ESSENTIAL STUDY AND EMPLOYMENT SKILLS
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages To Order 5-10 Pages Description/Paper Instructions
PDP and PDP contemplation are both necessary for me.I’ve put the files that can assist you od my pdp down below.On pdp: I need to work on my time management skills.I need to work on my English skills.With presentations, you might get more confidence.PLEASE CONTACT ME IF YOU HAVE ANY QUESTIONS./- 10% MORE WORDS 1700 WORDSBUSINESS, LAW, AND TOURISM FACULTYASSESSMENT TWO FOR UNDERGRADUATE PROGRAMSLevel1Essential Study and Workplace Skills is a module that teaches you how to succeed in school and inUGB160 is the module code for this module.Joel Arnott is the leader of this module.Sr. Mary E. Owino is the module tutor.Deadline for Canvas and Jira/Webservices:Tuesday, February 13th, 2018 at 16:0040 percent contribution to unit evaluationTITLE: Report on Personal Development Planning(Second Assignment)TaskYou must write a report (1700 words +/- 10%) that includes the following:Refer to appropriate sources to consider the main study and employment abilities for business students.Consider your progress thus far and refer back to Assessment 1.Determine the areas in which you need to improve in these skills.Investigate and think about the opportunities to study and grow while in university.Discuss the areas of education and occupational skill development that you plan to pursue, as well as the paths for improvement that you aim to take.Provide a 12- to 18-month personal development plan.Include a current, annotated CV that highlights areas that are currently being developed as well as those that need to be developed.Use proof from your searches, inquiries, applications, and other activities related to improving your abilities and gaining experience.Use appropriate excerpts from crucial readings (core academic texts and academic journals)Use Harvard Citation StyleYou must include the following:In the body, there are short tables that outline your personal development and the talents that need to be cultivated (This refers to your PDP- See template sample from canvas)Appendices to your report should include crucial proof, further PDP details, and annotated CV.In the workshops and on Canvas, assistance will be provided.Learning ObjectivesThis assessment will look at the following learning outcomes:K3. an understanding of the opportunities for gaining work and further study experience while at university, as well as the value of constructing a CV.S2. the ability to reflect on their own academic, personal, and future career progress/learning using basic approaches in order to form a foundation for their own professional development.Format, structure, and citations:Using citations –You must cite core textbooks, journal articles, and internet-sourced information as part of the report process. They must all be accurately referenced within the main body of the report and listed in full at the end of the report under ‘References.’You must use the HARVARD reference system and Cite Them Correctly.Arrangement –Your report should follow a standard academic format, which includes the following:(THIS IS THE FRONT PAGE)Assignment Title, Module Code, and Module Title** Your Tutor’s Name (this individual will grade your work) ** Your Name (Family name underlined)Your Student Identification NumberSubmission DeadlinePage of Contents1.0INTRODUCTION2.0 PLANNING FOR PERSONAL DEVELOPMENT (MAIN BODY OF REPORT)– Use sub-sections and sections, such as 2.1, 2.2, and so on.3.0 FINAL REMARKSNOTES ON REFERENCES (using Cite them right and HARVARD system) APPENDICESYour Personal Development Plan (Table format) and annotated CV, as well as additional documentation, must be included.Arrangement –Make your assignment simple to read by following these rules.Make a universal typeface for everything. Arial 11pt, Calibri 11pt, Tahoma 11ptYou should use a 1.5 line spacing.It’s a good idea to number all of your pages.Please keep in mind –It is also expected that you use proper spelling, punctuation, and grammar.Check your work for grammar and spelling errors, then proofread it.Specifics of the submissionYOU MUST SUBMIT ELECTRONICALLY BY THE DEADLINE via the UGB160 Canvas module website for ‘Turnitin’ checking, then to JIRA with your Turnitin Report.In the assessment area, you’ll find it.Students can submit drafts and create reports before submitting final versions.For assessment purposes, the last submission made prior to the deadline is considered the final submission.Turnitin non-submission: Students who do not submit their work through Turnitin will earn a zero percent grade.Please see the Student Guide to Academic Regulations for more information:https://docushare.sunderland.ac.uk/docushare/dsweb/View/Collection-2780STATEMENT OF PLAGIARISM/INFRINGEMENTThe