Summative Assessment.

In this summative exercise you should assume that you have been appointed by the project developer to contribute to the EIA process and the subsequent measures for environmental assessment and management during construction, operation and eventual decommissioning of the facility. The assignment requires you to write a structured report to the client, which addresses tasks 1-3 below. ( will be attached ).

P.S. ” Sources and references are not included in the word account.”

There will be a PowerPoint attached as well, to explain a bit about a previous assignment about the same topic attached.

Please not, this should be a Report Style. Thx.
———-
Added on 04.01.2015 17:04
Please find attached all needed documents for this assignment .. thx.

Here supposed to be 6 files attached .
———-
Added on 04.01.2015 17:10
Please make sure that there are 6 different files for this work.
1. powerpoint for previous work.
2. Assignment structures.
3.4.5.6 are all for this work.

School of Environment and Life Sciences
COURSEWORK ASSESSMENT BRIEF 2014/2015
LEVEL
7
MODULE
Techniques for Environmental Assessment & Management
Programmes:
Weighting (% of module mark): 50%
MSc Environmental Assessment & Management
MSc Safety, Health & Environment
Assessment type (tick)
Practical Class
Essay
Seminar
Poster
Computer Aided Learning
Field Course report
Site visit report
Problem Solving
Tutorial
Presentation
Other
??
i.e. Report
MODULE LEADER
A. Clark
Title
Lecturer/Assessor
A. Clark
ENVIRONMENTAL MANAGEMENT PROJECT
Date Set
Submission Date
16.10.2014
15.01.2015
Submission Location
Report via TURNITIN (Blackboard)
Assignment Description
Background
The assignment is designed to examine in detail aspects of EIA and other environmental assessment and management techniques that have
been covered as group work activities within lectures/workshops. A number of Environmental Impact Statements relating to facilities have been
reviewed in groups using the Lee & Colley Environmental Statement Review Package. Each group will be expected to make a short presentation
th
(10-15 minutes) outlining the key findings of their review on Thursday 6 November 2014 in the 14:00-17:00 session. The presentation is an
opportunity for you to present your findings to your peers and to develop relevant academic skills through formative assessment. I will provide
feedback on group achievements so that you can consider this in the preparation of the summative assessment exercise. Marks for the
formative exercise will not be recorded within your record of achievement on the module.
Summative Assessment
In this summative exercise you should assume that you have been appointed by the project developer to contribute to the EIA process and the
subsequent measures for environmental assessment and management during construction, operation and eventual decommissioning of the
facility. The assignment requires you to write a structured report to the client, which addresses tasks 1-3 below.
Tasks
1. Using your project as an example, briefly distinguish between Schedule 1 and 2 projects under the Town and Country Planning
(Environmental Impact Assessment) Regulations 2011.
2. Critically assess the identified strengths and shortcomings of the Environmental Impact Statement for your designated project. In addressing
this task you should consider:
a. The appropriateness of methods and techniques used to gather, analyse and present environmental information;
b. The quality of data and information presented together with treatment of uncertainties;
c. The appropriateness and clarity of criteria used to make judgements about environmental impact significance;
d. The range and characteristics of environmental impacts addressed including the treatment of indirect and cumulative impacts;
e. The incorporation of stakeholder views and perceptions in the assessment;
f. The presentation of environmental information.
3. Discuss and evaluate options and measures for the environmental assessment and management of the facility during its subsequent
operation taking account of issues raised in the Environmental Statement.
Learning outcomes
On completion of the module students will be able to:
1. Critically assess the relative merits of different tools and approaches available to the business community in responding to pressures to
improve environmental performance and promote corporate social responsibility (ILO 3);
2. Plan, apply and evaluate environmental assessment methodologies and management strategies to evaluate the performance of the
business community in addressing the sustainability agenda (ILO 4);
3. Formulate, implement and evaluate stakeholder engagement strategies (ILO 6);
4. Effectively communicate ideas in a variety of forms for a range of recipients (ILO 7).
1|P age
Subject specific/Key Skills to be acquired
Key Skills
Communication
Application of Numeracy
Information technology
Problem solving
Working with others
Managing own learning
2|P age
?
Method of Assessment / Submission Requirements
Word count for the assignment is a maximum of 4,500 words. Words
associated with tables/figures and reference sources are not included in the
word count.
?
?
?
The assignment should be presented as a structured report. Assessment
criteria are indicated below.
Criterion / Mark
range
Overall level
Scope
Use of
secondary
sources
Critical analysis
based on
evidence
Structure of
argument
Presentation /
communication
Spelling,
grammar and
syntax
3|P age
90-100
80-89
70-79
60-69
50-59
Outstanding
Excellent
Very good
Good
Satisfactory
Outstanding clarity of focus,
includes what is important, and
excludes irrelevant issues.
Comprehensive review of sources.
Outstanding evaluation and
synthesis of source material with
no significant omissions,
Excellent clarity of focus,
boundaries set with no significant
omissions or unnecessary issues.
Excellent independent secondary
research. The majority of
significant sources are evaluated
