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BUS 731 Global Economics and Business Initiatives
BUS 731 Weekend Syllabus
DOCTORATE IN BUSINESS ADMINISTRATION PROGRAM
BUS 731
Weekend DBA
Global Economics and Business Initiatives
Syllabus
Table of Contents
Course Learning Outcomes (CLOs) Linked to Program Outcomes 4
Course Description
COURSE NAME Global Economics and Business Initiatives CODE BUS 731 UNITS 3 LENGTH OF CLASS 16 weeks LECTURE & DISCUSSION (Days/Times)
First on-campus class Friday Saturday 7:00 p.m. – 9:30 p.m. 9:00 a.m. – 5:00 p.m.
Second on-campus class Friday Saturday 7:00 p.m. – 9:30 p.m. 9:00 a.m. – 5:00 p.m.
Third on-campus class Friday Saturday 7:00 p.m. – 9:30 p.m. 9:00 a.m. – 5:00 p.m.
Fourth on-campus class Friday Saturday 7:00 p.m. – 9:30 p.m. 9:00 a.m. – 5:00 p.m.
COURSE DESCRIPTION This course provides an in-depth analysis and understanding of the globalized economy and global business initiatives. It encompasses the theoretical analysis of free trade, international trade policies and protectionism, the trade among nations, and the important issues of the terms of trade. It also focuses on multinational corporations’ risk as it relates to the volatility of foreign exchange. The course explains in detail the relation between the money market, domestic economy, and exchange rate market that helps the multinational corporations’ forecasting the forward exchange rate and mitigating the currency risk. The course also touches upon development problems related to underdeveloped and developing countries as well as the Euro Crisis. REQUIRED TEXT Krugman, P. R., Obstfeld, M. & Melitz, M. (2018). International economics, Theory and policy (11th ed.) Pearson Print ISBN: 9780134519579, 0134519574
E-Text ISBN: 9780134521046, 0134521048
METHOD OF INSTRUCTION The course is conducted in a hybrid modality. Students interact with each other and with the faculty in a classroom setting and in an online learning system. Learning will be facilitated through lecture-discussions, presentations, cooperative learning, and case studies. SCOPE Student outcomes are measured through professional individual assignments, discussion postings, comprehensive learning assessments, and class participation. This ensures that the scope of this course will be a closed cycle. Course Learning Outcomes (CLOs) Linked to Program Outcomes
Learning outcomes are statements that describe significant and essential learning that learners have achieved, and can reliably demonstrate at the end of the course. Learning outcomes identify what the learner will know and be able to do by the end of a course – the essential and enduring knowledge, abilities (skills) and attitudes (values, dispositions) that constitute the integrated learning needed by a graduate of this course. The learning outcomes for this course summarize what you can expect to learn, and how this course is tied directly to the educational outcomes of your DBA degree.
Course Learning Outcomes (CLOs) DBA Program Outcomes (K) Knowledge (S) Skill
(A) Attitude
1. Analyze globalization and international trade, summarize concepts of international business relating to the economy, globalization, and the law of comparative advantage. 1, 5, 6, 8 K, S 2. Critique the concept behind tariffs and identify the various types of tariffs. Explain how American trade laws mitigate the effects of import duties and the free-trade argument 1, 3, 5, 6 K, S 3. Analyze international monetary relations, foreign exchange markets, and exchange rates. Also, evaluate how currency depreciation affects trade balance. 1, 6, 8, K, S, A 4. Formulate an understanding of macroeconomic policy in an open economy and how it integrates with the fiscal and stability dimension of a country. 1, 6, 9 K, S, A 5. Evaluate how firms can profit by expanding globally and the basic decisions that firms contemplating foreign expansion must make. Explain why the attributes of a product should be varied from country to country. 1, 5, 6, 7, 8 K, S, A 6. Understand the relationships between the globalization of business into different markets, economies, and countries and ethical and social responsibility. 1, 3, 5, 7 K, S, A 7. Develop an understanding of global business initiatives such as global business mergers and acquisitions, sustainable global business growth, building business global branding, and multicultural negotiations for MNCs. 1, 3, 7, 9 K, S, A 8. Explain and present the problems related to the development of underdeveloped and developing countries and the Euro Crisis. 1, 2, 3, 4, 6, 7, 9, 10 K, S, A CLA Linking Table
Comprehensive Learning Assessments (CLAs), Professional Assessments (PAs) and Discussion Questions (DQs) directly measure Course Learning Outcomes and indirectly measure DBA Program Outcomes. The following table shows how all those are linked together.
