Purpose of the Discussion Board

1:Purpose of the Discussion Board

The post is made of two assignments

Purpose of the Discussion Board Posts (DBP)

To help you prepare for the weekly discussion section meetings and so you are ready for the types of questions that may appear on the midterm and essay, each student will contribute discussion board posts on the weekly modules prior to their discussion section meeting. The class will be divided into discussion groups so you can see each other’s posts before your section meeting. At the beginning of each module, you will be asked a “Big-Picture Question.” In your discussion board post, you will need to do two things: (a) Answer the “Big-Picture Question” and (b) Ask your own question.

How you will be graded
Answer the Big-Picture Question (15 points). To receive full credit, you will need to provide a complete response to the big-picture question by referring directly and specifically to works discussed in that module. Typically your response will be two to four paragraphs. You will need to provide a main claim (i.e., an answer to the question) and draw on the content from the week’s readings to support your claim.
Ask a question (3 points). To receive full credit, your question will need to be constructive, thoughtful, meaningful, and pertain to the weekly readings (e.g., “Did Govinda attain enlightenment?”). A question that is too vague will not receive credit (e.g., “What is the point of the Antigone?” This question is too general to be helpful).
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Big-Picture Question for DBP 7: Fighting
This week we begin the module on “fighting” for the good life. It is often pointed out that Antigone is about the conflict between what is right and what is right (Hegel). In your DBP state whether you agree or disagree with this point of view using citations from the play to support your argument. Are all parties equally justified in their actions or inactions? Please be clear and concise.
Don’t forget to pose your own question after you have answered the “Big-Picture Question.”

2:Recent decline in the global oil prices has shown the overarching influence and impact of OPEC member States’ collective energy policies on the global energy security vis-a-vis both the oil industry and national economies.

Order Description

Critically discuss different policy measures that non OPEC member States can
take to mitigate the impact of OPEC’s current trend as an international oil
producer cartel.”

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Coursework Assignment Brief
Semester:
A15
Module Code:
POG212
Module Title:
International Energy Policies
Programme
BSc (Honours) Oil & Gas Management
Level:
Level 5

