General Agreement on Tariffs and Trade (GATT): Tariff Barriers, Non-tariff Barri

General Agreement on Tariffs and Trade (GATT): Tariff Barriers, Non-tariff Barriers and Non-discrimination
Use reading materials on Blacboard to prepare answers to the following seminar Questions:
Tariff Barriers, Non-tariff Barriers
1. Discuss the WTO rules governing tariff negotiations.
2. What are tariff concessions or tariff bindings?
3. The main non-tariff barriers to trade in goods are quantitative restrictions and “other non-tariff barriers”.
(a) Are quantitative restrictions allowed under WTO law? (See Article XI: 1 GATT 1994).
(b) What is meant by “other non-tariff barriers” to trade?
On tariffs see https://www.wto.org/english/tratop_e/tariffs_e/tariffs_e.htm
Principles of Non-Discrimination: National Treatment and the Most Favoured Nation (MFN) Treatment
4. Examine the following key principles of the WTO trading system.
(a) Most-Favoured-Nation (or MFN) treatment (see GATT 1947, Art. 1). MFN treatment obligation prohibits discrimination among goods, services or service suppliers of different foreign origins (or with different foreign destinations)
(b) National treatment (see GATT 1947, Art. III). What is the purpose of the national treatment principle? National treatment obligation prohibits discrimination between foreign goods, services and service suppliers and domestic goods, services and service suppliers.
Read relevant WTO case law on MFN and National Treatment in any of the course textbooks set out above and/or in the WTO case summaries on Blackboard.
You should read the Report of the WTO Appellate Body, Japan – Taxes on Alcoholic Beverages WT/DS8/AB/R WT/DS10/AB/R WT/DS11/AB/R, Adopted 11 November 1996, http://www.worldtradelaw.net/reports/wtoab/japan-alcohol(ab).pdf
(c) Binding of tariffs (see GATT 1947, Art. XXVIII).
(d) Tariffication (see GATT 1947, Art. XI).
See WTO, Principles of the trading system, https://www.wto.org/english/thewto_e/whatis_e/tif_e/fact2_e.htm
5. Are there any exceptions to the above principles? Consider:
(a) General exceptions (see GATT 1947, Art. XX).
(b) Security exceptions (see GATT 1947, Art. XXI).
(c) Regional trading arrangements (see GATT 1947, Art. XXIV).
(d) Developing States (see GATT 1947, Art. XVIII; XVI: 8; XXXVII).
See WTO rules and environmental policies: GATT exceptions, https://www.wto.org/english/tratop_e/envir_e/envt_rules_exceptions_e.htm
Impact of COVID-19 pandemic on global trade
6. Examine the impact of COVID-19 pandemic on global trade.
See: COVID-19 and world world trade, https://www.wto.org/english/tratop_e/covid19_e/covid19_e.htm
WTO Annual Report 2021, https://www.wto.org/english/res_e/booksp_e/anrep_e/anrep21_spotlight_covid_e.pdf
Post-seminar activity
Read the following Report of the WTO Appellate Body, Japan – Taxes on Alcoholic Beverages WT/DS8/AB/R WT/DS10/AB/R WT/DS11/AB/R, Adopted 11 November 1996, http://www.worldtradelaw.net/reports/wtoab/japan-alcohol(ab).pdf
Prepare a case note (no longer than 600 words) setting out the following:
(i) Summary of facts
(ii) Dispute between parties (measure or product at issue)
(iii) Summary of legal arguments
(iv) Panel/Appellate Body findings
(v) Your comments – Did the Appellate Body correctly interpret and apply the law on to the facts?

 

 

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Read the case and provide deep thinking answers for the questions. Need to have

Read the case and provide deep thinking answers for the questions.
Need to have each point well organized and explain clearly.
I have attached study notes for your reference. All the knowledge and references should be from those notes. All notes are from contemporary Employment Law. 3d edition. C. Kerry Fields & Henry R. Cheeseman. Aspen Publishers, Wolters Kluwer.
Make sure you have citations mentioned in the paper.
Let me know if you need anything else such as a textbook.

