Dalhousie University Rise of the Chinese Economy & Human Development Discussion

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Department of Economics, Winter 2022
Economic Growth in Historical Perspective – Econ 3310
Assignment 4: due 9 February 2022, 16:05
Scope and motivation
The objective of this assignment is to give you an opportunity to assess the correlation among
several indicators of well being. Economic growth can enhance human capabilities and some
of these capabilities are captured by a number of indicators included in the Human Development Index. However, the relationship among these indicators is poorly understood. In this
assignment you are expected to explore these relationships using the region of your choice
Assignment
Object.—Using the region of your choice (from Assignment 1), discuss the relationship between
changes in its GDP per capita and changes in one or several of its Human Development Index
(HDI) indicators—life-expectancy at birth (LEAB), mortality rate under five (MRU5), and
mean years of schooling (MYOS)—, as well as its carbon dioxide emissions (CO2P). Did the
region of choice witnessed major public policy interventions that might have affected its HDI
indicator? (Review the “Public Policy Questions” in the Lecture Presentations 4.35.) How do
these indicators complement your research and findings using GDP per capita? Your analysis
will be limited by the availability of the data. While data from the UN, Human Development
Data Center typically start in the second half of the twentieth century, some of the HDI
indicators are available in historical studies and sources.
This assignment has a narrow focus and the findings will depend on your region. Your goal is
not to make general statements about possible correlations. You are not expected to provide
a comprehensive assessment or critique of the Human Development Index. However, you are
asked to explore some of the mechanisms (like policy changes or foreign aid or better access) that
may link different indicators of well being. The sources of your evidence must be documented
and cited. Your essay must have a clear point and develop that point with concrete events or
policies drawn from your region.
If there are multiple mechanisms, list them all but feel free to focus on the ones you deem the
most important to better develop your arguments. A detailed description and analysis of a few
mechanisms will produce a more effective essay than a sundry list of events and policy changes.
You must follow the style guidelines (available on the course web page, and file requirements.
A grade rubric is available on the course web page.
Your essay must have a title, and the following structure:
1. Introduction: The introduction must grab the attention of the reader, and state the
purpose of your essay. See Turabian (2010, Chapters 6–8) for effective writing.
2. Main body: The main body of your essay should develop your main point with evidence and policy changes that support your argument. Anticipate criticisms of your own
1
argument when necessary, state those alternative viewpoints, and then make a case for
their strengths and weaknesses.
3. Conclusion: The conclusion should synthesize your arguments.
Maximum 3 pages (double spaced). 15 percent.
2
References
Turabian, K. L. (2010). Student’s Guide to Writing College Papers. University of Chicago
Press, Chicago, 4 edition.
3
Adopted from
CSB Project Rubric
Importance of the
Problem
4
– Students posed a
thoughtful, creative
question that engaged
them in a challenging
or provocative project.
– The problem posed
capitalizes on an
opportunity to
improve business
operations.
3
– Students posed a
focused question
involving them in a
challenging project.
2
– Students
constructed a question
that lends itself to
readily available
answers.
Assignment Rubric – Econ 3310
Importance and
Appropriateness of
Conclusions,
Recommendations and
Implications
– Students effectively conveyed
– In addition to meeting the – In addition to meeting the – In addition to meeting the – Students use appropriate
– Students developed and
their conclusions and
methodology to link
requirements for a “3,” the
requirements for a “3,” the
requirement for a “3,” the
carefully documented
demonstrated clear and
paper excels in organization evidence developed to the
paper is essentially error
information gathered from a paper is consistent with the
appropriate connections between
research question. The
and presentation of ideas
free in terms of mechanics.
CSB Style Manual
variety of quality print and
the stated problem(s), their
methodology may be
related to the topic.
– Writing flows smoothly
electronic sources, including throughout.
evidence, analyses and
qualitative and/or
– Raises important issues
– Models the language and from one idea to another.
appropriate licensed
conclusions.
quantitative.
– Transitions help establish or ideas that may not have
conventions used in related
databases.
– The students’ perspectives are
– Evidence is logically
a sound scholarly argument been represented in the
scholarly/professional
– Sources are relevant,
evident in their conclusions,
literature cited or the current presented and fully and
and aid the reader in
literature.
balanced, and include
recommendations, and
appropriately analyzed.
following the writer’s logic. operation of business.
– Would meet the
critical readings relating to
implications.
– Students developed
– Clearly and concisely