Comprehensive Learning Assessments (CLAs) Course Learning Outcomes (CLOs) DBA Program Outcomes CLA 1 (Week 9) 3, 4, 6 1, 3, 5, 6, 7, 8, 9 CLA 2 (Week 16) 1, 2, 3, 5, 7, 8 1, 2, 3 ,4, 5, 6, 7, 8, 9, 10 PA Linking Table
Professional Assessments (PAs) Course Learning Outcomes (CLOs) DBA Program Outcomes PA 1 (Week 5) 1, 2 1, 3, 5, 6, 8, PA 2 (Week 13) 5, 6 1, 3, 5, 6, 7, 8 DQ Linking Table
Discussion Questions (DQs) Course Learning Outcomes (CLOs) DBA Program Outcomes DQ 1 (Week 1) 1 1, 5, 6, 8 DQ 2 (Week 3) 4 1, 6, 9 DQ 3 (Week 7) 2 1, 3, 5, 6 DQ 4 (Week 11) 3, 4 1, 6, 9 Activity Linking Table
Discussion Questions (DQs) Course Learning Outcomes (CLOs) DBA Program Outcomes Activity 1- (Week 2) 1 1, 5, 6, 8 Activity 2- (Week 4) 1, 4 1, 5, 6, 8, 9 Activity 3- (Week 6) 2 1, 3, 5, 6 Activity 4- (Week 8) 3, 4 1, 6, 8, 9 Activity 5- (Week 10) 2, 4 1, 3, 5, 6, 9 Activity 6- (week 14) 3 1, 6, 8, Detailed Course Outline
The following outline provides important assignment details for this course, week-by-week. You are responsible for all of the assignments given. Please refer to the Detailed Description of Each Grading Criteria in6 of the University Policies for specific information about each assignment.
1. Week 1
Assignments to complete this week:
- Readings:
- Chapter 2: World Trade: An Overview
- Chapter 3: Labor Productivity and Comparative Advantage: The Ricardian Model
- Chapter 5: Resources and Trade: The Heckscher-Ohlin Model
- Post DQ Answers by Thursday at 11:59 p.m.
- Post DQ Peer Responses by Sunday at 11:59 p.m.
Each week, students must post one (1) answer and one (1) peer response for every discussion question. Please see Grading Criteria for Discussion Board Participation in the University Policies for Discussion Question and Response expectations.
Discussion Question 1 – CLO 1
Over the past few decades, East Asian economies have increased their share of world GDP. Similarly, intra–East Asian trade—that is, trade among East Asian nations—has grown as a share of world trade. More than that, East Asian countries do an increasing share of their trade with each other.
- Apply the gravity model to this correlation in a detailed explanation (Chapter 2)
Discussion Question 2 – Applied Concepts (AC) – Week/Course Learning Outcomes
Using your textbook, LIRN-based research, and the Internet, apply the learning outcomes for the week/course and lecture concepts to one of the following scenarios:
As applied to your current professional career
As applied to enhancing, improving, or advancing your current professional career
As applied to a management, leadership, or any decision-making position
As applied to a current or future entrepreneurial endeavor
OR
Using your textbook, LIRN-based research, and the Internet, apply the learning outcomes for the week/course and lecture concepts to a business organization that exhibits and demonstrates these concepts. You should develop a summary of the organization’s strategy and how they use these concepts to compete.
This is a learning and application exercise designed to give you an opportunity to apply concepts learned in a pragmatic and meaningful way that will enable you to gain valuable and relevant knowledge in an effort to augment your skill set and enhance your professional careers.
2. Week 2
Assignments to complete this week:
- Readings:
- Chapter 2: World Trade: An Overview
- Chapter 3: Labor Productivity and Comparative Advantage: The Ricardian Model
- Chapter 5: Resources and Trade: The Heckscher-Ohlin Model
- Post Activity 1 by Sunday at 11:59 p.m.
Activity 1 – CLO 1
A home country has 1,200 units of labor available. It can produce two goods, apples and bananas. The unit labor requirement in apple production is 3, while in banana production it is 2. Graph Home’s production possibility frontier (chapter 3).
- What is the opportunity cost of apples in terms of bananas?
