“If the leading Asian economies continue to achieve high rates of economic growth, the state of the environment will eventually improve.” Discuss.

Key Ideas for Essay Writing - BUS 272

Below are meant for general guideline to write the assignments (individual essays), you may take the full liberty to approach writing the assignment in otherwise manner and in your own preferred way. More importance is to show your understanding of the topic under discussion and your critical thinking that make your presentation a work of substance.

Do take note that materials from your powerpoint notes even those at supplement version are simply not good enough to write the assignment. Do conduct some other study and basic research here. Look thru your BUS 272 Unit Guide provided by Murdoch for further information, format, other requirements, submission and proper approaches here, especially that found in page 12 to 14 there.

Further, you should write your assignment in line with the marking scheme (mark sheet) that attached together with this file here (see below). In short, those areas and aspects will gain some marks as found in mark sheet, you must produce them in your writing.

Your further reading and materials should at least include those "Essential Readings" list stated at your Unit Guide and possibly even some "Recommended Reading" list there. Those materials are accessible online at your Murdoch site. You may also out of your own initiative use other materials apart from those mentioned above such as newspapers, magazines, journals and articles that are recognised at academic level. And other official and unofficial resources. Unofficial resources (usually from Internet) may help you to gain some basic understanding of some important concepts and ideas, but NOT to be quoted in your references. Sources like wikipedia, investopedia, eMBA, Tutor2u, and alike are NOT to be quoted in your references.

General Format:
-- At least 1700-2000 words

-- Cover page: (Stu name, Stu ID, class code, Topic Title presented, Lecture Name: Lee Lao Shi)

-- Content Pages (Page no for each sub-section)

-- Introduction

-- Section 1

-- Section 2 and so on

-- Conclusion

-- Appendices (like graphs, charts, statistics and references) -- not included in word count.
References, chicago style citation – at least 7 to 10 references

Question

“If the leading Asian economies continue to achieve high rates of economic growth, the state of the environment will eventually improve.” Discuss.

(Note: this topic will be covered at lecture 10, same time of your submission of assignment in week 10!!!

You are advised to do your own research and read thru the attached supplement powerpoint file on Topic 10

--- This is rather a general and broad scope essay topic to work on. Thus there may be quite a few alternatives to present your discussion and arguments.

Islam, I. and Chowdhury, A., 'Managing the environment in rapidly industrialising economies', in Islam and Chowdhury, Asia-Pacific Economies, (London, 1997).

Dixon, J. A., 'Environment and Economic Growth', ASEAN Economic Bulletin, vol., 7, no.2, 1990.

Seda, M., 'Global environmental concerns and priorities. Implications for ASEAN' in Seda, M., Environmental Management in ASEAN, Institute of South East Asian Studies, (Singapore,1993), pp. 1-54.

-- Main Content:

-- Definition and discuss on key aspects of Environmental issues and problems such as Climate Change and others.

-- Introduce some technical analysis such as Environmental Kuznet Curve

-- Illustrate on some specific countries such as Japan, China and other East Asia high growth countries on their experience of growth and also environmental issues faced.

-- Outline some possible measures being taken by these countries

-- State your position and argue if you agree on the above statement that "the state of environment will eventually improve".

-- Conclusions

-- Appendices

There is large and growing literature on this topic. Students should not face difficulty to access some relevant materials here.

The above outlines intend as guide to narrow your scope and aspects to cover in your writing. DO NOT use the exact sentences of these outlines here as your essay headings and sub-headings. Headings and Sub-headings should be short and precise.

Students should have started by reading the lecture slides and references for Topic 10 and other "essential and recommended readings" listed at Unit Guide in topic 10.

Other official and unofficial sources can be obtained at MU LMS, library or internet. Check on some sources on some key words such as pollution, climate change and alike. Unofficial resources (like internet) may help you to gain some basic understanding of some important concepts and ideas, but NOT to be quoted in your references.

