(20% of total CA)
This assignment will delve into various aspects of apiculture and engage in a deeper understanding for the subject matter. By conducting a literature review, and presenting their findings, students will enhance their research abilities, critical thinking skills, and capacity for synthesizing information from diverse sources.
This assignment has two parts (A & B)
(10%)
A detailed report on the Individual contribution to the review should be produced in the document (preferably as appendix)
(10%)
Students will present their literature review highlighting on the key insights found on the topic through their research (refer rubrics).
Impacts of climate change on beekeeping practices, including changes in flowering patterns, alterations in bee behavior, shifts in pest and disease prevalence, and adaptation strategies for beekeepers to mitigate the effects of climate change.
Look into the unique challenges faced by beekeepers in the Himalayan region, with a focus on Bhutan, such as extreme weather conditions, limited forage availability, high altitude beekeeping techniques, and the potential for sustainable beekeeping practices to contribute to local livelihoods and biodiversity conservation efforts.
Look into the honey value chain in Bhutan, from production to consumption, including honey harvesting methods, processing, packaging, marketing, distribution channels, and challenges faced by beekeepers and honey producers. Propose potential improvements and interventions to enhance the efficiency, quality, and sustainability of the honey value chain in Bhutan.
Look into the major pests, diseases, disorders, and nutritional deficiencies affecting bee colonies, including their symptoms, epidemiology, management strategies. Discuss sustainable pest and disease management practices, alternative treatments, and integrated approaches to minimize chemical inputs and protect bee populations.
Look into the critical role of bees as pollinators in ecosystem services, agricultural productivity, and food security. Discuss the ecological and economic importance of bees, the decline of bee populations globally, threats to bees and the potential benefits of promoting bee-friendly practices in agriculture and landscape management. Also look into the role of pesticides and insecticides in bee health and mortality.
Here are the guidelines for the assignment.
VLE:
The following table is the assessment rubric for the written assignment.
| Criteria | Exceptional (4) | Proficient (3) | Basic (2) | Needs Improvement (1) | Score |
|---|---|---|---|---|---|
| Content | Demonstrates comprehensive understanding of the chosen topic, presenting thorough analysis, insightful insights, and original perspectives. Addresses all aspects of the assignment prompt with depth and clarity. | Shows a solid understanding of the chosen topic, providing a thorough analysis and relevant insights. Addresses most aspects of the assignment prompt with clarity and coherence. | Demonstrates a basic understanding of the chosen topic, providing some analysis and relevant insights. Addresses some aspects of the assignment prompt but may lack depth or clarity in some areas. | Shows a limited understanding of the chosen topic, providing minimal analysis and few relevant insights. Fails to address key aspects of the assignment prompt with clarity or coherence. | |
| Organization | Ideas are logically organized and structured, with clear introduction, body paragraphs, and conclusion. Transitions between ideas are smooth and coherent, enhancing readability and comprehension. | Ideas are generally organized and structured logically, with an introduction, body paragraphs, and conclusion. Transitions between ideas are mostly smooth, facilitating understanding. | Organization is somewhat lacking in clarity and coherence, with occasional lapses in structure. Introduction, body paragraphs, and conclusion may lack clear connection. Transitions between ideas may be somewhat abrupt or unclear. | Organization is poor, with ideas presented in a disjointed or confusing manner. Lacks clear structure and coherence. Introduction, body paragraphs, and conclusion are unclear or missing. Transitions between ideas are absent or ineffective. | |
| Clarity and Precision | Writing is clear, concise, and precise, with well-developed arguments and coherent explanations. Language is engaging and free of errors, enhancing readability and comprehension. | Writing is generally clear, concise, and precise, with adequately developed arguments and explanations. Language is mostly engaging and free of major errors, facilitating understanding. | Writing may lack clarity, precision, or conciseness at times, with some ambiguity or verbosity in expression. Language may be somewhat unclear or imprecise, hindering comprehension. Minor errors may be present but do not detract significantly from overall clarity. | Writing lacks clarity, precision, and conciseness, with confusing or convoluted arguments and explanations. Language is unclear, imprecise, or riddled with errors, making comprehension difficult. Major errors detract significantly from overall clarity. | |
| Evidence and Support | Provides strong, relevant, and convincing evidence to support arguments and assertions. Incorporates a variety of credible sources, effectively integrating quotations and paraphrases to reinforce key points. Demonstrates critical thinking and analytical skills in evaluating and synthesizing evidence. | Provides relevant evidence to support arguments and assertions. Incorporates credible sources to support key points, although some evidence may be lacking in depth or relevance. Demonstrates adequate critical thinking and analytical skills in evaluating evidence. | Provides limited or weak evidence to support arguments and assertions. Relies heavily on anecdotal evidence or lacks sufficient support from credible sources. Demonstrates minimal critical thinking or analytical skills in evaluating evidence. | Provides little to no evidence to support arguments and assertions. Lacks credible sources or relies solely on personal opinion. Fails to demonstrate critical thinking or analytical skills in evaluating evidence. | |
| Mechanics | Writing demonstrates mastery of grammar, punctuation, spelling, and sentence structure. Formatting adheres to assignment guidelines and citation style (APA 7th) consistently and accurately. | Writing is mostly free of grammar, punctuation, spelling, and sentence structure errors. Formatting generally adheres to assignment guidelines and citation style (APA 7th) with minor inconsistencies. | Writing contains noticeable errors in grammar, punctuation, spelling, and sentence structure that occasionally detract from readability. Formatting may deviate from assignment guidelines and citation style (e.g., APA, MLA) with some inconsistencies. | Writing is marred by numerous errors in grammar, punctuation, spelling, and sentence structure, hindering readability and comprehension. Formatting significantly deviates from assignment guidelines and citation style (e.g., APA, MLA) with frequent inconsistencies. |
The following is the assessment rubric for presentation of the review.
