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Description

Essay Assessment Guide
Written assignment (essay)
Activity brief
BAI223 – DIPLOMACY & FOREIGN POLICY
Online campus
Professor: Dr Nicolai Due-Gundersen | nicolai.due-gundersen@euruni.edu
Description
Goal(s)
Learning
outcomes
The 3000-word individual essay will be on a student’s
chosen case drawing on readings and topics from any
of units 1-8
Format
The essay should be a critical analysis of a chosen topic
and its relevance to diplomacy and/or foreign policy in
international relations
Due date
The essay allows students to demonstrate application of
learning outcomes to a specific case. Hence, the essay
should:
•
•
Show understanding and analysis of foreign
policy and diplomacy practices in international
relations
Consider contemporary trends in diplomacy and
foreign policy (such as cyber diplomacy or
current political topics)
This activity must meet the following formatting
requirements:
•
•
•
•
Font size 12
Double-spaced
3000 words
Harvard Referencing System
Date: 15 April 2021
Time: 14:00 CET
Weight towards
final grade
This activity has a weight of 60% towards the final
grade.
Assessment
criteria
Please see attached rubric on page 2
Rubric: written assignment
Criteria
Accomplished (A)
Proficient (B)
Partially proficient (C)
Borderline (D)
Fail (F)
Problem
identification
The chosen case is relevant to
discussing the features of
diplomacy and foreign policy,
with a competent and
comprehensive explanation of
key driving forces and
considerations. Thorough
analysis of the issue is
presented.
The student correctly identified
the issue(s), taking into account
a variety of geo-political and
contextual drivers. Key case
information has been identified
and analyzed.
The student correctly identified
the case (issues), considering
obvious geo-political/contextual
drivers. There is evidence of
analysis, but it lacks depth.
The student correctly identified
the issue(s) but analysis was
weak. An absence of context –
the work is basically descriptive
with little analysis.
The student failed to correctly
identify the issue(s); analysis
was incorrect or too superficial
to be of use; information was
misinterpreted.
Information
gathering
The student showed skill in
gathering information and
analyzing it for the purposes of
filling the information gaps
identified. Comprehensive and
relevant.
Relevant information gaps were
identified and additional
relevant information was found
to fill them. At least two different
types of sources were used.
The student demonstrates
coherent criteria for selecting
information but needs greater
depth.
The student correctly identified
at least one information gap
and found relevant information,
but which was limited in scope.
Some evidence of sound
criteria for selecting information
but not consistent throughout.
Needs expansion.
An information gap was
identified and the student found
additional information to fill it.
However, this was limited in
scope. Weak criteria for the
selection of necessary
information.
Information was taken at face
value with no questioning of its
relevance or value. Gaps in the
information were not identified
or were incorrect.
Conclusions
The student evaluated,
analyzed, synthesized all
information provided to create a
perceptive set of conclusions to
support the decisions and
solutions.
The student evaluated,
analyzed and synthesized to
create a conclusion(s) which
support decisions and
solutions.
The student reached
conclusions, but they were
limited and provided minimal
direction for decision-making
and solutions.
The conclusion was reasonable
but lacked depth and would not
be a basis for suitable strategy
development.
The student formed a
conclusion, but it was not
reasonable. It was either
unjustified, incorrect or
unrelated to the case in hand.
Solutions
The student used critical
thinking to write thoughtful,
justified analysis about difficult
and conflicting issues. A
conclusion was chosen which
addressed key issues of the
topic. Alternative conclusions
were explored and ruled out.
The student used critical
thinking to write appropriate
analysis about complex issues.
Relevant questions were asked
and answered. Conclusion
addressed most key issues of
the topic. Alternative
conclusions were identified,
explored and ruled out.
The student used critical
thinking to write appropriate
analysis about simpler issues.
The conclusion addresses
limited issues but does show
understanding of implications of
the decision. Alternatives were
mentioned but not explored.