guidelines for a professional
the project.
– Recommendations and
appropriate arguments in
explains the problem,
publication.
– Primary sources are
presents evidence, explains support of their conclusions. implications flow from the
included.
conclusions and may involve
analyses and draws
multiple functions of the
conclusions in a logical and
business.
cohesive manner.
– Students effectively
– Students logically
– While there may be many – While there may be many – Follows all requirements
– Students gathered
communicated their results to the
organize the information
for the paper.
minor errors, the paper
minor errors, CSB Style
information from a variety
audience but the work lacks fully
gathered as evidence and
– Topic is timely and
follows normal conventions
Manual conventions for
of appropriate and relevant
articulated connections between
make good connections
carefully focused.
of spelling and grammar
style and format are used
sources, both print and
the stated problem(s), their
– Clearly outlines the major among ideas, although the
consistently throughout the throughout.
electronic.
evidence, analyses, and
pertinence of information
points related to the topic;
– Errors do not interfere
paper.
ideas are logically arranged may not be explicitly linked conclusions.
significantly with
– Demonstrates
– Recommendations and
to present a sound scholarly to the purpose of the project
comprehensibility.
thoroughness and
implications are impartially
or the information may not
argument.
– Transitions and
competence in documenting
developed and/or incompletely
be fully and appropriately
– Paper is interesting and
organizational structures
sources; the reader would
connected to the conclusions of
holds the reader’s attention. analyzed.
such as subheadings are
have little difficulty
the project.
– Does a credible job
used that help the reader
referring back to cited
summarizing related
move from one point to
sources.
literature.
another.
– Style and format
contribute to the
comprehensibility of the
paper.
– Project methodology may – Students need to work on
– While the paper
– Frequent errors in
– While some of the CSB
– Students gathered
communicating their results more
be inadequately presented,
represents the major
spelling, grammar (such as
Style Manual conventions
information from a limited
effectively.
are followed, others are not. subject/verb agreements and requirement, it is lacking in incompletely executed, or
range of sources and
– The work lacks appropriate
inappropriate to the purpose
substantial ways.
tense), sentence structure
displayed less than adequate Paper lacks consistency of
transitions between the body of
of the project.
– The content may be
and/or other writing
style and/or format.
effort in identifying and
the project and the conclusions.
poorly focused or the
conventions make reading
– It may be unclear which
including quality resources.
scholarly argument weak or
references are direct quotes difficult and interfere with
poorly conceived.
and which are paraphrased. comprehensibility.
– Major ideas related to the
– Writing does not flow
Based on the information
content may be ignored or
smoothly from point to
provided, the reader would
inadequately explored.
point; lacks appropriate
have some difficulty
– Overall, the content and
transitions.
referring back to cited
organization needs
sources.
significant revision to
– Significant revisions
represent a critical analysis
would contribute to the
of the topic.
comprehensibility of the
paper.
Quality of Information
Brought as Evidence
WRITING
Style and Format
WRITING
Mechanics
WRITING
Content and
Organization
1
Quality of Methodology
and Argument
Adopted from
1
– Students developed
a question requiring
little creative thought
or relied on teachergenerated questions
Assignment Rubric – Econ 3310
– Students gathered
information that lacked
relevance, quality, depth,
and balance.
– CSB Style Manual
conventions are not
followed.
– Fails to demonstrate
thoroughness and
competence in
documentation.
– Lack of appropriate style
and format make reading
and comprehensibility
problematic.
– Paper contains numerous
errors in spelling, grammar,
and/or sentence structure
that make following the
logic of the paper extremely
difficult.
2
– Analysis of existing
scholarly/professional
literature on the topic is
inadequate.
– Content is poorly focused
and lacks organization.
– The reader is left with
little information about or
understanding of the paper’s
topic.
– Information presented is
not logically or effectively
structured.
– Appropriate methods of
analysis were not evident in
the work.
– The project does not present
appropriate or adequate bases for
conclusions of the work.
Economic Growth
Econ 3310
Style Guidelines
This style guide is a quick reference for all assignments. The authoritative reference is the Chicago Style of
Manual. American Psychological Association Publication Manual is an alternative. Both are also available
through Electronic Library Resources webpage dal.ca.libguides.com/economics under “Writing Help.” You
can use either of these guidelines, as long as you use them consistently.
General: Assignment must be typed in 12-point Times New Roman (or equivalent) font, with at least
2.25cm margins on all sides and double spaced. Pages, tables, figures, sections and footnotes must be
numbered consecutively in the text in Arabic numerals. The title page should not have a number.
