University College London Argentina International Economic Report Paper

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Skills Reflection Marking Rubric
This rubric gives an indication of what would be expected in order to achieve each grade classification. Not all criterion are given equal weighting. The use of relevant
examples and the analysis of the learning experience are the main assessment criteria, whilst the clarity of language and content should be given less weight. For example,
students have been clearly told what the reflection should contain.
Criterion
Clarity of
Language
70+
The language is clear and
precise throughout. For
example, explanation is clear to
a lay reader. Presentation is
clear and concise.
Examples are relevant and
support the development of the
students’ chosen skills.
60-70
Overall a well-written
reflection, generally there is
use of precision and clarity.
50-60
Generally there is use of
precision and clarity,
however some aspects of
ambiguity.
40-50
Some aspects of clarity
however, frequent use of
unclear and imprecise
language.
Examples used generally
have relevance to the skills
chosen.
Analysis of
Learning
Experiences
The reflection demonstrates
analysis of the learning
experience and how this
experience contributed to skill
development. Clearly
articulated forward looking
conclusion.
The reflection demonstrates
analysis of the learning
experience but lacks depth
in places. Forward looking
conclusion, but not concise
or focussed.
Majority of examples are
irrelevant to support
development of chosen
skills.
Makes attempts (but
fails) to link learning
experiences to skill
acquisition. Little or no
conclusion – simply
describes experiences.
Content –
correct skills
Student clearly identifies 1 skill
from each of the three Sheffield
Graduate Attribute Areas (SGA)
(3 in total) as outlined in the
document.
Student identifies three skills
however, these are not
across the 3 SGA areas –
instead they are across 2.
Some examples are
relevant however others
may not be suitable for the
skills chosen.
Attempts to analyse
learning experience,
however there is limited
depth and links may be
superficial. Conclusion fails
to link to future
development, instead is
backwards looking.
Student identifies three
skills however, these are all
within 1 SGA area.
Relevant use
of Examples
Student fails to three
skills however.
Fail
Unclear and imprecise
language used
throughout. Core
concepts are not
discussed or are omitted.
Irrelevant examples used.
Analysis does not move
from description of
learning experience and
does not demonstrate
skill development. No
conclusion.
Student fails to three
skills however.
Skills Reflection: 5% of the Applied Portfolio
This reflection task relates to the skills and attributes you have developed in your Level
2: Applied Portfolio.
The reflection should be no more than 1 page in length (500 words).
In this reflection you should consider one skill or attribute for each of the three main
Sheffield Graduate Attribute (SGA) areas, namely, My Learning, My Impact and My
Self.
More
details
of
the
SGA’s
can
be
found
here:
https://www.sheffield.ac.uk/skills/sga).
For each area, state which skill you have selected and write a short assessment of
how you have developed this skill during the Applied Portfolio. Please use specific
examples of how you did this. You should also provide a concise conclusion on how
you hope to develop these skills further during your future studies and careers.
You should devote approximately 150 words to the discussion of each skill (450 word
in total) and approximately 50 word to the forward looking conclusion.
The task was discussed in more detail in the Skills Reflection Session (Thursday 10th
March) and slides which can be found on the Applied Portfolio Blackboard Page.
Please note that you may find it useful to complete your mySkills profile to help you
identify which skills you’d like to work on in the module (and write up as part of your
reflection) evaluate your confidence in all of the Sheffield Graduate Attributes and
record the skills you have developed (both during the module but more broadly during
your time at University).
Once you have completed your reflection, please include this in your portfolio.
The submission deadline for all components of the Applied Portfolio will be Monday
23 May by 12.00 noon.
PLEASE REGISTER YOUR AT TENDANCE USING THE ABOVE CODE
Skills Reflection
L2: Applied Portfolio
T HURSDAY 1 0 T H M A RCH 2 0 2 2
DA N I E L G R AY
E M MA PA R RY, UN I V ERSITY CA R E ERS S E RVICE
Outline
1) The Importance of Reflection in the Learning
Process
2) Skills Reflection in the Applied Portfolio
3) Examples
Definitions: Reflection
“the conscious examination of past experiences, thoughts and
ways of doing things.
