Omparison between the Greek Crisis of 2010 with the Argentinean crisis of 2001, in order to evaluate the most probable exit for greece.

5.1 Assessment criteria
The project will be assessed on the weighted criteria listed below. They are explained in greater detail in Appendix A (marking sheet), Section 6.0 a?Project content and structurea and Appendix B (assessment words explained).

a? Good presentation according to guidelines (inc. referencing) 10%

a? Problem definition 20%

a? Context & background to study 15%

a? Critical analysis & discussion 25%

a? Applied, evaluative conclusion 20%

a?Project Reflection 10%

6.1 Contents

Your project should include the following element

Title page

Set out on a page of its own immediately after the title page. The abstract is likely to be the last section to be written. It is a short (300 words max.) summary of the project (not an introduction) and should indicate the nature and scope of the work, outlining the research problem, key issues, findings and your conclusion/ recommendation

Table of contents

An outline of the entire project in list form, setting out the sequence of the sections with page numbers. It is conventional to number the preliminary pages (abstract, table of contents) with lower case Roman numerals (i.e. (i), (ii), (iii) etc.) and the main text pages (starting with the first chapter) in Arabic numerals (1, 2, 3 etc.) as shown below:

List of Tables i
List of Figures ii
List of Abbreviations iii
Acknowledgements iv
CHAPTER 1 (Title) 1
1.1 (First section heading)
1.2 (Second etc.)
1.3 (Third et

List of tables and figures
A table is a presentation of data in tabular form; a figure is a diagrammatic representation of data or other material such as photographs, images or maps. Tables and figures should be clearly and consistently labelled either above or below, and the reader should be able to understand your meaning from the title without referring to the text for explanations. Units of measurement, the year to which the data refer, geographical area covered, and sources should be clearly stated. The labels in the text and in the lists should correspond exactly.
Tables and Figures should be numbered consecutively according to chapter (eg: Table 1.3 is the third table in Chapter 1, and Figure 4.2 is the second figure in Chapter 4). Each should be separately listed with page number

List of abbreviations
Abbreviations should be used sparingly, and those that are not self-evident or in common use should be explained where they first appear in each chapter by giving the full expression and the abbreviation in brackets, e.g. a?gross domestic product (GDP)a. Abbreviations not in common use should appear at the beginning of the project.
Here are some useful rules for abbreviation

No full stops in abbreviations consisting of initial capital letters, UK, US (adjective), EEC, OECD, BBC, UN.
Note : a?United Kingdoma and a?United Statesa should be spelt out when used as noun

No full stops after abbreviations ending with last letter of word abbreviated, Dr Mr Mrs S

Full stops to be used in abbreviations consisting of phrases or single words, e.g., i.e., cet. par., op. cit., et al., p., pp., vol., N

Introduction and/or definition of research problem
(these could be 2 chapters)
The introduction should set out the purpose and scope of the project, clearly explaining what it is about, how it is structured, but more importantly, why the research is necessary and to whom. You need to ensure that the academic and applied rationale is well explained and justified. An academic rationale should answer the questions a?Why donat we know this already? Why is more study on this topic needed?a? and an applied rationale should demonstrate the relevance of the topic to contemporary business environments.
The a?preparation podcastsa and Project Skills Lecture 1 deal with this process of problem definition in greater depth, but here it is enough to note that you will find establishing a credible rationale if you focus your topic area sharply on what the more interesting/ important question(s) within it is for you.

For example:
a?Stress in the workplacea? is a broad topic area whereas a?Why does the UK still suffer the highest reported stress levels among workers, despite the wealth of academic research that has been conducted?a? is a researchable problem.
The a?problem definitiona section of your project may only be worth 20% of your marks, but a poorly defined problem will cost you marks throughout, since your Project will lack focus and prevent you from critically addressing the pertinent issues (because you wonat have identified any)

Context and background to the research problem
This section should do pretty much what it says a give an overview of the context and background to the research problem. It builds on your problem definition section and so expansion of the concise arguments you make there, some historical development of the field, identification of key thinkers, and emerging problems, etc. would usually be included here. It is probably the section that will give you most scope to show off the wide range of sources you have consulted.
Although this is a predominantly descriptive section, you should still aim to present your material critically.

Critical analysis and discussion
It can be hard to know which section to include your material in a this or the preceding one a and you may decide to combine these two sections into one or more chapters based on theme, depending on your topic and your supervisoras views. However, what is vital is that your Project contains sufficient analytical discussion in addition to the more descriptive a?scene settinga material of context and background as analysis counts for 25% of your marks.
For this element of the project you should aim to conduct some form of analysis as well as a critical review of published research and literature on the relevant issues. This could include secondary statistical analysis of government or company figures, use of financial performance ratios, detailed interrogation of case studies, websites, annual reports, advertisements etc, or analytical comparisons of market performance indicators. This list is not exhaustive!
You could include some brief information on how you conducted your analysis here, but fuller explanation of why you did it and what the benefits and limitations of your approach were, should be left for the a?reflective reporta section

Applied, evaluative conclusion
There are three parts to this section: application, evaluation and conclusion. You should aim to use examples throughout your project in order to show how your ideas can be applied in your chosen field, but here a in your concluding section a you need to answer the a?So what?a? question. What significance do your research findings have? For whom? Why? and How?
In order to do this successfully, you need to have evaluated the relative merits of each of the important issues you have critically discussed (see Appendix B). Which do you see as most important and why? It is hard to separate these two stages a application and evaluation a from one another in business (and social) research since the relative importance of one argument over another necessarily involves a differential impact on certain groups of people as opposed to others.
Both these elements will combine to produce an effective conclusion. A conclusion should be more than just a summary of whatas presented in the project, as explained above. You will find it easier to conclude if you a?take sidesa and argue for or against a particular conclusion rather than if you just a?sit on the fencea. We will look at conclusions as part of Project Skills Lecture 2 and 3.

a? Reflective report
This should provide a commentary on both the success of the project and validity of your conclusions, eg: as noted above, the benefits and limitations of the approach taken, problems in analysis etc., and also include self-reflection on the development of your transferrable skills (see S