Contract Law-PDPD - Assignment Example

ASSIGNMENT INSTRUCTIONS Module Contract Law-PDPD assessment Module AB130004S Level Academic Year: 12 Semester: Two Module Leader: Roger Thomas Instructions: Answer the question(s) set out below. Word Limit: 1500 words (excluding indented quotations of more than 50 words, bibliography and other items listed in rule 6.60 of the Academic Regulations: http://web.anglia.ac.uk/anet/academic/public/academic_regs_4ed_(july11).pdf Written assignments must not exceed the specified maximum number of words. When a written assignment is marked, the excessive use of words beyond the word limit is reflected in the academic judgement of the piece of work which results in a lower mark being awarded for the piece of work (regulation 6.59) Submission Date: This assignment must be received in the iCentre, Lord Ashcroft Building, LAB018, Cambridge by no later than 5pm on Tuesday 4th May 2013 Work submitted after the published deadline will be awarded a mark of zero unless an extension to the deadline has been approved for an individual student in advance of the deadline. Requests for short-term extensions will be considered in the case of illness or other valid cause, by the Student Adviser Deborah Bowen (deborah.bowen@anglia.ac.uk). These must be received & agreed by Deborah Bowen prior to the deadline, see rules 6.46-6.52 http://web.anglia.ac.uk/anet/academic/public/academic_regs_4ed_(july11).pdf Mitigation Date: The deadline for submission of mitigation in relation to this assignment is no later than five working days after the submission date of this work. See further rule 6.90: http://web.anglia.ac.uk/anet/academic/public/academic_regs_4ed_(july11).pdf Further details: This assignment must be completed individually. For further guidance see “Guidance on being honest in your work”, page 2: http://web.anglia.ac.uk/anet/students/pdfs/300310_academic_honesty.pdf Referencing: Work must be properly referenced (see Guidance on being honest in your work” above) and MUST use the OSCOLA system and include a bibliography. For further guidance on OSCOLA see: http://libweb.anglia.ac.uk/subjects/reference/citation.php ASSIGNMENT INSTRUCTIONS continue on following page ASSIGNMENT INSTRUCTIONS continued This assignment must be attached to a completed University Assignment Cover Sheet and accompanied by a completed University Assignment Receipt before submission. The University Cover Sheet should be printed from your e-vision account. Open Student Page and select Assignment Coversheets- new! Any attachments (such as computer discs) must be marked with your SID number(s) and securely attached to your assignment before submission. Please staple your work together securely, with the cover sheet. Please do not submit your work in a plastic sleeve. Assessment question follows ASSESSMENT TASKS Students must submit a Personal Development Plan showing their identified priorities for personal, academic and/or career development. This must be accompanied by a reflective commentary, explaining why each target in the plan has been identified for development. Total word limit is 1500 words (excluding indented quotations of more than 50 words, bibliography and other items listed in rule 6.60 of the Academic Regulations, for the Plan and Commentary together. Work must be submitted in word processed format For most students, it is anticipated that the plan will have a substantial focus on identifying strategies to fill gaps and strengthen their study skills, as well as career planning, perhaps identifying skills and/or knowledge they need to acquire or further enhance, to enable them to achieve their career goals. Other steps identified as necessary to enhance employability are also likely to feature in the plan e.g. work experience and relevant extra curricular activities. For those students already with an established career, your plan may feature less on employability and more on career progression and academic/or personal development. In formulating their plans and identifying goals, students must consider the key skills which our University expects its graduates to possess and which it is also likely that employers will require. (See Skills Sets on page 6 below). The plan should not only set clear goals but also, to be effective, should identify how the goals will be achieved, a timescale for achievement and a means of knowing how the goal has been met. There is no set format for this work but you are encouraged to use the University’s SPARK template. This can be found at www.anglia.ac.uk/pdp. It has been designed to be a practical means for you to document the skills in a format which can readily be transferred to application forms for employment or further study. Assessment task information continues The reflective commentary should explain why the particular target or objective has been included in the plan. The commentary should include reference to the feedback (oral and written) received in relation to the assessments you undertook in last semester.. This feedback may have suggested aspects for development but may, equally importantly, have identified areas of strength. Such feedback should be used to help decide the targets for inclusion in your plan. Feedback You are reminded that in addition to typed feedback on all coursework assessments students are strongly recommended to seek additional oral feedback on their coursework. It is not too late to do this if you have not yet done so- just email your module tutor to make an appointment. For anyone unable to go through their exam paper for Constitutional and Administrative Law with the module leader during the scheduled