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How did A. W. N. Pugin change architects’ understandings of medieval church architecture in the nineteenth century?

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A.W.N Pugin And Understanding Of Medieval Church Architecture In The 19th Century
Augustus Welby Northmore had ideas deeply rooted in the medieval era. He offered an exceptional innovative role in the
Gothic revival style of architecture. Many churches were designed as a result of his remarkable effort especially in Ireland and
Australia. He rebelled against Christianity version as a child terming it as cold and of having sterile forms of the church of Scotland.
Furthermore, he converted into the Roman Catholic Church in 1834. Pugin restructured an entire social program viewing it as a moral
force. His efforts captured the attention in architecture works as he constantly challenged the social structure upon unrest. It is evident
that he fought for a just society that cared for each other.
I chose this topic for my research because Pugin is a very important character in the medieval period because of his
remarkable progress in the architecture field. In order to change architects understanding of middle age church architecture he
published a book named ‘Contrast’ in 1836 which called for the transformation of medieval gothic style and a return of the social
structures. His contrast came at a time when there was social injustice.
In my search, I will discuss Pugin’s perception on Christianity and the effects his work had on the medieval church
architecture. However, I will also discuss the various opposition his work met as some scholars tried to outsmart him. I chose to
discuss more about Pugin because of his radical sentiments that termed Christianity as gothic and gothic as Christianity. All these had
a great impact in the architectural work of medieval church as it affected the construction of most churches.
References
Dávila Romano, D. (2014). Augustus Welby Northmore Pugin : ideología y teoría a través de sus textos = Welby Northmore
Pugin : Ideology and theory based in his texts. Cuaderno de Notas, (15), 155. doi:10.20868/cn.2014.2965
Gomme, A. (1996). Pugin: A Gothic Passion Paul Atterbury Clive Wainwright A. W. N. Pugin A. W. N. Pugin: Master of Gothic
Revival Paul Atterbury A. W. N. Pugin. Journal of the Society of Architectural Historians, 55(3), 353-356.
doi:10.2307/991169
Patrick, J. (1981). Newman, Pugin, and Gothic. Victorian Studies, 24(2), 185-207. Retrieved from
https://www.jstor.org/stable/3827359
Wainwright, C. (1995). A. W. N. Pugin and the Progress of Design As Applied to Manufacture. Retrieved November 20, 2019,
from https://www.bgc.bard.edu/research-forum/articles/13/a-w-n-pugin-and
Wedgwood, A. (2004). Pugin, Augustus Welby Northmore (1812–1852), architect, writer, and designer. Oxford Dictionary of
National Biography. doi:10.1093/ref:odnb/22869

What have been the experiences of researchers in using social media for communicating about their research?

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—Main research question : what have been the experiences of researchers in using social media for communicating about their research?
-Focus on a broader range of universities and research centres. Try to include also universities/research centres in developing countries .
-use semi-structured interviews.
-Read more about this method in Alan Bryman’s book “Social Research Methods”.
-A category relevant for this dissertation: science communication.
-For the theory foundations of the proposal and dissertation: first reading: Jamieson et al: The Oxford Handbook of the Science of Science Communication.
– Literature search for empirical studies (that apply methods to studying questions that in a broad sense are related to this topic and research in the British Library book catalogue .

To what extent might these developments best be described as just a ‘storm in a teacup’ or indicative of a much needed overhaul of ICSID?

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‘The basic goal of the ICSID system is to promote much needed international investment by offering a mutual dispute resolution forum both to investors that are (rightly or wrongly) wary of nationalistic decisions by local courts and to host states that are (rightly or wrongly) wary of self-interested actions by foreign investors’

(Guide to ICS1D Arbitration second edition 2011 by Reed. Paulson and Blacksburg).

 

) To what extent can this statement be supported. given the

denunciation of and withdrawal from the 1CSID Convention by a number of Latin American states between 2007- 2012?

and

2) To what extent might these developments best be described as just a ‘storm in a teacup’ or indicative of a much needed overhaul of ICSID?

 

0 City, University of London 2019

2

Why are institutions important in the growth and development.

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Essay question – From the perspective of institutional theory, explain the contrasting growth and development experience of China and sub-Saharan Africa since 1980. (3000 words)

The premise of the question is that since China’s reforms following the death of Mao Zedong, China has experienced remarkable growth. This contrasts with the relatively poor growth of much of sub Saharan Africa (SSA). There are many explanations for economic growth and development, but institutional theory is cited by many as a key driver of growth. Therefore, a major reason why some countries grow faster than others is the nature of their institutional frameworks. This essay requires you to explain institutions, and apply the theory to China and SSA in order to explain the extent to which institutions help us understand the different growth and development experience.

Structure of the essay and what to include

Introduction

  • An introduction setting out what we are doing and why this topic is of interest and important
  • Give evidence with data as to the divergence in growth and development of China and Sub Saharan Africa (SSA)
  • Include context – 1980 was a turning point (reform) – china GDP per capita increased (use other appropriate variables too to make a comparison to sub-Saharan Africa), leads to divergence.
  • Explain this through institutions. There a lot of reasons but institutions are emerging in the literature as a reason why some nations grow faster than others. (identify some literature and give examples)
  • Remain critical and original
  • Outline the structure of the essay

Second Section

  • Extent to which the essay has identified and explained institutional theories of growth and development
  • Set out clearly what we mean by institutions and explain the basis and nuances of institutional theory and the way it relates to explaining growth and development.
  • Why are institutions important in the growth and development
  • Talk about formal and informal institutions
  • Have to use the readings listed below for this section:
  • Acemoglu, D. and Robinson, J., 2010. The role of institutions in growth and development (p. 135). World Bank Publications http://www.rei.unipg.it/index.php/rei/article/viewFile/14/22
  • Hodgson, G.M., 2000. What is the essence of institutional economics?. Journal of economic issues, 34(2), pp.317-329. (Available on google scholar)
  • Rodrik, D., 2004. Institutions and economic performance-getting institutions right. CESifo DICE Report, 2(2), pp.10-15.

https://www.econstor.eu/bitstream/10419/166802/1/ifo-dice-report-v02-y2004-i2-p10-15.pdf

  • Acemoglu, D., Johnson, S., Robinson, J.A. (2001). “The colonial origins of comparative development: An empirical investigation”. American Economic Review 91, 1369–1401.
  • Rodrik, D., “Institutions, Integration, and Geography: In Search of the Deep Determinants of economic Growth,” August 2001

http://economicsfiles.pomona.edu/Andrabi/Economic%20Development/growthintro.pdf

  • Hall, R., and C. Jones, (1999), “Why do Some Countries Produce so Much More Output Per Worker than Others?” The Quarterly Journal of Economics, Vol. 114, No. 1, pp. 83–116.

