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. Solutions

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UNFORMATTED ATTACHMENT PREVIEW

Final exam Spring 2021 Written assignment: essay Activity brief BAI221 – Political Science Online campus Professor: Marta Collongues, MSc. TUM Description marta.collongues@euruni.edu You will discuss the essay topic based on the literature seen in class and further (quality) sources Format This activity must meet the following formatting requirements: • • • • Goal(s) Learning outcomes To achieve an informed discussion on a highly contested issue of our times Due date To use academic resources for research Weight towards final grade • • Font size 12 Double-spaced 800-900 words Harvard Referencing System Friday, May 7th 2021 Time: 23:59 CEST To analyse contemporary issues of international Assessment criteria relations as an interdisciplinary field To apply theoretical knowledge to a current issue of international relations This activity has a weight of 20% towards the final grade. Based on the last discussion Forum we held via Moodle you will explore arguments for and against Samuel Huntington’s famous thesis about “The Clash of Civilisations” in TODAY’S world. His thesis originated in the 1990s but you will test its validity in the present world. Your essay should provide arguments based on evidence, not ideology. Provide examples that underpin your arguments and finish with a conclusion based on what, in your opinion, prevails. Grading: Arguments based on evidence for (30%) and against (30%) the thesis. Conclusion and recommendations from an international relations perspective: this part must draw on previous sections (30%). Writing and references (10%). Do not forget to provide a bibliography list! Assessment support will be provided in weeks 11 and 12 of the course. Rubric: written assignment Criteria Accomplished (A) Proficient (B) Partially proficient (C) Borderline (D) Fail (F) 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/contextual 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. 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. 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. Solutions The student used problem solving techniques to make thoughtful, justified decisions about difficult and conflicting issues. A realistic solution was chosen which would provide maximum benefit to the company. Alternative solutions were explored and ruled out. The student used problem solving techniques to make appropriate decisions about complex issues. Relevant questions were asked and answered. A realistic solution was chosen. Alternatives were identified, explored and ruled out. The student used problemsolving techniques to make appropriate decisions about simpler issues. The solution has limited benefit but does show understanding of implications of the decision. Alternatives were mentioned but not explored. The student used problem solving techniques to make decisions about simpler issues but disregarded more complex issues. Implications of the decision were not considered. Alternatives were not offered. The student formed a conclusion, but it was not reasonable. It was either unjustified, incorrect or unrelated to the case in hand. …
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