AP301 Sustainable Agriculture and Food Security
If you are looking for AP301 Sustainable Agriculture and Food Security Assessment Homework Help? Get quality and unique online Assignment services at an affordable price. Enhance your grades by hiring MBA assignment help from Assignment Help AUS. Hurry up and get the best AP301 Sustainable Agriculture and Food Security services with best quality at the best price. order now!
Assignment Details:
- Words: 2000
Topic questions
1. Topic question 1 based on learning activities from week 2 to week 4:
Information on Sustainable Agriculture Food security and Climate change adaptation. For example, improved profitability, reduced labour costs, lower environmental footprints, and improved transparency along the food supply chains. How does climate change pose a threat to sustainable agriculture?
a. Pick a business of your choice in a food or fibre industry of your choice. The business could be a specific company or a generic type of business.
b. For the business 1(a), identify a specific Information on sustainable practices that the business could use. Critically evaluate how likely the business would be to use the practices and discuss the pros and cons of the chosen methods in terms of its likely effect on the business’s performance indicators in each of the three pillars of sustainability. Discuss the climate change adaptation and food security.
c. Write a critical reflection about your learning from this topic. (see the rubric below)
2. Topic question 2 based on learning activities from week 5 to week 6:
Food supply chains are often complex and competitive, with consumers often judging both specific businesses and specific foods or fibres on their global footprint.
a. For a specific food or fibre, discuss some of the opportunities and challenges associated with policies and legislations which impact running a sustainable business of your choice. The business could be a specific company or a generic type of business
b. Explain under what conditions might the business take up practices that lead to formulation of sustainable business model. Give specific examples to support your discussion, such as greenhouse gas emissions or water use and the characteristics of the market the business operates in.
c. Write a critical reflection about your learning from this topic. (see the rubric below)
3. Topic question 3 based on learning activities from week 7 to week 9:
a. Explain the concept of Climate Smart Agriculture and why it is an important part of sustainable business.
b. Provide examples of different types of approach to all dimensions of Agrifood system. Use a specific example for a business of your choice to illustrate your understanding of the topic.
c. Write a critical reflection about your learning from this topic. (see the rubric below)
4. Topic question 4 based on learning activities from week 10 and week 11:
Innovation for sustainable Agriculture
a. Evaluate 3 different types of innovation investment in agriculture which can lead to sustainability with help of any case study or business of your choice.
b. Discuss how government policies and regulations may be able to support businesses to better cope with exposure to risks to undertake innovative practices.
c. Write a critical reflection about your learning from this topic (see the rubric below)
Marking criteria (marking rubric)
| Criteria | Standards
(marks out of 15) |
|||
| Developing
(0-5 marks) |
Functional
(5 marks) |
Proficient
(6-10marks) |
Advanced
(10 – 15 marks) |
|
| General description of the level of attainment | Not yet to desired standard. | Reached basic academic standards with limited or no translation and interpretation of concepts, skills and procedures and limited adaptations to meet situational factors unless aided. | Has completely reached the standards expected.
Can function independently, adapting concepts, skills and procedures to meet situational factors. |
Has gone beyond the basic expected standards. Exhibits high levels of independence and can use principles to generate new understandings and ways of completing procedures and can provide theoretically defensible arguments for their new interpretations and adaptations. Can engage in productive critical reflection. |
| Allocation of marks | Significant misunderstanding of definitions and no demonstration of capacity to apply to agribusiness situations. | Can recall facts and explain what they mean i.e. provide basic definitions. | 6-7 = Can demonstrate application of the theoretical concepts in agribusiness situations.
8-10 = Can examine and break information into parts and identify motives or causes. Can make inferences and find evidence to support and explain reasons justifying why and how the facts apply. |
10-12 = Can demonstrate in-depth understanding of facts and can critique, explain, and justify how and why they exist and apply in agribusiness situations.
12-15 = Can apply theoretical frameworks and explain how they might be used to solve problems and create new knowledge in agribusiness. |
| Knowledge & Understanding
35% |
Limited understanding of required concepts and knowledge.
Inaccurate reproduction of material. Cannot discuss concepts in their own words. |
Encyclopaedic knowledge and can reproduce accurately required facts and definitions.
Accurately demonstrates an understanding of the basic facts but lacks demonstration of being able to apply them in an agribusiness situation. |
Exhibits breadth and depth of understanding of concepts. Can use terminology accurately in real-world contexts and has transformed the ideas so that they can express them appropriately in their own words.
Demonstrates application of information in real world situations. |
Exhibits accurate and elaborated breadth and depth of understanding of concepts. Knows how particular facts came to be. Demonstrates an appreciation of the limitations and temporary nature of conceptual knowledge in the discipline or field.
Can generate and justify principles, protocols and |
| Reasoning
35% |
Personal and anecdotal. | Rule based, derived largely from authority (texts, teachers, authority figures). Mostly ‘black and white’ thinking. Little interpretation or translation.
Little use of secondary data sources. |
Can recognise competing explanations and can identify the relative merits and limitations of an argument or position. Can describe and defend their own view or position.
Broad use of secondary data sources and recommendations are justified with references from literature. |
Uses principles to formulate a position or an argument. Can articulate the limited nature of their argument and can challenge to boundaries of disciplinary understanding.
Extensive use of secondary data.
Innovative recommendations are developed and justified with support of academic references.
Alternatives are rated and ranked, and selection is justified. |
| Reflection
20% |
Little or no critical reflection on learning. | Adequate critical reflection about learning in this course but no suggestions for improvement. | Adequate critical reflection about learning in this course with some suggestions for improvement. | Perceptive critical reflection about learning in this course with well thought-through suggestions for improvement. |
| Presentation, ‘readability’, academic conventions.
10% |
Difficult to read or understand. Significant errors in English language, referencing, and overall presentation. | Can read but with a significant degree of effort to ‘decipher’ errors and omissions. | Generally, of a high standard but with some errors or omissions. | Professionally presented and of a standard that could be presented to an agribusiness firm with no errors or omissions. |
For REF… Use: #getanswers2002199