The student used critical
thinking to write analysis about
simpler issues but disregarded
more complex issues.
Conclusion was simplified.
Alternatives were not offered.
The student formed a
conclusion, but it was not
reasonable. It was either
unjustified, incorrect or
unrelated to the case in hand.
Presentation Assessment Guideline
Presentation
Activity brief
BAI223 – DIPLOMACY & FOREIGN POLICY
Online campus
Professor: Dr Nicolai Due-Gundersen | nicolai.due-gundersen@euruni.edu
Description
This assessment will be a powerpoint presentation on
your essay topic. It should also discuss your essay’s
conclusions
Format
This activity must meet the following formatting
requirements:
•
•
Goal(s)
Learning
outcomes
The presentation assessment should provide a brief
outline of your essay topic and address main
conclusions
The presentation allows students to summarise their
essay and tests their public speaking skills. In addition,
the presentation should reflect an essay that:
•
•
Understands and analyses foreign policy and
diplomacy practices in international relations
Considers contemporary trends in diplomacy and
foreign policy (such as cyber diplomacy or
current political topics)
Due date
Presentation must be between 9-10 minutes,
followed by a 5 minute q and a
Sources must be given in the final slide using
Harvard Referencing System
Date: Presentations must be ready by 7th May
Time: 13.30 CET
Weight towards
final grade
This activity has a weight of 40% towards the final
grade.
Assessment
criteria
Please see page 2 for rubric/assessment criteria
Rubric: presentation
Criteria
Accomplished (A)
Proficient (B)
Partially proficient (C)
Borderline (D)
Fail (F)
Visuals
Professionally designed.
Attractive, relevant and add to
understanding. Support the
development of the
presentation.
Professionally designed but
there are too many (some
irrelevant) or are missing.
Support the development of the
presentation.
Visuals are well designed.
Generally, they support the
argument, but some are
irrelevant or unclear.
Visuals are mundane and not
always relevant to the
presentation development.
Fewer than five spelling
mistakes.
Visuals are poorly designed,
containing only words and are
used as notes. More than five
spelling mistakes. Relevance is
not clear.
Content
The content is clear, well
developed and interesting.
Conclusions are clearly
justified. Appropriate language
style and shows thorough, indepth understanding of the
subject area.
Competent development of
content showing in-depth
knowledge of subject area.
The content is clear showing
knowledge of the area.
Improvements would help to
justify conclusions.
The content is generally clear
but there are gaps in the
development or information
which is not relevant is given
too much importance.
The content is a simple
repetition of written work with
no amendments to language or
style. The development is
confusing and does not justify
the conclusions.
Questions
and answers
The candidate showed in-depth
knowledge, was well prepared
for the questions and expanded
answers in-depth showing
ownership of the subject area.
The candidate was well
prepared to answer questions
and showed in-depth
knowledge of the subject area.
Expanded on answers.
The candidate was able to
answer the questions but did
not expand on question areas.
The candidate attempted to
answer the questions but not
always appropriately.
The candidate was unprepared
and unable to answer pertinent
questions.
INTERNATIONAL ORGANIZATIONS
DIPLOMACY & FOREIGN POLICY
ABULHAMEED WARRAG
INTRODUCTION
International Organizations are organizations
that are created by treaties or any way
governed by International Law allowing it to
posses its own international personality
Following the International Law Commission, the
Union of International Associations coordinates
around 250 bodies of IGOs which are established by
agreements and members are states. While NGOs
are around 6000 with members are associations or
individuals.
The UN was
created after
WW2 by 51
states who
were
committed to
create world
peace.
Boom of IGOs and NGOs
The league was
created after
WW1 in order to
resolve disputes
between nations
through
negotiation and
diplomacy
United Nations
League of Nations
HISTORY OF INTERNATIONAL ORGANIZATIONS
After the world
had stabilized
from a major
war, steady
increase in
IGOs and NGOs
is seen.
