed an alternative. Fair 70 – 79% C 28 (14%) – 31.6 (15.8%)   Partially discussed the differences between “pure employment at-will” and “employment at-will with exceptions” and offered your belief on whether employment at-will is fair? If not, partially discussed an alternative. Proficient 80 – 89% B 32 (16%) – 35.6 (17.8%)   Satisfactorily discussed the differences between “pure employment at-will” and “employment at-will with exceptions” and offered your belief on whether employment at-will is fair? If not, satisfactorily discussed an alternative. Exemplary 90 – 100% A 36 (18%) – 40 (20%)   Thoroughly discussed the differences between “pure employment at-will” and “employment at-will with exceptions” and offered your belief on whether employment at-will is fair? If not, thoroughly discussed an alternative.Feedback:3. Briefly describe what is the Montana Wrongful Discharge from Employment Act (WDEA). What do you see as benefits of this act to employees? Employers?20%–Levels of Achievement:  Unacceptable 0 – 69% F 0 (0%) – 27.6 (13.8%)   Did not submit or incompletely briefly described what is the Montana Wrongful Discharge from Employment Act (WDEA) and what you see as benefits of this act to employees and employers. Fair 70 – 79% C 28 (14%) – 31.6 (15.8%)   Partially described what is the Montana Wrongful Discharge from Employment Act (WDEA) and what you see as benefits of this act to employees and employers. Proficient 80 – 89% B 32 (16%) – 35.6 (17.8%)   Satisfactorily described what is the Montana Wrongful Discharge from Employment Act (WDEA) and what you see as benefits of this act to employees and employers. Exemplary 90 – 100% A 36 (18%) – 40 (20%)   Thoroughly described what is the Montana Wrongful Discharge from Employment Act (WDEA) and what you see as benefits of this act to employees and employers.Feedback:4. Identify and discuss a minimum of three (3) actions organizations may want to consider as they seek to handle employee terminations legally.20%–Levels of Achievement:  Unacceptable 0 – 69% F 0 (0%) – 27.6 (13.8%)   Did not submit or incompletely identified and discussed a minimum of three (3) actions organizations may want to consider as they seek to handle employee terminations legally. Fair 70 – 79% C 28 (14%) – 31.6 (15.8%)   Partially identified and discussed a minimum of three (3) actions organizations may want to consider as they seek to handle employee terminations legally. Proficient 80 – 89% B 32 (16%) – 35.6 (17.8%)   Satisfactorily identified and discussed a minimum of three (3) actions organizations may want to consider as they seek to handle employee terminations legally. Exemplary 90 – 100% A 36 (18%) – 40 (20%)   Thoroughly identified and discussed a minimum of three (3) actions organizations may want to consider as they seek to handle employee terminations legally.Feedback:HRM510-A4-55. 3 references5%–Levels of Achievement:  Unacceptable 0 – 69% F 0 (0%) – 6.9 (3.45%)   No references provided. Fair 70 – 79% C 7 (3.5%) – 7.9 (3.95%)   Does not meet the required number of references; some or all references poor quality choices. Proficient 80 – 89% B 8 (4%) – 8.9 (4.45%)   Meets number of required references; all references high quality choices. Exemplary 90 – 100% A 9 (4.5%) – 10 (5%)   Exceeds number of required references; all references high quality choices.Feedback:HRM510-A4-66. Writing Mechanics, Grammar, and Formatting5%–Levels of Achievement:  Unacceptable 0 – 69% F 0 (0%) – 6.9 (3.45%)   Serious and persistent errors in grammar, spelling, punctuation, or formatting. Fair 70 – 79% C 7 (3.5%) – 7.9 (3.95%)   Partially free of errors in grammar, spelling, punctuation, or formatting. Proficient 80 – 89% B 8 (4%) – 8.9 (4.45%)   Mostly free of errors in grammar, spelling, punctuation, or formatting. Exemplary 90 – 100% A 9 (4.5%) – 10 (5%)   Error free or almost error free grammar, spelling, punctuation, or formatting.Feedback:HRM510-A4-77. Appropriate use of APA in-text citations and reference–Levels of Achievement:  Unacceptable 0 – 69% F 0 (0%) – 6.9 (3.45%)   Lack of in-text citations and / or lack of reference section. Fair 70 – 79% C 7 (3.5%) – 7.9 (3.95%)   In-text citations and references are provided, but they are only partially formatted correctly in APA style. Proficient 80 – 89% B 8 (4%) – 8.9 (4.45%)   Most in-text citations and references are provided, and they are generally formatted correctly in APA style. Exemplary 90 – 100% A 9 (4.5%) – 10 (5%)   In-text citations and references are error free or almost error free and consistently formatted correctly in APA style.Feedback:HRM510-A4-88. Information Literacy / Integration of Sources5%–Levels of Achievement:  Unacceptable 0 – 69% F 0 (0%) – 6.9 (3.45%)   Serious errors in the integration of sources, such as intentional or accidental plagiarism, or failure to use in-text citations. Fair 70 – 79% C 7 (3.5%) – 7.9 (3.95%)   Sources are partially integrated using effective techniques of quoting, paraphrasing, and summarizing. Proficient 80 – 89% B 8 (4%) – 8.9 (4.45%)   Sources are mostly integrated using effective techniques of quoting, paraphrasing, and summarizing. Exemplary 90 – 100% A 9 (4.5%) – 10 (5%)   Sources are consistently integrated using effective techniques of quoting, paraphrasing, and summarizing.Feedback:HRM510-A4-99. Clarity and Coherence of Writing5%–Levels of Achievement:  Unacceptable 0 – 69% F 0 (0%) – 6.9 (3.45%)   Information is confusing to the reader and fails to include reasons and evidence that logically support ideas. Fair 70 – 79% C 7 (3.5%) – 7.9 (3.95%)   Information is partially clear with minimal reasons and evidence that logically support ideas. Proficient 80 – 89% B 8 (4%) – 8.9 (4.45%)   Information is mostly clear and generally supported with reasons and evidence that logically support ideas. Exemplary 90 – 100% A 9 (4.5%) – 10 (5%)   Information is provided in a clear, coherent, and consistent manner with reasons and evidence that logically support ideas.Feedback:Name:HRM510 Week 10 Assignment 4: Avoiding Wrongful Employee TerminationsDescription:HRM510 Week 10 Assignment 4: Avoiding Wrongful Employee Terminations

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Version:1.0 StartHTML:000000492 EndHTML:000066150 StartFragment:000001318 EndFragment:000066094 StartSelection:000001497 EndSelection:000066076 SourceURL:https://d2l.lonestar.edu/d2l/common/assets/pdfjs/1.0.0.30/web/viewer.html?file=%2Fcontent%2Fenforced%2F729300-018369-01-1191-1-1003%2FProject%2520Microeconomics1.pdf%3Fd2lSessionVal%3DcW0gPPjwacbq4PFD8RHqwehbW%26ou%3D729300&lang=en-us&container=d2l-fileviewer-rendered-pdf&fullscreen=d2l-fileviewer-rendered-pdf-dialog&height=890  PDF.js viewer       Project Link:•https://comtrade.un.org/pb/downloads/2017/VolI2017.pdf•Content:The International Trade Statistics Yearbook 2017•Publisher: United Nations’ Statistics Division – Department of Economic and Social Affairs.How to read the report: •Open the above link, and download the PDF file to your computer. •When you skim reading the report you will notice the following:oStarting page number “1” you find “Part 1”, which shows the merchandise trade profiles for the world (regional and selected trade or economic groupings).oStarting  page  31 (index  of  countries)  until  page 371,  the  report  provides  a  country  by  country  trade profile, alphabetically, for most countries in the world.oIn each country’s trade profile, there exist summary profile on the first page, and at the end of the page you can see “Table 1” which shows each country’s “top 10 export commodities” for the different  periods  between 2015 and 2017.Project File:•In D2L (under Content), you can find tab called “Project”, under this “Project” tab you can find a file named “UN Table 1.” This PDF file includes data on selected countries with different percentages of poverties (poverty gap) for the year 2015.The Project:•You  will  have  to  write  a  socio-economic  essay  on  the  link  between  different  poverty  levels  of  different  countries  and  the  countries’ comparative advantages of different products, or group of products.Step-by-Step Instructions (Mandatory): (required to pass the project).•Compare at least 10 countries of your choice with different poverty gaps (preferred: include both developed and developing countries).•Investigate  whether  there exists a  trend  between  the  change  in the  poverty  gaps  (%)  and  the specific  products  that  the  country exports the most (In this project you always assume that countries export most the products in which they enjoy comparative advantages in producing them.