Its goal is to surface learning about oneself and the situation,
and to bring meaning to it in order to inform the present and the
future.
It challenges the status quo of practice, thoughts and assumptions
and may therefore inform our decisions, actions, attitudes,
beliefs and understanding about ourselves.”
The University of Edinburgh Reflection
Toolkit.
Developing yourself as a reflective student/worker
Rolfe, G., Freshwater, D., & Jasper, M. (2001). Critical reflection for nursing and the helping professions: A user’s guide, Palgrave Basingstoke.
Reflective thinking and writing – Making sense of what
you’re learning
?
?
?
?
Reflection is part of the ‘feedback loop’ that helps us to improve future performance as
learners or in work settings
When learning we need to go beyond highlighting and re-reading to make learning stick and
make sense of what we’re really learning
Self-reflection on both how and what students have learned does lead to improvements in academic
performance in undergraduate students (Lew & Schmidt, 2011). Writing/’journaling’ reflectively
found to be particularly useful for developing metacognition (learning about our learning)
‘It is not sufficient simply to have an experience in order to learn. Without reflecting upon this
experience it may quickly be forgotten, or its learning potential lost. It is from the feelings and
thoughts emerging from this reflection that generalisations or concepts can be generated. And it is
generalisations that allow new situations to be tackled effectively.’ Gibbs (1988).
Sheffield Graduate Attributes (SGA)
Full details can be found here: https://www.sheffield.ac.uk/skills/sga
The SGA are separated into three broad areas:
1. My learning
2. My impact
3. My self
We will now consider these areas in more detail.
My learning
Skills to facilitate learning and effective application of knowledge are crucial to the enjoyment of studying
a subject and to fulfilling academic potential. These attributes and skills are also necessary and widely
applicable in other contexts and in the workplace.
Academic Skills
Academic Writing
Numeracy and Data
Study Skills
Applying Knowledge
Translating knowledge
Problem Solving
Knowledge Exchange
Research and Critical and Thinking
Research Skills
Research impact
Critical Thinking
Digital Capability
Digital Fluency
Digital Communication
Digital Citizenship
Sheffield Graduate Attributes On a Page – Google Docs
My Impact
Attributes such as the ability to communicate and collaborate effectively and being considerate
and inclusive of diversity, enable positive contribution and impact within communities. These
attributes also consider the impact of ethical, societal and environmental decisions.
Equality and inclusion
Community
Global citizen
Inclusive
Interpersonal skills
Communication
Networking
Emotional intelligence
Ethics and sustainability
Integrity
Appropriate conduct
Sustainability
Working with others
Collaboration
Influence
Leadership
Sheffield Graduate Attributes On a Page – Google Docs
My Self
The ability to develop and maintain positive wellbeing and to understand oneself underpins the
development of many other attributes. Defining purpose, adaptive thinking, and enhanced
resilience will help to support lifelong personal and professional wellbeing.
Positive wellbeing
Self-care
Autonomy
Self-awareness
Personal development
Growth mindset
Determined
Resilient
Purpose
Healthy relationships
Defining purpose
Positive mindset
Enterprising
Innovative
Commercially aware
Adaptable
Sheffield Graduate Attributes On a Page – Google Docs
1) Identify a module
(or assignment
within a module)
you currently study
With the person
next to you:
3) Match these skills
to the three broad
areas defined above:
• My learning
• My Impact
• My Self
2) Identify the
skills/attributes
developed in this
module
Applied Portfolio Task
One page (500 Words) reflection of the skills you have developed during your
Applied Portfolio Tasks
Choose one skill from each the three main learning areas from the Sheffield
Graduate Attributes.