University’s policy on ‘Cheating, Collusion, and Plagiarism’ applies to all assessments. Students who are found guilty face serious consequences.This is an INDIVIDUAL piece of work; if evidence exists that the work is not entirely attributed to you, the University’s ‘Cheating, Collusion, and Plagiarism’ policy will be implemented.Academic Integrity and Misconduct Policy at the UniversityCollection-8155 https://docushare.sunderland.ac.uk/docushare/dsweb/View/EXTENSIVE EXTENSIVE EXTENSIVE EXTENSIVE EXTENSIVE EXTENSIVE EIf you are unable to submit your work due to extenuating circumstances, such as illness or serious personal issues, you must immediately notify your programme leader, personal tutor, module leader, or module tutor.‘FIT TO SIT’ IS IMPORTANT:Any student who shows up for an examination and takes it, or who submits coursework, or who attends and participates in a presentation, practical session, or other type of assessment cannot later request an exception due to exceptional circumstances. If they participate in the assessment, they will be deemed ‘Fit to Sit,’ and no allowance will be made for any challenges they later claim influenced their results.In the first instance, contact the program leader or personal tutor for information or to address a problem you’re having.Extenuating Circumstances Policy at the Universityocument-2995/AQH-F6-13o/o20Pracedureso/o20foro/o20Extenuatingo/o20Circumstance pdf https://docushare.sunderland.ac.uk/docushare/dsweb/Get/0 ocument-2995/AQH-F6-13o/o20Pracedureso/o20foro/o20Extenuatingo/o20CiCriteria for Evaluation – The following criteria will be used in the evaluation.CategoriesRelevance of GraduationKnowledge AnalysisArgumentation and Critical Presentationio (e.g., e.g., e.g., e.gStructure \s Evaluation n Literature86 – The work evaluated is outstanding and demonstrates a thorough understanding of the subject matter.100 percent comprehension and abilities appropriate for the qualification’s level. There is also unmistakable evidence that all of the learning outcomes and responsibilities for that Level have been met. At this level, it is expected that the work will be outstanding in all of the aforementioned categories. It will show that the argument, interpretation, or discourse has a particularly powerful assessment, originality, and elegance.
76- The work examined is excellent and demonstrates comprehensive knowledge, understanding and skills 85% appropriate to the Level of the qualification. There is also excellent evidence showing that all the learning Pass outcomes and responsibilities appropriate to that level are fully satisfied. At this level it is expected that the work will be excellent in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse and there may be some evidence of originality The work examined is of a high standard and there is evidence of comprehensive knowledge, 70 – understanding and skills appropriate to the Level of the qualification. There is also clearly articulated t 75% evidence demonstrating that all the learning outcomes and responsibilities appropriate to that level are satisfied At this level it is expected that the standard of the work will be high in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse.
60 – Directly A Good Generally May contain Well written, Critical appraisal relevant to substantial analysis, coherent and some with of up-to-date 69% the knowledge clear and logically distinctive or standard and/or requirement of relevant orderly structured, using independent spelling and appropriate s of the material, an appropriate thinking; may grammar, in literature. assessment showing a mode of begin to a readable Recognition of clear grasp argument and/or formulate an style with different of themes, theoretical independent acceptable perspectives. questions mode(s) position in format Very good use of and issues relation to source material. therein theory and/or Uses a range of practice. sources 50 – Some Adequate Some Some attempt to Sound work Competently Uses a variety of attempt to knowledge analytical construct a which written, with literature which 59% address the of a fair treatment, coherent expresses a only minor includes some requirement range of but may be argument, but coherent lapses from recent texts s of the relevant prone to may suffer loss position only standard and/or assessment material, description of focus and in broad grammar, appropriate : may drift with , or to consistency, with terms and in with literature, though away from intermittent narrative, issues at stake uncritical acceptable not necessarily this in less evidence of which stated only conformity to format including a focused an lacks clear vaguely, or one or more substantive passages appreciation analytical theoretical standard amount beyond purpose mode(s) library texts.