- In the absence of trade, what would be the price of apples in terms of bananas?
- What are the economic reasons?
Now assume that we have a two-factor economy (Heckscher- Ohlin) (chapter 5).
Can you explain why the production possibility frontier in the two-factor model, Figure 5=1, the Red line is kinked?
3. Week 3
Assignments to complete this week:
- Readings:
- Chapter 5: Resources and Trade: The Heckscher-Ohlin Model
- Chapter 7: External Economies of Scale and the International Location of Production
- Chapter 8 Firms in the Global Economy: Export Decisions, Outsourcing, and Multinational Enterprises
- Post DQ Answers by Thursday at 11:59 pm
- Post DQ Peer Responses by Sunday at 11:59 pm
Each week, students must post one (1) answer and one (1) peer response for every discussion question.. Please see the Grading Criteria for Discussion Board Participation on page 16-18 of the syllabus for Discussion Question and Response expectations
Discussion Question – CLO 4
For each of the following examples, explain whether it is a case of external or internal economies of scale:
- A number of firms doing contract research for the drug industry are concentrated in southeastern South Carolina.
- All Hondas produced in the United States come from plants in Ohio, Indiana, or Alabama.
- All airframes for Airbus, Europe’s only producer of large aircraft, are assembled in Toulouse, France.
- Cranbury, New Jersey, is the artificial flavor capital of the United States.
4. Week 4
Assignments to complete this week
- Readings:
- Chapter 5: Resources and Trade: The Heckscher-Ohlin Model
- Chapter 7: External Economies of Scale and the International Location of Production
- Chapter 8 Firms in the Global Economy: Export Decisions, Outsourcing, and Multinational Enterprises
- Post Activity 2 by Sunday at 11:59 p.m.
Activity 2 – CLO 1, CLO 4
In terms of working on your Activity 2 you need to review the Heckscher-Ohlin Model with firm performance differences in a single integrated market (pp. 188–190). Now assume a new technology becomes available and any firm can adopt them. However, use of new technology requires an additional fixed-cost investment. The benefit of the new technology is that it reduces a firm’s marginal cost of production by a given amount.
Do you believe adopting the new technology could be profit maximizing for some firms but not profit maximizing for other firms?
- Which firms would choose to adopt the new technology?
- How would they be different from the firms that choose not to adopt it?
5. Week 5
Assignments to complete this week
- Readings:
- Chapter 7: External Economies of Scale and the International Location of Production
- Chapter 8: Firms in the Global Economy: Export Decisions, Outsourcing, and Multinational Enterprises
- Post DQ Answers by Thursday at 11:59 p.m.
- Post DQ Peer Responses by Sunday at 11:59 p.m.
- Professional Assignment 1 due by Sunday at 11:59 p.m.
Each week, students must post one (1) answer and one (1) peer response for every discussion question. Please see Grading Criteria for Discussion Board Participation in the University Policies for Discussion Question and Response expectations.
DQ (P) – Discussion Question 1 – (PDQ directed at upcoming PA) Graduate Level
Prior to reading this DQ, please read the PA1 assignment and understand what the assignment is asking you to complete. Once you have an understanding of the PA1 assignment, please continue to the paragraph below to complete DQ1.
Using the Library Information Resource Network (LIRN), JSTOR, or any other electronic journal database, research eight (8) peer-reviewed articles that can be used to answer your upcoming PA1 assignment. Your discussion should summarize the articles in such a way that it can justify any arguments you may present in your PA1 assignment and should be different from the abstract. In addition to your researched peer-reviewed article, you must include an example of the article researched as it is applied by industry (company, business entity, and so forth).
Please note: This article summary should not be the only article researched for your PA1 assignment. You may (and should) have several other articles researched to fully answer your PA1 assignment. The concept of this DQ is to allow students to be proactive in the research necessary to complete this assignment. You may use your article summary, partially or in its entirety in your PA1 assignment.
Important : Please ensure that your reference for the article is in correct APA format, as your reference in your discussion post. Depending on which electronic database you use, you should see a “Cite” selection for your article. In addition, there should be a variety of articles summarized and as such, students should have different articles summarized. Your summary MUST include ALL of the following in your DQ post (include every item in the bullet list below, or you will not receive full credit):
Do these in order:
- In correct APA format, write the Reference of the article.
- Clearly state what the article is about and its purpose.
- Describe how you will use it in your upcoming assignment.
