Global Economics Assignment

Final Assessment Written Assignment Activity brief BCO221 – Global Economics Online campus Professor: Dr. Vasileios Myrthianos | [email protected]

Description Write a report that assesses how one country has so far been affected by the coronavirus crisis in terms of economic development. The report should include the following sections and should be organized by sections:

- Cover Page

- Table of Contents

- Section 1. Define Economic Development

- Section 2. Describe using referenced data the economic conditions in your country of choice, including

1. GPD level (last 20 years) 2. GPD per capita level (last 20 years) 3. HDI score (last 20 years) 4. Gini Index (last 20 years) 5. Poverty levels (last 20 years)

- Section 3. Explain the 2 main economic development policies implemented during the last 20 years, and 1 economic development policy related with the covid pandemic (provide data to prove your points)

- Section 4. Analyze how much the country of your choice is open to international investments (FDI) and to the free trade of goods and services (provide data to prove your points)

- Section 5. Explain the benefits and drawbacks of 2 policies that you recommend should be implemented to promote development in the country of your choice (provide data to prove your points)

Format Your submission must meet the following formatting requirements:

• Individual Report. • Upload one file in only. • File format allowed: PDF. • The minimum amount of words to be

used is 1800 and the maximum is 2000. • Bibliography, Cover Page, and Table of

Contents will not count towards the final wordcount.

• You may want to include images/graphics to make your reasoning and argumentation more visual and explicative.

• Font: Arial. Size: 12pts. Line spacing: 1,5. Text align: Justified.

• Harvard’s referencing style is mandatory.

Due date Date: Monday September 20th of 2021 Time: 12.00hs CEST

Weight towards final grade

This activity has a weight of 60% towards the final grade.

Assessment criteria

See rubric on next page.

- Section 6. Conclusions - Based on the points discussed above

Goal(s) This task evaluates the application of general concepts and theories learned throughout the entire course.

Learning outcomes

This task assesses the following learning outcomes:

• Develop a complex understanding of the main concepts of international economics and how to apply them.

• Understand and analyze the different global economic theories.

• Evaluate real life situations with a practical application of the acquired tools and knowledge.

Rubric: written assignment

Criteria Accomplished (A) Proficient (B) Partially proficient (C) Borderline (D) Fail (F) Problem identification

The business issue has been correctly identified, with a competent and comprehensive explanation of key driving forces and considerations. Impact on company operations has been correctly identified. Thorough analysis of the issue is presented.

The student correctly identified the issue(s), taking into account a variety of environmental and contextual drivers. Key case information has been identified and analyzed.

The student correctly identified the case (issues), considering obvious environmental/contextual drivers. There is evidence of analysis, but it lacks depth.

The student correctly identified the issue(s) but analysis was weak. An absence of context – the work is basically descriptive with little analysis.

The student failed to correctly identify the issue(s); analysis was incorrect or too superficial to be of use; information was misinterpreted.

Information gathering

The student showed skill in gathering information and analyzing it for the purposes of filling the information gaps identified. Comprehensive and relevant.

Relevant information gaps were identified and additional relevant information was found to fill them. At least two different types of sources were used. The student demonstrates coherent criteria for selecting information but needs greater depth.

The student correctly identified at least one information gap and found relevant information, but which was limited in scope. Some evidence of sound criteria for selecting information but not consistent throughout. Needs expansion.

An information gap was identified and the student found additional information to fill it. However, this was limited in scope. Weak criteria for the selection of necessary information.

Information was taken at face value with no questioning of its relevance or value. Gaps in the information were not identified or were incorrect.

Conclusions The student evaluated, analyzed, synthesized all information provided to create a perceptive set of conclusions to support the decisions and solutions.

The student evaluated, analyzed and synthesized to create a conclusion(s) which support decisions and solutions.

The student reached conclusions, but they were limited and provided minimal direction for decision-making and solutions.

The conclusion was reasonable but lacked depth and would not be a basis for suitable strategy development.

The student formed a conclusion, but it was not reasonable. It was either unjustified, incorrect or unrelated to the case in hand.

Solutions The student used problem solving techniques to make thoughtful, justified decisions about difficult and conflicting issues. A realistic solution was chosen which would provide maximum benefit to the company. Alternative solutions were explored and ruled out.

The student used problem solving techniques to make appropriate decisions about complex issues. Relevant questions were asked and answered. A realistic solution was chosen. Alternatives were identified, explored and ruled out.

The student used problem- solving techniques to make appropriate decisions about simpler issues. The solution has limited benefit but does show understanding of implications of the decision. Alternatives were mentioned but not explored.

The student used problem solving techniques to make decisions about simpler issues but disregarded more complex issues. Implications of the decision were not considered. Alternatives were not offered.

The student formed a conclusion, but it was not reasonable. It was either unjustified, incorrect or unrelated to the case in hand.