For each of these skills, write a short assessment of:
– How you acquired or developed this skill
– Support this using specific examples
– How will you further develop these skills beyond this module
– How will these skills benefit you in your further studies and future career
Skills Reflection Task – Structure
My Learning: Choose 1 skill/attribute from list above. Approx. 150 words
My Impact: Choose 1 skill/attribute from list above. Approx. 150 words
My Self: Choose 1 skill/attribute from list above. Approx. 150 word
These sections should describe: How you acquired or developed this skill; Support this
using specific examples; How will you further develop these skills beyond this module
Conclusion: Approx. 50 words
? Concise forward-looking conclusion relating your past experience to
your ongoing and future development.
ECN220: Economics of Financial Institutions: Example
Task: Download data; analyse data; present/interpret results; apply economic
understanding; explore limitations; and produce a short report.
My Learning: Research Skills
The activity I completed as part of ECN220: Economics of Financial Institutions allowed me to develop
valuable transferable research skills. Prior to completing this module, I had gained limited
experience in this area and so this was a challenging task for me to complete. Aware of lack of
experience, I devoted additional time to completing this task: seeking additional support from the
module leader in C&F hours, consulting and interacting with the discussion board; and enrolling on
and completing additional online Stata webinars. This allowed me to confidently analyse and
interpret results relating to my own regression analysis. In particular, the aspect of the task which
required the linking of the regression results to my underlying theory was particular important in this
skill development; allowing me to explore the same problem from a range of perspectives. I intend to
build on these research skills by choosing the dissertation module, which will allow me to formulate
and explore my own research questions in an extended piece of work.
ECN222: Economics of Decision Making – Example
Task: Read and critically evaluate existing literature; synthesise the empirical literature; interpret the
results presented and apply your knowledge; present in a non-technical way; and produce policy
recommendations
My self: Self Awareness
The policy brief I completed for ECN222 allowed me to develop a self awareness of skills and
attributes that required further development. Prior to completing this exercise I had enjoyed the
numerical and problem solving side of economics, which in turn helped me achieve good marks in my
modules to date. This however masked a weakness of essay writing and critical analysis of existing
literature. Overall I struggled with this exercise. There was a focus on the synthesis of the empirical
literature and non-technical essay writing. Prior to this exercise I had not been aware that I found
these aspects difficult. For example, upon reading the relevant literature, I struggled to concisely
articulate the key finding and implications of the studies. This made me self-aware of a deficiency in
this aspect study. As a result of this exercise, I reflected on my strengths and weakness and sought
additional help from relevant individuals (C&F hours; 301 resources). I intend to continue to develop
my self-awareness by regularly reflecting on my strengths and weakness using the mySkills
application.
Good Aspects of Reflection
Appropriate selection of the skill you wish to discuss – 1 from each of the 3
SGA’s
Clear explanation of how skill was acquired and how it relates to your
experience/work
Specific illustrations of how you acquired the skill, how you did this with suitable
depth of discussion
Concise forward-looking conclusion relating your past experience to your
ongoing and future development
Use of accurate language in a clear coherent structure
Further resources: Reflection & self awareness for
career planning
Read about reflective practice at University and watch the short video from 301 skills explaining
Gibbs’ Reflective Cycle.
Watch this 7 min summary video on reflective thinking & writing
You can also find useful tools in the University of Edinburgh Reflectors’ Toolkit
How to Choose a Career You’ll Love
If you have more time to further develop your self awareness for career development, there are lots
of additional activities you could try out in the Careers Service free course How to Choose a
Career You’ll Love, particularly in the Who You Are section.
Complete the short interactive card-sort exercise to understand more about your realised,
unrealised strengths and weaknesses.
Accessing careers/employability resources and support
Use Career Connect in MUSE (search vacancies & events &
make bookings, pathways, mySkills)
Email/Chat with us Webchat on Careers Service website Mon to
Fri 9-5pm or email us – Career Connect
Have a go at our Pathways (‘FAQ’) on getting started exploring
ideas, application forms, developing your CV etc. leading to 20
minute 1:1 appointments
Attend our events webinars on CVs, assessment centres,
making career decisions, graduating 2022, international students.