MAIN TYPES OF INTERNATIONAL ORGANIZATIONS
ï‚¡ Intergovernmental Organizations ( IGOs)
ï‚¡ Nongovernmental Organizations
ï‚¡
It is the organization created by a treaty involving
two or more nations, working in good faith for a
common goal.
ï‚¡
It is the organization created by collectives or
individuals who are mostly advocacy or operational
for their certain goals in the non-profit sector.
ï‚¡
The main purpose is for the world to be successful in
peace, security and in other forms like economic and
social parts.
ï‚¡
The main purpose is to further the political or social
goals of their members by achieving goals set.
ï‚¡
They have no legal capacity; some are lobbyist and
some act as programs etc. to be able to achieve a
better world
ï‚¡
They have the power to make decisions and rules
within their member states exercising their power
while their global impact rises.
EUROPEAN UNION (EU)
Established Nov 1, 1993 in Maastricht, Netherlands
and has 27 member states
Its purpose is to remove the trade, economic and
social barriers to allow the union to flourish
They are governed by three main bodies – The EU
Council, EU Parliament and EU Commission
WORLD TRADE ORGANIZATION (WTO)
Established in Jan 1, 1995 that deals with rules of trade
between nations and has 164 members
Its purpose is to lower trade barriers between nations and
to be as smooth and predictable as possible
It is governed by the state member governments and major
decisions are taken by whole, usually by consensus
INTERNATIONAL CRIMINAL COURT (ICC)
Established in July 1st, 2002 after the Rome Statute in 1998
and has 123 member states.
Its purpose is to investigate, warrant, tries individuals
charged with the gravest crimes towards the international
community
This Photo by Unknown Author is licensed under CC BY-SA
It is governed by its court which has 4 main organs : the
Presidency, the Judicial Divisions, the Office of the Prosecutor,
and the Registry.
PROS OF INTERNATIONAL ORGANIZATIONS
An international
organization will
include stability,
trading opportunities,
stronger relationship
opportunities.
They can provide
smaller states an
opportunity to build
economic power and
such a stronger
presence
Capable of being
enforcer of decisions &
cooperation
IGOs
They adapt easily
to their
environments and
have innovative
methods
They are very
trustworthy and
maintain a great
level of trust due to
transparency
Giving a platform
for everyone to
speak on and be
heard
NGOs
CONS OF INTERNATIONAL ORGANIZATIONS
They are not
governed and
have no rules
or regulations
Misuse by Powerful
countries creating
inequality between
members
States give away
part of its
sovereignty
IGOs often overlap
which creates a
complex network
IGOs
Interference
in local
government
NGOs
Negatively
encounters
some local
customs
The role of International organizations is to help set the
international agenda and mediate political conflicts &
issues while providing a place for initiatives to take place.
CONCLUSION
Both IGOs and NGOs are on the rise in both international
presence and activity. They are allowing and creating
forums to help continuously benefit as a whole and
generate world peace.
There is no way to win world socialism except through
revolutionary mass parties fraternally associated in
an international organization.
QUESTIONS?
BIBLIOGRAPHY
ï‚¡
Planck, M., 2021. International Organizations – Research Guide International Law | Peace Palace Library. [online]
Peacepalacelibrary.nl. Available at: [Accessed 5 March 2021].
ï‚¡
Cole, B., 2021. Figure 8. Increase in the Numbers of International Governmental…. [online] ResearchGate. Available at:
[Accessed 5 March 2021].
ï‚¡
David Clark Mackenzie (2010). A world beyond borders : an introduction to the history of international organizations. Toronto: University Of
Toronto Press.
ï‚¡
Expert, N. (2017). NGOs – Non Govermental Organizations. [online] Nonprofit Expert. Available at: https://www.nonprofitexpert.com/ngos-nongovermental-organizations/#:~:text=Purpose%20of%20NGOs.
ï‚¡
Anonymous (2016). The EU in brief. [online] European Union. Available at: https://europa.eu/european-union/about-eu/eu-inbrief_en#:~:text=The%20European%20Union%20is%20a.