feedback session, you may still contact the module leader to go through your paper with them and get feedback- this should be very useful and again we would strongly suggest that you do this. Subject specific assessment criteria The specific assessment criteria for the plan and commentary are: 1. evidence of honest reflection upon existing skills and development needs, including evidence of having used assessment feedback appropriately 2. identification of the skills and attributes the student needs to acquire or strengthen in order to achieve academic, career and personal goals 3. evidence of effective planning of the actions which need to be taken in order to acquire or strengthen these skills and attributes 4. identification of any other action necessary in order to achieve the chosen career goals 5. submission of the coursework in an appropriate word processed format 6. Use of correct spelling, grammar and punctuation Assessment task information continues Additional useful Information Personal Development – an introduction by the Vice Chancellor, Professor Michael Thorne A Personal Development Portfolio is designed to help you to record your achievements in a variety of skills areas and to plan how you will identify gaps in your skills and then fill these gaps. It forms a record which you can present to prospective employers or other organizations who want to know about you as an individual - hopefully to impress them! Through the Personal Development Portfolio we encourage you to focus on a range of skills not necessarily directly related to your degree. Why do we do this? The reason is that those employers who take on new graduates are not only interested in your degree but are looking for evidence that you have a range of other skills which will make you a valued member of their workforce. 60% of graduates will enter jobs that are not related directly to their degree subject so clearly your subject knowledge is not the only thing employers are after. For this reason, we are doing all we can to help our students to ensure that they can convince employers and others that they have the keys skills that are being looked for, such as team-working or problem-solving. Some of the evidence for this will indeed come from activities you undertake during your studies. But you will also want to record the evidence for skills such as team-working from what you do outside your university studies. Personal development is just that - ‘personal’ - so it is up to you to find appropriate evidence from your own experience. Continues As well as providing the Personal Development Portfolio, well help you fill it in and keep it up to date and thereby translate the totality of your experience into a presentation that will hopefully command the attention of prospective employers. As you fill in your own portfolio, you are encouraged to talk to the Careers and Employability Service and to your academic tutors about the kinds of things employers are likely to want to know about. To help you, Anglia Ruskin also provides an exemplar Portfolio. We encourage all our students to broaden their experience through volunteering and engaging with the world of work. Remember also that we now live in a global community, so that language skills and experience of other cultures are highly valued. The personal development you undergo while at university is ‘the other half of your degree’ - so do make sure that it counts! Professor Michael Thorne Vice Chancellor Continues The other half of your degree....... Personal Development and Employment Skills Personal Development Planning (PDP) and your Portfolio will help you to get the most from your time at university, to plan for your future, to gather evidence of skills, and to describe them in the language of job applications and interviews. Planning for your future and the portfolio are your responsibility, but you can also get support from the on-line resources, tutors and/or lecturers. Aspects of the portfolio may be addressed in your modules or tutorials, but you should also remember to include evidence of skills that you have gained from other activities such as volunteering or work experience. You may choose to develop your portfolio in either paper or electronic format. Online resources to support your Personal Development Planning can be found at www.anglia.ac.uk/pdp Skills sets Personal Development is very broad, and is personal to you, the student. This means that you will be looking at your skills and understanding over a wide range of areas. In order to help you to organize your planning and recording, the portfolio is based on six skills sets, which have been designed to match the requirements of employers: Communication skills Teamwork and leadership Self-awareness and critical reflection Problem solving Organisational skills Basic and extended skill set The ‘SPARK’ cycle Personal Development (PD) is a continuing process, not simply something that you do once and then forget about it. We have built this portfolio around a PD cycle to help you to identify, develop and record your skills. This cycle forms the framework for each of the skills sets. Self-evaluate to identify where you want to be, your needs, and skills gaps This process is about ensuring that you have all of the skills that you will need in future, and have a way of presenting these that will convince employers and others. Start thinking about existing evidence for your skills, and compare these with the generic requirements in each skills area. Where are the gaps? Continues Plan how these needs will be addressed For each of the gaps that you found, write down how you are going to