- Repeat for a total of eight (8) peer-reviewed sources.
Professional Assignment 1 – CLO 1, CLO 2
Please write a minimum of four pages APA formatted paper
Consider the following information:
Suppose fixed costs for a firm in the automobile industry (start-up costs of factories, capital equipment, and so on) are $5 billion and that variable costs are equal to $17,000 per finished automobile.
Because of competitive forces in the market, the market price falls as more firms enter the automobile market, or specifically, P=17,000+(150/n), where n represents the number of firms in a market.
Assume that the initial size of the U.S. and the European automobile markets are 300 million and 533 million people, respectively.
Now answer the following questions:
- Calculate the equilibrium number of firms in the U.S. and European automobile markets without trade.
- What is the equilibrium price of automobiles in the United States and Europe if the automobile industry is closed to foreign trade?
Now suppose the United States decides on free trade in automobiles with Europe. The trade agreement with the Europeans adds 533 million consumers to the automobile market, in addition to the 300 million in the United States.
- How many automobile firms will there be in the United States and Europe combined?
- What will be the new equilibrium price of automobiles?
- Why are prices in the United States different in (c) and (b)?
- Are consumers better off with free trade? In what ways? (Chapter 8)
*Please refer to the Grading Criteria for Professional Assignments in the University Policies for specific guidelines and expectations.
6. Week 6
Assignments to complete this week
- Readings:
- Chapter 9: The Instruments of Trade Policy
- Chapter 10: The Political Economy of Trade Policy
- Chapter 11: Trade Policy in Developing Countries
- Post Activity 3 by Sunday at 11:59 p.m.
Activity 3 – CLO 2
Home imposes a specific tariff of 0.5 on wheat imports. Determine and graph the effects of the tariff on the following:
- The price of wheat in each country
- The quantity of wheat supplied and demanded in each country
- The volume of trade.
Determine the effect of the tariff on the welfare of each of the following groups:
- Home import-competing producers
- Home consumers
- The Home government.
Show graphically and calculate the terms of trade gain, the efficiency loss, and the total effect on welfare of the tariff (Chapter 9).
7. Week 7
Assignments to complete this week:
- Readings:
- Chapter 9: The Instruments of Trade Policy
- Chapter 10: The Political Economy of Trade Policy
- Chapter 11: Trade Policy in Developing Countries
- Post DQ Answers by Thursday at 11:59 p.m.
- Post DQ Peer Responses by Sunday at 11:59 p.m.
Each week, students must post one (1) answer and one (1) peer response for every discussion question. Please see Grading Criteria for Discussion Board Participation in the University Policies for Discussion Question and Response expectations.
Discussion Question 1 – CLO 2
Discuss which of the following potentially are valid arguments for tariffs or export subsidies and which are not? Explain and justify your answers.
- “The more oil the United States imports, the higher the price of oil will go in the next world shortage.”
- “The growing exports of off-season fruit from Chile, which now accounts for 80 percent of the U.S. supply of such products as winter grapes, are contributing to sharply falling prices of these former luxury goods.”
- “U.S. farm exports do not just mean higher incomes for farmers—they mean higher income for everyone who sells goods and services to the U.S. farm sector.”
- “Semiconductors are the crude oil of technology; if we do not produce our chips, the flow of information that is crucial to every industry that uses microelectronics will be impaired.”
- “The real price of timber has fallen 40 percent, and thousands of timber workers have been forced to look for other jobs.”
- Week 8
Assignments to complete this week:
- Readings:
- Chapter 16: Price Levels and the Exchange Rate in the Long Run
- Chapter 17: Output and the Exchange Rate in the Short Run
- Post Activity 4 by Sunday at 11:59 p.m.
Activity 4 – CLO 3, CLO 4
The Economist magazine has observed that the price of Big Macs is systematically positively related to a country’s income level, just as is the general price level (recall the box on pages 435–438). Now go to The Economist’s Big Mac standard website, at http://www.economist.com/content/big-mac-index, and download the Excel spreadsheet containing the data on under/overvaluation of currencies. Furthermore, go to the World Bank’s World Development Indicators website, http://data.worldbank.org/indicator/, and find the most recent data on GNI (Gross National Income) per capita, PPP, for all countries.