Kaplan BUS 272 Module: Individual Essay Paper Mark Sheet

Overall Comments & Remarks

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General Essay Marking Guidelines (As proposed by U.C., Prof M Tull)

Bad Fail (less than 40%)

• The essay is incoherent. There is little or no evidence that much time or effort has been put into its preparation. It contains many examples of careless writing, punctuation, spelling, etc.

• Footnoting, general referencing and other aspects of presentation are very inadequate and contain many examples of careless errors.

• It relies exclusively on a very narrow range of easily accessible sources such as lecture handouts or basic textbooks/reading bricks, and shows no ability or attempt to use them for any purpose other than to recall a specific fact or concept, or to paraphrase their content.

• It shows significant lack of knowledge of the basic ideas or texts.

Marginal Fail (40 – 49%)

• The essay contains notable weaknesses in many aspects of presentation and writing skills.

• The essay fails to examine the major ideas and texts known to be directly related to the question ('known to be directly related to the question' means that the ideas and texts have been discussed in lectures and tutorials, and/or have been included as recommended texts in reading lists prepared for the essay topic).

• It contains significant misunderstanding of the basic ideas or texts.

Pass (50-59%)

• The essay has reached a satisfactory standard of written presentation. However, it still contains evidence of insufficient attention to the details of reading/writing processes. Referencing remains inadequate in quantity and method. Non-verbal forms of representation such as graphs, tables etc., if used, have limited relevance to the argument or are not well thought out or presented.

• The arguments are basically sound, but contain some structural problems. For example, they may lack evidence of clear relationship between the parts of the argument, or of logical support for the argument's final conclusions.

• The writer is able to use the main texts and concepts to answer the question set, but generally confines the answer to those texts.

• The essay displays a good basic knowledge of specific facts and general concepts relevant to answering the question set.

• The essay shows limited evidence of having related ideas in the basic texts to other material, or of seeing some of the implications and short-comings of those ideas.

Credit (60-69%)

• The essay has reached a good standard of writing and presentation, though it may demonstrate a need for further instruction in the basic techniques of writing and of non-verbal forms of representation (graphs, tables, etc.)

• References are sufficient in quantity and quality, and are presented in a consistent and correct form.

• The writer has used the major texts and ideas listed or referred to in classes and reading lists, and shows a good understanding of their content and relevance to answering the question set. The essay may also contain evidence of having searched for additional material to supplement the reading lists, but may demonstrate the writer's inability to use the material in a relevant way.

• There is evidence that the writer can distinguish between arguments presented in the various texts.

• There should be some evidence of the writer attempting to apply relevant principles, ideas and theories learned in economics to discriminate between arguments presented in different texts.

Distinction (70-79%)

• The essay contains all the virtues and strengths listed above with few or none of their shortcomings. In addition:

• The written expression is clear and simple, and other forms of non-verbal representation such as graphs, tables, etc. are relevant and well prepared.

• There is a sound, logical structure of argument throughout the essay.

• The essay contains evidence of more extensive reading, and of the ability to discriminate between the ideas, the quality of argument and the evidence used by writers of different texts.

• There will be attempts to apply relevant principles of economics with a significant level of success.

• It should show good application of skills learned in lectures and tutorials. In particular there should be evidence of critical evaluation of arguments used by various writers, and of the ability to break down arguments to their constituent parts for the purpose of critical assessment (analytical ability), and to establish clear conclusions. The essay may show some willingness or ability to rearrange elements to constitute structures or perceptions not clearly there before (synthesis).

High Distinction (80% or more)

• The essay contains all the strengths of a good distinction essay but in addition:

• It shows all the structural and technical elements of good writing.

• It contains clear evidence of extensive reading, and of the ability to integrate it into the argument.

• It is more markedly characterised than distinction essays by evidence of higher quality analysis, and imaginative and logically supported synthesis.

• It shows ability to make judgements about the value of arguments and evidence, and to make appraisals that satisfy criteria determined by the lecturer or others.

• At the highest level of achievement, but only after taking account of the stage reached in the student's academic career, the essay will demonstrate imagination, and flair, based on proficiency in all the learning objectives for the subject. The work is considered to be exciting, surprising, challenging or erudite.

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