Presentation:
No
Any special requirements:
All work should be submitted on the Student Portal along with a Turnitin Report.
Word Limit:
2,000 words (with 10% plus or minus leeway)
Deadline date for submission:
5pm on Thursday, 2nd April 2015
Learning outcomes to be examined in this assessment
? Critically analyse the factors affecting the content of international agreements for the oil and gas industry
? Critically examine the framework of the energy policies.
? Demonstrate the key global challenges and issues facing the world oil and gas industry and the factors affecting the long term prospects
Percentage of marks awarded for module:
This assignment is worth 50% of the total marks for the module
Assessment criteria
Explanatory comments on the assessment criteria
Maximum marks for each section
Content, style, relevance,
Clear demonstration of rigorous research from recognised
50%
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originality, Structure
authoritative sources.
Format, referencing, bibliography
Harvard
10%
Constructive critical analysis, introduction, conclusion
Demonstration of a clear understanding of the issues. Use of academic models.
40%
Candidates must clearly label their ID Number on additional separate reference, formula or answer sheets.
Assignment Question
“Recent decline in the global oil prices has shown the overarching influence and impact of OPEC member States’ collective energy policies on the global energy security vis-a-vis both the oil industry and national economies.
Critically discuss different policy measures that non OPEC member States can take to mitigate the impact of OPEC’s current trend as an international oil producer cartel.”
Total marks for assignment: 100 Marks
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Generic Criteria for Assessment at Level 5
Marks 0-25 (Fail) 26-39 (Fail) 40-49 (3rd) 50-59 (2.2) 60-69 (2.1) 70-85 (1st) 86-100 (1st) Assessment categories Knowledge & Understanding of Subject
Major gaps in knowledge and
understanding of
material at this level.
Significant inaccuracies.
Gaps in knowledge and only superficial
understanding of
the well-established principles of area(s)
of study.
Some inaccuracies.
Threshold level.
Some knowledge and understanding of material, of well- established principles of area(s) of study, and of the way in which those principles have
been developed.
Broad knowledge and understanding
of material, of well-
established principles of area(s)
of study, and of the way in which those principles have been developed.
Very good knowledge and understanding of
material, of well-
established principles of area(s) of study,
and of the way in which those principles have been
developed.
Very good, detailed knowledge and
understanding of
material, main concepts/theories at
this level. Awareness of the limitation of their knowledge, and how this influences
any analyses and interpretations based
on that knowledge.
Exceptional knowledge and understanding of
material, main
concepts/theories at this level. Awareness
of the limitation of their knowledge, and how this influences any analyses and
interpretations based on that knowledge Cognitive/ Intellectual Skills (e.g. analysis and synthesis; logic and argument; analytical reflection; organisation and communication of ideas and evidence)
Unsubstantiated generalizations, made without use of any credible evidence. Lack of logic, leading to unsupportable conclusions or missing conclusions.
Lack of analysis and relevance.
Views/ findings largely irrelevant, illogical or contradictory. Generalisations/ statements made with scant evidence. Conclusions lack relevance and/or validity.
Threshold level.
Awareness of main issues. Structure of argument effective, but with some gaps or weaknesses. Some evidence provided to support findings, but not always consistent. Some relevant conclusions.
Issues identified and critically analysed within given areas. An awareness of different stances and ability to use evidence to support argument. Ability to apply concepts and principles outside context of study context. Generally sound conclusions.
Good level of analysis and synthesis. An awareness of
different stances and
ability to use
evidence convincingly to support argument. Ability to apply concepts/ principles
effectively beyond context of study. Valid conclusions.
Excellent analysis and synthesis. A range of perceptive points made within given area for this level of study. Arguments logically developed, supported by a range of relevant evidence. Explicit acknowledgement of other stances.
Strong conclusions.
Exceptional analysis and synthesis are consistent features. Perceptive, logically connected points made throughout the work within an eloquent, balanced argument. Evidence selected judiciously and thoroughly analysed. Persuasive
conclusions.
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Use of Research- informed Literature (including referencing, appropriate academic conventions and academic honesty)
No evidence of reading. Views
are unsupported and non- authoritative. Academic
conventions largely ignored.
Evidence of little reading appropriate
for this level and/or indiscriminate use of sources. Academic
conventions used weakly.
Threshold level.
Evidence of reading relevant sources, with some appropriate linking to given text(s). Academic conventions
evident and largely consistent, with
minor weaknesses.
Knowledge and analysis of a range
of literature beyond core text(s). Literature used accurately and
analytically. Academic skills generally sound.
Knowledge of the
field of literature used consistently to
support findings.
Research-informed literature integrated
into the work. Very good use of academic conventions.
Critical engagement with a range of
reading. Knowledge of research-informed literature embedded in the work.
Consistently accurate use of academic conventions.
Exceptionally wide range of relevant
literature evaluated and used critically to inform argument, balance discussion and/or
inform problem-solving. Consistently accurate and assured use of academic conventions.
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LEVEL 5 cont… Graduate Skills for Life and Employment (e.g. research- related skills; written, graphical and oral communication skills; group working; problem-solving; practical and professional skills)
Little or no evidence of the
required skills in
any of the areas identified for
assessment at this level.
Limited evidence of skills in the range
identified for
assessment at this level. Significant
weaknesses evident, which suggest that the candidate is not yet
on course to gain skills necessary for graduate-level employment.
Research skills:
Some evidence of ability to collect and interpret
appropriate data/
information and undertake research tasks with limited external guidance. Can communicate in a range of formats, including orally, appropriate to the discipline(s), but with some weaknesses.
Can work with
others as a
member of a group, meeting most obligations to others, modifying responses appropriately.
Can identify key areas of problems
and generally choose appropriate methods for their resolution.
Able to recognise
own strengths and weaknesses
in relation to professional and practical skills, but with limited insight in some areas.
.
Research skills:
Can undertake research-like tasks, drawing on a range of sources, with limited external guidance.
Can communicate
effectively and confidently in a range of formats, including orally, appropriate to the discipline(s).
Can work
effectively with others as a
member of a group, meeting obligations to others, modifying responses appropriately.
Can identify key areas of problems and choose
appropriate methods for their resolution in a considered manner.
Able to evaluate
own strengths and weaknesses
in relation to professional and practical skills, and to develop own evaluation criteria.
Research skills:
Can successfully complete research- like tasks, drawing on a range of sources, with limited external guidance.
Can communicate
well, confidently and consistently in a range of formats, including orally, appropriate to the discipline(s).
Can work very
effectively and confidently with
others as a member
of a group, meeting obligations to others, modifying responses appropriately.
Can identify key areas of problems
and choose, with autonomy, appropriate methods for their resolution in
a considered manner. Able to take initiative in evaluating own strengths and weaknesses in
relation to professional and practical skills identified by others and develop and effectively apply own evaluation criteria.
Research skills:
Can successfully complete research- like tasks, drawing on a range of sources, with a significant degree of autonomy. Can communicate very effectively and confidently in a range of formats, including orally, appropriate to the discipline(s).
Can work very effectively and confidently with others as a member
of a group, showing leadership skills where appropriate, and meet all obligations to others. Can identify key areas of problems confidently and choose, with autonomy and
notable effectiveness, appropriate methods
for their resolution in
a considered manner. Able to show insight and autonomy in evaluating own strengths and weaknesses re
professional and practical skills, showing excellent judgement.
Research skills:
Evidence of exceptional success in undertaking a range of research-like tasks with high degree of autonomy for the level. Can communicate highly effectively, with professionalism, in a range of formats, including orally, appropriate to the discipline(s).
Can work
exceptionally well with others as a key
member of a group, showing leadership skills where appropriate, negotiating and meeting all obligations to others.
Can identify key areas of problems
confidently and
choose, with autonomy and exceptional
effectiveness, appropriate methods for their resolution in a considered manner.
Able to show insight and autonomy in evaluating own strengths and weaknesses, showing
outstanding judgement. Marks for Level 5 0-25 (Fail) 26-39 (Fail) 40-49 (3rd) 50-59 (2.2) 60-69 (2.1) 70-85 (1st) 86-100 (1st)
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autonomy