Now:
- Use these data, together with The Economist data on Big Mac dollar prices, to make a graph of income per capita (horizontal axis) versus dollar Big Mac price (vertical axis). What do you find? (select only 20 countries and the date 2018)
- Week 9
Assignments to complete this week:
- Readings:
- Chapter 13: National Income Accounting and the Balance of Payment
- Chapter 14: Exchange Rates and the Foreign Exchange Market: An Asset Approach
- Post DQ Answers by Thursday at 11:59 p.m.
- Post DQ Peer Responses by Sunday at 11:59 p.m.
- CLA 1 due by Sunday at 11:59 p.m.
Each week, students must post one (1) answer and one (1) peer response for every discussion question. Please see Grading Criteria for Discussion Board Participation in the University Policies for Discussion Question and Response expectations.
DQ (P) – Discussion Question 1 – (PDQ directed at upcoming PA) Graduate Level
Prior to reading this DQ, please read the PA1 assignment and understand what the assignment is asking you to complete. Once you have an understanding of the PA1 assignment, please continue to the paragraph below to complete DQ1.
Using the Library Information Resource Network (LIRN), JSTOR, or any other electronic journal database, research eight (8) peer-reviewed articles that can be used to answer your upcoming PA1 assignment. Your discussion should summarize the articles in such a way that it can justify any arguments you may present in your PA1 assignment and should be different from the abstract. In addition to your researched peer-reviewed article, you must include an example of the article researched as it is applied by industry (company, business entity, and so forth).
Please note: This article summary should not be the only article researched for your PA1 assignment. You may (and should) have several other articles researched to fully answer your PA1 assignment. The concept of this DQ is to allow students to be proactive in the research necessary to complete this assignment. You may use your article summary, partially or in its entirety in your PA1 assignment.
Important : Please ensure that your reference for the article is in correct APA format, as your reference in your discussion post. Depending on which electronic database you use, you should see a “Cite” selection for your article. In addition, there should be a variety of articles summarized and as such, students should have different articles summarized. Your summary MUST include ALL of the following in your DQ post (include every item in the bullet list below, or you will not receive full credit):
Do these in order:
- In correct APA format, write the Reference of the article.
- Clearly state what the article is about and its purpose.
- Describe how you will use it in your upcoming assignment.
- Repeat for a total of eight (8) peer-reviewed sources.
Comprehensive Learning Assessment 1 – CLO 3, CLO 4, CLO 6
Assume that you are the CFO of a large company that has a lot of cash, the CEO of the company wants to invest some the cash temporarily either in 90 days US treasury in dollars or 90 days French government security in Euro:
You are asked for advice and you are given the following information:
- Let iNY = 90-day interest rate in New York.
- Let iParis = 90-day interest rate in Paris.
- Let E (e) = the expected spot rate in 90 days.
Read Chapter 14 of the textbook along with seven other peer reviewed publications and write a 5-7 APA standard formatted paper. Your paper must encompass the followings:
- The variables to include in your report to the CEO of your company must demonstrate the most profitable investment for the company at the lowest risk.
- The five steps of calculations in your textbook (Chapter 14) to be explained, put in notation, and be converted into a mathematical formula.
- Your advice to the CEO must be based on:
- The interest rate differential between the two countries remains constant.
- The current status of interest rates in the two countries will change.
- Provide the equation that exhibits the state of equilibrium between the money market and the foreign exchange market in these two countries.
- Explain why this equation represents the Interest Rate Parity theorem?
- How you can persuade your CEO that the Interest Rate Parity theorem is a reliable tool in forecasting the Dollar/Euro parity at the maturity date.
- Please provide some reasoning on how multinational corporations can use this theorem to mitigate the currency risk in their foreign business activities.
- Provide data for Expected Dollar/Euro rates and interest rates on 90 days securities from any financial website and Federal Reserve website and demonstrate your reasoning numerically.
*Please refer to the Grading Criteria for Comprehensive Learning Assessments (CLAs) in the University Policies for specific guidelines and expectations.
- Week 10
Assignments to complete this week
- Readings:
- Chapter 16: Price Levels and the Exchange Rate in the Long Run
- Chapter 17: Output and the Exchange Rate in the Short Run
- Post Activity 5 by Sunday at 11:59 p.m.
Activity 5 – CLO 2, CLO 4
Suppose the government imposes a tariff on all imports.
- Use the DD-AAmodel to analyze the effects this measure would have on the economy.