of its couched in views of the Competent use significance simplistic terms topic of source material. 40 – Some Basic Largely A basic Some A simple Some up-to-date 49% correlation understandi descriptive argument is evidence of a basic style and/or with the ng of the or evident, but view starting but with appropriate requirement subject but narrative, mainly to be formed significant literature used. s of the addressing with little supported by but mainly deficiencies Goes beyond assessment a limited evidence assertion and derivative. in the material tutor but there range of of analysis there may be a expression has provided. are material lack of clarity or format Limited use of instances of and coherence that may sources to irrelevance pose support a point. obstacles for the reader 35 – Relevance A limited Heavy Little evidence of Almost wholly Numerous Barely adequate 39% to the understandi dependenc coherent derivative: the deficiencies use of literature. Fail requirement ng of a e on argument: lacks writer’s in Over reliance on s of the narrow description development contribution expression material assessment range of , and/or on and may be rarely goes and provided by the may be material paraphras repetitive or thin beyond presentation tutor.
very e, is simplifying ; the writer intermittent, common paraphrase may achieve and may be clarity (if at reduced to all) only by its vaguest using a and least simplistic or challenging repetitious terms style The evidence provided shows that the majority of the learning outcomes and responsibilities appropriate to that Level are satisfied – for compensation consideration.
30 – The work examined provides insufficient evidence of the knowledge, understanding and skills appropriate to
34% the Level of the qualification. The evidence provided shows that some of the learning outcomes and
responsibilities appropriate to that Level are satisfied. The work will be weak in some of the indicators.
15- The work examined is unacceptable and provides little evidence of the knowledge, understanding and skills
29% appropriate to the Level of the qualification. The evidence shows that few of the learning outcomes and
responsibilities appropriate to that Level are satisfied. The work will be weak in several of the indicators.
0- The work examined is unacceptable and provides almost no evidence of the knowledge, understanding and
14% skills appropriate to the Level of the qualification. The evidence fails to show that any of the learning
outcomes and responsibilities appropriate to that Level have been satisfied. The work will be weak in the majority or all of the indicators.
FACULTY OF BUSINESS, LAW & TOURISM
UNDERGRADUATE PROGRAMMES ASSESSMENT TWO
Level
1
Module: Essential Study and Employment Skills
Module code: UGB160
Module leader: Joel Arnott
Module Tutor: Sr. Mary E. Owino Canvas & Jira/Webservices Deadline: Tuesday 13th February 2018 by 16:00 Contribution to unit assessment: 40% TITLE: Personal Development Planning Report (Assignment 2)
Task
You must write a report (1700 words +/- 10%) which requires you to:
- Consider the key study and employment skills for business students referring to suitable sources
- Reflect upon your development so far and refer back to Assessment 1
- Determine the areas that you need to develop with regard to these skills
- Explore and consider the opportunities to learn and develop whilst at University
- Discuss the areas for study and employment skills development and the avenues for improvement that you intend to pursue
- Provide a Personal Development Plan for the next 12-18 months
- Include an up-to-date, annotated CV
- highlighting areas that are currently being developed o and areas warranting development
- Refer to evidence from your searches, enquiries, applications, etc. relating to developing your skills / seeking experience
- Refer to suitable extracts from key reading (core academic texts and academic journals)
- Use Harvard Referencing
You must include:
- Short tables in the body to detail your personal development and the skills to be developed (This refers to your PDP- See template sample from canvas)
- Appendices to your report to include key evidence, further details of your PDP and annotated CV
Support will be given in the workshops and on Canvas
Learning Outcomes
The following learning outcomes will be tested in this assessment:
K3. an appreciation of opportunities available for developing work and further study experience while at university, and the importance of developing a CV.
