Write a report following the below points: 1. Cover 2. Table of contents 3. Brief description of the 4th industrial revolution 4. How the 4th industr

ACTIVITY BRIEF FOR ASSESSMENT CHOOSE AN ASSESSMENT CATEGORY

ACADEMIC YEAR 2021 – 2022 – SPRING

Course BCO221 – Global Economics (3CH/4ECTS) Instructor Dr. Neus Vila Brunet

Participation in all assessment activities stated in this document is required. An overall course total of 70 points is required to pass the course. Due dates and times are always in Geneva time.

Assessment Choose an assessment category

Description Due date and time

Weight of course total

Task 3.1: Quiz 3 Assessment type: Quiz Description: The quiz checks the level of understanding of the seventh and eight units For further details of this assessment task, please consult the activity description on the relevant week of the course site.

25 Mar. 22 17:00

5%

Task 3.2: Quiz 4 Assessment type: Quiz Description: The quiz checks the level of understanding of the nineth, tenth and eleventh units For further details of this assessment task, please consult the activity description on the relevant week of the course site.

08 Apr. 22 17:00

5%

Main task Task 3.3: Final Exam Assessment type: Exam Description: 4th industrial revolution and economic development See sections below for further details.

13 May. 22 17:00

30%

INSTRUCTIONS

Main task Write a report following the below points:

1. Cover 2. Table of contents 3. Brief description of the 4th industrial revolution 4. How the 4th industrial revolution is contributing to the globalization process – provide DATA to back up

your answers, and explain the CONNECTION of the X and M with the 4th industrial revolution: a. amount of X and M of goods per year b. amount of X and M of services per year c. amount of X and M of intangible capital per year d. amount of X and M of money per year e. amount of movement of people per year

5. Which are the countries that are benefiting the most of the 4th industrial revolution? WHY? Back up your answers with DATA.

6. Conclusions 7. References

FORMAT

Your submission must meet the following formatting requirements:

• Submit one file(s) only. • Required file format for main submission: PDF. • Additional file format for additional deliverables: Choose an option. • Additional file requirements: Type additional requirement info or “None”.

Other details:

• Font size 12 • Single-spaced • Add references along the text to know where the data and information comes from. See Harvard-in-

text citation guidelines: https://www.bcu.ac.uk/library/services-and-support/referencing/harvard/in-text- citations

• Number of words: 1750

All refencing and citations require Harvard referencing style.

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;

• distinguish between the different international economic systems;

• understand balance of payments and its influencers;

• explore economic integration in different economic areas

ASSESSMENT CRITERIA

Tasks 3.1, 3.2

Each quiz consists of 10 multiple choice questions covering the topics of the corresponding weeks indicated clearly in the description of the activity with the following formalities:

• Attempts allowed: 2 • No points deducted for incorrect answers • Time limit: without time limit • Grading method: Highest grade • Tasks 2.1 and 2.2 are assessed based on the right and wrong answer in the Quiz. The passing grade

is 70/100.

Task 3.3 is assessed based on the below rubric

Rubric: written assignments

Criteria Accomplished (A)

Proficient (B) Partially proficient (C)

Borderline (D) Fail (F) Weight on

grade

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/conte xtual 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.

30%

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.

30%

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.

40%

ADDITIONAL INFORMATION

If required, please add further details of your assessment here (e.g., case study, list of questions, etc.).