Your task here is to complete one option from A, B, C or D provided. Rationale In discussing your chosen topic, you will demonstrate the use of the learning guide and the list of references cited therein, and your own search for further information. Each report will be fully referenced and all sources of help you obtained appropriately acknowledged. This assignment task in a generic sense refers to topics dealt with in module 1. However, we will encourage you to consult the topics dealt with in module 2 as well. Please note that brevity will be a critical issue. Marking criteria Criteria HD DI CR PS FL 1. Comprehensive review of pertinent literature (learning guide, cited references under each topic, your own independent search for information, discussions with professionals who work in a related area). The student displays an extraordinary skill in collecting and collating relevant information on the chosen topic. Extensive and broad current and appropriately referenced literature (a majority from 2000 to date) that has been presented impressively, convincingly, and logically. The prose used is not exhausting the reader. The information gathered from published sources sets the context lucidly and in an excellent manner. The student displays an impressive skill in collecting and collating relevant information on the chosen topic. Extensive current and appropriately referenced literature (a majority from 2000 to date) has been presented convincingly and logically. The prose used is not exhausting the reader. The information gathered from published sources sets the context well. The student displays a good skill in collecting and collating relevant information on the chosen topic. Acceptable current literature (a majority from 2000 to date) has been presented convincingly and logically. The prose used is not exhausting the reader. The information gathered from published sources sets the context well. The student displays an average skill in collecting and collating relevant information on the chosen topic. Just-acceptable current literature (a majority from 2000 to date) has been presented. The prose used is just acceptable. The information gathered from published sources sets the context to a reasonable extent. The student does not display any skill in collecting and collating relevant information on the chosen topic. The current literature (a majority from 2000 to date) has not been presented convincingly or logically. The prose used is unacceptable. The information gathered from published sources does not set the context. 2. Demonstration of your ability to analyse relevant ecological principles and concepts and apply that skill in appropriate agricultural situation. The student demonstrates an impressive theoretical background in ecological theory and those principles that are particularly relevant to agriculture. The student also demonstrates a powerful ability to interpret and analyse the ecological paradigms applying them effectively to the chosen agricultural context. The student demonstrates a convincing theoretical background in ecological theory and those principles that are particularly relevant to agriculture. The student also demonstrates convincingly an ability to interpret and analyse the ecological paradigms applying them to the chosen agricultural context. The student demonstrates a good theoretical background in ecological theory and those principles that are particularly relevant to agriculture. The student also demonstrates a reasonable ability to interpret the ecological paradigms applying them to the chosen agricultural context. The student demonstrates an acceptable level of theoretical background in ecological theory and those principles that are particularly relevant to agriculture. The student also demonstrates an acceptable ability to interpret the ecological paradigms applying them to the chosen agricultural context. The student does not demonstrate a minimal level of theoretical background in ecological theory and those principles that are particularly relevant to agriculture. The student does not demonstrate even an acceptable ability to interpret the ecological paradigms applying them to the chosen agricultural context. 3. Synthesis of ecological knowledge and relating of this to management processes. Conclusions of the assignment are impressively integrated and logically drawn and made explicit. The conclusion is clear, concise, and coherent. Supports arguments with a variety of relevant, credible and evaluated researched based evidence that shows clearly that the student has sourced information from contemporary literature: (a) identified and listed in the topics and (b) demonstrated extra reading and have cited relevant references not cited in the topic notes. Conclusions of the assignment are generally integrated and logically drawn together and made explicit at the end. The conclusion is clear and coherent. Supports arguments with a variety of relevant and credible researched based evidence that shows clearly that the student has sourced relevant and contemporary information from the literature listed in the topics and beyond. A modest effort has been made to read external sources of information and acknowledge them in the report. Many aspects of the conclusion of the assignment are generally logically drawn together and generally made explicit at the end. The conclusion is clear and generally coherent. Supports arguments with mainly relevant and credible researched based evidence that shows clearly that the student has sourced information from the literature listed in the topics. Many aspects of the conclusions of the assignment are drawn together and generally made explicit at the end. The conclusion is generally clear but could be more coherent. Supports arguments with mainly relevant and credible evidence that shows clearly that the student has sourced information from the literature listed in the topics. Few of the conclusions of the assignment are drawn together and made explicit at the end. No conclusion offered. Conclusion presented r lacks coherence and clarity. Little or no support for arguments with relevant and credible evidence. The student has not sourced information or very little information is sourced from the literature listed in the topics. 