 

 

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PART ONE Instruction: 1) Read the sources below: –Parker, Ch. 5: The Rise of

PART ONE Instruction:
1) Read the sources below:
–Parker, Ch. 5: The Rise of the Federal Immigration Order
–Chinese Exclusion Act of 1882, https://www.ourdocuments.gov/doc.php?flash=false&doc=47&page=transcriipt
— The Geary Act (1892), https://aadha.binghamton.edu/items/show/221#?c=0&m=0&s=0&cv=0
–Chae Chan Ping v. the United States, 130 U.S. 581, 609 (1889), Cornell Law School, https://www.law.cornell.edu/supremecourt/text/130/581
— Fong Yue Ting v. the United States, 149, 698, 707, 730 (1893), Cornell Law School, https://www.law.cornell.edu/supremecourt/text/149/698
2) Write answers to the following questions:
3. Questions:
1) What was the Supreme Court’s main argument in upholding the Chinese exclusion act of 1892 (Geary Act) in Chae Chan Ping v. the United States and Fong Yue Ting v. the United States? Identify the Court’s rationales.
2) What is the significance of the Supreme Court’s decision of the two cases?
3) What is the implication of these decisions today?
PART TWO Instruction:
1) Watch “Empire of Dreams (1880-1942)” In Latino Americans from Films on Demand using this link, https://fod.infobase.com/p_Login.aspx?e=9&xtid=58765&wID=98840
2) Write answers to the following questions.
3. Questions:
1) How did Puerto Rico become a U.S. territory? And why did Puerto Ricans feel ambivalent about the U.S. rule?
2) Why were Mexicans considered ideal workers for the United States particularly in 1915?
3) Why did Emilia Castañeda’s family return to Mexico in the 1930s?
4) Which one of the following terms best explains the policy that sent Emilia’s family to Mexico, resettlement, deportation, internment, immigration, and repatriation? Explain your choice. Use the following glossary to find the definition of the terms in the context of U.S. immigration law and policy. The first one is from the U.S. Department of Homeland Security, https://www.dhs.gov/immigration-statistics/data-standards-and-definitions/definition-terms and the second from Syracuse University, https://trac.syr.edu/immigration/glossary/

 

 

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Instruction: Read and stream the source below: –Parker, Ch. 5: The Rise of

Instruction:
Read and stream the source below:
–Parker, Ch. 5: The Rise of the Federal Immigration Order (attached below)
–Chinese Exclusion Act of 1882, https://www.ourdocuments.gov/doc.php?flash=false&doc=47&page=transcriipt
— The Geary Act (1892), https://aadha.binghamton.edu/items/show/221#?c=0&m=0&s=0&cv=0
–Chae Chan Ping v. the United States, 130 U.S. 581, 609 (1889), Cornell Law School, https://www.law.cornell.edu/supremecourt/text/130/581
— Fong Yue Ting v. the United States, 149, 698, 707, 730 (1893), Cornell Law School, https://www.law.cornell.edu/supremecourt/text/149/698
–Watch: “Episode 1: Breaking Ground” of Asian Americans (2020) from Films on Demand using the link below, https://fod.infobase.com/p_Login.aspx?e=9&xtid=210658&wID=98840 Input Username: for assigned writer
2) Write 75-100 word answers each to the following questions:
3. Questions:
1) According to the first paragraph of the Chinese Exclusion Act of 1882, why was this law necessary?
2) What does the phrase “the good order of certain localities” mean? What does this phrase imply?
3) What methods for keeping track of Chinese people did the law specify? The last word in Section 4 is “canceled.” What was being canceled?
4) What implications did the passage of the Chinese Exclusion Act have for Chinese people already in the United States?
5) How was the Chinese immigrant experience different from or similar to that of other immigrant groups during the nineteenth century? For example, how were Chinese Americans’ experiences different from or similar to those of African Americans?
6) How do you think the Chinese Exclusion Act changed the relationship between the federal government and immigrants? Here, you may use the Geary Act that extended the Chinese Exclusion Act of 1882 for another ten years and added more restrictions.
Bonus Random Question: (you can complete this only if you have time if not don’t worry about it, I know three hours isn’t much to answer the following questions with all the material required to read and use) Thank you!!
The President of the United States is the chief executive of the nation’s largest bureaucracy. These departments, agencies, bureaus, and offices perform the functions of government. They implement the law. The bureaucracy has grown so large, in fact, that some refer to it as the “Fourth Branch of Government.” Is this a good thing? Is the size of the bureaucracy counterproductive? Or is it a necessary colossus for delivering value to citizens?
I got a really bad grade on my last quiz I also submitted through here so it’d be great if you could make sure the answers are correct

