[Solved] International Energy Policies

International Energy Policies

Semester:

C16 Summer 2016

Module Code:

POG212

Module Title:

International Energy Policies

Programme

BSc (Hons) Oil & Gas Management

Level:

Level 5

Awarding Body:

Plymouth University

Module Leader

Dr Kenneth Aidelojie

Format:

Report

Presentation:

No

Any special

requirements:

x    All work should be submitted on the Student Portal.

x    Work to be submitted in a professional manner, and as directed by the Module Leader.

Word Limit:

2,000 words (with 10% plus or minus leeway)

Deadline date for

submission:

Thursday, 11th August 2016

Learning outcomes

to be examined in this assessment

x    Critically examine the framework of the energy policies.

x    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

Knowledge and

Research (content, relevance, and originality)

Clear demonstration of rigorous

research from recognised authoritative sources. Audience focus. Meeting the deliverables.

55%

Writing and

Presentation (format, references or bibliography, and style)

Rigorous use of the Harvard

Methodology for citation and referencing; page numbering; correct display of direct quotations.

10%

Argument and

Analysis (critical analysis, evaluation, and application)

Constructive critical analysis,

introduction, conclusion. Demonstration of a clear understanding of the issues. Use of academic models. Full articulation of ideas developed. Offering well- argued solutions and/or alternatives if and where appropriate.

35%

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.

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.

LEVEL 5 cont…

Graduate Skillsfor 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 communicatein 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 communicatevery 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 leadershipskills where appropriate, and meet all obligations to others. Can identify key areas of problemsconfidently 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 weaknessesre 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

communicatehighly

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 problemsconfidently 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)