Assignment (2) Question: 1750 words You are required to prepare your own career plan. First you will have to select a field of professional interest: Marketing, Finance, Human resources, Information Technology or International business. Then you will identify a dream job and 5 possible jobs and career paths for the field that you have selected. You will need to discuss the personal qualities required at each level. The report needs to: • Describe the career planning methodology. • Describe a given professional field. You may use graphs to illustrate your career maps. • Explain, in terms of competencies, the difference between the different possible career paths. • Identify possible obstacles or challenges that can be met when progressing in a particular career path. • Propose recommendations to future graduates on the different career paths they could have in the given field after they graduate. Your report should examine critically, the steps involved in career planning and apply this to your own career plan including appropriate models suggested in the academic literature. Description of Assessment Requirements: 1. Include the following sub-titles in your academic report; • A title page • Executive Summary • Table of content • Introduction • Discussion and analysis • Conclusion • Recommendations • References • Bibliography 2 Assignments will be graded on the basis of research done, analysis of the facts collated, stand taken and the justification of the stand. 3 All research must be referenced using the Harvard Style of Referencing and a Reference and Bibliography list attached. Improper or lack of either of these constitutes plagiarism. 4 Students found copying from other students will also be charged with collusion. All coursework assignments and other forms of assessment must be submitted by the published deadline which is detailed above. It is your responsibility to know when work is due to be submitted – ignorance of the deadline date will not be accepted as a reason for late or non-submission. Submission of the assignment: • Date: TBC • Procedure: o Personal Hand-in: All student work which contributes to the eventual outcome of the module (ie: if it determines whether you will pass or fail the module and counts towards the mark you achieve for the module) is submitted via Reception at Guild House, Peterborough using the formal submission sheet. Academic staff CANNOT accept work directly from you. o By post: If you decide to submit your work to Reception at Guild House by post, it must arrive by midday on the due date. If you elect to post your work, you do so at your own risk and you must ensure that sufficient time is provided for your work to arrive at the Reception. Posting your work the day before a deadline, albeit by first class post, is extremely risky and not advised. • Late work: Any late work (submitted in person or by post) will NOT be accepted and a mark of zero will be awarded for the assessment task in question. Copy: You are requested to keep a copy of your work Feedback You are entitled to feedback on your performance for all your assessed work. For all assessment tasks which are not examinations, this is provided by a member of academic staff completing the assignment coversheet on which your mark and feedback will relate to the achievement of the module’s intended learning outcomes and the assessment criteria you were given for the task when it was first issued. Examination scripts are retained by Anglia Ruskin and are not returned to students. However, you are entitled to feedback on your performance in an examination and may request a meeting with the Module Leader or Tutor to see your examination script and to discuss your performance. Anglia Ruskin is committed to providing you with feedback on all assessed work within 20 working days of the submission deadline or the date of an examination. This is extended to 30 days for feedback for a Major Project module (please note that working days excludes those days when Anglia Ruskin University is officially closed; eg: between Christmas and New Year and in breaks between terms). It is important to note that, in these cases, the marks for these pieces of work are unconfirmed until after the DAP (see below). This means that, potentially, marks can change, in either direction! 6. How is My Work Marked? After you have handed your work in or you have completed an examination, Anglia Ruskin undertakes a series of activities to assure that our marking processes are comparable with those employed at other universities in the UK and that your work has been marked fairly and honestly. These include: • Anonymous marking – your name is not attached to your work so, at the point of marking, the lecturer does not know whose work he/she is considering. When you undertake an assessment task where your identity is known (eg: a presentation or Major Project), it is marked by more than one lecturer (known as double marking) • Internal moderation – a sample of all work for each assessment task in each module is moderated by other Anglia Ruskin staff to check the marking standards and consistency of the marking • External moderation – a sample of student work for all modules is moderated by external examiners – experienced academic staff from other universities (and sometimes practitioners who represent relevant professions) - who scrutinise your work and provide Anglia Ruskin academic staff with feedback, advice and assurance that the marking of your work is comparable to that in other UK universities. Many of Anglia Ruskin’s staff act as external examiners at other universities. • Departmental Assessment Panel (DAP) – performance by all students on all modules is discussed and approved at the appropriate DAPs which are attended by all relevant Module Leaders and external examiners. Anglia Ruskin has over 25 DAPs to cover all the different subjects we teach. This module falls within the remit of the Lord Ashcroft International Business School DAP. . Anglia Ruskin’s marking process is represented in the flowchart below: Assessment Criteria and Marking Standards ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS LEVEL 4 (was level 1) Level 4 introduces students to HE. Students are expected to demonstrate relevant skills and competencies; to be articulate in expressing ideas orally; and to be coherent and structured in terms of written or other media. Forms of expression at this level may be descriptive or imitative, but students are expected to demonstrate an increasing understanding of the theoretical background of their study and the analytic competence to explore it, as well as its relationship, where appropriate, to particular skills. Students are expected to develop an awareness of strengths and weaknesses in their skill sets Mark Bands Outcome Generic Learning Outcomes (GLOs) (Academic Regulations, Section 2) Knowledge & Understanding Intellectual (thinking), Practical, Affective and Transferable Skills Characteristics of Student Achievement by Marking Band 90-100% Achieves module outcome(s) related to GLO at this level Exceptional information base exploring and analysing the discipline, its theory and ethical issues with extraordinary originality. Exceptional management of learning resources, complemented by assured self-direction/exploration. Exceptional structure/accurate expression. Demonstrates intellectual originality and imagination. Exceptional practical/professional skills. 80-89% Outstanding information base exploring and analysing the discipline, its theory and ethical issues with clear originality Outstanding management of learning resources, complemented by assured self-direction/exploration. An exemplar of structured/accurate expression. Demonstrates intellectual originality and imagination. Outstanding practical/professional skills 70-79% Excellent information base, exploring and analysing the discipline, its theory and ethical issues with considerable originality. Excellent management of learning resources, complemented by self-direction/exploration. Structured/ accurate expression. Very good academic/intellectual and team/practical/professional skills 60-69% Good information base; explores and analyses the discipline, its theory and ethical issues with some originality Good management of learning resources with some self-direction. Structured and mainly accurate expression. Good academic/intellectual skills and team/practical/ professional skills 50-59% Satisfactory information base that begins to explore and analyse the discipline and its ethical issues but is still mainly imitative Satisfactory use of learning resources and input to team work. Some lack of structure/accuracy in expression. Acceptable academic/intellectual skills and satisfactory practical/professional skills 40-49% A marginal pass in module outcome(s) related to GLO at this level Basic information base; omissions in understanding of major/ethical issues. Largely imitative Basic use of learning resources with no self-direction. Some input to team work. Some difficulty with structure and accuracy in expression. Some difficulties with academic/intellectual skills and developing practical/ professional skills 30-39% A marginal fail in module outcome(s) related to GLO at this level. Possible compensation. Sat-isfies qualifying mark Limited information base; limited understanding of discipline and its ethical dimension Limited use of learning resources. No self-direction, little input to team work and difficulty with structure/accuracy in expression. Weak academic/intellectual skills. Practical/professional skills are not yet secure 20-29% Fails to achieve module outcome(s) related to this GLO. Qualifying mark not satisfied. No compensation available Little evidence of an information base. Little evidence of understanding of discipline and its ethical dimension. Little evidence of use of learning resources. No self-direction, with little evidence of contribution to team work. Very weak academic/intellectual skills and significant difficulties with structure/expression. Little evidence of practical/professional skills 10-19% Inadequate information base. Inadequate understanding of discipline and its ethical dimension. Inadequate use of learning resources. No attempt at self-direction with inadequate contribution to team work. Very weak academic/intellectual skills and major difficulty with structure/expression. Inadequate practical/professional skills 1-9% No evidence of any information base. No understanding of discipline and its ethical dimension. No evidence of use of learning resources of understanding of self-direction with no evidence of contribution to team work. No evidence academic/intellectual skills and incoherent structure/ expression. No evidence of practical/ professional skills 0% Awarded for: (i) non-submission; (ii) dangerous practice and; (iii) in situations where the student fails to address the assignment brief (eg: answers the wrong question) and/or related learning outcomes   7. Assessment Offences As an academic community, we recognise that the principles of truth, honesty and mutual respect are central to the pursuit of knowledge. Behaviour that undermines those principles diminishes the community, both individually and collectively, and diminishes our values. We are committed to ensuring that every student and member of staff is made aware of the responsibilities s/he bears in maintaining the highest standards of academic integrity and how those standards are protected. You are reminded that any work that you submit must be your own. When you are preparing your work for submission, it is important that you understand the various academic conventions that you are expected to follow in order to make sure that you do not leave yourself open to accusations of plagiarism (eg: the correct use of referencing, citations, footnotes etc.) and that your work maintains its academic integrity. Definitions of Assessment Offences Plagiarism Plagiarism is theft and occurs when you present someone else’s work, words, images, ideas, opinions or discoveries, whether published or not, as your own. It is also when you take the artwork, images or computer-generated work of others, without properly