approach it, what the measure of a successful outcome will be, and when you expect to achieve this Act to meet the needs and supplement skills and experience Now go and do it! Record the evidence Record the evidence in a way that is easy to understand and re-use. There is a separate page devoted to each skill set, with a table for ‘jotting’ down individual pieces of evidence and a separate box to translate this into the sort of style needed for a job application. Add extra sheets where this is useful, for instance to include written feedback Keep reflecting on achievement and gaps You should continue to record evidence, as you pass particular milestones. However, it is equally important to make sure that you keep reviewing where you have got to, so that you don’t leave any skills gaps unfilled. Make a point of returning to your self-evaluation and planning pages so that you keep these up to date. Did everything that you had planned turn out as you expected? Might you set slightly more ambitious targets, for instance changing your aim for presentation skills from overcoming the pure terror of your first seminar talk to making an effective use of slides in your presentations? Getting started Having read this introduction, you are now ready to start work on your Personal Development Portfolio. It takes you through the SPARK cycle, from an initial evaluation through planning and recording to continuing review. If you are uncertain what goes where, consult with the exemplar portfolio provided at www.anglia.ac.uk/pdp . In particular, use this to see how your record of skills and achievements can be translated into a successful narrative for job applications or other purposes. The website also contains links to other resources which will assist you with your planning. Remember that this is a continuing process. You should get into the habit of adding to your portfolio whenever you have a fresh item to be included. At the very least, you should review the portfolio once each semester. You may also wish to keep archive copies of the document, so that you have a record of your progress. Continues Self-evaluate to identify where you want to be, your needs, and skills gaps Skills area Generic skills Can I tick the box? Do I have a plan? Communication skills Spoken communication Yes Written communication Yes Performance and public speaking No Yes Graphic or design skills No Yes Teamwork and leadership Working in groups Yes Interacting with others Yes Relationships with customers or clients Yes Teaching and mentoring No Yes Working with those of different skills and backgrounds Yes Self-awareness and critical reflection Know what my strong points are Yes Know what my weak points are No Yes Act to address my weaknesses Yes Receive and use feedback Yes Problem solving Identify problems Yes Ability to deal with change Yes Flexibility and adaptability Yes Initiative and resourcefulness Yes Organisational skills Planning skills Yes Time management, timetabling and working to deadlines No Yes Assigning priorities Yes Managing resources Yes Self-evaluation last updated: 27th April 2012 When you’ve found the gaps, move onto the planning stage Continues Plan how these needs will be addressed Skill needed How to gain or improve the skill Measure of success Enhance writing skills Use resources on the skill and attend classes on the same Improved written work and higher attainment of points in the subject Utilize feedback information properly Go trough all feedbacks and provide replies where necessary Use the information on the feedback to enhance performance Manage time Allocate time to tasks according to the priority of the task and requirements1 Complete assigned tasks on time and have time for all other activities Improve performance and public speaking Employ resources in public speaking and participate in public speaking events Improve public speaking and confidence in presentations Acquire understanding of graphic and design skills Improve graphic skills and practice on designing Increased accuracy and better understanding and employment of the skills Get to know the weak points Finding the weak points and working on them Improved performance on all tasks including weak points Plan last updated: 28th April 2012 Act to meet the needs and supplement skills and experience Now go and do it! Continues Record the evidence in a way that is easy to understand and re-use Communication Skills e.g. presentation, performance, written skills, others such as graphic skills Add extra sheets where this is useful, for instance for written feedback or copies of qualifications Evidence (need only be brief notes) Date Made oral presentations in class March 2012 Submitted my term papers online and got to February 2012 Wrote essays on different topics March 2012 Summary of evidence (in a form that may be used in job applications) There is acknowledgement that in the provision of the information here a standard level of communication skills is required. During the study period, I acquired a range of both written and verbal communication skills. I have the ability to write clearly and accurately using a wide variety of formats. I have made class presentations relating to seminar and project work using PowerPoint and I have confidence in presentations alone or in a group.2 As a team leader I acquired in understanding and speaking on behalf of my fellow students. I exude confidence in expressing my work in formal meetings. This experience, associated to my volunteering work with weak students, has enabled me to acknowledge and assist students overcome communication difficulties, and I believe this skill would be particularly