Impact Of Brexit On Trade Relations And Investments

Discussion Point 1: Trading and implications of Brexit

The topic is about the exit of UK from the European Union, which the government of Britain would begin on the 29^th march. The exit of UK would be in accordance of the Article 50 from the Lisbon Treaty. Some speculations are revolving around the dilemma, which is more in favour of the fact that UK wants a separate and independent trade. However, the purpose before the exit can only be served if there is a settlement agreement in between the Britain and the European Government until the March 2019. The settlement on the future relations until 2019 would only decide that if the purpose behind the exit were fulfilled. The negotiation, which the Britain gets from the European Union is vital for is future trade relations with rest of the European countries. It is also crucial for financial services and travel restrictions (Europarl.europa.eu, 2017).

Trading is one of issues that might be in question post the exit of UK from the European Union (Forrest-Pressley, MacKinnon and Waller 2013). This is because of the fact that the exit requires certain settlement agreement from the European Union. The EU should think that the exit is not for any dominating purpose of Britain. The dominating purpose is related to the trading, which includes restricted travelling across the territory, tariff free trade and financial supports (Cottrell 2013).

The exit of UK from the European Union has become a point of discussion because of several reasons such as its impact. Post the exit, the implications that it would bring to the trading has created lots of buzz in rest of the European countries. Other European countries are eagerly waiting for the consequences of the exit. The positive consequence would attract some more exits from the EU (Adams 2012).

The exit from EU can create several opportunities to the exiting countries if the European Union is well supportive to the action taken. It would allow the nations in having a free trade options as well as having an improved relations with some other parts of world such as the Russia. Countries would have restrictions to go to any place while having supports from the European Union on trade tariffs (Griffin, McGaw and Care 2012).

The possible problems that might come across are probable post the negligence of EU in the part of settlement agreement. This would attract trade tariffs on business dealings, which is harmful for a cost effective business operation. The exit was for having freedom in trading, which could well be hampered with the non-acceptance of EU on the settlement agreement (McGovern 2013).

If the European Union does not allow a soft exit to the Britain, it would affect the trading in the country. Most of the big companies have their strong hold in Europe because of their huge business in Britain. For example, Tata is amongst the largest industrial firm in UK. However, the non-agreement action of the EU would impose tariffs o goods based o WTO standard for tariffs.  This would enhance the cost charge of the goods, which might create the level of disinterest among many business companies. This is a threat to most of the companies and as well as Britain (Gregory and Thorley 2013).

Discussion Point 2: Business relations with other countries

Another key issue in this regard is the business relations of Britain with other countries such as India. The business relations of Britain with India, USA and France might be hampered because of hiring costs prices. The non-acceptance of settlement agreement between EU and UK until 2019 would attract the imposing of trade tariffs based on WTO standard. This would eventually enhance the prices of goods by 10%. Moreover, this is not a healthy sign for the economy of UK as USA, France and India are the top investors in the country (Eysenck, 2017).

The exit from EU might affect the costing of goods if the settlement agreement between EU and UK is not successful. This would affect the economy of UK, as the non-agreement would attract an imposing of tariffs level based on WTO. Consequently, this would enhance the costing of the product, which might disinterest some of the biggest investors in this country such as Tata of India (Al Jadiry 2012).

The issue would create opportunity for the rest of European countries, as they would not think of doing the same thing. However, it would affect the economy of UK, as the prices of goods would be enhanced (O’Neil 2014).

The possible problem with the non-acceptance of the settlement agreement with the UK would attract WTO level of tariffs on goods. This would enhance the pricing of commodities, which would disinterest some of the biggest investors in UK such as Tata of India (Newman and Newman 2014).

The conclusion could be made handful once the approval for the agreement of settlement comes from the EU. If it were positive, it would provide sufficient chances to UK in gaining on the created chances. On contrary to this, it would affect the economy of UK as biggest investors might show their disinterest in UK.

Conclusion 

The exit of UK from the EU can only prove its worth if the EU agrees on the settlement with UK on some trade related things. This would indeed open up ways to some other countries also. However, if the outcome is not positive, then it might affect the economy of UK. This is because of the fact that numerous biggest investors in UK are from USA, France and India. Tata is one of the biggest investors in UK. The non-acceptance to the settlement on trades by the EU would certainly enhance the pricing of goods. This might take away numerous big investments from UK.