acknowledging where this is from or you do this without their permission. You can commit plagiarism in examinations, but it is most likely to happen in coursework, assignments, portfolios, essays, dissertations and so on. Examples of plagiarism include: • directly copying from written work, physical work, performances, recorded work or images, without saying where this is from; • using information from the internet or electronic media (such as DVDs and CDs) which belongs to someone else, and presenting it as your own; • rewording someone else’s work, without referencing them; and • handing in something for assessment which has been produced by another student or person. It is important that you do not plagiarise – intentionally or unintentionally – because the work of others and their ideas are their own. There are benefits to producing original ideas in terms of awards, prizes, qualifications, reputation and so on. To use someone else’s work, words, images, ideas or discoveries is a form of theft. Collusion Collusion is similar to plagiarism as it is an attempt to present another’s work as your own. In plagiarism the original owner of the work is not aware you are using it, in collusion two or more people may be involved in trying to produce one piece of work to benefit one individual, or plagiarising another person’s work. Examples of collusion include: • agreeing with others to cheat; • getting someone else to produce part or all of your work; • copying the work of another person (with their permission); • submitting work from essay banks; • paying someone to produce work for you; and • allowing another student to copy your own work. Many parts of university life need students to work together. Working as a team, as directed by your tutor, and producing group work is not collusion. Collusion only happens if you produce joint work to benefit of one or more person and try to deceive another (for example the assessor). Cheating Cheating is when someone aims to get unfair advantage over others. Examples of cheating include: • taking unauthorised material into the examination room; • inventing results (including experiments, research, interviews and observations); • handing your own previously graded work back in; • getting an examination paper before it is released; • behaving in a way that means other students perform poorly; • pretending to be another student; and • trying to bribe members of staff or examiners. Procedures for assessment offences An assessment offence is the general term used to define cases where a student has tried to get unfair academic advantage in an assessment for himself or herself or another student. We will fully investigate all cases of suspected assessment offences. If we prove that you have committed an assessment offence, an appropriate penalty will be imposed which, for the most serious offences, includes expulsion from Anglia Ruskin. For full details of our assessment offences policy and procedures, see the Academic Regulations, section 10 at: www.anglia.ac.uk/academicregs To see an expanded version of this guidance which provides more information on how to avoid assessment offences, visit www.anglia.ac.uk/honesty. 8. Reading List Essential Reading  Mullins L (2010) Management and Organisational Behaviour, (9th edn) FT Prentice Hall Recommended Reading:  Buelens, Van den Broeck and Vanderheyden (2005) Organizational Behaviour, (3rd European edn) Maidenhead: McGraw-Hill  Adair J (1998) Leadership Skills Chartered Institute of Personnel and Development  Armstrong M (2004) How to Be an Even Better Manager: A Complete A to Z of Proven Techniques and Essential Skills Kogan Page  Avery C, Walker M and Murphy E (2001) Teamwork Is an Individual Skill: Getting Your Work Done When Sharing Responsibility Berrett-Koehler Publishers Inc  Bloisi, Cook and Hunsaker (2003) Management and Organisational Behaviour McGraw-Hill Education  Fotis G and Fotis B (1996) Improving Personal Effectiveness : A Practical Guide to Nine Powerful People-Skills: Memo from a Modern Methuselah : A Practical Guide to Nine Powerful People-Skills Career/Scope Pub  Fowler A (1998) Negotiating, Persuading and Influencing (Management Shapers) Chartered Institute of Personnel and Development  Guirdham M (2002) Interactive Behaviour at Work FT Prentice Hall  Hardingham A (1998) Working in Teams (Management Shapers) Chartered Institute of Personnel and Development  Honey P and Mumford A (2000) The Learning Styles Helper's Guide Peter Honey Publications  Hopson B, Scally M and Barrie H (1999) Build Your Own Rainbow: Workbook for Career and Life Management Management Books 2000  Jarvis P, Holford J and Griffin C (2003) The Theory and Practice of Learning Routledge Falmer  Laborde G (1998) Influencing with Integrity: Management Skills for Communication and Negotiation Crown House Publishing  McDemott I and Jago W (2004) Your Inner Coach: A Step-by-Step Guide to Increasing Personal Fulfilment and Effectiveness Piatkus Books  Murduch A and Scutt C (1997) Personal Effectiveness Institute of Management Foundation 9. Module Evaluation During the second half of the delivery of this module, you will be asked to complete a module evaluation questionnaire to help us obtain your views on all aspects of the module. This is an extremely important process which helps us to continue to improve the delivery of the module in the future and to respond to issues that you bring to our attention. The module report in section 11 of this module guide includes a section which comments on the feedback we received from other students who have studied this module previously. Your questionnaire response is anonymous. Please help us to help you and other students at Anglia Ruskin by completing the Module Evaluation process. We very much value our students’ views and it is very important to us that you provide feedback to help us make improvements. In addition to the Module Evaluation process, you can send any comment on anything related to your experience at Anglia Ruskin to [email protected] at any time. __________________________________________________________________________ CONSTRUCTION TECHNOLOGY 5 __________________________________________________________________________ Climate Assignment Ecologically and climatically appropriate building design. Most traditional construction around the world is well-adapted to its environment and generally makes use of ecologically appropriate building materials and forms. Before mechanical space heating and cooling were available, traditional settlements developed a natural harmony with their climate and had as a consequence, a minimal carbon footprint. With global warming, we are returning to ecologically sustainable and climatically appropriate building designs. Particularly in this assignment, we will be looking at building designs, in climatically diverse locations across Australia and our near neighbours, investigating appropriate solutions for that location from elsewhere in the world that will have a minimum carbon footprint. You will be focusing on traditional solutions (say prior to 1900’s) from around the world, in similar climatic locations; to derive possible solutions for the location you will be assigned. As a group of 5 (minimum) or 7 (maximum) students, you will be allocated a location and your group is to become familiar with its peculiar climatic constraints. You are then to investigate other locations around the world in similar climates and discover the type of traditional building that developed to solve their particular needs for warmth (or cooling) and shelter. The list at the end of this handout has locations from around our region which are climatically diverse. When you have formed your groups a location will be allocated. Please form groups early in the semester. You must research the following topics to determine their influence on building design for your location: 1. The characteristics of the climate. i. Average maximum summer and minimum winter temperatures. ii. Diurnal temperature range both in summer and winter. iii. Humidity levels in summer and winter. iv. Solar characteristics (sun path and intensity of solar radiation). v. Atmospheric conditions (dust, cloudiness, precipitation e.g. mist & rain). vi. Incidence and extent of snow, if applicable. vii. Evaporation rates, rainfall intensities, flooding, fire and any other extremes of climatic conditions encountered at your location. viii. Remember to consider the use of vegetation to control the extremes of the climatic conditions, if at all possible. 2. Lighting needs of the building i. Glare problems; snow or bare ground. ii. Natural and artificial methods of lighting. iii. Lighting control throughout the day. 3. Acoustic background of the building i. External noise levels ii. Internal noise levels The locations chosen have some degree of discomfort in their climate in either summer or winter conditions. It might be the hottest day recorded or length of hot days or the highest evaporation rate. Or it could be the lowest or highest rainfall recorded with associated extremes of flooding or the highest altitude with resultant snow loads. Your group is to overcome these extremities and make your building solution an ecologically sustainable solution using ideas developed from traditional methods sourced from overseas. We are primarily focusing on characteristics of the environment and climate that impinge on building design and deriving solutions that would be acceptable to our culture in Australia. You can use modern building methods or materials to construct your building designs, but the focus is traditional solutions. You can use solar panels to generate both electrical & hot water, but again the focus is traditional solutions. The keywords are ecologically sound solutions that are climatically appropriate to the area you are assigned. Common problems • You are to discover countries that have similar climatic zones, and determine from your research the type of traditional building, that might have appropriate lessons for your allocated area. You must NOT include a general discussion of the cultural, geographic or political background of the country, unless it relates to the design of buildings. Marks will be deducted for padding. • Structural concerns, from snow, floods, earthquake & hurricanes should only be discussed if they affect the lighting, acoustic or thermal characteristics of the building. • You must include a Table of Contents, Conclusion and Reference list (Harvard method); overall it must be a professional report. See the Learning Guide for more details. Assessment (20% of final mark for the unit) Demonstrate how the environmental factors influence the design of traditional buildings in your similar region and how these principles can be applied and implemented to buildings at your location in Australia. This will be done through: 1. A 25 minute maximum verbal presentation (say 15 minute talk {i.e. app. 3 minutes each} and 5 minutes questions to the whole group). The presentation must be accompanied by PowerPoint slides (or similar). 2. A written submission; The length of the report is not critical but there should be input from all members of the group and heat, light and sound should be covered.. Diagrams and photographs are encouraged and should be referenced separately. This is a guide only. You may write a longer or shorter report if you want to do so. It is the quality of what is written that counts. 3. List of Locations: These will be allocated once you form your group Avoca TAS Marree SA Barrow Creek NT Mataranaka NT Birdsville QLD Meekatharra WA Bothwell TAS Menindee NSW Ceduna SA Miena TAS Cobar NSW Moree NSW Coober Pedy SA Peak Hill WA Cromwell NZ Pedirka SA Curie TAS Port Arthur TAS Daly Waters NT Queenstown NZ Derby WA Red Cliffs VIC Emerald QLD Renner Springs NT Halls Creek WA Robinvale VIC Hopetoun VIC Rosebery TAS Innisfail QLD Rotorua NZ Invercargill NZ Taupo NZ Karumba QLD Tumbarumba NSW Laverton WA Wangaratta VIC Mackay QLD Wilpena SA Maningrida NT Windorah QLD 4. Value of the Assignment, including PowerPoint & live presentation: 20% Submission Date: At time of presentation either week 13 or 14, as scheduled later in the semester