4. Use of appropriate report format and professional writing style (including referencing). This is a key expectation, being a post-graduate class subject. Excellent presentation; consistent style throughout. Pleasing report. References contemporary and presented in a neat and comprehensive manner. Impressive presentation; consistent style throughout. References contemporary and presented in a neat and comprehensive manner. Good presentation; style essentially consistent throughout. A few minor weaknesses occur, however. References acceptable, but could have been better; presented well. Average but acceptable presentation; style has several weaknesses References acceptable, but could certainly be better presented. Poor presentation with several unacceptable flaws. 5. Display of originality and creativity. Graceful professional language is used consistently to accurately explain and describe an integrated view of the content. The writing engages the reader and is clear and concise and the student’s own authentic voice comes through. The writing effectively uses a variety of transition strategies to logically guide the reader from one idea to the next. A variety of relevant graphics and appropriate alternate forms of presentation are effectively integrated to support explanations of ideas and statements. The final report is free of grammatical errors including spelling and punctuation. All references and citations are accurately recorded using the provided APA manual. Professional language is used consistently to accurately explain and describe the content. The writing engages the reader and is clear and generally concise and the student’s own authentic voice comes through. The writing uses a variety of transition strategies to logically guide the reader from one idea to the next. Relevant graphics and appropriate alternate forms of presentation are integrated to support explanations of ideas and statements. The final report has a few grammatical errors including spelling and punctuation. A few errors are evident in the way references and citations are recorded. Professional language is used consistently and generally accurately to explain the content. The writing partially engages the reader and is generally clear and concise and the student’s own authentic voice mainly comes through. The writing frequently uses transitions to logically guide the reader from one idea to the next. Generally relevant graphics and appropriate alternate forms of presentation are usually integrated to support explanations of ideas and statements. The final report has a few, but distracting, grammatical spelling and punctuation, errors. Several errors are evident in the way references and citations are recorded. A mix of colloquial and professional language to generally describe the content exists. The writing is generally clear and the student’s own authentic voice occasionally comes through. The writing sometimes uses appropriate transitions to logically guide the reader from one idea to the next. Generally relevant graphics and appropriate alternate forms of presentation are sometimes used to explain ideas and statements. The final report has several grammatical, spelling and punctuation errors. Several errors are noted in the way references and citations are recorded. Either colloquial language is frequently used or professional language is frequently used in the wrong context to describe content. The writing could be clearer through the redrafting of sentences and the student’s own authentic voice does not come through. The use of transitions to logically guide the reader from one idea to the next is needed. Few or no relevant graphics and alternate forms of presentation are used to explain ideas and statements. The final report has innumerable grammatical, spelling and punctuation errors. Several errors are noted in the way references and citations are recorded or no references or citations have been made. Presentation The assignment should be presented in 5-6 page report in word processed format dealing with one of the option identified above. Overall, we would encourage you to present the report in 1 or 1.5 line spacing (of a reasonably large font, e.g. font size 12 of Times New Roman. To save on paper, we will even encourage you to send assignments printed on both sides of the sheet. The report must be well structured in a professional report format (i.e. with a brief abstract, an introduction, body, and a conclusion, references). The assignment should: • clearly articulate the existing information (which you can obtain from recent books, electronic sources, research articles, and discussions with scientists, agricultural managers, and farmers) • analyse that information in the context of the statement provided under your chosen option • synthesise in terms of management strategies. Special credit will be given to those who include appropriate management models and demonstrate originality and creativity. All relevant references must be cited following the APA style. Option A Energy cannot be cycled or reused—matter can. Critically evaluate this assertion and its significance in the functioning of a natural ecosystem and in an agroecosystem. Option B Much of the world's forests have been cut down for timber or to open up land for agriculture. Discuss the consequences for the communities that live in rivers and the human communities that live in their floodplains. Option C Taking an environmental pest that has been introduced into your region (a plant or an animal), evaluate various consequences to the natural environment of your region. Option D AG Tansley, the famous ecologist of the early twentieth century, when asked what he meant by nature conservation, defined it as maintaining the world in the state he knew as a child. From your perspective, as we are in the new millennium, how would you define and explain the aims and scope of conservation biology?

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