Third Section

  • Extent to which the essay has applied theory, with evidence, appropriately to the China and Sub Saharan Africa
  • Having explained the theory, we now apply it and draw upon the evidence from the literature
  • Articulate what the literature is arguing in terms of why China grew so rapidly post 1980 and why SSA lagged – in terms of the relative institutional frameworks and how institutions help to explain the differences in growth.
  • Use 2 graphs of the same variable to compare and show the growth in SSA and China

Structure of this section

  • Structure needs to be thematic for this section so by theme.
  • Themes are specific institutions (legal systems, intellectual property rights, corruption, copyrights)
  • Create sub headings and talk about SSA and China under these themes – talk about what happened in the countries
  • As SSA is a large state, within the explanation, use 1 country that has done really well like Botswana, 1 country that has done really poor and 1 country that is in the middle as examples to explain points being made – like why did Botswana manage to reform but not SSA (other countries in the region)
  • This will be the biggest section
  • In this section, connect things to general theory throughout the themes when comparing China and SSA
  • Example : In China, the breakup of communes and household responsibility system, changed incentives as more inclined to produce food. The incentives led to higher incomes and more savings and more investment = C+I+G – harrod domar model of growth – that’s how china got rich – show how these ideas relate to each other
  • WHY HASN’T AFRICA DONE THIS? China had a strong authoritarian state hence why could do it which shows some institutions are more important than others.
  • At the end of each theme, link it back to the question.
  • USE EVIDENCE!!!! Nancy Birdsall for SSA Evidence. Connect evidence to theory.
  • For example: Nancy Birdsall talks about weak institutions (lack of incentives for saving and investments) Savings = Investment, WITHOUT Investment, YOU DON’T GET A BOOST IN Consumption + Investment + Government spending WHICH IS GROWTH.
  • Use most of the readings listed below for this section
  • Daron Acemoglu & James A. Robinson (2010) WHY IS AFRICA POOR?, Economic History of Developing Regions, 25:1, 21-50, DOI: 10.1080/20780389.2010.505010
  • Do No Harm: Aid, Weak Institutions, and the Missing Middle in Africa – Nancy Birdsall – Draft January 15, 2007 Revised March 19, 2007
  • An African Success Story: Botswana – Daron Acemoglu, Simon Johnson, James A. Robinson, July 11, 2001
  • Sumner, A. and Glennie, J., 2015. Growth, Poverty and Development Assistance: When Does Foreign Aid Work?. Global Policy, 6(3), pp.201-21
  • BOTSWANA: A DEVELOPMENT-ORIENTED GATE-KEEPING STATE – ELLEN HILLBOM – African Affairs, 111/442, 67–89 doi: 10.1093/afraf/adr070 © The Author 2011. Published by Oxford University Press on behalf of Royal African Society.
  • Jerven, Morten(2010) ‘AFRICAN GROWTH RECURRING: AN ECONOMIC HISTORY PERSPECTIVE ON AFRICAN GROWTH EPISODES, 1690-2010′, Economic History of Developing Regions, 25: 2, 127 — 154 To link to this Article: DOI: 10.1080/20780389.2010.527685
  • Green, S. (2003) “Reforming China’s economy. A rough guide.” Royal Institute for International Affairs, Cambridge University Press
  • Perkins, D. H. (1988). Reforming China’s economic system. Journal of Economic Literature, 601-645.
  • Hou, J. W. (2011). Economic reform of China: Cause and effects. The Social Science Journal, 48(3), 419-434. File
  • Perkins, D. (1994). Completing China’s move to the market. The Journal of Economic Perspectives, 23-46.
  • Qian, Y. (2002). “How Re form Worked in China. “William Davidson Institute Working Paper No. 473. Ann Arbor, MI : William Davidson Institut
  • Chan, K.S., Xu, X. and Gao, Y., 2015. The China growth miracle: The role of the formal and the informal institutions. The World Economy, 38(1), pp.63-90.
  • Tasneem, Naila, Institutional Innovations in China: Can China Serve as an Alternative Development Model? (September 1, 2015). International Conference on Institutions, Reforms, and Economic Development, Peking University, 2015. URL
  • Knight, J.B., 2014. China as a developmental state. The World Economy, 37(10), pp.1335-1347. http://www.relooney.com/NS4053/00_NS4053_84.pdf

Final Section

  • Extent to which the essay has drawn conclusions from the analysis that are coherent and logical.
  • This is the conclusion. On balance, given the evidence, how and to what extent do institutions help in explaining the differences in growth and development between China and SSA
  • This essay focuses on a few things but many more aspects that contributed to the reasons
  • Keep the conclusion balanced and vague – china reform led to remarkable growth of development , institutional nature and incentives, many institutions (property rights) haven’t reformed. SSA haven’t been able to reform institutions due to China’s reform only working in China as only effective with the amount of labour that was provided, reform happened at the correct time.
  • Institutions matter but literature tells us that they have to be context specific.
  • Some reforms were right for china therefore cannot apply this to other country and expect the same outcomes. Knowing what that is, is difficult.
  • Difficult to compare SSA as a region to China as a country.

 

General tips

  • Write with clarity and precision – don’t waste words with long explanations or detail
  • Draw upon theory – always
  • Collect notes first and then what goes in and what can be left out
  • Don’t overwhelm the reader with data or quotes – use sparingly to support key points
  • Harvard referencing – include a bibliography at the end
  • Key literature is provided – use about 25 sources
  • A good answer will be well written, clear, precise, well structured, refers to theory and answers the question.
  • Remain critical and evaluative.

What did ordinary Germans in the Third Reich know about the Holocaust, and why does it matter to historians?

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The course is assessed by an essay of 5,000 – 5,500 words, including all footnotes, but excluding your bibliography.
Please refer to the MHRA system for the use of references (as footnotes at the bottom of the page or pooled at the end of the essay as endnotes), which should be numbered continuously throughout.
I’ve attached the marking criteria and I aim to achieve between merit and distinction

Some book suggestions: Nazi Terror: The Gestapo, Jews and Ordinary Germans, by Eric A. Johnson
Concentration camps in Nazi Germany, by Nikolaus Wachsmann
What We Knew: Terror, Mass Murder, and Everyday Life in Nazi Germany, by Eric A. Johnson
Backing Hitler: Consent And Coercion In Nazi Germany, by Robert Gellately

What areas have you identified which would help you to develop your coaching practice?

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  Coaching in Organisati

 

Coaching Portfolio Workbook

 

Programme start date: September 2019

 

 

 

Version 2019/03

Assignment 2 :

Part One :- Recording your coaching practice

This section should summarise all coaching undertaken and evidence a minimum of six hours coaching practice and is worth 40% of CIO module mark .

A failure to provide sufficient evidence of your coaching practice will mean you will not be awarded the ILM award in coaching in the workplace

You must provide evidence of coaching  one or more individuals in the workplace for a period of 6 hours total.

The following documentation is required as evidence of engagement with each coaching client:

A coaching contract – 1 per coachee

Coaching notes – 1 for every session undertaken

Feedback from coachee – 1 for every session undertaken

Reflection on coaching – 1 for every session undertaken

 

Internal Coachee  Reference   Date Coaching

Hours 

  External Coachee  Reference    Date Coaching

Hours 

 

 

        

 

 

    
 

 

 

        

 

 

    
 

 

 

        

 

 

    
 

 

 

        

 

 

    
 

 

 

        

 

 

    
 

 

 

        

 

 

    

 

Contracting guidelines

What should you contract about?