and synthesized.
Clear focus. Very good setting
of boundaries includes most of
what is relevant.
Very good independent
secondary research. A wide
range of sources are evaluated
and synthesized.
Clear scope and focus, with some
minor omissions or unnecessary
issues.
Good secondary research to
extend taught materials.
Evidence of evaluation of
sources, some deficiencies in
choice and synthesis.
Outstanding with critical
awareness of relevance of issues.
Outstanding analysis,
authoritative questioning of
sources, understanding of bias,
very strong independence of
thought and cogency.
Excellent with critical awareness
of relevance of issues. Excellent
analysis – highly coherent
questioning of sources,
understanding of bias, strong
independence of thought and
cogency.
Very good with critical
awareness of relevance of
issues. Very good critical
analysis. Sources are
questioned appropriately, and
a very good understanding of
bias, showing independence of
thought and cogency.
Outstanding structure, compelling
Argument has excellent structure
Well-structured and persuasive
and persuasive argument that
and persuasiveness, leading to
argument, Insightful conclusion
leads to a valuable contribution
significant insights and relevant
draws together key issues and
to field, paves way for future work. future work.
possible future work.
Very high levels of presentation and / or verbal communication. Full information and extent of analysis
conveyed lucidly.
Good with some awareness of
relevance of issues. Critical
analysis with some questioning of
sources, understanding of bias,
with some evidence of
independence of thought and
cogency.
Outstanding written language.
Flawless. Exceptional expression of
ideas, and evidence of originality.
Good written language. Some
minor errors, but none affects
clarity. Ideas are expressed well,
with some minor limitations.
Excellent written language, with
only minor stylistic flaws. Excellent
expression of ideas, some
originality.
Very good written language
with few, very minor errors. Very
good expression of ideas,
potential for originality.
Scope evident and satisfactory
but with some omissions and
unnecessary issues.
Basic with limited awareness of
relevance of issues. Limited
secondary research to extend
taught materials. Limited
evaluation of sources,
deficiencies in choice and
synthesis.
Analysis evident but uncritical.
Sources are not always
questioned, with limited but
acceptable independence of
thought and cogency.
Structured and fairly convincing
argument leads to conclusion
that summarises key issues.
Argument has some structure
and development towards
conclusion with limitations in
summary of issues.
Presentation satisfactory, with limited but effective style of
presentation and/or level of verbal communication.
Acceptable written language.
Some errors in punctuation,
spelling, sentence construction.
Limited but satisfactory
expression of ideas.
Criterion / Mark
range
Overall level
Scope
40-49
30-39
20-29
10-19
0-9
Unsatisfactory
Inadequate
Poor
Very poor
Extremely poor
Inadequately scoped, with
significant omissions and
unnecessary issues.
Very limited extension of taught
materials. Poor choice and
synthesis of materials.
Very vague definition of topic
with few relevant issues.
Critical analysis
based on
evidence
Inadequate analysis with little
awareness of relevance of issues.
Vague analysis displaying lack of
clarity or focus. Some relevant
elements discernible.
Very shallow analysis with many
relevant elements omitted. Very
vague analysis with apparent
contradictions / errors. Some
awareness of role of analysis.
Structure of
argument
Argument is largely unstructured,
vague conclusion. Evidence that
structure could be strengthened.
Presentation
and
communication
Inadequate presentation which
needs to strengthen clarity and
precision of communication.
Expression of ideas may be
confused and lack clarity.
A number of errors in punctuation,
use of words, spelling and
sentence construction, many
significant, obscuring meaning of
text.
Use of
secondary
sources
Spelling,
grammar and
syntax
4|P age
Very limited use of secondary
materials, with inclusion of
irrelevant / inappropriate sources.
Extremely confused perception
of topic with significant
misrepresentation of issues.
No use of secondary sources
beyond taught materials
Some significant
misunderstandings which
prevent coherent discussion.
Extremely limited analysis and
largely unsuccessful attempt at
analysis. No discussion of
sources.
Largely discursive approach to
Entirely discursive piece of work
topic which presents little
with no structured presentation
argumentation
of argument. Cursory
conclusion.
Poorly organized and presented with some information difficult to
understand. Presentation and/or verbal communication hinders
presentation of key themes,
Significant errors in punctuation,
use of words, spelling, sentence
construction, making arguments
difficult to understand.
Coherence and structure of
argument is fundamentally
obscured due to poor use of
language.
Scope of topic almost irrelevant
to assignment.
No awareness of scope of topic
or any relevant issues.
No use of secondary sources
beyond taught materials. Taught
material inadequately engaged
with.
Subject misunderstood in the
main, with significant errors and
omissions in knowledge. No
analysis beyond general
speculation. No discussion of
sources.
No meaningful use of any
secondary source material.
No argument or structure beyond
loosely connected list of points.
No substantive conclusion.
No evidence of argument or
conclusion.
Total misunderstanding of
subject. No valid analysis.
No attempt to present work in acceptable format. Verbal
communication fails to convey information or ideas.
Almost complete lack of
comprehension with only vestiges
of argument / information
understandable due to very poor
use of language.
Assignment incomprehensible
due to level of spelling,
grammar and syntax.

