Economics and enterprise
nur12
taskbriefEconomicsandenterprise.docxCOURSE CODE BCOBM123 COURSE NAME ECONOMICS AND ENTERPRISE Task brief & rubrics
Task
· Individual task
· Read the questions and answer the following questions.
· Submission:
· Submit on Moodle the 7th May 2023 at 23: 59.
Answer the following two questions:
1. From topic 8, explain the two exchange rate systems. Explain your country´s exchange rate system . (20%)
2. Explain the difference between factor abundant and product intensive. Which trade theory belongs to? Explain the theory. (20%)
3. Using the ISLM model, graph and explain the following: (60%)
1. An increase in taxation to Investment and Saving.
1. A decrease in Government spending and a decrease in the interest rate level.
1. Fixed government spending and a decrease in interest rates.
1. Increase in nominal income with a fixed money supply.
Formalities:
· Wordcount 1500
· Cover, Table of Contents, References and Appendix are excluded of the total wordcount.
· Font: Arial 12,5 pts.
· Text alignment: Justified.
· The in-text References and the Bibliography have to be in Harvard’s citation style.
Weight: This task is a 60 % of your total grade for this subject.
It assesses the following learning outcomes:
1. Explore key economic theories, models, and trends, and how they impact decision making processes at different levels, vis-s-vis, micro, macro and international.
2. Analyze the functioning of the market and the role of business in the international arena.
3. Interpret various economic indicators across different levels of analysis.
Rubrics
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Learning Descriptors |
Fail Below 70% |
Fair 70-79 % |
Good 80-89% |
Exceptional 90-100% |
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Purpose & Understanding
KNOWLEDGE & UNDERSTANDING
Set 30 here |
Very poor coverage of central purpose, goals, research questions or arguments with little relevant information evident. Virtually no evidence of understanding or focus.
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Minimal understanding of purpose of the study; factual errors evident. Gaps in knowledge and superficial understanding. A few lines of relevant material.
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Reasonable understanding and clearly identifies the purpose, goals, research questions or argument. Reflect partial achievement of learning outcomes.
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A sound grasp of, and clearly identifies, the purpose, goals, research questions or argument. Some wider study beyond the classroom content shown.
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Effectively describes and explains the central purpose, arguments, research questions, or goals of the project; explanation is focused, detailed and compelling. Recognition of alternative forms of evidence beyond that supplied in the classroom.
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Content
KNOWLEDGE & UNDERSTANDING
Set 30 here |
Content is unclear, inaccurate and/or incomplete. Brief and irrelevant. Descriptive. Only personal views offered. Unsubstantiated and does not support the purpose, argument or goals of the project. Reader gains no insight through the content of the project.
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Limited content that does not really support the purpose of the report. Very poor coverage. Displays only rudimentary knowledge of the content area. Reader gains few if any insights
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Presents some information that adequately supports the central purpose, arguments, goals, or research questions of the project. Although parts missing, it demonstrates a level of partially proficient knowledge of the content area. Reader gains some insights.
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Presents clear and appropriate information that adequately supports the central purpose, arguments, goals or research questions of the project. Demonstrates satisfactory knowledge of the content area. Reader gains proficient insights.
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Presents balanced, significant and valid information that clearly and convincingly supports the central purpose, arguments, research questions or goals of the project. Demonstrates in-depth and specialised knowledge of the content area. The reader gains important insights
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Organization
COMMUNICATION
Set 20 here |
Information/content is not logically organized or presented. Topics/paragraphs are frequently disjointed and fail to make sense together. Reader cannot identify a line of reasoning and loses interest.
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Information/content is not, at times, logically organized or presented. Topics/paragraphs are frequently disjointed which makes the content hard to follow. The reader finds it hard to understand the flow of the report.
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Information/content is presented in a reasonable sequence. Topic/paragraph transition is unclear in places with linkages for the most part. Reader can generally understand and follow the line of reasoning, although work needed to be proficiently organized.
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Information/content is presented in a clear and understandable sequence. Topic/paragraph transition is good with clear linkages between sections and arguments. Reader can understand and follow the line of reasoning.
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Information/content is presented in a logical, interesting and effective sequence. Topics and arguments flow smoothly and coherently from one to another and are clearly linked. Reader can easily follow the line of reasoning and enjoyed reading the report.
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Style & Tone
COMMUNICATION
Set 20 here |
Writing is poor, unclear and unengaging, and the reader finds it difficult to read and maintain interest. Tone is not professional or suitable for an academic research project. A reorganization and rewrite is needed.
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Writing is unengaging and reader finds it difficult to maintain interest. Tone is not consistently professional or suitable for an academic research project. Work needed on academic writing style.
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Writing is usually engaging and keeps the reader’s attention. Tone is generally appropriate for an academic research project, although a clearer and more professional style and tone is needed.
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Writing style and tone is generally good and sustains interest throughout. Tone is professional and appropriate for an academic research project.
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Writing is compelling and sustains interest throughout. Tone is consistently professional and appropriate for an academic research project.
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