The contract should cover: –

  • The Process or Mechanics of the interview
  • The Content or Scope of your service
  • The Ethical Boundaries
1 Process 2 Content or Scope 3 Ethical Boundaries
Timing

·         How long will the interaction take?

·         How many times can the client return for further advice?

·         When and how can they make follow up?

·         Where will it take place?

 

Cost

·         Is advice free?

·         If not, how much?

·         Is there any subsidy?

 

Written records

·         If you take notes, what are they used for?

·         Will the client receive any written information?

 Roles &

Responsibilities

·         What can you help with?

·         What can you not help with

·         Can you refer on to others within or outside your organisation? If so, what can they offer?

·         What is the client expected to do?

 

Structure

·         What will be discussed during the interaction, and in what order?

·         How will you work with the client (e.g. in groups, one-to-one, is the client expected to listen, to speak, to produce written work)?

 Impartiality

·         Is your information comprehensive, or is it limited, or is it limited to one provider or one type of provider?

·         Is your advice completely client-centred and independent, or do you have loyalty to an organisation or a policy?

 

Confidentiality

·         Who else, apart from you and the client, will be told about what is discussed?

·         How is the client’s personal information protected from being seen by others?

·         When will any records be destroyed?

 

Cooper, J. and Reynolds, A. (2008) The One To One Toolkit. Peterborough: Career Train Publish

 

Data Protection Guidelines

As you may collect  sensitive and personal information from your coachees, which will be shared with UWE and ILM assessors, all information must be anonymised and any indicators that could identify the coachee, e.g. name, place of work etc must be removed when submitting your course work, including any personal information given on coaching logs and the coaching contract

Guidelines read and understood Yes/No

Please ask your tutor if you have any questions

 

 

Independent Coaching Sessions

 

Coaching Contracts

This section should include a copy of your coaching contract for EACH person you coach.

Both parties agree to :

Be honest and committed to the contracted activity

Keep all appointments and ensure prompt rescheduling when cancellation is unavoidable

Maintain confidentiality regarding discussions

To be open to receiving and giving feedback

To review the coaching contract after 3 sessions

Coachee number:
Coaching diagnostics details –
Purpose of coaching: What are the anticipated benefits of coaching for this coachee?

Agree appropriate work-based topics, goals and outcomes relevant to the context of the individual being coached

 

 
Coachees learning style:- Include details of your coachees learning style here and outline how you might use this knowledge to help plan your coaching sessions.

 
Coachee’s SWOT analysis
Strengths Weaknesses /Areas for development
Opportunities Threats /Barriers
Outline the coaching style you intend to adopt ( traditional, transactional, transformational/ levels of challenge )
Structure of sessions: Think about what coaching model you will use, timing etc.
Boundaries: : Think about what should and shouldn’t be included in your coaching session
Confidentiality agreement:

Your personal details will be anonymised when this form is submitted as part of the coach’s coursework assessment. Data protection statement read and agreed (yes/no)

 
Referral: Should you feel the coachee’s requirements fall outside your competence or comfort zone who could you signposted them to?
Where you will meet for the coaching? Include details of why you feel this venue is suitable.

 

 

 

Session number   1 Coachee number:                                   Date
Preparation for coaching  (could include reading, review of progress, preparation of coaching resources, space etc. )

 

Coachee’s goals for today’s meeting

 

 

Areas covered in coaching conversation

Reality – current situation

Options generated to achieve goal

Chosen option and target date

Willingness of coachee to complete action

Feedback  given to coachee on verbal and non verbal behaviour, themes emerging, progress etc.

 

 

 
Agreed action points
Date and venue of next coaching session
Feedback from the coachee on the coaching session

In your opinion what went well in this coaching session?

In your opinion what went not so well?

How could it have been improved?

How far did the session go towards meeting your agreed goals?

What made the biggest impact on you?

 

Reflection on coaching

How well did you use questioning in the session? Please give examples

How well did you use listening in the session? Please give examples

What was the impact of the feedback given to the coachee in this session?

How could you improve your coaching for the next session? ( include your response in your personal development plan)

 

 

 

Feedback from your coachee on your coaching practice – please ask them to complete this after your coaching session

 

Key coach attributes Poor                 Good
  1 2 3 4 5 6 7 8 9 10
Builds rapport                    
Is non-judgemental                    
Shows listening skills                    
Uses questioning skills to help me self-reflect                    
Has a structured approach to sessions                    
Is friendly                    
Helps me set my goals                    
Shows empathy                    
Shows respect                    
Is supportive                    
Maintains confidentiality                    
Has patience                    
Gives feedback when appropriate                    
Accepts feedback                    
Helps me achieve my goals                    
Please describe your overall experience of coaching with your coach and to what extent you have achieved your goals                    
If you have given any low scores, please suggest how your coach could improve?                    

 

 

Session number   2 Coachee number:                                   Date
Preparation for coaching  (could include reading, review of progress, preparation of coaching resources, space etc. )

 

Coachee’s goals for today’s meeting

 

 

Areas covered in coaching conversation

Reality – current situation

Options generated to achieve goal

Chosen option and target date

Willingness of coachee to complete action

Feedback  given to coachee on verbal and non verbal behaviour, themes emerging, progress etc.

 

 

 
Agreed action points

 

 

 
Date and venue of next coaching session
Feedback from the coachee on the coaching session

In your opinion what went well in this coaching session?

In your opinion what went not so well?

How could it have been improved?

How far did the session go towards meeting your agreed goals?

What made the biggest impact on you?

 

Reflection on coaching

How well did you use questioning in the session? Please give examples

How well did you use listening in the session? Please give examples

What was the impact of the feedback given to the coachee in this session?

How could you improve your coaching for the next session? ( include your response in your personal development plan)

 

 

 

 

Feedback from your coachee on your coaching practice – please ask them to complete this after your coaching session

 

Key coach attributes Poor                 Good
  1 2 3 4 5 6 7 8 9 10
Builds rapport                    
Is non-judgemental                    
Shows listening skills                    
Uses questioning skills to help me self-reflect                    
Has a structured approach to sessions                    
Is friendly                    
Helps me set my goals                    
Shows empathy                    
Shows respect                    
Is supportive                    
Maintains confidentiality                    
Has patience                    
Gives feedback when appropriate                    
Accepts feedback                    
Helps me achieve my goals                    
Please describe your overall experience of coaching with your coach and to what extent you have achieved your goals                    
If you have given any low scores, please suggest how your coach could improve?                    

 

 

 

Session number   3 Coachee number:                                   Date
Preparation for coaching  (could include reading, review of progress, preparation of coaching resources, space etc. )

 

Coachee’s goals for today’s meeting

 

 

Areas covered in coaching conversation

Reality – current situation

Options generated to achieve goal

Chosen option and target date

Willingness of coachee to complete action

 

Feedback  given to coachee on verbal and non verbal behaviour, themes emerging, progress etc.
Agreed action points
Date and venue of next coaching session
Feedback from the coachee on the coaching session

In your opinion what went well in this coaching session?