| Criteria | Exceptional (4) | Proficient (3) | Basic (2) | Needs Improvement (1) | Score |
|---|---|---|---|---|---|
| Content | Presents thorough and insightful analysis of literature review, demonstrating a deep understanding of the topic and its implications for apiculture. Clearly identifies key findings, debates, and gaps in the research. Offers original insights and recommendations based on the literature review. | Provides a comprehensive analysis of literature review, showcasing a good understanding of the topic and its relevance to apiculture. Identifies key findings, debates, and gaps in the research. Offers relevant insights and recommendations. | Presents a basic analysis of literature review, demonstrating a limited understanding of the topic and its implications for apiculture. Identifies some key findings but lacks depth in analysis. Offers limited insights and recommendations. | Offers a superficial analysis of literature review, demonstrating a lack of understanding of the topic and its relevance to apiculture. Fails to identify key findings, debates, and gaps in the research. Offers little to no insights or recommendations. | |
| Organization | Information is well-organized, logically structured, and effectively presented. Introduction clearly sets the stage for the topic, and conclusion effectively summarizes key points and recommendations. Transitions between sections are smooth and coherent. | Information is organized and presented in a clear and logical manner. Introduction provides context for the topic, and conclusion summarizes key points. Transitions between sections are generally smooth. | Information is somewhat organized but may lack coherence and clarity in presentation. Introduction and conclusion may be somewhat vague or lacking in clarity. Transitions between sections may be somewhat abrupt or unclear. | Information is poorly organized and difficult to follow. Introduction and conclusion are unclear or missing. Transitions between sections are disjointed or nonexistent. | |
| Clarity and Coherence | Ideas are presented clearly and coherently, with well-developed arguments and supporting evidence. Language is concise, precise, and free of errors, enhancing readability and comprehension. | Ideas are presented clearly with logical progression and adequate support. Language is generally clear and understandable, with few errors that do not detract from overall clarity. | Ideas are somewhat unclear or lacking in coherence, with weak or inconsistent arguments and limited supporting evidence. Language may be somewhat unclear or imprecise, hindering comprehension. | Ideas are presented in a confusing or disjointed manner, with little to no coherence or logical progression. Language is unclear, imprecise, or riddled with errors, making comprehension difficult. | |
| Presentation Skills | Delivery is confident, engaging, and well-paced, capturing audience attention throughout the presentation. Demonstrates strong verbal communication skills, including clarity, tone, and expression. Utilizes visual aids effectively to enhance understanding and engagement. | Delivery is generally confident and clear, maintaining audience interest throughout the presentation. Demonstrates effective verbal communication skills, although some areas may require improvement. Visual aids are used appropriately to support key points. | Delivery may lack confidence or clarity at times, resulting in occasional loss of audience engagement. Verbal communication skills may be inconsistent or require improvement. Visual aids may be somewhat distracting or underutilized. | Delivery lacks confidence and clarity, failing to sustain audience interest. Verbal communication skills are poor, hindering comprehension and engagement. Visual aids are absent or irrelevant to the presentation. | |
| Overall Impact (understanding of the topic) | Presentation makes a strong and memorable impact on the audience, effectively conveying the significance of the topic and its implications for apiculture. Offers original insights and recommendations that contribute to a deeper understanding of the subject matter. | Presentation makes a positive impact on the audience, effectively conveying the relevance of the topic to apiculture. Offers relevant insights and recommendations that enhance understanding of the subject matter. | Presentation has limited impact on the audience, failing to fully convey the significance of the topic to apiculture. Offers some insights and recommendations but lacks depth or originality. | Presentation has little to no impact on the audience, failing to effectively convey the relevance of the topic to apiculture. Offers few or no insights or recommendations of significance. |
| Student ID | Student Name | Group |
|---|---|---|
| 1220035 | Ajay Tamang | 5 |
| 1220036 | Ashika Rai | 1 |
| 1220038 | Damchoe Gyem | 5 |
| 1220039 | Dechen Yeshi Wangmo | 4 |
| 1220041 | Jigme Jambay | 4 |
| 1220043 | Karma Tobgay | 3 |
| 1220044 | Karma Wangmo | 2 |
| 1220046 | Kinley Dema | 3 |
| 1220048 | Pelden Wangchuk | 2 |
| 1220051 | Sita Rai | 3 |
| 1220052 | Sonam Choden | 3 |
| 1220053 | Sonam Choki | 4 |
| 1220054 | Sonam Pelden | 2 |
| 1220055 | Sonam Yangsel | 5 |
| 1220056 | Tshering Samdrup | 1 |
| 1220196 | Durga Maya Chhetri | 1 |
Note that names with same corresponding number will form groups. Similarly topic assignment will be based on the corresponding number.