AMITY GLOBAL BUSINESS SCHOOL

International Economics
No of pages including cover page: 8

Assessment
ASSIGNMENT INSTURCTIONS
Module Title: International Economics
Instructions:

Answer the following questions

Word Limit:

An essay of not more than 2,000 words (in Words format).

Written assignments must not exceed the specified maximum number of words.
Submission Date:

This assignment must be received by no later than 1.00 pm on

Monday 08 Dec 2014 via email to sapassignment3a@gmail.com.

Work submitted after this date will receive a mark of 0 unless an extension has been
approved in advance of the deadline.
Requests for short-term extensions will only be considered in the case of illness or other
cause considered valid by the Principal. These must normally be received and agreed by
the Principal in writing at least twenty four hours prior to the deadline.
Further details:

This assignment must be completed individually.

______________________________________________________________________

The final assessment is comprised of two tasks. You must complete both tasks.
TASK A ESSAY (70% OF YOUR FINAL MARK)
Using 1,500 words or lesser, the student is required to use economic principles to answer the
following question. The question that you address should be analyzed in a rigorous manner that
demonstrates an application of economic logic and reasoning.
With the rise of globalization, does international trade benefit more for small or big
countries?
You are advised to check with your tutor with regards to how the question can be answered in
an incisive manner.
TASK B ESSAY (30% OF YOUR FINAL MARK)
Using 500 words or lesser, the student is required to use economic principles to answer the
following question. The question that you address should be analyzed in a rigorous manner that
demonstrates an application of economic logic and reasoning.
Why would absolute purchasing power parity (PPP) not hold in reality?
You are advised to check with your tutor with regards to how the question can be answered in
an incisive manner.
Task A and Task B allow you to analyze an economic issue in depth and to develop an
argument at length. Both parts must also be written in academic style with all sources
thoroughly referenced. Be sure to explain them in text. For this part, you should draw on a wide
range of academic sources.
Although you have more words for this part, being concise and precise in your language will
yield dividends. Try to avoid repeating yourself by explaining your arguments clearly. If you ever
feel you have to repeat the initial explanation, you should revise your explanations with due
diligence.

Please ensure that you follow a proper essay structure with the following:
1.
2.
3.
4.

Introduction
Sub-headings
Conclusion
References

Your essay for both Tasks will be assessed on the basis of the extent to which the essay:
Provides a clear introduction and outline of the aim and focus of the essay;
Provides an in-depth consideration of the pertinent theoretical ideas;
Makes good use of relevant data, charts and diagrams to support the central narrative
contained within the essay;
Provides a critical and analytical discussion of the relevant issues;
Appropriately references the arguments contained within the paper using a range of
sources;
Provides a clear, structured and coherent review and analysis if the relevant issues;
Provides a reasoned conclusion grounded in the essays analysis.

Feedback Form
Name of Student:
Module Title:
Academic Year:
Module Leader:

International Economics
2014
Ken Chua

Marking Criteria
The degree to which the
concept have been
explained and
understood
The clarity of application
using models and
theories
The reasoning behind
the evaluation/analysis
Use appropriate
presentation, format,
academic standards,
language and
referencing
Total Marks

Comments

Trimester:
Word Limit:

Three
2,000 words
Weight
30%

25%
30%

15%

100%

Tutor Feedback

Date:

Marks

All coursework assignments and other forms of assessments must be submitted by the
published deadline. It is your responsibility to know when work is due to be submitted
ignorance of the deadline date will not be accepted as a reason for late or non-submission.
All student work which contributes to the eventual outcome of the module (ie: if it determines
whether you will pass or fail the module and counts towards the mark you get for the module) is
submitted to the Principals office. Academic staff CANNOT accept work directly from you.
If you decide to submit your work to the Principals office by post, it must arrive by midday on
the due date. If you elect to post your work, you do so at your own risk and you must ensure
that sufficient time is provided for your work to arrive at the Principals office. Posting your work
the day before a deadline, albeit by first class post, is extremely risky and not advised.
Any late work (submitted in person or by post) will not be accepted and a mark of zero will be
awarded for the assessment task in question.
You are requested to keep a copy of your work.
Feedback
You are entitled to feedback on your performance for all your assessed work. For all
assessment tasks which are not examinations, this is provided by a member of academic staff
completing the assignment coversheet on which your mark and feedback will relate to the
achievement of the modules intended learning outcomes and the assessment criteria you were
given for the task when it was first issued.
Examination scripts are retained by Amity Global Business School and are not returned to
students. However, you are entitled to feedback on your performance in an examination and
may request a meeting with the Module Leader or Tutor to see your examination script and to
discuss your performance.
Amity Global Business School is committed to providing you with feedback on all assessed work
within 20 working days of the submission deadline or the date of your examination. This is
extended to 30 days for feedback for a Major Project Module (please note that working days
excludes those days when Amity Global Business School is officially closed; eg: between
Christmas and New Year).Personal tutors will offer to read feedback from several modules and
help you to address any common themes that may be emerging.