The presentation was informative, although it was normal and simple. The presentation helped in learning some most useful facts about the Brexit. The presentation was simple, which is why it was easily grabbing. It helped me in learning the after effect of the separation of UK from the EU. However, the presentation did not give any verdict on the consequences; however, it has indicated towards the possible outcomes. The possible outcomes might vary that depends verily on the acceptance of EU. If EU were positive towards the settlement agreement, it would flourish the economy of UK. The reflective cycle has helped me in understanding the description of dilemma as it encourages feelings, which is necessary to get through the topic. Once I felt the description my own, it helped me in evaluating the concluding findings of the presentation. Nevertheless, the evaluation would help in taking correct action during my participation in the university (Kolb 2014).

Conclusion

Gibb’s model has helped me lot in grabbing and understanding the information that was delivered in the presentation and the art of presentation. Gibb’s cycle is very important because of the fact that it governs a systematic approach towards the understanding of a subject of discussion. This is because of the fact that I was able to understand the description of information because I tried to feel the subject. Moreover, it helped me in concluding the delivered information and the art of presentation with the help of evaluation of the presentation. Evaluation has helped me in grabbing a deep understanding of the subject matter of discussion. Gibb’s cycle is very effective in constructing the action plan as it happens through systematic approach where sufficient time is for the evaluation of the subject matter (Smale and Fowlie 2015).

Skills	Do not know about this	Find this difficult/ can’t do this	Can partially do this	Can do this well
Looking for information
Identify which books/journals/websites to use				√
Select relevant parts of a text				√
Evaluate sources				√
Using sources
Acknowledge sources of information			√
Synthesize information from more than one source			√
Write a reference list correctly				√
Avoid plagiarism			√
Planning/ writing
Brainstorm ideas			√
Plan written work				√
Link ideas effectively			√
Paraphrase & summarise ideas				√
Write an introduction				√
Write a conclusion				√
Critically edit written work			√
Independent study
Work independently (without lecturers)				√
Work as part of a (study) group			√
Oral presentation
Give a presentation on my work			√
Brainstorm ideas with peers		√
Discuss written work in a tutorial			√
Deal effectively with questions			√
IT
Access the internet				√
Use search engines				√
Create word documents				√
Use PowerPoint			√

internal	STRENGTHS [Things within my control] 1) Responding to the oddest situations such as the tough academic tasks with sufficient solutions is one of my habits 2) Helping my colleagues when they are trapped in some academic related issues 3) Understanding the different academic lectures and summarizing the gained knowledge to the fullest of possibilities is something that makes me very happy and satisfied 4) Top 5 Strengths/talents (Gallup test):	WEAKNESSES [Personal barriers; things stopping me, but still within my control] 1) Short temper is one of the most weird characteristic that I have, which is also not good from the academic perspectives 2) Losing control under some unwanted situations, which also makes me bit nervous 3) I am very les in energy level, which is something that retards my progress; however, I am capable enough to capitalize on the transferred knowledge 4) Over confidence is another problem that I have, which is not good for a progressive career
external	OPPORTUNITIES [People, resources, opportunities] 1) Grasping power of the transferred information and the knowledge 2) Adaptability nature with any kinds of academic lectures 3) Highly confident approach towards career goals 4) Eagerness to learn something new everyday	THREATS [Things outside of my control] 1) Short temper 2) Over confidence 3) Less energetic 4) Becoming nervous under certain situations

Discuss: how are you going to overcome your weaknesses and minimise the threats?

The very best way to overcome some of my weaknesses is to concentrate deeply on the subject matter and then realizing about the potential that I have. This is just the matter of being confident and producing something, which has never happened in my life. However, to overcome the weaknesses in me, I need to take advice of my professors and seniors. There necessary guidelines would definitely help me think differently. Threats that are in front of me is because of some weaknesses that I have; however the threats can easily be overcome and be converted into opportunities once I get enough help from my professors and seniors (Parkay, Anctil and Hass 2014).