In your opinion what went not so well?

How could it have been improved?

How far did the session go towards meeting your agreed goals?

What made the biggest impact on you?

 

Reflection on coaching

How well did you use questioning in the session? Please give examples

How well did you use listening in the session? Please give examples

What was the impact of the feedback given to the coachee in this session?

How could you improve your coaching for the next session? ( include your response in your personal development plan)

 

 

 

Feedback from your coachee on your coaching practice – please ask them to complete this after your coaching session

 

Key coach attributes Poor                 Good
  1 2 3 4 5 6 7 8 9 10
Builds rapport                    
Is non-judgemental                    
Shows listening skills                    
Uses questioning skills to help me self-reflect                    
Has a structured approach to sessions                    
Is friendly                    
Helps me set my goals                    
Shows empathy                    
Shows respect                    
Is supportive                    
Maintains confidentiality                    
Has patience                    
Gives feedback when appropriate                    
Accepts feedback                    
Helps me achieve my goals                    
Please describe your overall experience of coaching with your coach and to what extent you have achieved your goals                    
If you have given any low scores, please suggest how your coach could improve?                    

 

 

Session number   4 Coachee number:                                   Date
Preparation for coaching  (could include reading, review of progress, preparation of coaching resources, space etc. )

 

Coachee’s goals for today’s meeting

 

 

Areas covered in coaching conversation

Reality – current situation

Options generated to achieve goal

Chosen option and target date

Willingness of coachee to complete action

Feedback  given to coachee on verbal and non verbal behaviour, themes emerging, progress etc.

 

 

 
Agreed action points

 

 
Date and venue of next coaching session
Feedback from the coachee on the coaching session

In your opinion what went well in this coaching session?

In your opinion what went not so well?

How could it have been improved?

How far did the session go towards meeting your agreed goals?

What made the biggest impact on you?

 

Reflection on coaching

How well did you use questioning in the session? Please give examples

How well did you use listening in the session? Please give examples

What was the impact of the feedback given to the coachee in this session?

How could you improve your coaching for the next session? ( include your response in your personal development plan)

 

 

 

Feedback from your coachee on your coaching practice – please ask them to complete this after your coaching session

 

Key coach attributes Poor                 Good
  1 2 3 4 5 6 7 8 9 10
Builds rapport                    
Is non-judgemental                    
Shows listening skills                    
Uses questioning skills to help me self-reflect                    
Has a structured approach to sessions                    
Is friendly                    
Helps me set my goals                    
Shows empathy                    
Shows respect                    
Is supportive                    
Maintains confidentiality                    
Has patience                    
Gives feedback when appropriate                    
Accepts feedback                    
Helps me achieve my goals                    
Please describe your overall experience of coaching with your coach and to what extent you have achieved your goals                    
If you have given any low scores, please suggest how your coach could improve?                    

 

Assignment 2 : Reflection on coaching practice

This section will help you to identify themes and areas of interest to use when writing your essay.

Your essay is worth 30% your Coaching in Organisations module mark.

 

A failure to provide sufficient evidence of reflective practice will mean you will not be awarded the ILM award in coaching in the workplace

 

 

Section 1:  Developing your coaching practice :

As part of your development as a coach you are expected to provide evidence of an analysis of your coaching skills, identification of  your development requirements and  the steps you will take to develop your coaching practice and  evidence of how you  update and evaluate your progress throughout the module

 

How do I know what I need to develop?  

We have provided some ideas to get you started but you may also use feedback from your coachees and learning identified through lectures and in seminars.

 

Questioning and listening assessment (Bennet & Bush, 2014, page 33)

 

Read each question carefully and circle the number that best describes your actual not ideal behaviour.

This questionnaire will help you to identify areas you already are strong in and areas you can focus on developing during the module.

  Almost never Rarely Sometimes Frequently Nearly always
I ask questions in order to draw out someone and more clearly understand their perspectives and desires 1 2 3 4 5
I spend more time listening to get clarity about the “ whole situation” than sharing my point of view or experiences 1 2 3 4 5
I help other people move forward with their desired changes 1 2 3 4 5
I encourage others to try new behaviours and approaches 1 2 3 4 5
I encourage people to see different perspectives 1 2 3 4 5
I assist people in seeing different perspectives 1 2 3 4 5
I give honest, clear feedback about individual behaviours in a caring manner 1 2 3 4 5
I focus on the desired outcomes of others than the specific details of the problem 1 2 3 4 5
I help people see the benefits of collaborating/partnering with others to achieve their outcomes 1 2 3 4 5
I share observed behaviours with others in a timely manner. 1 2 3 4 5
I am ok with not knowing the answers 1 2 3 4 5
I honour the confidentiality of others 1 2 3 4 5
Subtotal (total each column)          
Total          

Total scores:

50-60   Continue to build on strengths

36-49   Focus development

12-35   Develop capabilities

 

What areas have you identified which would help you to develop your coaching practice?

1.

2.

 

Include  both these areas in your development plan and identify the actions you will take to improve your practice.

 

COACHING SWOT ANALYSIS – this can be used to help you understand your strengths and weaknesses as a coach. Use your reflections to inform your personal development plan.

Some new coaches find it of value to review their skills using a series of prompts. We have included some questions below to help facilitate this process.

Include any new ideas in your development plan and identify what actions you will take to improve your practice

 

 SWOT Analysis Use the questions below to help you to identify how you will develop your coaching further
Strengths

What coaching behaviours have I used in UWE and/or work?

What skills and experience do I bring to coaching?

What am I doing outside of UWE that I could usefully use in my coaching?

 

 

 

 

 

 Weaknesses

What gaps have I identified in my coaching knowledge or skill base?

What aspects of coaching do I feel insecure about? Why is this?

What aspects of coaching do I avoid and why is this?

What do I see others doing in coaching that I would like to be able to do?
Opportunities – How might I develop my coaching?

What opportunities do I have to develop my coaching skills or knowledge further?

Where and how will I practice the coaching skills I have already developed?

Where could I get feedback on my coaching?

How could I stretch myself just outside of my comfort zone to become a better coach?

 

 Threats

What might get in the way of my achieving my learning objectives?

What could I do to alleviate this?

Where are my pinch points? The coaching challenges which are difficult to think about or try because I am worried or embarrassed to practice?

Personal Development Plan

(Evidence of ongoing engagement in the development of your coaching practice)

 Please ensure you have completed each section of the plan.  Include timescales and measures of success.

Area of development

Include examples of knowledge, skills and behaviour

 What will I do to develop in this area? How I will review/evaluate my progress in this area?
1.

 

    
 

2.

    
3    
4.

 

    
Insert more rows as required. E.g. learning from your SWOT,  analysis, what you have learnt from feedback from your coachee or reflection on your practice,  specific areas which capture your interest etc.    

 

 

 

 

Page down for details of the reflective essay.