S2. an ability to use basic techniques of reflecting upon their own academic, personal and future career progress/ learning so as to establish a basis for their own professional development.
Format, Structure and Referencing:
Referencing –
- As part of the report process you are expected to cite core textbooks, journal articles AND internet-sourced information
- They must ALL correctly referenced within the main body of the report and listed in full at the end of the report under ‘References’
- You must use and Cite Them Right and the HARVARD referencing system
Structure –
Your report should be written in a recognised academic format, including the following
(FRONT PAGE)
- Module Code and Module Title
- Title of Assignment
- Module Leader’s Name
- ** Your Tutor’s Name (this person will mark your work) **
- Your name (Family name underlined)
- Your Student Number
- Date of Submission
Contents Page
1.0INTRODUCTION
2.0 PERSONAL DEVELOPMENT PLANNING (MAIN BODY OF REPORT)
– use sections and sub-sections, 2.1, 2.2, etc.
3.0 CONCLUSION
REFERENCES (using Cite them right and HARVARD system) APPENDICES
- These must include your Personal Development Plan (Table format) and annotated CV
- as well as other evidence
Format –
Make your assignment easy to read – some guidelines
- Make all general typeface 11pt Arial, Calibri, Tahoma
- You should use line spacing of 1.5
- All pages should be numbered
Please note –
- correct spelling, punctuation and grammar are also expected
- grammar/spell check and proofread your work
Submission details
YOU MUST SUBMIT ELECTRONICALLY BY THE DEADLINE through UGB160 Canvas module page for checking with ‘Turnitin’ then to JIRA with your Turnitin Report.
- Accessible in the assessment section
- Students may submit drafts prior to submission and generate reports.
- The last submission prior to the deadline is deemed to be the final submission for assessment purposes
Non-submission through Turnitin: Students who do not submit their work through Turnitin will automatically receive a 0%
Please refer to Student Guide to the Academic Regulations:
https://docushare.sunderland.ac.uk/docushare/dsweb/View/
PLAGIARISM/INFRINGEMENT STATEMENT
All Assessments are subject to the University’s Policy on ‘Cheating, Collusion and Plagiarism’. Students found guilty of this are subject to severe penalties.
This is an INDIVIDUAL piece of work – If there is evidence that the work is not wholly attributable to you, the University’s policy on ‘Cheating, Collusion and Plagiarism’ will be applied
Link to University Academic Integrity and Misconduct Policy
EXTENUATING CIRCUMSTANCES
If you are affected by any extenuating circumstances and cannot submit your work, for example illness or severe personal difficulties, you must inform your programme leader, personal tutor, module leader or module tutor immediately.
IMPORTANT – ‘FIT TO SIT’:
Any student who presents themselves at an examination and takes that examination, or who submits a piece of coursework, or attends and takes part in a presentation, practical session, or any other form of assessment cannot then put in a later request for extenuating circumstances. They will be deeming themselves ‘Fit to Sit’ if they thereby engage in the assessment and no allowance will be made for any difficulties they later wish to claim affected their results.
For information or to discuss an issue you are having, please contact the programme leader or personal tutor in the first instance.
Link to University Extenuating Circumstances Policy
- https://docushare.sunderland.ac.uk/docushare/dsweb/Get/0 ocument-2995/AQH-F6-13o/o20Pracedureso/o20foro/o20Extenuatingo/o20Circumstance pdf
Assessment Criteria – The following criteria will be applied
Categories Grad Relevance Knowledge Analysis Argument and Critical Presentatio Reference to e Structure Evaluation n Literature 86 – The work examined is exemplary and provides clear evidence of a complete grasp of the knowledge,
100% understanding and skills appropriate to the Level of the qualification. There is also unequivocal evidence showing that all the learning outcomes and responsibilities appropriate to that Level are fully satisfied. At this level it is expected that the work will be exemplary in all the categories cited above. It will demonstrate a particularly compelling evaluation, originality, and elegance of argument, interpretation or discourse.
