In two to three sentences, respond to the following prompt.
The video “What is History For?” argues that history matters because it provides solutions to the problems of the present. Recall the statement “Those who don’t know history won’t be able to improve the present.” Consider a recent event, either in your personal life or in the news. In a few sentences, describe a way that a past historical event could inform your understanding of the recent event. Briefly describe a strategy for how you could be conscious of presentism in applying the past to the present.
Guidelines for Submission:
Respond to the prompt. Your response should be two to three sentences in length.1 ASSESSMENT BRIEF Subject Code and Title ECON6000 Economic Principles & Decision Making Assessment Assessment 3: Report – Video Presentation Individual/Group Individual Length Up to 3000 words Learning outcomes 1. Successfully prepare a report after a careful research and analysis of the economic situation presented. Use of relevant macroeconomic concepts, statistical information will be handy to explain your findings. Submission By 11:59 PM AEST/AEDT Friday at the end of Module 6 Weighting 40% Total Marks 40 marks Context: 2 This assessment allows you to apply your knowledge on the concepts and ideas discussed in all the modules during the course of study of this unit. This assignment is to mainly help you excel in your research and analysis and present a quality video presentation on your findings. Instructions Based on the information provided, you are expected to research and analyse the current economic sit uatio n here in Australia. Your task You are a part of the elite team working with the Governor of the Reserve Bank of Australia, Dr Philip Lowe. You and your tea m headed by the Governor are mainly responsible for steering the Australian economy towards growth. You hear there are indications that Dr Lowe is leaning towards a further fall in the cash rate from the current 1.5%. In addition , talks are that Australia’s GDP will fall below 3% in 2019. Some members in your team claim Australia’s slow growth is not only because of a slow growth in the domestic housing market but also because of China’s economic slowdown. Some others have a different view. What is your finding ? Dr Lowe is currently overseas attending an Economists Conference. He would prefer for you to p resent your findings as a video presentation. Your report must be 3000 words long and should be addressed to the Governor of Reserve Bank of Australia . You are meant to use all the relevant economic concepts that you may have covered in class and that you have researched to support your answer. 3 Learning Rubrics Assessment Fail Pass Credit Distinction High Distinction 0-49 50 – 65 66 -75 76 -85 86 -100 Attributes (Unacceptable) (Functional) (Proficient) (Advanced) (Exceptional) Grade Description Evidence of unsatisfactory Evidence of satisfactory Evidence of a good level of Evidence of a high level of Evidence of an (Grading Scheme ) achievement of one or more achievement of course learning understanding, knowledge achievement of the exceptional level of of the learning objectives of objectives, the development of and skill development in learning objectives of the achievement of learning the course, insufficient relevant skills to a competent relation to the content of the course demonstrated in objectives across the understanding of the course level, and adequate course or work of a superior such areas as entire content of the content and/or unsatisfactory interpretation and critical quality on the majority of the interpretation and critical course demonstrated in level of skill development. analysis skills. learning objectives of the analysis, logical such areas as course. Demonstration of a argument, use of interpretation and high level of interpretation methodology and critical analysis, logical and critical analysis skills. communication skills. argument, creativity, originality, use of methodology and communication skills. Knowledge and Limited understanding of Knowledge or understanding of Thorough knowledge or Highly developed A sophisticated Understanding of required concepts and the field or discipline. understanding of the field or understanding of the field understanding of the economic concepts knowledge discipline/s. Supports or discipline/s. field or discipline/s. of supply and Resembles a recall or summary personal opinion and demand Key components of the of key ideas. information substantiated by Discriminates between Systematically and assignment are not evidence from the assertion of personal critically discriminates addressed. Often conflates/confuses research/course materials. opinion and information between assertion of assertion of personal opinion substantiated by robust personal opinion and with information substantiated Demonstrates a capacity to evidence from the information 25% by evidence from the explain and apply relevant research/course substantiated by robust research/course materials. concepts. materials and extended evidence from the reading. research/course 4 materials and extended Well demonstrated reading. capacity to explain and apply relevant concepts. Mastery of concepts and application to new situations and further learning Critical reasoning, Specific position (perspective Specific position (perspective or Specific position (perspective Specific position Specific position presentation and or argument) fails to take into argument) begins to take into or argument) takes into (perspective or (perspective or defence of an account the complexities of account the issue(s) or scope of account the complexities of argument) is expertly argument) is presented argument and/or the issue(s) or scope of the the assignment. the issue(s) or scope of the presented and accurately expertly, authoritatively position in context of assignment. assignment. Others’ points of takes into account the and imaginatively, organisational Justifies any conclusions view are acknowledged. complexities of the accurately taking into problem solving Makes assertions that are not reached with arguments not issue(s) and scope of the account the justified. merely assertion. Justifies any conclusions assignment. complexities of the reached with well -formed issue(s) and scope of arguments not merely Justifies any conclusions the assignment. Limits assertion. reached with well – of position are developed arguments. acknowledged. 25% Justifies any conclusions reached with Sophisticated arguments. Analysis and Limited synthesis and Demonstrated analysis and Well -developed analysis and Thoroughly developed Highly sophisticated application with analysis. synthesis of new knowledge synthesis with application of and creative analysis and and creative analysis, synthesis of new with application. recommendations linked to synthesis with application synthesis of new with knowledge related Limited analysis/synthesis. of pretested models and / existing knowledge. to economic application/recommendations Shows the ability to interpret or independently concepts of supply based upon analysis. relevant information and developed models and and demand literature. justified 5 recommendations linked models and / or to analysis/synthesis independently developed models. Recommendations are 30% clearly justified based on the analysis/synthesis. Content, Audience Demonstrates no awareness Demonstrates limited Demonstrates consistent Demonstrates an Consistently and Purpose of context and/or purpose of awareness of context and/or awareness of context and/or advanced and integrated demonstrates a the assignment. purpose of the assignment purpose of the assignment. understanding of context systematic and critical and/or purpose of the understanding of 20 % assignment. context and purpose of the assignment. Content, Audience Demonstrates no awareness Demonstrates limited Demonstrates consistent Demonstrates an Consistently and Purpose of context and/or purpose of awareness of context and/or awareness of context and/or advanced and integrated demonstrates a the assignment. purpose of the assignment purpose of the assignment. understanding of context systematic and critical and/or purpose of the understanding of 20 % assignment. context and purpose of the assignment. 6 7