Global financial institutions like the World Bank and IMF policies can require developing countries to change their monetary policy, devalue th
Global financial institutions like the World Bank and IMF policies can require developing countries to change their monetary policy, devalue their currency, etc. What impact does this have on the country's (any one ) economy and how does it impact people’s well-being of that country specifically.
Discuss the problem using real case references.
It is for the "Global Financial Institution Management" course, an MBA level paper, and a strict focus on matter and plagiarism.
Sheet1
| Masters Level Grading Rubric For Assessment Of Case Study | ||||||||||
| 1-4 Scale | 1 | 2 | 3 | 4 | ||||||
| Percentage Score | Weight | Student Score | 0-59 | 59-71 | 72-77 | 78-81 | 82-84 | 85-89 | 88-91 | 92-100 |
| Grades | F | C | B- | B | B+ | A- | A | A+ | ||
| Mastery Level | Beginning | Developing | Competent | Mastery | ||||||
| Standard Level | Below Standard | Approaching Standard | At Standard | Exceeds Standard | ||||||
| Executive Summary/ Abstract | 5 | Executive summary or Abstract missing or poorly constructed | Executive summary or Abstract inadequate | Executive Summary or Abstract Executed Adequately | Executive Summary or Abstract Executed in Superior Fashion | |||||
| Problem Identification & Scope | 10 | Shows little understanding of the issues, key problems, and the company’s present situation and strategic issues. | Shows some understanding of the issues, key problems, and the company’s present situation and strategic issues. | Shows adequate knowledge of the issues, key problems, and the company’s present situation and strategic issues. | Shows superior knowledge of the issues, key problems, and the company’s present situation and strategic issues. | |||||
| Case Analysis | 25 | Analysis of case poor analysis of issues of the case, supporting detail is incorrect or missing | Analysis of case showsinadequate levels of analysis of issues of the case, provides little supporting detail | Analysis of case shows adequate levels of analysis of issues of the case, provides supporting details | Analysis of case shows superior levels of analysis of underlying issues that are not necessarily readily apparent, uses appropriate levels of supporting detail | |||||
| Recommendation and Conclusions | 10 | Recommendations and/or plans of action provided that are mostly incorrect or absent | Recommendations and/or plans of action provided that are partially correct, alternate viewpoints not considered | Specific recommendations and/or plans of action provided that are substantially correct, alternate viewpoints may be considered | Specific recommendations and/or plans of action provided that go beyond the expected scope of the case fully supported by data, alternate viewpoints fully considered | |||||
| Organization & Critical Thinking | ||||||||||
| Demonstration of thought process and analysis of problem and resolution using own thoughts and ideas | 20 | Introduction provides poor level of background of paper Structure of paper is not clear and is difficult to follow train of thought process Conclusion does not follow logically from body of paper Critical Thinking is lacking: missing logical argumentation & reasoning, concrete examples & valid inferences | Introduction provides background of paper missing some key elements Structure of paper is not clear and it is not easy to follow train of thought process Conclusion follows from body of paper but misses key points Critical Thinking is not fully present: missing key points of logical argumentation & reasoning, concrete examples & valid inferences | Introduction provides good level of background of paper Structure of paper is clear and train of thought process is understandable Conclusion mostly follows logically from body of paper Critical Thinking is present: logical argumentation & reasoning shows, reasonable examples & valid inferences are made | Introduction provides superior level of background of paper Structure of paper is very clear and easy to follow train of thought process Conclusion follows logically from body of paper Critical Thinking is present through: logical argumentation & reasoning, concrete examples & valid inferences | |||||
| Style & Mechanics | ||||||||||
| APA Application of the requirements of the 7th APA manual to create a standardized formatted report | 10 | 7th Ed. APA Manual is not followed or there are significant errors in: title page & references pages. In-text citations, paraphrasing and direct quotes are quite inadequate but do not rise to the level of plagiarism | 7th Ed. APA Manual is followed with significant errors in: title page & references pages. In-text citations, paraphrasing and direct quotes are lacking but do not rise to the level of plagiarism | 7th Ed. APA Manual is followed with minor errors in: formatted title page, formatted references pages, in-text citations, paraphrasing and direct quotes are adequately used in the correct context | 7th Ed. APA Manual is followed with no errors including: properly formatted title page, properly formatted references pages, in-text citations are correclty used, paraphrasing and direct quotes are properly used in the correct context | |||||
| Grammar/Punctuation/Spelling Use of proper English language grammar, spelling and punctuation to create a readable paper. | 10 | Grammar and sentence structure has major problems following standard English rules and reads with difficulty with major errors in punctuation and spelling | Grammar and sentence structure has problems following standard English rules and reads with some difficulty with errors in punctuation and spelling | Grammar and sentence structure mostly follows standard English rules and reads reasonably well with few errors in punctuation and spelling | Grammar and sentence structure follows standard English rules and reads well with excellent punctuation and spelling | |||||
| Readability & Style Clarity of thought and appropropriate level of language use that brings the author's thoughts and ideas to the reader. | 10 | Sentences are lacking in completeness, clearness, consicseness and are not well-structured. Transitions do not maintain flow of thought. Words are ambiguous. Tone is inappropriate to audience/assessment. Colloquial language or inappropriatel use of paraphrasing is used. | Sentences need to be more complete, clear, consicse and well-constructed. Transitions do not maintain flow of thought well. Words are not precise and have some ambiguity. Tone is not appropriate to audience/assessment. Colloquial language or inappropriatel use of paraphrasing is used too much. | Sentences are mostly complete, clear, consicse and well-constructed. Transitions moslty maintain flow of thought. Words are mostly precise with little ambiguity. Tone is mostly appropriate to audience/assessment. Colloquial language or inappropriatel use of paraphrasing is used sparingly. | Sentences are consistently complete, clear, consicse and well-constructed with strong, varied structure. Transitions consistently maintain flow of thought. Words are quite precise and unambiguous. Tone is comlpetely appropriate to audience/assessment. No colloquial language or inappropriatel use of paraphrasing used. | |||||
| Marks | 100 | Additional Comments |
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