 

 

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Debbie Young is a seasoned high school principal. She served as a special educat

Debbie Young is a seasoned high school principal. She served as a special education teacher and as an assistant principal in a progressive, affluent school district in the South. She is approached by the parents of a severely disabled tenth-grade student, Jonathan, requesting that a full-time nurse be provided under the label of “related services.” Jonathan has multiple disabilities requiring constant care by a specially trained nurse. He is profoundly mentally disabled, has spastic quadriplegia, and has a seizure disorder. Young refuses the parents’ request due to extraordinary expense and a view that the school is not the most appropriate placement for Jonathan.
Post responses to the following questions.
1. Is Young’s decision defensible? Why or why not?
2. Is the parents’ request reasonable under the law? Why or why not?
3. Is the provision of a nurse a related service if it is necessary for Jonathan to receive an appropriate education? Why or why not?
4. How do you think a court would rule in this case? Provide a rationale for your response.
5. What are the administrative implications of this case?
6. What are the issues your school is facing related to IDEA and special education students? Is it inclusion? Bullying? Medication? Related services? Complex medical needs? Class disruption? Need for physical restraints? Teachers ability to modify assignments? Integration in extra curricular activities? Violent behaviors?

 

 

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Select two of the scenarios. Support your responses with appropriate cases, laws

Select two of the scenarios. Support your responses with appropriate cases, laws, and other relevant examples by using at least one scholarly source from the SUO Library in addition to your textbook for each scenario. Do not copy the scenario text into the paper. Label the beginning of each scenario with the number you selected (e.g., Scenario 1). Cite your sources in APA format on a separate page. Submit your document to the Submissions Area by the due date assigned.
Scenario 1 – Contracts
Greg, a consumer in Tennessee, sent a purchase order to Campbell Manufacturing, a U.S. company, for a 4000 PSI gas pressure washer valued at $1275. Greg needed a new pressure washer for his part time business of washing houses. The order did not specify how disputes between the parties would be settled. Campbell returned a definite, unconditional acceptance that contained one additional term which stated that disputes must be submitted to arbitration. Greg received the acceptance; however, he never agreed or objected to the additional term.
Campbell orally contracted to sell 15 pressure washers to London Painting Company a large commercial painting company in France.
Explain the status of the contract between Greg and Campbell.
If a contract was formed, did the additional term in the acceptance become part of the contract?
Is the contract between Campbell and London legally enforceable? (Additional research outside of the textbook may be necessary).
Scenario 2 – Management of Corporations
Parker and Phillips incorporated P & P Resorts Inc., a closely held Texas corporation. Parker was president and Phillips served as vice president and director for operations. Parker owned 40% of the stock, while Phillips owned 60%. Both men met with CTA, a group of travel agents from California to discuss special deals for booking groups into the resorts. After the first meeting, all contracts with CTA were made by Phillips, who learned that there was a good chance that CTA would award the contract to P&P Resorts. Phillips incorporated Travel Brokers and was its sole owner. Phillips used P& P Resort’s time to work on proposals for Travel Brokers and managed to keep negotiations with CTA a secret from Parker. When Parker discovered Phillip’s actions, he filed suit against him for wrongfully taking a corporate opportunity from P &P Resorts. Phillips claimed that he did not take a corporate opportunity because Travel Brokers did not have the financial ability to undertake the contract with CTA.
Provide the arguments for Parker and Phillips.
Determine which party should win and provide support for your selection.
Explain any ethical principles applicable to this case.
Scenario 3 – Product Liability
Allan was not a licensed plumber, but often installed hot water heaters as part of his job as a handyman. Allan installed a new hot water heater manufactured by Bradford Inc. for Karla, a single mother with two children. Warnings were provided in large bold letters on a metal plate on the water heater. Similar warnings were provided in the manual Allan provided to Karla at the time of installation. The warning on the water heater read “CAUTION: HOT WATER CAN SCALD.” The heater itself contained a picture of hot water coming from a faucet with the words “DANGER” printed above it. In addition, the following statement was printed on the water heater.
Warning! Water temperature over 120°F can cause severe burns. Children, elderly persons, and the disabled are at higher risk of being scalded. Test water temperature before bathing or showering. Temperature limiting valves are available, see manual.
Allan set the temperature to 105°F. The next day, 3-year-old Simon was being bathed by his 12-year-old sister, Linda. When Linda received a text on her cell phone, she left Simon alone in the bathtub with the water running. Simon was scalded by the water from the tap. Simon’s mother brought suit against Allan and Bradford Inc. alleging defects in the design of the water heater and Allan’s failure to warn her about the heater’s dangers.
Provide arguments that Allan, Bradford and Linda will introduce in court.
Determine which party should win and support your answer.