Describe your data (What is it? Where does it come from? What area is it focussing on?):

The chosen data is on “Victorian Virtual Learning Network”, which speaks about the advent of virtual learning in the middle and high schools in Victoria, Australia. The advancement of Study Curriculum in Victoria has given options to the students for accessing to those subjects that are not available in their school.

The content is focussing on enhancing the educational level in Australia. The content is speaking about the virtual network that is strongly growing in its popularity (Cullingford and Blewitt 2013).

Summarise what the data shows in general:

The data is about the inception of a technology that is well known as virtual network that establishes connectivity to a large number of inaccessible books. Virtual learning is something that is changing the Australian Curriculum in big number. This has taken the educational level to a different level. Now, those books that are not available in schools also, can be easily accessed with the help of a portal running through intranet (Abbott and Peach 2012).

Choose one or two areas of the data to look at in detail and explain why you think they are significant:

The mode of learning is the one area that needs a worth attention from all those who are related to education through any means. Virtual learning is significant to the education in the 21th century. This is because of the fact that the 21th century should have solutions to the e learning form of education. Virtual learning is important to the educational enhancement because it lets students access to the different chapters and books that are not available in schools or colleges (Chien et al. 2012).

Highlight the important trends and differences/comparisons in the areas you have chosen:

The changing way of learning is trending these days especially in Australia as evident n the chosen article. The trend is different to the traditional form of education because the traditional form of education is limited only to the available resources. However, the virtual form of learning has a broad dimension of resources such as providing access to a large number of books and chapters that are not a part of schools and colleges (Atkins and Schutz 2013).

What are possible explanations for what the data is showing? (remember to reference wider research to back your ideas up):

The data is about the virtual learning mode that is growing its popularity in the Australian Curriculum. It is growing in popularity because of the broader aspects, which the changed face of education is producing. The changed face of technology is worth because it is helpful in sending the students to a different level. The online form of learnig perhaps brought the advancement in education. This might be one of the reasons, which have encouraged some of the leading schools and colleges for incepting the virtual learning in their curriculum. This is very different to the traditional format of learning. Now, students would have their access to the online contents, chapter and books with intranet (McGovern 2013).

Make a recommendation for further action that could arise from this data.

The one point of recommendations is for the inclusion of virtual learning in the middle and high schools in the entire Australia. This is because of the fact that it would produce a huge change in the educational format. Moreover, this would also enhance the interest level of students; which is somehow missing now days (Kolb 2014).

Figure 1: Educational pattern in Australia

Source: (Griffin, McGaw and Care 2012)

The above picture clearly shows that the format of education is rapidly modernising in Australia. While online form of education has topped the list, the e- book form of education is also holding a significant position in that list. E book form of learning is among the top ten choices for the learning among the Australian students. E book form of learning is exciting, which also enhances the interest level of students. E book format has made a good place amongst the top choices for the types of education. Interestingly, e books are also available online, which indeed is enhancing the importance of e books kin learning. The virtual form of learning establishes the access to a large range of e books that are available online. Virtual learning works in collaboration with some trusted library institution that provides access to a large number of books that are not available even in the schools and the colleges (Griffin, McGaw and Care 2012).

The virtual form of learning is governed by some body, which takes care of all the movements of students. Moreover, the operation happens through intranet, which is itself secured and controllable from a single body of regulations. The virtual form of learning is just the response to the changing perception of students towards the education that is well dominated by the advent of online education. The online form of education has now become the first choice amongst the students of Australia. This is something, which has created the urgency to include the virtual learning in the Australian Curriculum. The concept is slowly gaining in popularity. The healthy competition in between the different form of education has also helped the institutions in switching to the best possible choices. This is broadening the dimension of education as well as enhancing the resources to the education (Griffin, McGaw and Care 2012).

Evaluate your data analysis group presentation:	we need to improve this	We have done this OK	We  have done this very well
The visual was effective and engaging			√
We identified an overall trend			√
We included reference to actual numbers			√
The data analysis included some interpretation of the results.			√

Text A:

Key ideas: UK withdrawal from the European Union in the year 2016

Text B:

Key ideas: Reaction to the UK’s withdrawal from the European Union

Text C:

Key ideas: Consequence of UK removal from the European Union

Individually: write up a paragraph which synthesises (combines) the ideas you talked about with your study group. Remember to include in-text citations and link your ideas using linking words! (suggested word count :200 words).