76- The work examined is excellent and demonstrates comprehensive knowledge, understanding and skills 85% appropriate to the Level of the qualification. There is also excellent evidence showing that all the learning Pass outcomes and responsibilities appropriate to that level are fully satisfied. At this level it is expected that the work will be excellent in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse and there may be some evidence of originality The work examined is of a high standard and there is evidence of comprehensive knowledge, 70 – understanding and skills appropriate to the Level of the qualification. There is also clearly articulated t 75% evidence demonstrating that all the learning outcomes and responsibilities appropriate to that level are satisfied At this level it is expected that the standard of the work will be high in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse.
60 – Directly A Good Generally May contain Well written, Critical appraisal relevant to substantial analysis, coherent and some with of up-to-date 69% the knowledge clear and logically distinctive or standard and/or requirement of relevant orderly structured, using independent spelling and appropriate s of the material, an appropriate thinking; may grammar, in literature. assessment showing a mode of begin to a readable Recognition of clear grasp argument and/or formulate an style with different of themes, theoretical independent acceptable perspectives. questions mode(s) position in format Very good use of and issues relation to source material. therein theory and/or Uses a range of practice. sources 50 – Some Adequate Some Some attempt to Sound work Competently Uses a variety of attempt to knowledge analytical construct a which written, with literature which 59% address the of a fair treatment, coherent expresses a only minor includes some requirement range of but may be argument, but coherent lapses from recent texts s of the relevant prone to may suffer loss position only standard and/or assessment material, description of focus and in broad grammar, appropriate : may drift with , or to consistency, with terms and in with literature, though away from intermittent narrative, issues at stake uncritical acceptable not necessarily this in less evidence of which stated only conformity to format including a focused an lacks clear vaguely, or one or more substantive passages appreciation analytical theoretical standard amount beyond purpose mode(s) library texts.
of its couched in views of the Competent use significance simplistic terms topic of source material. 40 – Some Basic Largely A basic Some A simple Some up-to-date 49% correlation understandi descriptive argument is evidence of a basic style and/or with the ng of the or evident, but view starting but with appropriate requirement subject but narrative, mainly to be formed significant literature used. s of the addressing with little supported by but mainly deficiencies Goes beyond assessment a limited evidence assertion and derivative. in the material tutor but there range of of analysis there may be a expression has provided. are material lack of clarity or format Limited use of instances of and coherence that may sources to irrelevance pose support a point. obstacles for the reader 35 – Relevance A limited Heavy Little evidence of Almost wholly Numerous Barely adequate 39% to the understandi dependenc coherent derivative: the deficiencies use of literature. Fail requirement ng of a e on argument: lacks writer’s in Over reliance on s of the narrow description development contribution expression material assessment range of , and/or on and may be rarely goes and provided by the may be material paraphras repetitive or thin beyond presentation tutor.
very e, is simplifying ; the writer intermittent, common paraphrase may achieve and may be clarity (if at reduced to all) only by its vaguest using a and least simplistic or challenging repetitious terms style The evidence provided shows that the majority of the learning outcomes and responsibilities appropriate to that Level are satisfied – for compensation consideration.
30 – The work examined provides insufficient evidence of the knowledge, understanding and skills appropriate to
34% the Level of the qualification. The evidence provided shows that some of the learning outcomes and
responsibilities appropriate to that Level are satisfied. The work will be weak in some of the indicators.
15- The work examined is unacceptable and provides little evidence of the knowledge, understanding and skills
29% appropriate to the Level of the qualification. The evidence shows that few of the learning outcomes and
responsibilities appropriate to that Level are satisfied. The work will be weak in several of the indicators.
0- The work examined is unacceptable and provides almost no evidence of the knowledge, understanding and
14% skills appropriate to the Level of the qualification. The evidence fails to show that any of the learning
outcomes and responsibilities appropriate to that Level have been satisfied. The work will be weak in the majority or all of the indicators.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. The can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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