useful for a post in the caring professions.3 Continues Record the evidence in a way that is easy to understand and re-use Teamwork and leadership e.g. working in groups, interacting with others, relationships with customers or clients, teaching and mentoring, working with those of different skills and backgrounds Add extra sheets where this is useful, for instance for written feedback or copies of qualifications Evidence (need only be brief notes) Date Completed a class group project Completed a group oral presentation project Summary of evidence (in a form that may be used in job applications) Throughout my time at University I have shown strong teamwork and leadership skills, used in a variety of different ways. During my first year I made group presentations in class in respect to an assignment. The group had difficulty deciding how to handle the task. I felt confident taking the lead in-group discussions to complete the task and to work closely with the other members to find materials. Throughout this time, I worked closely with the members of the group to ensure that no one was left behind in the work and everyone was in the group contribution.4 Continues Record the evidence in a way that is easy to understand and re-use Self-awareness and critical reflection e.g. strengths exploited, limitations identified and overcome Add extra sheets where this is useful, for instance for written feedback or copies of qualifications Evidence (need only be brief notes) Date I developed an interest in working in a capacity to assist the less fortunate and those who require assistance in society. January 2012 I participated in various competitions that worked to motivate be to be an achiever in the tasks I do. 2008 Summary of evidence (in a form that may be used for job applications) My competitiveness comes from being a Chess champion in 2008 in Qatar Chess club for girls. The competition assisted me to realise the determination associated with success and the outcome of being determined. I took a Civil Rights Class prior to joining college and as such; I developed a strong interest in Law studies and its various services. 5 Continues Record the evidence in a way that is easy to understand and re-use Problem solving e.g. project work, ability to deal with change, flexibility, adaptability, initiative and resourcefulness Add extra sheets where this is useful, for instance for written feedback or copies of qualifications Evidence (need only be brief notes) Date Working in a customer environment and dealing with customer complaints6 2011 Summary of evidence (in a form that may be used for job applications) While working at RasGas as an intern during the summer I had to deal with an irate customer who had made an order for an item was the item was not delivered on time due to some logistical conditions that had to be fixed. I managed to settle the situation with the customer in a satisfactory way and was congratulated by the management on the manner i handled the situation. Continues Record the evidence in a way that is easy to understand and re-use Organisational Skills e.g. time management, planning, undertaking and completing specific tasks, enthusiasm, motivation, management of information and resources Add extra sheets where this is useful, for instance for written feedback or copies of qualifications Evidence (need only be brief notes) Date Preparing travel arrangements on trips to chess competitions i attended in various countries. 2010 Time management and prioritising of personal tasks and devising a timetable. 2011 Summary of evidence (in a form that may be used for job applications) I developed my organisational skills while planning for trips during the chess competitions I attended. I had to research in some aspects of the trip since I was travelling by my self and had to be at different places and the same needed meticulous planning.7 Prior to the exams I needed to balance between work studying and other time and as such I devised a time schedule that assisted me to attain all the tasks on time without foregoing some activities due to black of time. Continues Record the evidence in a way that is easy to understand and re-use Basic and extended skill set e.g. numeracy, IT skills, language experience and qualifications; assets such as driving license, first aid or lifesaving, professional affiliation etc NB This may be the section where you choose to collect and record evidence of any skills which do not fit the categories above, or evidence of specific skills gained from such activities as volunteering or work experience e.g. intercultural awareness, commercial skills Add extra sheets where this is useful, for instance for written feedback or copies of qualifications Evidence (need only be brief notes) Date General English level 105, ELS Language Center, 2008 Arbitration certificate Pre-TOEFL iBT, ELS Language Center. 2008 SAT Course, AL-Bayan Secondary School, 2007 English for communication, ELS Language Centre. 2003 Summary of evidence (in a form that may be used for job applications) Before joining college, I underwent training in languages that gave me the edge in the process of communication.8 I also took part in various community service programs that assisted me in interacting with individuals in a wide area of the community. Continues Keep reflecting on achievement and gaps Use the table below to keep a log of the updates to your portfolio. Semester/year Self-evaluation updated: Planning updated: Records updated: Semester 2, 2011-2012 April 2012 April 2012 Add any comments below: End of assessment Provisional-subject to approval by the external examiner Read More