 

 

 

 

 

 

 

Section 2: Reflection on your coaching practice

This section requires you to complete a 2000 word essay reflecting on your coaching practice and should be informed by relevant theory. You must include reference to your questioning and listening skills, the tools and techniques used to support your coaching and your use of feedback.

 

You may use pictures, mind-maps , reflective templates, your coaching notes and feedback from your coachee  to inform your input.

 

Your essay MUST  include reference to the following areas of your coaching practice

  1. The coaching tools and techniques you used

When answering this section  think about how you and your coachee responded to the use of different coaching tools and techniques, what worked well or not so well , what themes emerged in your coaching,  how did the tools impact on your role as coach etc.

 

  1. Questioning and listening within a coaching context

When answering this think about different question techniques, levels of listening, your use of body language , levels of listening and the development of your listening skills, who held the power during your coaching sessions etc.

 

  1. Your ability as a coach to develop and improve others performance

When answering this think about what this means in relation to your competency as a coach, what you do well and less well and what you might wish to improve on going forward.

 

  1. The effectiveness of the feedback you gave to the coachee on performance

Think here about what feedback you gave on verbal and non –verbal behaviours, motivation expressed or exhibited; emerging themes, progress on goals, workplace performance etc.  Think about when you directed or chose not to direct the coaching conversation, what impact did this have on the outcome?

 

 

 

ILM Pass/Fail

 

 

 

 

 

 

 

 

Assessment Criterion for Coaching in Organisations

Assignment Portfolio evidencing 6 hours coaching practice

 

Mark Assessment criterion
70-100 An excellent portfolio of coaching practice, showing engagement with and development of your coaching practice using a wide range of tools and techniques.

Consistent demonstration of the development of your coaching skills including your use of questioning and listening.

Documentation is clear and completed in full and demonstrates a detailed audit trail.

Feedback from your coachee and individual reflection has been used consistently to inform your development as a coach.
60- 69 A very good portfolio evidencing your coaching practice, showing engagement with and development of your coaching practice using a range of tools and techniques.

Evidence of ongoing development of your coaching skills including questioning and listening.

The majority of documentation is completed in full and in the main demonstrates a clear audit trail.

Feedback from your coachee and individual reflection has been used on ongoing basis to inform your development as a coach.
50-59 A good portfolio showing sufficient evidence of your coaching practice, using some tools and techniques.

Some evidence of the development of your coaching skills including questioning and listening.

Documentation is adequate but may contain some errors or gaps.

Feedback from your coachee and individual reflection has been used to inform your development as a coach.
40-49  An adequate portfolio showing some evidence of coaching practice with adequate engagement with coaching tools and techniques. Adequate evidence of   the development of your coaching skills including questioning and listening.

Documentation exists but is not sufficient for audit purposes and may contain some errors or gaps.

Feedback from your coachee and individual reflection been used to some extent to inform your development as a coach.
37- 39

ILM Fail

 A limited portfolio showing limited evidence of coaching practice. Limited engagement with coaching tools and techniques.

Limited evidence of your development of your coaching skills including questioning and listening.

Documentation is not sufficient for audit purposes and contains multiple errors or gaps

Limited evidence of your use of feedback and individual reflection to inform your development as a coach.

 
21-36

ILM Fail

 A poor portfolio showing very limited evidence of coaching practice.

Very limited engagement with coaching tools and technique.

Very limited evidence of development of your coaching skills including questioning and listening.

Very limited evidence of your use of feedback and individual reflection to inform your development as a coach.

 
0-20

ILM Fail

 There is no evidence of coaching practice.

No engagement with coaching tools and techniques.

No evidence of the development of your coaching skills including questioning and listening

No evidence of your use of feedback and reflection to inform your development as a coach.

 

ILM Pass/Fail

Evidence of 6 hours coaching practice ILM Pass/Fail

 

Feedback:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Assessment Criterion for Coaching in Organisations

Assignment Portfolio: Reflective Essay (2,000 words) and Personal Development Plan

Mark Assessment criterion
70-100 Consistently deep and critical reflection using sophisticated reasoning and a wide range of literature to inform your understanding of  your coaching practice

Excellent evidence of self- awareness in your reflections on your coaching practice.

Evidence of excellent engagement in planning for and development of your coaching practice
60- 69 Good examples of deep and critical reflection. Reasoning is sound and a good range of literature is used to inform your understanding of your coaching practice.

Good evidence of self-awareness in your reflections on your coaching practice

Evidence of  very good engagement in planning for and development of your coaching practice
50-59 Some examples of critical reflection although this may lack depth.

Reasoning is generally sound and an adequate range of literature has been used to inform your understanding of your coaching practice.

Sufficient evidence of self -awareness in your reflections on your coaching practice

Evidence of  good engagement in planning for and development of your coaching practice
40-49  Some examples of reflection but may be superficial. May show gaps in your understanding of coaching practice.

Some evidence of self- awareness in relation to  your coaching practice.

Some engagement with relevant coaching literature to help inform your understanding of your coaching practice.

Evidence of some planning for and development of your coaching practice
37- 39

ILM Fail

 Few examples of critical reflection with only superficial understanding of coaching demonstrated.

Limited self- awareness when reflecting on  your coaching practice.

Limited engagement in relevant coaching literature to help inform your understanding of your coaching practice.

Limited evidence of  planning for and development of your coaching practice
21-36

ILM Fail

 Very limited evidence of critical reflection

Very limited evidence of self-awareness when reflecting on your coaching practice

Very limited evidence of your use of relevant coaching literature to inform your reflections

Very limited evidence of planning for and development of your coaching practice.
0-20

ILM Fail

 There is no evidence of critical reflection, no evidence of self- awareness when reflecting on your coaching practice. No evidence of your use of relevant coaching literature to inform your reflections

No evidence of planning  for and development of your coaching practice

 

 

ILM Pass/Fail

Feedback:

 

 

Resources to support the development of your coaching skills

 

http://www.youtube.com/watch?v=UY75MQte4RU – short clip on how coaching works

http://www.youtube.com/watch?v=nFx6yKZrzco – a private consultancy advertising clip but provides a succinct explanation of what coaching is and what it involves

http://www.youtube.com/watch?v=WrR_EgmUc3Q – how not to coach

http://www.youtube.com/watch?v=xNLRo3jWPcg – covers GROW model and excellent for questioning skills

http://www.youtube.com/watch?v=0Mi9_XEXQqc – good for writing and agreeing SMART goals

http://www.youtube.com/watch?v=0Mi9_XEXQqc – good for listening skills

http://www.youtube.com/watch?v=7PFX23Ynkfs – goes into depth on listening skills

Resources hint, refer to these for reflection:

http://www.associationforcoaching.com/pages/publications/papers-and-articles/papers-and-handy-guides/spotlight-critical-reflection

http://www.associationforcoaching.com/pages/publications/papers-and-articles/papers-and-handy-guides/spotlight-critical-reflection

 

and these for characteristics of effective coaches

https://www.dawsonera.com/readonline/9780203859902/startPage/20

https://www.dawsonera.com/readonline/9780335235537/startPage/12

 

 

Evaluate the impact of ethical values and concepts to the different cultures and societies in which organisations may operate.