Assessment Criteria and Marking Standards

AMITY GLOBAL BUSINESS SCHOOL GENERIC ASSESSMENT AND MARKING STANDARDS
Academic levels are characterised by an expectation of students expertise in their specialism. Students are semiautonomous,
demonstrating independence in the negotiation of assessment tasks (including the major project) and the ability to evaluate,
challenge, modify and develop theory and practice. Students are expected to demonstrate an ability to isolate and focus on the
significant features of problems and to offer synthetic and coherent solutions, with some students producing original or innovative
work in their specialism that is worthy of publication or public performance or display.

Characteristics of Student Achievement by Marking Band

Mark
Bands

Outcome

Generic Learning Outcomes (GLO)

Intellectual (thinking), Practical,
Knowledge & Understanding
Affective and Transferable Skills

90100%

Exceptional analysis of key issues/concepts/ethics with very

clear originality and autonomy. Exceptional development of
conceptual structures and argument making an exceptional
use of scholarly conventions. Demonstrates independence of
thought and a very high level of intellectual rigour and
consistency. Work pushes the boundaries of the discipline
and may be considered for external publications.

Exceptional analysis of key issues/concepts/ethics. Exceptional development of

conceptual structures and argument, making an exceptional use of scholarly
conventions. Exceptional research skills, independence of thought, an extremely
high level of intellectual rigour and consistency, exceptional
expressive/professional skills, and substantial creativity and originality.
Exceptional academic/intellectual skills. Work pushes the boundaries of the
discipline and may be considered for external publications.

8089%

Outstanding analysis of key issues/concepts/ethics with very

clear originality and autonomy. Outstandingdevelopment of
conceptual structures and argument making an exemplary
use of scholarly conventions. Demonstrates independence of
thought and a very high level of intellectual rigour and
consistency.

Outstanding analysis of key issues/concepts/ethics. Very high level development

of conceptual structures and argument, making consistent use of scholarly
conventions. Outstanding research skills, independence of thought, a high level
of intellectual rigour and consistency, outstanding expressive/professional skills,
and considerable creativity and originality. Exemplary academic/intellectual skills.

7079%

Achieves module
outcome(s) related to
GLO at this level

Excellent analysis of key issues/concepts/ethics.

Excellentdevelopment of conceptual structures and argument
making excellent use of scholarly conventions. Demonstrates
independence of thought and a very high level of intellectual
rigour and consistency.

Excellent analysis of key issues/concepts/ethics. High level development of

conceptual structures and argument, making consistent use of scholarly
conventions. Excellent research skills, independence of thought, a high level of
intellectual rigour and consistency, outstanding expressive/professional skills,
and considerable creativity and originality. Excellent academic/intellectual skills,
and considerable creativity and originality.

6069%

Good analysis of key issues/concepts/ethics. Development of

conceptual structures and argument making excellent use of
scholarly conventions.

Good analysis of key issues/concepts/ethics. Development of conceptual

structures and argument, making consistent use of scholarly conventions.

5059%

Satisfactory knowledge of key issues/concepts/ethics in

discipline. Descriptive in parts but some ability to synthesise
scholarship and argument. Minor lapses in use of scholarly
conventions.

Satisfactory knowledge of key issues/concepts/ethics in discipline. Descriptive in

parts but some ability to synthesise scholarship and argument. Minor lapses in
use of scholarly conventions.

4049%

A marginal pass in
module outcome(s)
related to GLO at this
level

Basic knowledge of key issues/concepts/ethics in discipline.

Generally descriptive, with restricted synthesis of existing
scholarship and little argument. Use of scholarly conventions
inconsistent.

Basic knowledge of key issues/concepts/ethics in discipline. Generally

descriptive, with restricted synthesis of existing scholarship and little argument.
Use of scholarly conventions inconsistent.

3039%

A marginal pass in
module outcome(s)
related to GLO at this
level. Possible
compensation. Satisfying
qualifying mark

Limited knowledge of key issues/concepts/ethics in discipline.

Largely descriptive, with restricted synthesis of existing
scholarship and limited argument. Limited use of scholarly
conventions.

Limited research skills impede use of learning resources and problem solving.
Significant problems with structure/accuracy in expression.
Team/Practical/Professional skills not yet secure. Weak academic/intellectual
skills. Limited use of scholarly conventions.

Limited evidence of knowledge of key issues/concepts/ethics

in discipline. Largely descriptive, with little synthesis of
existing scholarship and little evidence argument. Little
evidence use of scholarly conventions.

Limited evidence of research skills, use of learning resources and problem

solving. Major problems with structure/accuracy in expression.
Team/Practical/Professional skills virtually absent. Very weak
academic/intellectual skills. Limited use of scholarly conventions.