Visit us in the Students’ Union
@unishefcareers #employableUS
sheffield.ac.uk/careers
Sheffield Graduate Attributes
My learning
Academic skills
? Academic writing – Using clear, concise language appropriate to the academic discipline and credible evidence to present written
arguments or reports, using relevant referencing and citation
? Numeracy and data – Appropriately calculating, analysing and presenting numerical data
? Study skills – Selects, uses and seeks existing and new knowledge to develop intellect; using learning and study time effectively
Applying knowledge
? Translating knowledge – Applying and translating knowledge and skills to contexts and challenges within and beyond your studies
? Problem solving – Exploring innovative approaches to solving problems. Developing creativity, understanding, and challenging existing ideas
? Exchanging knowledge – Demonstrating interest in and understanding of the positive application of knowledge in a working environment
Research and critical thinking
? Research skills – Experienced in the processes and methods of research – discovering, understanding and creating information
? Research impact – Considering impact and disseminating the benefits of research and knowledge to wider community and society
? Critical thinking – Critically appraising, questioning, analysing and interpreting a variety of evidence, and applying research skills in different
contexts
Digital capability
? Digital fluency – Sourcing, using and creatively applying appropriate digital tools, information and skills
? Digital communication – Assessing and presenting data, information and evidence using software and digital media
? Digital citizenship – Developing and maintaining a professional and ethical online presence and identity
My impact
Interpersonal skills
? Communication – Communicating confidently in writing, in person and online for different purposes and audiences
? Networking – Using interpersonal skills to build and maintain positive relationships through networking
? Emotional intelligence – Recognise own and others emotions to guide thinking and behaviour
Working with others
? Collaboration – Working effectively with others and in teams, encouraging collaboration and contributing positively
? Influencing – Positively contributing, influencing and inspiring others
? Leadership – Developing leadership potential and capability
Equality and inclusion
? Community engagement – Actively participate and positively affect others in personal, local, global or virtual communities
? Global awareness – Global competence and cultural intelligence, engaging with global issues and contexts
? Inclusivity – Recognising and valuing different abilities, backgrounds, beliefs and ways of living
Ethics and sustainability
? Integrity – Acting ethically, honestly and fairly in personal, academic and workplace settings
? Appropriate conduct – Demonstrating appropriate and socially responsible behaviour, including academic conduct
? Sustainability – Acquiring the knowledge and skills to promote societal and environmental sustainability
My self
Positive wellbeing
? Self care – Identifying and doing things to enhance mental and physical health, confidence and self esteem
? Autonomy – Making own decisions about how to think and behave, pursuing freely chosen goals
? Self-awareness – Reflective and understanding of personal strengths, values and areas for development
Purpose
? Healthy relationships – Developing positive, trusting, and supportive relationships
? Defining purpose – Finding a sense of direction in life, defining personal values and goals and working to fulfil them
? Positive mindset – Approaching challenges with a positive outlook, self-belief and a sense of perspective
Personal development
? Growth mindset – Recognising the value of continuing development and effective life and career management techniques
? Determination – Effectively planning and managing tasks within deadlines – getting things done
? Resilience – Effectively re-framing, learning and recovering quickly from difficulties and setbacks
Enterprising
? Innovation – Curious, creative and innovative – considering and developing new approaches and ideas
? Commercial awareness – Demonstrating an understanding of commercial and organisational decisions and wider contexts
? Adaptability – Open minded, willing to learn new things, take on new challenges and make adjustments
Summaries for non-specialists: some advice
1/8
Aim of these slides
Aim: advice on how to approach writing summaries for
non-specialists & point to some resources.
2/8
Your assignment
ˆ Let’s start with the text from the student guidance.
ˆ Non-technical summary of mini project; ? 1 page.
ˆ Aimed at non-specialist = intelligent, well-informed, interested
reader but no academic background in economics.
ˆ Aim is concise explanation of assignment, methods, and what
can be learned.
ˆ Key: clear, accessible communication of most important ideas
and findings in your assignment.