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CMI Level 6 Management and Leadership

 

Name of the Unit: Ethical organisational management

Number of Word count: 2095

Table of Contents

Introduction.. 3

TASK 1. 3

A.C. 1.1 – Discuss the concept of ethics in an organisational context 3

A.C. 1.2 – Evaluate those factors which could influence organisational ethics. 3

A.C. 2.1 – Evaluate an organisational code of ethics. 4

TASK 2. 4

A.C. 1.3 – Outline the effect of organisational ethics on corporate social responsibilities  4

A.C. 2.3 – Evaluate the impact of ethical values and concepts to the different cultures and societies in which organisations may operate. 5

TASK 3. 6

A.C. 2.2 – Interpret ethically related legislation impacting upon organisational accountability  6

TASK 4. 6

A.C. 3.1 – Describe values and beliefs on which ethical decisions can be made by individuals, groups and senior managers in an organisation.. 6

A.C. 3.2 – Discuss how a values and beliefs strategy in different cultures and societies could influence their attitude to the organisation.. 7

TASK 5. 7

A.C. 3.3 – Discuss an ethical organisational approach that could recognise and/or respect other cultural value systems or ideologies. 7

Conclusion.. 7

References. 9

Introduction

Ethics in the organization are the standards that govern workplace relationships and business operations (Chun, et al., 2013). Ethics are exhibited in the form of integrity, transparency, accountability, compassion, respect and fairness. Furthermore, ethics plays a significant role in an organization’s corporate social responsibility. It assists organizations to manage different cross-cultural subjects.

TASK 1

A.C. 1.1 – Discuss the concept of ethics in an organisational context

Organizational ethics are the principals by which companies’ functions and are established through integrity. It is imperative organizations ensures employees understand organization ethics and can conform. An organization is shaped through amalgamation working towards predefined objectives. Employees must ensure the company ethics are adhered to in order to establish a positive working environment.

Organizational ethics are the guidelines and procedures enacted in the company to help the organization manage various challenges. A positive organizational culture plays a significant role in the company. When a company invests its resources in formulating strategies and guidelines, the outcome is a positive organizational culture. Examples of such policies are equality for growth and anti-discriminatory policies. Additionally, for an organization to maintain its customer relationship to inspire its corporate brand, the organization should enforce ethical practices (Ferrell, 2016). In Unilever, the company opts for upholding honesty and fairness in its marketing initiatives. If an organization deal with complaints in an adverse method, the company is subjected to the possibility of misplacing its customer confidence. Additionally, if the organization fails to develop policies and guidelines to enforce ethical practice, the company is at risk of financial liabilities. Therefore, it is essential ethical practices are defined and incorporated in the organization structure and strategies.

A.C. 1.2 – Evaluate those factors which could influence organisational ethics

Various factors affect organizational ethics, such as values and individual goals. Ethical factors involve methods and actions which influence behaviour in amenability with the environment. Ethical concerns in management involve integrity and the overall impact the organization has internally and externally.

In contemporary society, companies are cognisant of innumerable ethical issues, and as a result, several strategies are put in place to improve the ethical standards of the organization (Mihai & Alina, 2013). However, there are some factors that influences the role managers partake in making ethical decisions. A personal code of ethics is a component that influences organizational ethics. It refers to an individual’s code of ethics that they consider when they intend to make a decision. Government legislation can also influence organizational ethics (Mihai & Alina, 2013). Government involvement in business is to regulate and oversee unethical and various unwanted business practices. The ethical code of an organization can also influences how managers make ethical decisions. As a company develops, the ethical standards also develop in order to prevent any instance of unethical practices that can harm the company’s brand and public image. Societal pressure also influences ethical decisions (Ferrell, 2016). For example, if company supplies average products and become involved in unethical endeavours, the clients will become indifferent with the company. Thus, it is important for organization to display ethical standards.

A.C. 2.1 – Evaluate an organisational code of ethics

A code of ethics elucidates a company’s values, mission and policies connecting them with the principles of professional conduct. Unilever’s code of business principles is an example of expectation in a code of ethics. Unilever’s standard of conduct clarifies how the company operates with openness, integrity and transparency (Sekerka, et al., 2014). The company concentrates on issues such as human rights and the wellbeing of staff members. Furthermore, the company requires the staff members to observe the law of its country of operation.  The company’s code of ethics also regards the employee and promotes a working environment that facilitates diversity and equal chances. The code of ethics also permits Unilever to provide the customers with branded products that are made in conformance with quality standards, acceptable practices and affordability. It also operates by its corporate governance where the shareholders are provided with timely and reliable financial, structural and performance-based information. The code of ethics permits the company to establish mutual relationships with the customers, suppliers, and business partners (Sert, et al., 2014). The code of ethics also facilitates community involvement, where Unilever fulfils its responsibilities as it gives back to the community. Ensuring the organization has an overall positive impact on the community it operates within.

TASK 2

A.C. 1.3 – Outline the effect of organisational ethics on corporate social responsibilities

In the case of CSR, ethics refers to the apparent duties of the organization to observe centralised laws in order to avoid situations that enervate the wellbeing of the customers, staff members, and the stakeholders. An organization’s corporate theory of ethics can influence its workforce by developing trust. Pertaining to the social contract theory of ethics, an organization has an ethical responsibility of improving the welfares of staff members and the clients within the law (Shafer, 2015). Based on fairness and competition, a business’s concept of ethics enables it to inspire fairness among the staff members. The business permits the staff members to participate exhausting fair business strategies without destructively effecting each other’s performance. As such, the organization will be able to reach a higher level of accomplishment.

Based on the transparency of organizational practices, social obligation needs an aspect of transparency in order to ensure the clients the company has nothing to obscure. An organization that does not permit the public to view its environmental endeavours can be faced with indifferent customers. When a business gives the customers a chance to observe their business and environmental initiatives, the employees are more likely to observe the rules and regulations of the organization (Thiel, et al., 2012). Since CSR is also environmentally conscious, minimizing waste inspires the staff members to safeguard office equipment and supplies to minimize the number of disposable goods. Rationalizing an organization’s waste management program can bring about increase productivity and workforce engagement.

A.C. 2.3 – Evaluate the impact of ethical values and concepts to the different cultures and societies in which organisations may operate

Organizational ethical values and concepts could influence various cultures as well as the society the companies operates. Ethical values and concepts may bring about several impacts on different cultures. For example, ethical values and concepts promotes equality and justice where people can freely coincide. Intrinsically, ethics acts as a regulator that helps in pointing various issues that may bring about conflicts within different cultures (Mihai & Alina, 2013). As such, it assists to reinstate congruence between cultures that were forced to disagree. In organizations, ethical values and concepts instils a positive corporate culture. For instance, in Unilever company, the company has various policies and procedures that enforce a business integrity culture. It also helps to boost consumer confidence when an organization adheres and upholds ethical values and concepts. In the society, ethical values and concepts also play a significant role (Sekerka, et al., 2014). Various cultures have been able to overcome language barrier, establish a peaceful coexistence and outline issues that may lead to various disagreements. Cultures affect interpretation of organization strategies and plays a factor on what ethical values are emphasize and communicated.