- Evaluate both temporary and permanent tariffs (Chapter 17)
- Week 11
Assignments to complete this week:
- Readings:
- Chapter 16: Price Levels and the Exchange Rate in the Long Run
- Chapter 17: Output and the Exchange Rate in the Short Run
- Post DQ Thursday at 11:59 p.m.
- Post DQ Peer Responses by Sunday at 11:59 p.m.
Each week, students must post one (1) answer and one (1) peer response for every discussion question. Please see Grading Criteria for Discussion Board Participation on pages 6-18 in the University Policies for Discussion Question and Response expectations.
Discussion Question 1 – CLO 3, CLO 4
Please review the Chapter 17 Output and the Exchange Rate in the Short Run and try to understand an important assumption underlying the DD-AA model is that other things equal, a real depreciation of the home currency immediately improves the current account while a real appreciation causes the current account immediately to worsen and answer the following question:
- Please explain intuitively and graphically under what conditions it happens with a lag by explaining the J curve.
- Week 12
Assignments to complete this week:
- Readings:
- Chapter 18 Fixed Exchange Rates and Foreign Exchange Intervention
- Chapter 20: Financial Globalization: Opportunity and Crisis
- Chapter 21: Optimum Currency Areas and the Euro
- Post DQ Thursday at 11:59 p.m.
- Post DQ Peer Responses by Sunday at 11:59 p.m.
Each week, students must post one (1) answer and one (1) peer response for every discussion question. Please see Grading Criteria for Discussion Board Participation in the syllabus for Discussion Question and Response expectations.
Discussion Question 2 – CLA 2 Preparation & Course Learning Outcomes
Welcome to Week 12 of your course. This discussion question will help you prepare for your CLA2 paper and final CLA2 PowerPoint. Read the CLA2 assignment listed in Week 16 of the course. Then, please provide an outline that itemizes the concepts that you will include in your CLA2 paper and final PowerPoint. Please be sure to include concepts learned in the course and any information from your CLA1 paper if applicable. Provide some brief details for each item that is outlined.
- Week 13
Assignments to complete this week:
- Readings:
- Chapter 18 Fixed Exchange Rates and Foreign Exchange Intervention
- Chapter 20: Financial Globalization: Opportunity and Crisis
- Post DQ Answers by Thursday at 11:59 p.m.
- Post DQ Peer Responses by Sunday at 11:59 p.m.
- Professional Assignment 2 due by Sunday at 11:59 p.m.
- *CLA 2 Presentation due in last on-campus class
* During the last class meeting means: it can be anytime in the weekend of Week 13, 14, 15 or 16 depending on the schedule of the class meeting
Each week, students must post one (1) answer and one (1) peer response for every discussion question.. Please see Grading Criteria for Discussion Board Participation in the University Policies for Discussion Question and Response expectations.
DQ (P) – Discussion Question 1 – (PDQ directed at upcoming PA) Graduate Level
Prior to reading this DQ, please read the PA 2 assignment and understand what the assignment is asking you to complete. Once you have an understanding of the PA 2 assignment, please continue to the paragraph below to complete DQ1.
Using the Library Information Resource Network (LIRN), JSTOR, or any other electronic journal database, research eight (8) peer-reviewed articles that can be used to answer your upcoming PA 2 assignment. Your discussion should summarize the articles in such a way that it can justify any arguments you may present in your PA1 assignment and should be different from the abstract. In addition to your researched peer-reviewed article, you must include an example of the article researched as it is applied by industry (company, business entity, and so forth).
Please note: This article summary should not be the only article researched for your PA 2 assignment. You may (and should) have several other articles researched to fully answer your PA 2 assignment. The concept of this DQ is to allow students to be proactive in the research necessary to complete this assignment. You may use your article summary, partially or in its entirety in your PA1 assignment.
Important : Please ensure that your reference for the article is in correct APA format, as your reference in your discussion post. Depending on which electronic database you use, you should see a “Cite” selection for your article. In addition, there should be a variety of articles summarized and as such, students should have different articles summarized. Your summary MUST include ALL of the following in your DQ post (include every item in the bullet list below, or you will not receive full credit):
Do these in order:
- In correct APA format, write the Reference of the article.
- Clearly state what the article is about and its purpose.
- Describe how you will use it in your upcoming assignment.
- Repeat for a total of eight (8) peer-reviewed sources.