Inadequate knowledge of key issues/concepts/ethics in

discipline. Wholly descriptive, with inadequate synthesis of
existing scholarship and inadequate argument. Inadequate
use of scholarly conventions.

Inadequate use of research skills, learning resources and problem solving. Major
problems with structure/accuracy in expression. Team/Practical/Professional
skills absent. Extremely weak academic/intellectual skills. Inadequate use of
scholarly conventions.

No evidence of knowledge of key issues/concepts/ethics in

discipline. Incoherent and completely but poor descriptive,
with no evidence of synthesis of existing scholarship and no
argument whatsoever. No evidence use of scholarly
conventions.

No evidence of use of research skills, learning resources and problem solving.

Incoherent structure/accuracy in expression. Team/Practical/Professional skills
non-existent. No evidence of academic/intellectual skills. No evidence of use of
scholarly conventions.

2029%
1019%
1-9%
0%

Fails to achieve module

outcome(s) related to
this GLO. Qualifying
mark not satisfied. No
compensation available

Awarded for: (i) non-submission; (ii) dangerous practice and; (iii) in situations where the student fails to address the assignment brief (eg: answers
the wrong question) and/or related learning outcomes.

Assessment Offences
As an academic community, we recognise that the principles of truth, honesty and mutual
respect and are central to pursuit of knowledge. Behaviour that undermines those principles
diminishes the community, both individually and collectively, an diminishes our values. We are
committed to ensuring that every student and member of staff is made aware of the
responsibilities s/he bears in maintaining the highest standards of academic integrity and how
these standards are protected.
You are reminded that any work that you submit must be your own. When you are preparing
your work for submission, it is important that you understand the various academic conventions
that you are expected to follow in order to make sure that you do not leave yourself open to
accusations of plagiarism (eg: the correct use of referencing, citations, footnotes etc.) and that
your work maintains its academic integrity.

Definitions of Assessment Offences

Plagiarism
Plagiarism is theft and occurs when you present someone elses work, words, images, ideas,
opinions or discoveries, whether published or not, as your own. It is also when you take the
artwork, images or computer-generated work of others, without properly acknowledging where
this is from or you do this without their permission.
You can commit plagiarism in examinations, but it is most likely to happen in coursework,
assignments, portfolios, essays, dissertations and so on.
Examples of plagiarism include:

directly copying from written work, physical work, performances, recorded work or images,
without saying where this is from;
using information from the internet or electronic media (such as DVDs and CDs) which
belongs to someone else, and presenting it as your own;
rewording someone elses work, without referencing them; and
handing in something for assessment which has been produced by another student or
person.

It is important that you do not plagiarise intentionally or unintentionally because the work of
others and their ideas are their own. There are benefits to producing original ideas in terms of
awards, prizes, qualifications, reputation and so on. To use someone elses work, words,
images, ideas or discoveries is a form of theft.
Collusion
Collusion is similarto plagiarism as it is an attempt to present anothers work as your own. In
plagiarism the original owner of the work is not aware you are using it, in collusion two or more
people may be involved in trying to produce one piece of work to benefit ones individual, or
plagiarising another persons work.
Examples of collusion include:
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agreeing with others to cheat;

getting someone else to produce part or all of your work;
copying the work of another person (with their permission);
submitting work from essay banks;
paying someone to produce work for you; and
allowing another student to copy your own work.

Many parts of university life need students to work together. Working as a team, as directed by
your tutor, and producing group work is not collusion. Collusion only happens if your produce
joint work to benefit one or more person and try to deceive another (for example your assessor).
Cheating
Cheating is when someone aims to get unfair advantage over others.
Examples of cheating include:

taking unauthorized material into the examination room;

inventing results (including experiments, research, interviews and observations);
handing your own previously graded work back in;
getting an examination paper before it is released;
behaving in a way that means other students perform poorly;
pretending to be another student; and
trying to bribe members of staff or examiners.

Help to Avoid Assessment Offences

Most of our students are honest and want to avoid making assessment offences. We have a
variety of resources, advice and guidance available to help make sure you can develop good
academic skills. We will make sure that we make available consistent statements about what we
expect. You will be able to do tutorials on being honest in your work from the library and other
central support services and faculties, and you will be able to test your written work for
plagiarism using TurnitinUK (a software package that defects plagiarism).
You can get advice on how to honestly use the work of others in your own work from your
lecturer and personal tutor.
If you are not sure whether the way you are working meets our requirements, you should talk to
your personal tutor, module tutor or other member of academic staff. They will be able to help
you and tell you about other resources which will help u=you develop your academic skills.

Procedures for Assessment Offences

An assessment offence is the general term used to define cases where a student has tried to
get unfair academic advantage in an assessment for himself or herself or another student.
We will fully investigate all cases of suspected assessment offences. If we prove that you have
committed as assessment offence, an appropriate penalty will be imposed which, for the most
serious offences, includes expulsion from Amity Global Business School.
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