TASK 3

A.C. 2.2 – Interpret ethically related legislation impacting upon organisational accountability

Examples of two laws in the United Kingdom governing organizational ethics are the Bribery Act of 2010 and the Equality Act of 2010. The Bribery Act of 2010 forbids any act of bribery from public officials and organization-to-organization bribery (Sekerka, et al., 2014). Organizational accountability refers to a clear definition of a corporation’s core values, mission and objectives. It also means that the staff members are held responsible for achieving these goals. As such, the laws influence organizational accountability in several ways. The Bribery Act 2010 influences organizational accountability by establishing a new corporate offence (Sert, et al., 2014). The organizational offence is regarded as a stringent liability offence which means that a company may commit transgression without its knowledge. As such, it is upon the company to take the necessary procedures to prove that it had sufficient measures in place developed to prevent individuals connected with the misconduct from undertaking such transgression. On the other hand, the Equality Act 2010 also influences organizational accountability in several ways. The Act elaborates a collection of characteristics (Mihai & Alina, 2013). As such, it states that if any individual or other parties disregards the other based on these characteristics, then it is unlawful. Examples of such factors are age, disability, race, religion, and many others.

TASK 4

A.C. 3.1 – Describe values and beliefs on which ethical decisions can be made by individuals, groups and senior managers in an organisation

Values and beliefs contribute to an integral role in making ethical decisions. Organization leaders have a direct role in inducing organizational ethics and establishing an environment that foster ethical values and refrain from unethical environmental practices. Ethically taking into consideration finances, expansion of the organization and reducing negative impact on the environment. For example, refraining from malicious actions towards competitors.

Individual values have usually been a factor associated to individual decision behaviour. Examples of values are Integrity, commitment, innovation, motivation, perseverance, and respect.

Examples of beliefs are leading by illustration, showing respect, recognising accountability. Individuals, groups, and senior managers can make ethical decisions based on integrity. Integrity incorporates responsibility, honesty, consistency, decency, commitment, and sincerity.

A.C. 3.2 – Discuss how a values and beliefs strategy in different cultures and societies could influence their attitude to the organisation

Culture is an integral part of any organization because it shapes individual’s behaviour, customer service and innovation. As a result, values and beliefs in different cultures can influence the attitude of employees in several ways. Initially, values and beliefs of different cultures act as a firm’s internal and external identity (Ferrell, 2016). Second, these values and beliefs can shape the company’s core values. It is important that managers and human resources understand the cultural values in the environment that the company functions. When implementing comprehensive business initiatives, cultural differences should be considered to reduce miscommunication and confrontation. organizational culture replicates the values, beliefs and behavioural standards that are used by employees to interpret their surroundings. Thus, these aspects are essential and should be taken into consideration when establishing organization standards and values. Culture can either influence staff members to be advocates of the company or critics. Values and beliefs of a culture can inspire the employees to reach their full potential which in turn boosts organizational performance. Lastly, culture can inspire teamwork in an organization.

The culture within an organization is significant factor in establishing a positive working environment to maximise productivity. Understanding the organization’s core values can prevent internal conflict

The response to organizational procedures communicated to employees, can affect work behaviour, morale and attaining organization objectives.

TASK 5

A.C. 3.3 – Discuss an ethical organisational approach that could recognise and/or respect other cultural value systems or ideologies

In diverse organizations, the ability to work with various people with diverse values and cultures is significant. When an organization’s culture is implemented it should ensure employees are recognized and valued which creates job satisfaction and positive outcomes (Custominsight.com, 2019).

There are several ethical organizational approaches that recognizes and respects other cultures and their value systems and principles. For example, corporate social responsibility is an ethical organizational approach whose aim is to protect the community.

As technology advances and organizations become global, ethical issues become precedence in order to strengthen business connections.

Another example of such an ethical approach by organizations is uniform treatment of all staff members (Sert, et al., 2014).  Organizations promote sensitivity training in the form of seminars to discuss various discrimination issues. As such, organizations value other cultures by such approaches.

Conclusion

Ethical practices are an integral part and process of organizational management. In various situations, organizational leaders will encounter circumstances that will test their ethical principles. Occasionally organizations are challenged with ethical dilemmas. However, individuals’ values and beliefs can assist organizational leaders to make ethical decisions and take into consideration long term impact across the chain.

An organization’s culture is driven by the values sustained throughout that organization. The established culture should be based on a strongly shared set of beliefs that are supported by strategy and structure.

Organizational culture reflects the values, beliefs and purpose that influence employee’s reaction to the environment and situation encountered. It is important understand cultural differences and procedures in order to reduce conflict and enhance the ability to work cohesively.

leadership and ethics influence the team communication and act as a catalyst to achieve ethically the organization objectives, improve job satisfaction and ethical functions.

References

Chun, J.S., Shin, Y., Choi, J.N., and Kim, M.S., 2013. How do corporate ethics contribute to firm financial performance? The mediating role of collective organizational commitment and organizational citizenship behavior. Journal of Management, 39(4), pp.853-877.

Farooq, O., Payaud, M., Merunka, D., and Valette-Florence, P., 2014. The impact of corporate social responsibility on organizational commitment: Exploring multiple mediation mechanisms. Journal of Business Ethics, 125(4), pp.563-580.

Ferrell, O.C., 2016. A framework for understanding organizational ethics. In Business ethics: New challenges for business schools and corporate leaders (pp. 15-29). Routledge.

Mihai, B., and Alina, A.N., 2013. Business ethics implementation in the organizational culture of companies. Annals of the University of Oradea, Economic Science Series, 22(1), pp.44-53.

Sekerka, L.E., Comer, D.R., and Godwin, L.N., 2014. Positive organizational ethics: Cultivating and sustaining decent performance. Journal of Business Ethics, 119(4), pp.435-444.

Sert, A., Elçi, M., Uslu, T., and Şener, İ., 2014. The effects of organizational justice and ethical climate on perceived work-related stress. Procedia-Social and Behavioral Sciences, 150, pp.1187-1198.

Shafer, W.E., 2015. Ethical climate, social responsibility, and earnings management. Journal of Business Ethics, 126(1), pp.43-60.

Thiel, C.E., Bagdasarov, Z., Harkrider, L., Johnson, J.F., and Mumford, M.D., 2012. Leader ethical decision-making in organizations: Strategies for sensemaking. Journal of Business Ethics, 107(1), pp.49-64.

Wu, L.Z., Kwan, H.K., Yim, F.H.K., Chiu, R.K., and He, X., 2015. CEO ethical leadership and corporate social responsibility: A moderated mediation model. Journal of Business Ethics, 130(4), pp.819-831. (Chun, et al., 2013) (Farooq, et al., 2014) (Ferrell, 2016) (Mihai & Alina, 2013) (Sekerka, et al., 2014) (Sert, et al., 2014) (Shafer, 2015) (Thiel, et al., 2012) (Wu, 2015)

Custominsight.com. (2019). What is Employee Satisfaction? Employee Engagement vs. Employee Satisfaction, the Importance of Engagement. [online] Available at: https://www.custominsight.com/employee-engagement-survey/what-is-employee-satisfaction.asp [Accessed 15 Dec. 2019].