•Conduct an academic literature review on your analysis (required: at least three academic articles).•Using your own conducted literature review, explain why such trends exist or do-not-exist.•Use your analysis to investigate which are the most significant products that high-poverty countries export? which are the most significant products that low-poverty countries export, which are the most significant products that medium-poverty countries export, and try to investigate if there is a trend. Compare your analysis by your findings from the literature review. •Do not use the “top 10 imported commodities” in the International Trade Statistics Yearbook 2017 (usually table 4 at the end  of  the  country-by-country  profiles),  as  some  countries  may  still  import  products  with  high  rate  of  comparative  advantages due to other reasons.•You will have to provide table(s) and/or chart(s) that show your summary of the countries you have selected. Be creative. •Close to the end of the project, explain how your analysis depended on your understanding of the textbook’s materials (only required topics of chapter 2 and chapter 15).    Textbook: Principles of Microeconomics, 7th edition, by Robert H. Frank, Ben Bernanke, Kate Antonovics, and Ori Heffetz. McGraw-Hill Education, 2018.•Minimum of 2500 words is required, excluding the abstract, titles, charts, and tables. An abstract is optional.•In  your  writing,  presume  that  the  reader  never  took  an  economics  class.  When  talking  about  certain  definition  or  topic,  assume the reader have never learned about it before, therefore, do not forget to define your terms, explain them (at least briefly), and never assume that the reader knows! Required Format:•Strictly use the same format of one of your reviewed studies.Important Hints:1.Read online about how to conduct an ‘argumentative essay.’ 2.Every research has a research problem, so start by identifying the research problem. The research problem is telling the reader why this essay is important to read. You can use recent trends in trade to justify the research problem, or maybe a recent change in global competitiveness that has major impacts on the economies you are analyzing, in which your essay is imposing important analysis and significant findings. In the very beginning of your introduction, try to get the reader attentive to your research problem.3.You  can  choose  your  own  essay’s  title  that  relates  to  the  rule  of  socio-economic  measures  in  global  competitiveness,  or  simply  use  the  title  of  the  project  as  your  essay’s  title.  The  tile  of  the  project  is  ‘Comparative Advantages, Poverty, and Trade: A Socio-Economic Argumentative Essay.’4.’ If using your own topic, make your topic as focused as possible, and avoid using broad or far-reaching topics.5.You need to look at many published academic  articles,  not  articles  published  in  journals  like  The  New  York  Times,  or  similar  journals.  Then  review  the  articles  that  are  as  close  to  your  topic  as  it  can  get.  To  find  the  published academic articles, use academic search engines such as:https://scholar.google.com/https://www.jstor.org/6.Use the structure of the citation exactly matching the paper or journal you chosen to follow its format. For example, either “Sam  et  al.,  2000”  or  “Sam,  David,  and  Tom,  2000”,  or  any  other  known  academic  citation  used in social sciences.7.Do not use strong claims without proper citation, even if it makes a lot of logic to you.8.Do  not  claim  accuracy  of  a  statement  or  an  idea  simply  because  it  was  mentioned,  or  even  proven,  by  the  literature. 9.Do  not  forget  about  the  rules  of  assumptions,  where  you  can  observe  concepts  varying  when  changing  the  model assumptions.10.Do not ever forget to quote in bold text when you retype a statement from of a reference. For example; Sam et  el.,  2000  define  this  word  as  “social  and  behavioral  aspect  of  any  topic.”  As  you  see,  the  statement  is  quoted in bold text.11.You have to use the rule of microeconomics by not analyzing the total trade of all goods and services between the  economies,  you  will  have  to  select  few  products  or  specific  type  of  products.  