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World Politics Session 9 and 10

Today, we reviewed what we learned last week about International Organisations and how the taxonomy works between public and private international organisations, including the scopes, the functions, the specific purposes. The IO have no right or power to decide the law, they are going to support governments in doing that and the government go back and sign it and the ratification process works out within their respective parliaments. The principal-agent problem happens usually when there is a conflict of interest between the owner/shareholder and the people hired to do the work for them. For example: The workers wants to have a higher salary and become more ambitious without much care for the risk as the employer and obviously, the employer wants to limit it. This problem is prevalent in many international organisations. Frameworks and mechanisms in International Organizations can also help in solving conflicts, like a government can sue each other in the World Trade Organization Dispu
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World Politics Session 7 and Session 8

Today, we were introduced to a measurement called Worldwide Governance Indicators, which provides aggregate and individual governance indicators for over 200 countries and territories on six dimensions of governance from 1996 to 2020. The dimensions are: Voice and Accountability, Political Stability and Absence of Violence/Terrorism, Government Effectiveness, Regulatory Quality, Rule of Law, and Control of Corruption. These composite indicators are based on the responses of a significant number of business, citizen, and expert survey respondents from both developed and developing countries. They're based on more than 30 different data sources including survey institutions, think tanks, non-governmental organisations, international organisations, and private sector companies.  Then, after the break, we were introduced to the institutionalized international systems and how the growing number of unresolved policy issues require a new framework that helps cooperation without over-centr
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World Politics Session 5 and 6

In the first session of class, we started with a conversation of Bush's slip up in a recent speech. Then, we started with a different form of government systems and the different types of government under each systems. Direct democracy would be Switzerland as an example. You vote for two things directly: on government and laws. For representative democracy, the people votes for representatives who then vote on policy initiatives, but the people has no say in the political decision processes between elections. What the people can do is evaluate who you voted for and you can protest and voice your concern. Presidential democracy, head of the government is the president and his cabinet. Individuals elect representatives in a Republic and the representatives would elect the president. A republic can be a democracy or a dictatorship. The absolute and the constitutional monarchy is either one King or Queen rules the country and the other is when the Head of State if the royal family and
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World Politics Session 3 and 4

Today, since we were waiting for the rest of the class, we were asked to make a response post for our classmate's learning logs. Then, we listened to Christina, Chanakan and Brendon present their question and answers from yesterday about Democracy and Republic. Then Martin and I answered ours and here is mine: "Prior to the Meiji Restoration, Japan was ruled by the government of a successive military shōgun. During this period, effective power of the government resided in the Shōgun, who officially ruled the country in the name of the Emperor. The Meiji Restoration in 1872 led to the resignation of Shōgun. This event restored the country to Imperial rule and the proclamation of the Empire of Japan. In 1889, the Meiji Constitution was adopted in a move to strengthen Japan to the level of western nations, resulting in the first parliamentary system in Asia. It provided a form of mixed constitutional-absolute monarchy, with an independent judiciary, based on the Prussian model of
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World Politics Session 1 and 2

Today, we started the class with an introduction of the students and what they expect from the class. It was very interesting to briefly get to know our peer's political situation and background. Then, the professor went over the slides and explained the deadlines and expected outcomes from the classes. After class resumed, we had to choose and post our chosen country for the individual assignment and the professor then went into the theories and conceptual framework that will be useful for the coming classes and assignments. The conceptual framework (extended PESTEL) includes Geography, People and Society, Environment, Government, Economy, Energy, Communication, Transportation, Military and Security, Transnational Issues, and History. Then, we did a world quiz with the map with the whole class. Afterwards, we looked into the dominant and conflicting political and economic models that is being used such as socialism and the free-market capitalism. We went to the Human Prosperity Pr
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Cross-Cultural Training Session 9 and 10

Today, we started the class with the presentations and we moved to the topic of corporate culture, which should have been done for the group assignments. A corporate culture should bridge cultural differences and integrate employees from different national cultures under one set of corporate vallues, beliefs, attitude, and above-all behavioral rules. Then, we moved on to the onion rings that included symbols (words, pictures, gestures or objects, that have specific meaning in a firm such as titles, dress code, work hours), heroes (individuals with a certain chracteristics which act as a role model for careers and desired behaviors), rituals ( activities to integrae employees from different national and professional cultures such as Budgeting and Controlling, Project Management, Greeting, first name) and practices (bringing all elements together). Hofstede created a system, similar to the national culture, for corporate culture. Process-oriented vs. Results-oriented, Employee-oriented v
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Cross-Cultural Training Session 8

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 Today, we started the class with a review of the previous class about the persuasion and bargaining strategy—finding a solution that is fair for all parties. The professor made us do a case study about the Brazilian and US American. There were a lot of cultural differences between the two that might come off as rude, impolite or stiff and we discussed how we can manage that. Then, we dived into the mathematical problem again. The question is who's going to pay one and find the pie. 
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