What implications does the plot’s layout as a whole have for contemporary mainstream psychology, and how might it suggest a need for a shift in focus or perspective?

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Referring to the plot data (The plot can be located in the file upload ‘multiple sorting task data) Please answer each question. Each question should be no more than 400 words in length and please avoid repetition in the answers to different questions.

1. How might you account for the horizontal distribution of items in the lower-half of the plot? What does it say about the nature of psychological knowledge?

2. How might you account for the vertical distribution of items on the left side of the plot? What does it say about the nature of psychology as a discipline?

3. How might you account for the relatively central location of ‘Deconstruction’ on the plot?

4. What implications does the plot’s layout as a whole have for contemporary mainstream psychology, and how might it suggest a need for a shift in focus or perspective?

5. In what way does your own attempt to interpret the plot exemplify or mirror the very issues with which the plot itself is concerned?

Please Demonstrate an advanced knowledge and critical understanding of the social, historical and cultural construction of scientific psychology and its findings, and its political and ethical implications.

. What might have been done differently? Was the research method adequate? How could the project have been more successful?

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Requirements for Report

Report Structure There is no such thing as a typical report structure. It will vary depending on the project. However, the following structure is provided as a general guide. If it does not seem relevant to your particular project then adapt the suggested chapter headings.

Page 1: Title Page – including the title of the project, the name of the author, the date, the word count and the statement specified below under report details.

Page 2: Abstract – One page that summarises the report and the main findings or results.

Page 3: Table of Contents – including page numbers of each chapter heading and each appendix. Chapter 1: Introduction – the topic, the background, why the topic is relevant or of interest to you, what you hoped to achieve, the aims and objectives of the project.

Chapter 2: Literature Review and Context – the setting of the project in the context of other relevant work or theories or results. How this setting influenced the project.

Chapter 3: Research/Development Method – the overall approach and rationale. Why the project was tackled in the chosen way, and why other ways were ruled out.

Chapter 4: Data/Findings/Designs – the project outcome. This might be data collected and tabulated or the design of a program, or whatever outcome was obtained.

Chapter 5: Analysis/Evaluation/Testing – assessing or testing the project outcome. If the project is of type 2 are the results plausible? If the project is of type 3 or 4 then any computer code should be tested using a range of inputs.

Chapter 6: Conclusions/Recommendations – as a result of the project. The project does not need to have a positive conclusion. For example, it might prove that some system was not effective or successful. You should indicate to what extent your objectives have been achieved.

Chapter 7: Review/Reflections – this is often missed out by students but is very important. It is an opportunity to, firstly, review on a personal level what you have achieved, how you achieved it, what took the most time, the problems faced, the way in which they were overcome, etc. Secondly, it is an opportunity to reflect on the project with the benefit of hindsight. What might have been done differently? Was the research method adequate? How could the project have been more successful? Examiners like to see evidence of learning and mature reflection

Chapter 8: References – all references should be cited in the body of the report. A typical reference in the report might take the form, “Donar and Kebab (1996) suggest that high cholesterol levels do not lead to heart disease….” or “empirical eating studies show that…. (Donar and Kebab, 1996)”. The full title of the article or book or web page in which Donar and Kebab make these assertions is then given in the list of references. Where possible, use an article or a book rather than a web page. The idea of references is not just to substantiate statements and arguments but also to make it possible for other people to find the references. Normally, for a book, you should list author(s), title, publisher, date of publication, relevant page number(s). It can be difficult to locate the relevant part of a book if the page numbers are omitted. For an article list author(s), title of article, name of journal, volume and issue number, date, and page numbers of the article. For a web page give the URL and the date on which the page was consulted. In the academic world references are regarded as very important and poor referencing will certainly detract from the project report. Do not under any circumstances quote from a source without making it clear that you are quoting. Any quote must be accompanied by an appropriate reference.

Chapter 9: Bibliography – list any relevant literature that has not been cited in the report. (It is not a very well-kept secret that examiners tend to think that anything in a bibliography has not in fact been read by the student. Of course this is a monstrous slur but nevertheless do not waste too much time on the bibliography. Concentrate on the references!)

Chapter 10: Appendices – these are not obligatory. Only put in relevant items not already in the body of the report. These might include a questionnaire used to gather information, a list of the people interviewed and their companies, transcripts of interviews, detailed data, program listings, test results, etc. Any appendix should be referred to in the main part of the report and not just stuck at the end of the report without explanation. It is very important that an examiner can find evidence for the claims you make in your report. The appendices are the place to put such evidence without cluttering up the main part of the report. Sample projects, completed by previous students are available in the library, short- term loans section and on the departmental intranet.

Report Details Reports should be between about 7,000 and 10,000 words (excluding appendices), with an absolute maximum of 12,000 words. There is no stipulated minimum length. Reports must be word processed and printed on A4 paper. The pages (other than the title page) should be numbered. Italics may be used for emphasis. All quotations must be in quotation marks and fully referenced. Figures and tables should be inserted close to the part of the text where they are discussed.

The first page should be a title page, the second an abstract of the project (maximum one page) and the third a contents page. The title page should contain the title of the project, the name of the author, the date and a count of the number of words (excluding the Appendices). At the bottom of the title page place either

Include files and images

I have included in zip file images that you should include in the report.

My GitHub account to the project is here: https://github.com/marcellio4/Portfolio

Under test folder you will find ValidationTest.php file that includes PHPUnit testing. Please include the line of codes to prove that I have used one of the methods for test the application. The whole set up is following MVC design (Model view Controller) but not explicit MVC framework that are up there such Laravel or Symphony.

Project you will find here: https://mzacharias.co.uk

Under skills page you will find data visualization that is created dynamically and is using framework D3.js The inspiration I get from this page https://bl.ocks.org/dahis39/f28369f0b17b456ac2f1fa9b937c5002

I’m using Bootstrap 4 for templates design website.

Database that I’m using is innoDB MySQL.

I have not created any UML diagrams but I will need them to be include as well.

In my github/portfolio under classes you will find which classes are related to each other. Some hands up Validation is super classes of Login.

I have include another file where you will find problems that occurs during development and my project proposal file that you can find out a bit more about the project.

The basic idea was create login and administrative page where I can manage different fields such About me, skills and project page to be display. You will find in zip file lots of useful screenshot that I have took. It is representation of my own portfolio.

How did this terminology occur, what is the connection with actual postmodernism, why should we avoid to connect this world with legit online activism and what does Jordan Peterson have to do with it?

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The Word postmodern and it’s abbreviation PoMo is used as a downgrading label for every kind of social activism, so called “social justice warriors”, members of the LGBTQ-Community and identity politics. How did this terminology occur, what is the connection with actual postmodernism, why should we avoid to connect this world with legit online activism and what does Jordan Peterson have to do with it?