ˆ Might want to imagine you’re writing for the Economist, the
Guardian. . .
3/8
Process
Two elements that will play important part in the process of
writing your summary:
1. being concise; picking out the most important elements.
2. accessible language; using plain English.
4/8
What to focus on?
ˆ What to focus on in your summary?
ˆ Differs across assignments. Ultimately for you to decide. But
can look at some ways to approach this.
ˆ Which elements of your assignment would be most interesting
and informative for a non-specialist to hear about?
ˆ Sketch outline of summary on piece of paper using key words
and ideas. Aim is to organise your thoughts and structure
your summary before writing. Some useful questions here.
Use pen and paper for this.
5/8
Use accessible language
ˆ Adapt writing style to suit intended audience (non-specialist).
ˆ Simplify language.
ˆ But: not simplistic or superficial. Still want to be rigorous.
ˆ Does mean: replacing jargon and complex, subject-specific
terminology by plain English. Aim for readable and accessible
writing, clarity and simplicity:
ˆ short, simple sentences and everyday words.
ˆ first person and active voice.
ˆ avoid jargon & abbreviations.
ˆ Logical structure.
ˆ Be specific and concrete.
6/8
Some examples
ˆ Some examples of good practice on Blackboard site.
1. summary of a presentation of an academic paper on systemic
risk in banking.
2. summary of some of the work of the 2021 Nobel prize winners
in economics by David Jaeger.
ˆ Many further examples available.
ˆ Research institutes that aim to inform public debate tend to
have working papers that include non-technical summaries, or
put out briefing notes for the wider public. E.g. IFS briefing
notes, ISER working papers, Understanding Society working
papers. . .
7/8
Further resources
In addition to the resources already linked to:
ˆ Communicating Economics, especially the Tools & Tips
section
ˆ writing in plain English.
8/8
The first Trinity Term Mellon Sawyer seminar saw Robert May, Professor in the department of
Zoology at the University of Oxford and at Imperial College, London, talk about systemic risk in
banking ecosystems.
Professor May built a model of an interbank network in order to study how bank failures spread
through the banking system. Each bank is seen as an entity that has external assets and lends
money to other banks, and, on the liability side, holds deposits, borrows from other banks and
keeps a capital reserve. A single bank is subjected to a shock, in the form of losing a fraction of its
external assets, and the effect on the banking network as a whole in the wake of this shock is
investigated. The failure of the initial bank, assumed to occur if its asset loss exceeds its capital
reserve, is propagated through the system via two mechanisms. The first mechanism is the
interbank shock: creditor banks lose all or a fraction of the money they have lent to the failing
bank. This in turn may trigger more failures, and further spread through the system in subsequent
periods. The second mechanism, the liquidity shock, occurs without direct contact between
banks, and arises because asset classes held by failing banks are discounted, which leads to
liquidity problems for the surviving banks that hold these assets.
Simulation results suggest the first mechanism, that works via interbank loans, in itself would only
lead to failure of all banks in the system if the capital reserves are unreasonably low. The reason
is that the interbank shocks tend to attenuate as they work their way through the system. The
real systemic threat lies in the liquidity shocks: as more banks fail, discounting of the remaining
banks’ assets within the asset classes present in the failing banks becomes more severe, so the
liquidity shocks become more potent. Moreover, the liquidity effect is more damaging as the asset
portfolio of banks looks more alike (that is, banks hold a diverse range of assets but all banks hold
pretty much the same diverse range of assets): this creates a greater overlap of the asset classes
held by various bank, so if any one bank fails a greater number of assets in the surviving banks are
subject to the ensuing liquidity shock. This has the interesting policy implication that, while shared
heterogeneity in classes of external assets among banks may lower the probability of an individual
bank failing (through portfolio diversification), at the same time it increases the probability that
the system as a whole fails because it strengthens the transmission of liquidity shocks. Existing
bank regulations, such as the Basel II Accord, have contributed to this shared heterogeneity in
asset holdings, and may have therefore inadvertently increased systemic risk.

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