For  example,  the  international market for ice cream, or international market frozen desserts in general.12.You do not have to use the most recent data or articles, but try to relate your work to more recent data (such as academic articles published after the year 2012). 13.Make sure to use clear wordings, avoid syntax errors, and use correct punctuations.14.Do not retype same statement over and over again in different structures. 15.Revise  your  work  more  than  one  time,  as  many  times  as  possible.  You  will  always  see  something  to  adjust  every time you revise your work. This is a continuous process in practical research, and the more revising you do, the better the work you will produced. 16.Draw an outline in the beginning, and end up with a draft before typing the project.17.Use prime times of the day to work in your essay.18.It is good to have subtitles in your essay.  19.While  working  on  the  project,  avoid  printing/considering  the  whole  report.  Only  print/consider  required  pages. For example, only print the individual front profile pages for the selected countries (one front-page for each country).20.Read the grading rubrics to know how your project will be evaluated. Maximum points for the project equal 100 points.Specific Objective(s):•Read online about how to conduct an ‘argumentative essay.’•Analyze a narrowed topic related to ‘the rule of socio-economic measures in international trade.’•Collect references of at least three published academic studies on the topic.•Identify the main argument(s) of the essay.•Discuss whether the argument(s) being the same and/or different among the collected literature.•Recognize the rule of assumptions in modeling and argumentative perceptions.•Discuss how the argument(s) may change under different assumptions/environments.•Use the learning form Chapters 2 and 15 to analyze comparative advantages and international trade.Foundational Component Area (FCA): •’Social & Behavioral Sciences’ – ECON 2302 – MicroeconomicsCore Objective(s):•Critical Thinking (CTH) – This is a sub-objective of the Intellectual and Practical Objective – Critical thinking is a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.Definition Source: https://www.aacu.org/value/rubrics/critical-thinking•Written  Communication (WRC) –  This  is  a  sub-objective  of  the  Intellectual  and  Practical  Objective  –  Written communication is the development and expression of ideas in writing. Written communication involves learning to work in many genres and styles. It can involve working with many different writing technologies, and mixing texts, data, and images. Written communication abilities develop through iterative experiences across the curriculum.Definition Source: https://www.aacu.org/value/rubrics/written-communication•Quantitative  Literacy  (QL) –  This  is  a  sub-objective  of  the  Intellectual  and  Practical  Objective  -also  known  as  Numeracy or Quantitative Reasoning (QR) – is a ‘habit of mind,’ competency, and comfort in working with numerical data. Individuals with strong QL skills possess the ability to reason and solve quantitative problems from a wide array of authentic contexts  and  everyday  life  situations.  They  understand  and  can  create  sophisticated  arguments  supported  by  quantitative  evidence  and  they  can  clearly  communicate  those  arguments  in  a  variety  of  formats  (using  words,  tables,  graphs,  mathematical equations, etc., as appropriate).Definition Source: https://www.aacu.org/value/rubrics/quantitative-literacy•Intercultural Knowledge and Competence (IKC) – This is a sub-objective of the Social Responsibility Objective – Intercultural Knowledge and Competence is ‘a set of cognitive, affective, and behavioral skills and characteristics that support effective  and  appropriate  interaction  in  a  variety  of  cultural  contexts.”  (Bennett,  J.  M.  2008.  Transformative  training:  Designing  programs  for  culture  learning.  InContemporary  leadership and intercultural  competence:  Understanding and utilizing cultural diversity to build successful organizations, ed. M. A. Moodian, 95-110. Thousand Oaks, CA: Sage.)Definition Source: https://www.aacu.org/value/rubrics/intercultural-knowledge

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