Basic style: Read and understand Turabian (2010, Chapters 21–23) for basic spelling, punctuation, and
writing titles, proper names, and numbers.
Footnotes: Keep the use of footnotes to a minimum. Do not use footnotes for citations (see below).
Referencing: You must provide correct attribution of all sources from which you have obtained facts and
opinions.
Quotations: Quotations must correspond exactly with the original in wording, spelling, and punctuation.
Page numbers must be given. Changes must be indicated: use brackets to identify insertions; use dots (…)
to show omissions. Also indicate where emphasis has been added. Only quotations of over 50 words should
be separated from the text; these should also be indented at beginning margin and double-spaced with page
number to be shown in brackets.
Equations: Displayed equations should be numbered consecutively throughout the manuscript as (1), (2)
etc., near the right-hand margin of the page, and punctuated the same as the text.
Capitalize the words Table, Figure, Section when they are used in the text to refer to a specific table,
figure, or section.
Citations: References mentioned in the text (i.e., citations) should refer to the author’s name (without
initials) and year of publication. If the citation is a direct part of the sentence use the author’s last name
followed by the publication date in parentheses. For example:
More recently, Calomiris and Mason (2000) examine the question whether fundamentals can
explain the survival time of banks during the great depression.
If the citation is included in parentheses in the sentence then separate the author’s name and the date with
a comma and separate the citations with semi colons. For example:
Along the lines of the first approach, a number of papers have tested for autocorrelation in bank
failures, controlling for macroeconomic conditions (Grossman, 1993; Hasan and Dwyer, 1994;
Schoenmaker, 1996).
The Reference section: There must be a strict one-to-one correspondence between the names and years
cited in the text and those on the reference list. The list of references should appear at the end of the main
text (after any appendices). It should be listed in alphabetical order by author’s name. Do not number
the citations. You must follow the Chicago Style for bibliographic entry for Journal Articles in Turabian
(2010, Chapter 18), which has an extensive documentation.
2
Examples of references format for different types of publications:
For periodicals: Beine, M., Laurent, S., Lecourt, C., 2003. Official central bank interventions and exchange
rate volatility: evidence from a regime-switching analysis. European Economic Review 47 (5), 891-911.
For monographs: Edwards, S., 1989. Real Exchange Rates, Devaluation, and Adjustment: Exchange Rate
Policy in Developing Countries. MIT Press, Cambridge, MA.
For contributions to collective works: Freebairn, J., 1990. Is the Dollar a commodity currency. In: Clements,
K., Freebairn, J. (Eds.), Exchange Rates and Australian Commodity Exports. Centre for Policy Studies,
Monash University, and Economic Research Centre, The University of Western Australia, Melbourne and
Perth, pp. 6-30.
For working paper in numbered series: Bayoumi, T., 1989. Saving-investment correlations: immobile capital,
government policy or endogenous behavior? IMF Working Paper no. 89/66. Washington, DC.
Chinese names may be listed in the references with the surname first, as follows:
Liu Y.H., Chew S.B., and Li W.Z., 1998. Education, experience and productivity of labor in China’s
township and village enterprises: The case of Jiangsu province. China Economic Review 9, 47–58.
Citing and listing of Web references: If there is an assigned DOI (Digital Object Identifier), include it
even if it is a PDF file. Otherwise, include the URL of the journal website, even if you accessed the article
through a database.
Tables: Here is an excellent quote from the Chicago Manual of Style on the “virtues of tables”
(www.chicagomanualofstyle.org/ch13/ch13 sec001.html):
A table offers an excellent means of presenting a large number of individual, similar facts so
that they are easy to scan and compare. A simple table can give information that would require
several paragraphs to present textually, and it can do so more clearly. . . . A table should be as
simple as the material allows and understandable on its own; even a reader unfamiliar with the
material presented should be able to make general sense of a table. The text may highlight the
main points in a table and summarize its message but should not duplicate the details.
Figures: Figures can have similar virtues as tables, as long as you use them judiciously and follow the
same principles: clarity, ease of understanding, and appropriate labeling. Do not use a background colour
in your graphs. Avoid using cluttered graphs. Distinguish separate series by different symbols or line styles,
and not only by line colours. (Remember most publishing and printing are still in black and white.)
Econ 3310 : Style guide
3
Title page format guideline for assignments
Title
Name
ID
Date
Assignment no.
Prepared for Economic Growth in Historical Perspective, Econ 3310
Structure and style:
Research and logic:
Content and analysis:
total:

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Explanation & Answer:
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human development

Chinese Economy

Developing Nations

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