 

 

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Team Two Topic Team Two will be leading this class discussion forum based on a t

Team Two Topic
Team Two will be leading this class discussion forum based on a topic related to business culture and social values relating to either
workforce diversity, equity, and inclusion; or
demographic changes in the labor pool.
By the beginning of this lesson, as outlined in the Course Schedule, a member of Team Two will post
an interesting academic research paper, essay, video, or other presentation from an informed source;
a short summary of the key points of analysis or opinions in the source material and an explanation of why the team concluded that this was interesting material for review by the class; and
a set of three provocative questions to guide the class discussion.
Please see the discussion forum below for the initial post from Team Two that contains the discussion information.
Discussion Participation Instructions for the Entire Class
Step One
Review the cited source material selected by Team Two along with their posted summary and questions. Consider whether the analysis or opinion expressed in the source material is sound and persuasive. Is it based on an accurate understanding of the facts? Post a short statement with your reaction to the source material.
Step Two
Choose at least one of the questions and prepare, edit, and post a careful and thoughtful response to the question in a paragraph or two. You may cite outside sources or course materials in your response.

 

 

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The general theme of this course will be on legal judgments as both a justificat

The general theme of this course will be on legal judgments as both a justification for, and an exercise of, state power. In the first, and more abstract, part of the course, we will focus on the relationship between legal and ethical judgments, and on the question of the obligation (if any) of private individuals and state actors each to respect the ethical judgments of the other. In the second part of the course, we will turn to some specific legal problems. Here our focus will be not only on what answers courts have given to the legal questions before them, but on how they have shaped the questions themselves. In particular we will be concerned with the question of what kinds of harms are recognized as legally redressable and what kinds of harms are relegated to the merely tragic. Here we will examine one area of so-called “private law” (torts) and one area of “public law” (equal protection with respect to race).
This assignment is not necessarily to answer one of the study questions but an informal connection of the readings to the theme mentioned above with the study questions in mind.

 

 

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Case Brief: Read Chapters 05 & 06 prior to completing this assignment. Many cas

Case Brief:
Read Chapters 05 & 06 prior to completing this assignment. Many case studies are included in your textbook. This exercise will help you to learn vocabulary and how to analyze the case and write a brief a case.
For every Case Brief:
You must find a case related to the weekly chapter. You can pull your case from the book or from the internet as long as you cite the sources.
Please write a short synopsis of the case using the brief outline below no longer than two pages. The synopsis should be typed, double-spaced, times new roman 12 font and printed in black ink.
Case brief written assignment expectations:
Facts: This should be a quick list of facts, but make sure to include any legally significant facts.
Procedural history: These are notes about the journey the case has taken through the court system.
Issue presented: What is the legal issue that the court is discussing? Note, there can be more than one issue.
Holding: This is the ruling of the court. If the issue presented is a question for the court to answer, then the holding is the answer to that question.
Legal reasoning: This is a quick summary of the thought process used by the court to reach their conclusion.
Rule of law: If the court applied any rules of law that are important, you want to write that down too.
Concurring or dissenting opinions (if any): If your casebook included a concurring or dissenting opinion in your reading, you will need to read it carefully. It is there for a reason.
Citation: Required.
The Legal and Regulatory Environment of Business
19th Edition
By Marisa Pagnattaro and Daniel Cahoy and Julie Manning Magid and Peter Shedd
ISBN10: 1260734285
ISBN13: 9781260734287
Copyright: 2022
CASE: SNYDER v. PHELPS
https://www.uscourts.gov/educational-resources/educational-activities/facts-and-case-summary-snyder-v-phelps
I googled Snyder v. Phelps and this came up

 

 

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Our class will complete two team projects for this Module 1 on Tort Law: Each te