ï‚¡
Berg, M. (n.d.). THE ROLE OF INTER- AND NONGOVERNMENTAL ORGANIZATIONS.
ï‚¡
Harvard Law School (2019). Intergovernmental Organizations (IGOs) | Harvard Law School. [online] Harvard Law School. Available at:
https://hls.harvard.edu/dept/opia/what-is-public-interest-law/public-service-practice-settings/public-international-law/intergovernmentalorganizations-igos/.
ï‚¡
Karns, M.P. (2018). Nongovernmental organization. In: Encyclopædia Britannica. [online] Available at:
https://www.britannica.com/topic/nongovernmental-organization.
ï‚¡
Mingst, K. (2019). International organization. In: Encyclopædia Britannica. [online] Available at: https://www.britannica.com/topic/internationalorganization.
ï‚¡
School, H.L. (n.d.). Nongovernmental Organizations (NGOs). [online] Harvard Law School. Available at: https://hls.harvard.edu/dept/opia/what-ispublic-interest-law/public-service-practice-settings/public-international-law/nongovernmental-organizations-ngos/
ï‚¡
Sraders, A. (2018). What Is the European Union? Its Purpose, History and How it Looks in 2018. [online] TheStreet. Available at:
https://www.thestreet.com/politics/what-is-european-union-14690672.
ï‚¡
uia.org. (n.d.). UIA | Union of International Associations. [online] Available at: https://uia.org/.
ï‚¡
World101 from the Council on Foreign Relations. (n.d.). Six Essential International Organizations You Need to Know. [online] Available at:
https://world101.cfr.org/global-era-issues/globalization/six-essential-international-organizations-you-need-know.
ï‚¡
Cambridge Core. (2021). World Trade Organization. [online] Available at: https://www.cambridge.org/core/societies/world-trade-organization
[Accessed 6 Mar. 2021].
ï‚¡
https://www.facebook.com/thebalancecom (2020). How the WTO Keeps Your Prices Low. [online] The Balance. Available at:
https://www.thebalance.com/what-is-the-world-trade-organization-wto-3306366 [Accessed 6 Mar. 2021].
ï‚¡
Investopedia. (2021). How Best to Define the World Trade Organization (WTO). [online] Available at:
https://www.investopedia.com/terms/w/wto.asp [Accessed 6 Mar. 2021].
BIBLIOGRAPHY
ï‚¡
Wto.org. (2021b). WTO | What is the WTO? [online] Available at: https://www.wto.org/english/thewto_e/whatis_e/whatis_e.htm
[Accessed 6 Mar. 2021].
ï‚¡
Council on Foreign Relations. (2019). The Role of the International Criminal Court. [online] Available at:
https://www.cfr.org/backgrounder/role-international-criminal-court [Accessed 6 Mar. 2021].
ï‚¡
http://www.facebook.com/nomadcapitalist and https://www.facebook.com/nomadcapitalist (2018). Six Countries that Aren’t Part of the
ICC | Nomad Capitalist. [online] Nomad Capitalist. Available at: https://nomadcapitalist.com/2018/08/29/countries-arent-part-of-icc/
[Accessed 6 Mar. 2021].
ï‚¡
Icc-cpi.int. (2019). How the Court works. [online] Available at: https://www.icc-cpi.int/about/how-the-court-works [Accessed 6 Mar.
2021].
ï‚¡
Wikipedia Contributors (2021). International Criminal Court. [online] Wikipedia. Available at:
https://en.wikipedia.org/wiki/International_Criminal_Court#History [Accessed 6 Mar. 2021].
ï‚¡
Behrens, A. (2018). Positive And Negative Impact Of NGOs – Pros and Cons. [online] Positive Negative Impact. Available at:
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ï‚¡
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ï‚¡
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ï‚¡
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ï‚¡
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ï‚¡
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ï‚¡
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ï‚¡
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ï‚¡
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ï‚¡
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