The above quoted texts in all the three resources do resemble their origination is a same issue, which is revolving around the exit of UK from the European Union. The UK has opted out the exit from the European Union in the year 2016. All the articles are combined in nature for a fact that all are speaking about the consequences of UK’s removal. However, they are differing in their subject of discussion. The first text does speak about the legal proceedings that might come across to the UK and he European Union after the exit of UK from the union. However, the second text does speak about the decision, which the UK has made. It attracts certain speculation from a group of students that are speculating about the exit. They are rather confused that whether the decision was correct. The final text does indicate towards the speculation, which some groups are making behind the exit strategies of the UK. They believe that the exit might be because of the act that UK does want to have freedom to trade. This might be one important reason that has influenced the UK for doing so (McGovern 2013).

	good evidence	some evidence	insufficient evidence
Knowledge and understanding of the subject
A. demonstrates overall understanding ofcore academic skills, evidenced both with the portfolio tasks and academic writing tasks.	√
B. demonstrates independent reading and research.	√
C. has an understanding of conducting primary research (appropriate to level 4)	√
D. has a convincing introduction, arguments/ discussion and conclusion for the written assignment.	√
E. demonstrates an understanding of the subject material related to programme of study.	√
Cognitive/ Intellectual skills
F.  Clear and logical argument/ discussion and structure.	√
G. Shows evidence of applying critical thought to a range of tasks.	√
H.  Has backed up discussion/arguments with evidence.	√
I. has evidence of some analysis and evaluation (appropriate to level 4).	√

	good evidence	some evidence	insufficient evidence
Graduate skills for Life and employment
J. Insightful reflection on own strengths and weaknesses	√
K. Effective written communication skills (e.g. have they written in an appropriate academic style?) is the report/ essay format successful? Is the reflective writing appropriately written? Is it professional?	√
L. effective visual presentation	√

(type 3 short bullet points here)

• Absorbing nature
• Attentiveness
• Development of Skills

(type 3 short bullet points here)

• Data analytical skills
• Research skills
• Data interpretation

Your groups’ comments
Content (How clear, complete and informative was the presentation?)	Presentation was clear and informative
Audience Engagement (How enjoyable / interesting did the audience find it?)	Audience engagement is low because of less expressiveness of the presentation
Organisation (How well-structured was it? How well did the visuals support it?)	The structure of the presentation was  normal and simple
Professionalism (How slick and professional was it?	It was a normal presentation, which needs certain development for bringing professionalism in the presentation
Your reflection
Content (How clear, complete and informative was the presentation?)	The content according to me was clear in information
Audience Engagement (How enjoyable / interesting did the audience find it?)	It also kept the audiences engaged because of the simplicity in delivering the information of the presentation
Organisation (How well-structured was it? How well did the visuals support it?)	The presentation was well structured and informative also
Professionalism (How slick and professional was it?	It was less professional but much educative
Action Points (what could you do better in future presentations)
To make myself an efficient presentation developer, I need to take references from some established articles on the art of doing presentation. The skills are still competitive but needs certain development, which is just the matter of time.

Skills	Do not know about this	Find this difficult/ can’t do this	Can partially do this	Can do this well
Looking for information
Identify which books/journals/websites to use				√
Select relevant parts of a text				√
Evaluate sources				√
Using sources
Acknowledge sources of information				√
Synthesize information from more than one source				√
Write a reference list correctly				√
Avoid plagiarism				√
Planning/ writing
Brainstorm ideas				√
Plan written work				√
Link ideas effectively				√
Paraphrase & summarise ideas				√
Write an introduction				√
Write a conclusion				√
Critically edit written work				√
Independent study
Work independently (without lecturers)			√
Work as part of a (study) group				√
Oral presentation
Give a presentation on my work			√
Brainstorm ideas with peers			√
Discuss written work in a tutorial			√
Deal effectively with questions				√
IT
Access the internet				√
Use search engines				√
Create word documents				√
Use PowerPoint			√