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Compelling correspondence is essential to the achievement all things considered but since of the changing idea of the present working environments, successful correspondence turns out to be more troublesome, and because of the numerous impediments that will permit beneficiaries to acknowledge the plan of the sender It is restricted. Misguided judgments.In spite of the fact that correspondence inside the association is rarely completely open, numerous straightforward arrangements can be executed to advance the effect of these hindrances.

Concerning specific contextual analysis, two significant correspondence standards, correspondence channel determination and commotion are self-evident. This course presents the standards of correspondence, the act of general correspondence, and different speculations to all the more likely comprehend the correspondence exchanges experienced in regular daily existence. The standards and practices that you learn in this course give the premise to additionally learning and correspondence.

This question has been answered

This course starts with an outline of the correspondence cycle, the method of reasoning and hypothesis. In resulting modules of the course, we will look at explicit use of relational connections in close to home and expert life. These incorporate relational correspondence, bunch correspondence and dynamic, authoritative correspondence in the work environment or relational correspondence. Rule of Business Communication In request to make correspondence viable, it is important to follow a few rules and standards. Seven of them are fundamental and applicable, and these are clear, finished, brief, obliging, right, thought to be, concrete. These standards are frequently called 7C for business correspondence. The subtleties of these correspondence standards are examined underneath: Politeness Principle: When conveying, we should build up a cordial relationship with every individual who sends data to us.

To be inviting and polite is indistinguishable, and politeness requires an insightful and amicable activity against others. Axioms are notable that gracious “pay of graciousness is the main thing to win everything”. Correspondence staff ought to consistently remember this. The accompanying standards may assist with improving courtesy:Preliminary considering correspondence with family All glad families have the mystery of progress. This achievement originates from a strong establishment of closeness and closeness. Indeed, through private correspondence these cozy family connections become all the more intently. Correspondence is the foundation of different affiliations, building solid partners of obedient devotion, improving family way of life, and assisting with accomplishing satisfaction (Gosche, p. 1). In any case, so as to keep up an amicable relationship, a few families experienced tumultuous encounters. Correspondence in the family is an intricate and alluring marvel. Correspondence between families isn’t restricted to single messages between families or verbal correspondence.

It is a unique cycle that oversees force, closeness and limits, cohesiveness and flexibility of route frameworks, and makes pictures, topics, stories, ceremonies, rules, jobs, making implications, making a feeling of family life An intelligent cycle that makes a model. This model has passed ages. Notwithstanding the view as a family and family automatic framework, one of the greatest exploration establishments in between family correspondence centers around a family correspondence model. Family correspondence model (FCP) hypothesis clarifies why families impart in their own specific manner dependent on one another ‘s psychological direction. Early FCP research established in media research is keen on how families handle broad communications data. Family correspondence was perceived as an exceptional scholastic exploration field by the National Communications Association in 1989. Family correspondence researchers were at first impacted by family research, social brain science, and relational hypothesis, before long built up the hypothesis and began research in a family framework zeroed in on a significant job. Until 2001, the primary issue of the Family Communication Research Journal, Family Communication Magazine, was given. Family correspondence is more than the field of correspondence analysts in the family. Examination on family correspondence is normally done by individuals in brain science, humanism, and family research, to give some examples models. However, as the popular family correspondence researcher Leslie Baxter stated, it is the focal point of this intelligent semantic creation measure making the grant of family correspondence special. In the field of in-home correspondence, correspondence is normally not founded on autonomous messages from one sender to one beneficiary, yet dependent on the dynamic interdependency of data shared among families It is conceptualized. The focal point of this methodology is on the shared trait of semantic development inside family frameworks. As such, producing doesn’t happen in vacuum, however it happens in a wide scope of ages and social exchange.

Standards are rules end up being followed when performing work to agree to a given objective. Hierarchical achievement relies significantly upon compelling correspondence. So as to successfully impart, it is important to follow a few standards and rules. Coming up next are rules to guarantee powerful correspondence: clearness: lucidity of data is a significant guideline of correspondence. For beneficiaries to know the message plainly, the messages ought to be sorted out in a basic language. To guarantee that beneficiaries can without much of a stretch comprehend the importance of the message, the sender needs to impart unmistakably and unhesitatingly so the beneficiary can plainly and unquestionably comprehend the data.>

Summative Assessment.

Sample Answer

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