MNG81004: Farm Gate to Plate: Producing Healthy Food Assessment Case Report - Management Assignment Help

Assignment Task:

Task:

Rationale:
This assessment provides students with the opportunity to interview a farmer, ideally at their farm and consider the farming practices they utilise in the context of the unit content thus far.
Learning Outcomes
This assessment task is aligned with the following learning outcomes:
analyse the different ways and types of producing healthy & sustainable food
explain the complex interactions between plants and animals in regenerative, organic food production
critically analyse the nutritional and health benefits of sustainably-produced food
evaluate ethical and legal standards and debates in healthy and sustainable food systems
Assessment task details:
Visit or interview at a farm or farmers’ market, (or by phone or online if required) a farmer who describes themselves as organic, agroecological, or regenerative. (Tammi can provide some farmer contact options). It is best to have the first-hand experience of being at a farm if possible.
Using the findings from the interview, produce a case report that draws from the unit content (Modules 1-4) and relevant scholarly sources you have located. The interview should be included in an appendix to the report (text format) but is not included as part of the word count.
Write a 2000-word report that:
Details the farm’s production methods, including the interactions between plants and animals.
Identifies and evaluates the legal and ethical decisions and processes in which the farm is engaged (e.g. Are they certified organic? Why or why not? Are they large or small scale, and is this for economic or ecological and philosophical reasons? What food safety regimes are they subject to?).
Compare the farm’s methods, standards, and positions on some of the ethical and legal debates with one or more of the case study farms you’ve been following in this unit.
Analyse what might make this farm’s produce more or less healthy and nutritious than food that is not produced organically, regeneratively, or agroecologically.
Your report should follow academic writing conventions including use of scholarly sources and referencing (APA 7th style)
Suggested steps:

• Step 1. Organise a farm visit/ farmer’s market visit for the purpose of conducting an interview. (Tammi can provide some farmer contact options). If needed the interviews can be arranged for online/ phone.
• Step 2. Draft your questions for the interview. These questions should be based on the topic areas identified for the report in the section above Note: You may be able to establish some of this information from the farm website or other sources ahead of time. You are strongly recommended to research your chosen farm before the interview to deepen your approach, and to minimise your demands on the farmer’s time.
• Step 3. Conduct the interview – ideally by visiting the farm/ markets and interview the farmer/s using the questions you have developed. Ensure you obtain formal consent for using data from the interview. (This can be downloaded from the Assessment 2 folder on your Unit Blackboard site).
• Step 4. Write the report.
• Suggested format for the report: Use the following headings and structure relevant content accordingly. The word counts serve as a guide only.
• Introduction: (250 words.) Introduce the purpose of the report, the process of what was done, the key areas the report covers and an overview, briefly describing the farm.
• Use the following sub headings for each section (1600 words):
• Details of the farm: (in this section, detail the farm’s production methods, including the interactions between plants and animals).
• Legal and ethical decisions and processes: (in this section identify and evaluate the legal and ethical decisions and processes in which the farm is engaged; (e.g. Are they certified organic? Why or why not? Are they large or small scale, and is this for economic or ecological and philosophical reasons? What food safety regimes are they subject to?). In the evaluation, you will be required to draw on scholarly literature to support your claims)
• Farm comparison: (in this section, compare the farm’s methods, standards, and positions on some of the ethical and legal debates with one or more of the case study farms you’ve been following in this unit. Make sure you identify the farm/s you are using in comparison).
• Analysis: (in this section, analyse what might make this farm’s produce more or less healthy and nutritious than food that is not produced organically, regeneratively, or agroecologically. Draw on scholarly literature to support your analysis/ discussion).
• Conclusion: (150 words. Sum up the key findings from your interview and analysis
• References: Using APA 7th format.
• Appendix: (not in word count) provide the interview transcript and the consent form.
• Referencing:
• In this assessment please integrate scholarly references from the academic literature to support your ideas. All referencing is to be in APA 7th format. Here is a link to the referencing guide where you can find resources and guides to help.
• Submission details:
• Please submit your report as a Word Document through the Turnitin submission box located in the unit learning site under assessment.
• Support resources:
• How to submit to Turnitin VideoWriting a Report For assessment 2, learners will interview a farmer who describes themselves as organic, agroecological or regenerative (the unit assessor can assist you should you have any difficulties in identifying a farmer). Learners will then write a 2000-word report detailing the farm’s production methods, including the interactions between plants and animals, and the legal and ethical decisions and processes the farm engages in (e.g. Are they certified organic? Why or why not? Are they large or small scale, and is this for economic, ecological and/or philosophical reasons? What food safety regimes is the farm subject to?). The report should also compare the farm’s methods and standards with one or more of the case study farms you have been following in this unit, and analyse what might make this farm’s produce more or less healthy and nutritious than industrially-produced food.
• Rubric:
• The following rubric is to guide you and will be used to grade your work:
• Criteria HighDistinction Distinction Credit Pass Fail
• Structure 10% Clear, concise and logically structured report with a succinct, clear Introduction and a systematic and compelling conclusion. All elements present Well-structured report with clear introduction, logical paragraph structure and persuasive conclusion. The writing is well-structured, complete and cohesive. All elements present Report includes a clear introduction and reasonable conclusion. Paragraphs have been organised in a logical sequence. All elements present. Report includes an introduction and conclusion. Paragraphs are not always in a logical sequence. Conclusion is adequate but lacks clarity and depth. All elements present Report is unstructured with an unclear introduction and a weak or incorrect conclusion.
• Elements of report missing.
• Knowledge 30% Same as Distinction but demonstrates a high level of complex thought & mastery over a wide range of relevant knowledge (including providing a convincing argument about the relevance of information that might not seem obviously relevant). Demonstrates knowledge, analysis, synthesis & application of Unit concepts specific to the assessment task.
• Demonstrates deep understanding of the subject matter & the complexities involved.
• Synthesises essential & complex information (no irrelevant information). Analyses, synthesises and applies core Unit concepts in the context of the assessment task.
• No irrelevant information, although some non-essential information is included.
• Includes the Unit concepts specified in the task
• Limited capacity to link the core Unit concepts to wider concepts.
• Limited demonstration of interpreting core Unit concepts & correctly integrating them to address the assessment topic. Unsatisfactory &/or inaccurate inclusion of core Unit concepts specified in the task.
• Irrelevant information (unrelated to the assessment task).
• Critical Thinking 40% Interview findings, scientific evidence and background research are comprehensive and interwoven into an exemplary discussion that expertly explores the topic. Interview findings are analysed and related to evidence in a cohesive logical discussion of the topic. Interview findings have been analysed and some important links made to the literature. A clear discussion has been developed that addresses the topic. Analysis of the interview is adequate. Some links have been made to the literature. The discussion addressed most aspects of the topic. Analysis of the interview is poor and lacking in detail. Absence or unsuitable (e.g. not applied to the interview findings).
• Writing 10% A professional, clearly and concisely written report that demonstrates a professional use of writing mechanics suited to the intended audience. No syntax and/or grammar errors. Concisely written report that uses Well-developed writing mechanics appropriate to the intended audience. Few syntax and/or grammar errors are present. Successful use of writing mechanics, suited to a general audience. A few syntax and/or grammar errors are present. Adequate use of writing mechanics, but report lacks depth and clarity. Requires more proofreading to address syntax and/or grammar errors. Major issues with writing mechanics. Writing is difficult to follow with many grammar and spelling errors.
• Research & Scholarship (Referencing APA 7th) 10% High quality scholarly sources skilfully and selectively integrated.
• Reference formatting correct (both in-text and reference list).
• Creates a sense of mastery of the literature, including mastery over technical issues associated with using references. Comprehensive selection and use of scholarly sources specific to the topic.
• Sources skilfully integrated into the review.
• Reference formatting correct (in-text and reference list). Literature search & review skills evident.
• Uses general references rather than those specific to the key focus for the task.
• Sound paraphrasing skills
• Some minor errors in formatting references (in- text and/or reference list).
• Occasional demonstration of literature search and review skills but mostly includes Unit sources only
• Uses general references
• Blending of sources into the discussion at times awkward.
• Some errors formatting references (in-text and/or reference list). Does not expand on Unit materials from other courses)
• Regular incorrect reference formatting (both in-text and reference list)
• Poor paraphrasing/ evidence of plagiarism &/or academic dishonesty.

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