Week	Goal	Action	Success criteria	Completed when by?
E.g.	To improve my ability to write in an academic style	To record useful academic vocabulary when reading academic texts. To use appropriate language when I write my assignments.	Feedback from peers and lecturers.	April 2017
1	To improve my ability to understand the research work	To follow the ways of implementing the ideas of the successful researchers	To strictly follow the academic guidelines	May 2017
2	To improve my presentation making skills	To follow our professors who are engaged in doing the same	To be disciplined and attentive while during the presentation learning sessions	June 2017
3	To improve the analytical potential in me	To follow the feedbacks of the professors strictly to become absorbing to the analytical skills	To be attentive during the feedback session	July 2017
4	To know the art of doing dissertation	To follow the instructions of tutors and then applying the established materials related to the dissertation	To follow the dissertation works done by some renowned professors	September 2017
5	To learn the art of referencing the journals	To approach the professors and their necessary guidelines	To follow the instructions of professors and some of the established articles for learning the art of referencing the journals	October 2017

References

Abbott, W. and Peach, D., 2012. Building info-skills by degrees: embedding information literacy in university study.

Adams, A.V., 2012. The role of skills development in overcoming social disadvantage. Background paper prepared for the education for all global monitoring report.

Al Jadiry, A., 2012. The effect of cooperative learning group division based on multiple intelligences theory and previous achievement on scientific thinking skills development of ninth grade students in Oman. European Journal of Social Sciences, 27(4), pp.553-569.

Atkins, S. and Schutz, S., 2013. Developing skills for reflective practice. Reflective practice in nursing, pp.23-52.

Chien, N., Harbin, V., Goldhagen, S., Lippman, L. and Walker, K.E., 2012. Encouraging the development of key life skills in elementary school-age children: A literature review and recommendations to the Tauck Family Foundation. DC, Child Trends.

Cottrell, S., 2013. The study skills handbook. Palgrave Macmillan.

Cullingford, C. and Blewitt, J., 2013. The sustainability curriculum: the challenge for higher education. Routledge.

Erasmus Student Network. 2017. Reaction Paper to UK’s Withdrawal from the European Union | ESN.org. [online] Available at: https://esn.org/reaction-to-UK-withdrawal-from-EU [Accessed 18 Apr. 2017].

Europarl.europa.eu. 2017. UK withdrawal from the European Union: Legal and procedural issues – Think Tank. [online] Available at: https://www.europarl.europa.eu/thinktank/en/document.html?reference=EPRS_IDA(2017)599352 [Accessed 18 Apr. 2017].

Eysenck, J. 2017. What happens now that the UK has voted to leave the EU?. [online] The Telegraph. Available at: https://www.telegraph.co.uk/news/0/britain-votes-to-leave-the-eu-what-happens-now-that-brexit-is-a/ [Accessed 18 Apr. 2017].

Forrest-Pressley, D.L., MacKinnon, G.E. and Waller, T.G. eds., 2013. Instructional Practices. Academic Press.

Forrest-Pressley, D.L., MacKinnon, G.E. and Waller, T.G. eds., 2013. Instructional Practices. Academic Press.

Gregory, R. and Thorley, L. eds., 2013. Using group-based learning in higher education. Routledge.

Griffin, P., McGaw, B. and Care, E., 2012. Assessment and teaching of 21st century skills (p. 36). Dordrecht: Springer.

Kolb, D.A., 2014. Experiential learning: Experience as the source of learning and development. FT press.

McGovern, S., 2013. Education, modern development, and indigenous knowledge: An analysis of academic knowledge production (Vol. 1167). Routledge.

Newman, B.M. and Newman, P.R., 2014. Development through life: A psychosocial approach. Cengage Learning.

O’Neil, H.F. ed., 2014. Learning strategies. Academic Press.

Parkay, F.W., Anctil, E.J. and Hass, G., 2014. Curriculum leadership: Readings for developing quality educational programs. Prentice Hall.

Smale, B. and Fowlie, J., 2015. How to Succeed at University: An Essential Guide to Academic Skills, Personal Development & Employability. Sage.