global economics

Midterm Assessment Written assignment Activity brief BCO221 – Global Economics Online campus Professor: Dr. Neus Vila | [email protected]

Description Report Topic 1: You work at the Ministry of Economy, Trade and Industry of Mexico. Your supervisor has requested that you prepare a policy note on the effects of the recent USMCA trade agreement.

Your task is to prepare a policy note that covers, the following points using the relevant economic concepts you have seen during the course up to this point and relevant data. The report should be organized by the below sections:

- Cover Page

- Table of Contents

- Introduction (1 or 2 paragraphs)

- Section 1. Describe the most relevant USMCA agreements for Mexico’s imports and exports. (provide data to prove your points)

- Section 2. Provide evidence of which Mexican sectors and producers have benefited the most out of the agreement. (provide data to prove your points)

- Section 3. Provide evidence of which Mexican sectors and producers have benefited the least out of the agreement. (provide data to prove your points)

- Section 4. Provide evidence of which Mexican consumers have benefited the most out of the agreement. (provide data to prove your points)

- Section 5. Provide evidence of which Mexican consumers have benefited the least out of the agreement. (provide data to prove your points)

- Section 6. Provide evidence of how the pandemic has affected the international trade (imports and export) with the US. (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

1500 and the maximum is 1800. • 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.

- Conclusions

- References § References and the Bibliography must be in

Harvard’s citation style.

Make sure you provide an objective analysis, and that the analysis is backed up with actual data and proper analysis of the trends and figures.

Recommended sources:

• Data: Office of the United States Trade Representative o https://ustr.gov/trade-agreements/free-trade-

agreements/united-states-mexico-canada- agreement/fact-sheets/modernizing

You should use additional relevant sources: specialized press, internet material, etc.

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

Due date Date: Monday 23rd of August 2021 Time: 12:00 CEST

Weight towards final grade

This activity has a weight of 40% towards the final grade.

Learning outcomes

Type the learning outcomes that students will be meeting with this assessment here. Please refer to the course outline course outcomes.

1. develop a complex understanding of the main concepts of international economics and how to apply them.

2. understand and analyze the different global economic theories. 3. Evaluate real life situations with a practical application of the

acquired tools and knowledge.

Assessment criteria

See rubric on next page.

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.