Our class will complete two team projects for this Module 1 on Tort Law:
Each team, described below, will create a table on your computers and work together to complete the blank table shown in Law on page 208, Figure 7-3 (“Intentional Tort Chart”). Please post your completed table by noon on Monday September 20. This is a couple hours before the final class in the Torts Module 1. During class on Monday September 20 we will want to talk about what you came up with on this chart.
Case Presentations. I will randomly assign teams of two. The two members of the team will play first year associates in the same law firm and you have been asked by a senior partner to analyze a set of facts to spot legal issues, think about possible torts, and to make an oral presentation to a mock jury so that the senior lawyers (your bosses, gulp) can observe and evaluate whether to take a case and how their case arguments will be made.
Each team will prepare a set of notes about your case in outline form (to be submitted after class on Monday September 20) and will make a 6 to 12 minute presentation to the class (the jury) on Monday September 20. Team members should practice with each other and time the presentation. Think of this exercise as making an opening statement to a jury in a civil lawsuit. The rest of the class will sit as the jury; Professor Caffey and any visiting attorney will sit as courtroom judge(s) for your presentations.
If any class member cannot join us for class on September 20 we will make arrangements to make your presentation at another time.
Your presentation will identify any torts, list their elements, and describe how the facts will help/hurt your case, and make as persuasive an argument to the jury as you can. After your presentation, to the jury, please advise the judge(s) whether you think you have a strong case or a winning or losing argument, and why, and whether there are any strong defenses that should be anticipated. The judges may ask you questions about the case, so please be prepared to discuss (or defend) any aspect of your case.
The jury and the judges would like to hear from both members of your team, so plan to split the presentation. One of you can review the facts, the other can run down the elements of applicable torts, or you may divide up the presentation in any other way that makes sense to the team. You may take either side of the case you are assigned or that you select. I will randomly assign cases noted below to each team. You may present that case or choose to present any of the cases appearing in Chapter 7 of Introduction to Law or that we have discussed as a class – please let me know by our class on September 13 which case you are preparing so that we do not have any two teams preparing the same case (unless the two teams want to present different sides of the same case – that would be fun. Any volunteers?).
Here are the cases I will assign to teams. You may present this case or elect to switch to any case in Chapter 7 that describes a set of facts and a potential tort(s). If your case is an actual, decided case, in your presentation please pretend that the case has not been decided and that your firm is considering representing one of the parties. Case references in the assignment are 1 through 8.
See page 169, the facts shown about the trippy Lee Greenly. Be sure to think about possible defendants.
See page 207, #4 about a series of four factual situations, plan to present them all in summary fashion.
Your case facts: During a visit to a private “tiger refuge” (not a licensed zoo), a paying guest stepped up to the fence of a tiger ‘habitat’ and pulled a raw pork chop out of her purse. On the other side of the chicken-wire fence, a 600 lb. male Bengal Tiger named “Big Will” instantaneously lunged at the delectable meaty morsel (witnesses say he covered about 15 feet in the air), was stopped by the fence but its claws badly scratched the guest when the fence flexed out under Big Will’s weight. The guest had to have 13 stitches to repair her (pork-chop-holding) arm, and also had to have a painful series of rabies shots. Big Will never did get the chop. His handlers say he has never before done anything like the now infamous lunge, and that he has been rather ‘grumpy’ since the incident. Among handlers, Big Will’s astonishing lunge became known as taking a flight on “Pork Chop Air.”
Instructions
Complete the Fig. 7-3 Chart in a table recreated from page 208; due Monday September 20 by Noon ET.
Submit your notes for the case presentation; should be no more than one page; due Monday September 20 by 11:59 PM ET or by 11:59 PM ET after the class in which you make your team’s presentation.
We will work out of Introduction to Law(6thEdition), by J.B. Hames and Y. Ekern.
Case #4, the “Spring-loaded Shotgun” case. Please present the defendant of the case (Love it!).
Class #4: Monday September 20, 2021Strict Liability torts (Danger!)Review of Tort case defensesDamages for tortsDiscuss and Brief Burnett v. National Inquirer, page 197Discuss and Brief civil rights case Plumhoff v. Rickard, page 203Class visitor: Civil rights litigator.Tort case presentation by class members.Reading assignment for this class: Chapter 7, pages 195-206 (Tort Law –Negligence Topics).

 

 

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