Professional Assignment 2: CLO 5, CLO 6
Please study the history of international financial activity from 1960 up to the present. You will see the expansion of international banking, you will see that multinational corporations can buy Thai Baht in the branches of Citibank in São Paulo, Brazil. You will discover that an American bank located in London accepts a deposit denominated in Japanese yen from a Swedish corporation, or to lend Swiss francs to a Dutch manufacturer. (Chapter 20)
Please write a minimum of four (4) pages APA formatted paper that includes the following:
A graph that shows the trend of international financial activity from the 1960s up to now
Explain and demonstrate in quantitative formatting the economic reasons for this trend regarding:
- The growth of world real GDP
- The expansion of international business by developing and underdeveloped economies.
- The world’s need for liquidity
- The expansion of global business
- The expansion of international banking
- Offshore Banking and Offshore Currency Trading
- Whatever other reasons you might find appropriate such as constant current account deficit in the USA
*Please refer to the Grading Criteria for Professional Assignments in the University Policies for specific guidelines and expectations.
- Week 14
Assignments to complete this week:
- Readings:
- Chapter 21: Optimum Currency Areas and the Euro
- Chapter 22 Developing Countries: Growth, Crisis, and Reform
- Post Activity 6 by Sunday at 11:59 p.m.
- *CLA 2 Presentation due in last on-campus class
* During the last class meeting means: it can be anytime in the weekend of Weeks 13, 14, 15 or 16 depending on the schedule of the class meeting
Activity 6 – CLO 3
In the European Monetary System (EMS) before September 1992, the Italian lira ITL/DM Deutsche Mark exchange rate could fluctuate by up to 2.25 percent up or down. Assume that the ITL/DM central parity and band were set in this way and could not be changed.
- What would have been the maximum possible difference between the interest rates on one-yearITL and DM deposits?
- What would have been the maximum possible difference between the interest rates on six-monthITL and DM deposits? On three-monthdeposits?
- Do the answers surprise you? Give an intuitive explanation.
CLA2 Comprehensive Learning Assessment (CLA 2) Presentation
In addition to your CLA2 report, please prepare a professional PowerPoint presentation summarizing your findings for CLA2. The presentation will consist of your major findings, analysis, and recommendations in a concise presentation of 18 slides (minimum). You should use content from your CLA2 report as material for your PowerPoint presentation. In addition, you should include learning outcomes from all your major assignments. This would include PA1, CLA1, PA2, and of course, CLA2 (unless otherwise specified by your Professor). An agenda, executive summary, and references slides should also be included. Please keep in mind that the university is moving towards a more digital footprint for our students. This means that your final CLA2 presentation may be recorded, so that you may include it in your “e-portfolio” (graduating students should have all of their CLA2 presentations on a flash-drive, in addition to student biography, resume, interests, and so forth). Students will present their PowerPoint during the last week of class in either the On-Campus Class Session or the online Virtual Class Session, as determined by the professor. Presentations should not exceed 18 minutes.
*Please refer to the Grading Criteria for CLA2 Presentations inof the University Policies for specific guidelines and expectations.
- Week 15
Assignments to complete this week:
- Readings:
- Chapter 21: Optimum Currency Areas and the Euro
- Chapter 22 Developing Countries: Growth, Crisis, and Reform
- Post DQ Answers by Thursday at 11:59 p.m.
- Post DQ Peer Responses by Sunday at 11:59 p.m.
- Exam – Opens Monday – Sunday at 11:59 p.m.
- *CLA 2 Presentation due in last on-campus class
* During the last class meeting means: it can be anytime in the weekend of Weeks 13, 14, 15 or 16 depending on the schedule of the class meeting
Each week, students must post one (1) answer and one (1) peer response for every discussion question. Please see Grading Criteria for Discussion Board Participation in the University Policies for Discussion Question and Response expectations.
Discussion Question 1 – Summary & Critical Thinking – Week/Course Learning Outcomes
Welcome to Week 15 of your course. In this discussion question you have the opportunity to be creative and to relate what you have learned to your professional lives. Please explore and critically think about some of the learning objectives and concepts presented in this course. Please effectively communicate how you would lead an organization (or a group of people within the organization) by applying the knowledge you have learned ethically and responsibly. Your discussion should also include innovative thinking, and information-technology aspects (such as the Internet, social-media, computers, and so forth) that may assist you in decision-making. You may frame your discussion around any functional component of business, and in any context; problem-solving, management, leadership, organizational behavior, and so forth.
Exam – Online
The Exam can be accessed under Week 15 of your course GAP site. The Exam will open on Monday and will close on Sunday at 11:59 p.m. You will have one (1) attempt to complete the exam. Please see Exam Grading Criteria in the University Policies.
16 .Week 16
Assignments to complete this week:
- Readings:
- Review all chapters covered that will assist in the completion of the CLA 2 assignment
- Post DQ Answers by Thursday at 11:59 p.m.
- Post DQ Peer Responses by Sunday at 11:59 p.m.
- CLA 2 due by Sunday at 11:59 p.m.
- *CLA 2 Presentation due in last on-campus class
* During the last class meeting means: it can be anytime on the weekend of Weeks 13, 14, 15, or 16 depending on the schedule of the class meeting.
Each week, students must post one (1) answer and one (1) peer response for every discussion question. Please see Grading Criteria for Discussion Board Participation in the University Policies for Discussion Question and Response expectations.
CLA2 Comprehensive Learning Assessment 2 – CLO 1, CLO 2, CLO 3, CLO 5, CLO 7, CLO 8
Write an APA formatted paper with the minimum of 8 pages and answer the following: You must read your textbook and cite 7 peer-reviewed publications.
Select an underdeveloped or developing country, either your own country if you believe that your country fits the definition or any other country.
- Calculate the most recent GDP per capita of your country and go to the table 22-1 (chapter 22) to find out at what level of GDP per capita your country is standing compared with the rest of the world. Calculate the average per capita GDP of your country for the years of 1960–2018 and compare it with other countries (table 22-2).
- Explain in detail the distinguishing features of developing and underdeveloped countries regarding
- Government control over employment, production, financial markets, and nationalized industries.
- Political, judicial, and educational institutions
- The pattern of production, import-substitution, export-oriented, or single commodity
- Considering those features give a detailed quantitative analysis of reasons that define your country as developing or underdeveloped. It should include the historical data at least for five years regarding:
- The growth of GDP
- The pattern of production between manufactured goods, services, and primary products
- The ratio of export revenue to GDP, the degree of dependency
- The inflation rate
- The currency variation
- The trade and current account balance
- Explain the view that influential economists argued that developing countries would suffer continually declining terms of trade unless they used commercial policy to move resources out of primary exports and into import substitutes.
- Analyze the data for funding that your country receives from foreign sources, grants, debt, or equity and how productive is the use of these funding.
- Explain the existing opportunities of outsourcing, offshoring, and foreign direct investment (FDI) in your country
- What are the obstacles for FDI in your country, legal, political, inflation or currency risk?
- Please explain if your selected country is underdeveloped, what is the prospect for your country to get rid of the vicious circle of poverty and move forward towards development?
- If you have already selected a developing country, what is the prospect of your country’s GDP per capita catching up with the advanced industrialized countries? Please explain
*Please refer to the Grading Criteria for Comprehensive Learning Assessments (CLAs) in the University Policies for specific guidelines and expectations.
CLA 2 Comprehensive Learning Assessment (CLA 2) Presentation
In addition to your CLA2 report, please prepare a professional PowerPoint presentation summarizing your findings for CLA2. The presentation will consist of your major findings, analysis, and recommendations in a concise presentation of 18 slides (minimum). You should use content from your CLA2 report as material for your PowerPoint presentation. In addition, you should include learning outcomes from all your major assignments. This would include PA1, CLA1, PA2, and of course, CLA2 (unless otherwise specified by your Professor). An agenda, executive summary, and references slides should also be included. Please keep in mind that the university is moving towards a more digital footprint for our students. This means that your final CLA2 presentation may be recorded, so that you may include it in your “e-portfolio” (graduating students should have all of their CLA2 presentations on a flash-drive, in addition to student biography, resume, interests, and so forth) Students will present their PowerPoint during the last week of class in either the On-Campus Class Session or the online Virtual Class Session, as determined by the professor. Presentations should not exceed 18 minutes.
*Please refer to the Grading Criteria for CLA 2 Presentations in the University Policies for specific guidelines and expectations
RUBRIC
Excellent Quality
95-100%
Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support
91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology
58-53 points
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score
50-85%
40-38 points
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality
0-45%
37-1 points
The background and/or significance are missing. No search history information is provided.
75-1 points
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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