On this module you will be assessed by means of one individual project worth 100% of the module mark.
There are 2 assessments:
Formative: present and discuss project plan with tutor (1:1) in week 7
This is not marked, but you will receive instant qualitative feedback from your seminar tutor to help you progress to the final summative project.
Summative (part 1): submission on turn-it-in of an individual written project report of 1500 words in week 10 (100% of the module mark.)
Summative (part 2): A 3-minute individual project overview presented to the class to in week/s 11 / 12. You are required to briefly present the highlights of your project a week later, to share your key findings and arguments/discussions with the class. In this way, everyone in the class will gain better insights into each other’s countries natural resources and the key aspects of its socio-economic historical development.
Deadlines: There will be no dead-line extensions for assignments. You can submit late up to 3 working days but your work will be capped at 40% unless extenuating circumstances which you must see with registry.
STM4A1_HCS_Assessment Guidelines 2015-16 1 iKL 2014 RD 2015 AL 2016
a) Formative Assessment
Select a specific natural resource that has historically (before 1940) been used as raw material, ideally from your own country.
Examples: cotton, wool, fur, wheat, corn, barley, milk, meat, fish, salt, gold, diamonds, quartz, marble, silica, steel, aluminium, iron ore, coal, oil sands, water… (but not Solar or other renewable energy sources)
NOTE: Only one topic per student allowed for the same country in the same seminar group, on a ‘first come-first served’ basis. For example, if you are from Angola and choose diamonds as your topic, then any other student from Angola in your seminar group will be requested to choose a different topic. However, other students may still select the topic Diamonds, as well as long as they come from a different country. This is in order to avoid submission of potentially very similar projects.
Guidelines
Research on the Natural Resource’s distribution, perceived value and uses through time and in different cultures/countries, as an extension exercise you might consider how has this changed since 1940?•
Research on what types of businesses/industries have depended on this resource (directly or indirectly)•
Research the history of sustainability problems arising from the use of this resource by industry before and since 1940•
o Visit Museums (e.g. the British Museum), business companies, check reliable videos (e.g. History Channel, BBC) and any other source or location you may think could provide you with further information on the resource and its use and perceived values through history (in your country (and other countries). Reference at least 3 sources from the RUL Discovery database.
Start developing the structure of your project: what will you focus on; How abundant was the resource (and perhaps still is) in your country; How far back in history can you trace it; What are the sustainability issues; What are your arguments discussion behind how these have arisen and potential solutions…•
Create a Reference Journal of your work, no longer than 6 sides of A4 and bring to your Seminar in Wk7•
In Week 7 your seminar tutor will provide you instant feedback and feedback suggestions to help you continue your research and finalize your project (summative).•
STM4A1_HCS_Assessment Guidelines 2015-16 2 iKL 2014 RD 2015 AL 2016

b) Summative Assessment: PROJECT (100% of TMM)
The written project report maximum 1500 words long
Based on your country based research and tacit knowledge, you are to develop a Project that will both discuss the history of the sustainability problems that have arisen from business use of that specific natural resource(s) and discuss a set of your recommendations for industries, businesses or even local government, to advise them on how to make better and more sustainable use of that specific natural resource. Discussion supported by research is the key approach.
This is supposed to be a project report so you should use illustrations and bullet points to back up your discussions (not an essay), with the following INDICATIVE structure (the word limit given for each section is also indicative):
 
  
Executive summary (the basis for your presentation) – 200 words
Key words (a selection of 5 words that you consider fully describe the topic and your findings)
Overview of Resource/Industry and discuss the historical context of the sustainability challenge associated with it (600 words)
Development of the improved sustainable use idea (which can be presented as bullet points) and brief discussion of your recommendations (600 words)
Concluding remarks (100 words)
The
awareness and skills acquired during the lectures, seminars, and the feedback you got during the formative stage as well as your own independent further study.
An illustrative set of thoughts that might shape your report:
A brief overview on the natural resource selected and what may have led people to
start using it and trading it, either per se or as a component of a final product;
What have been the social impacts of the exploitation of that resource locally and
globally? (e.g. apprenticeships, jobs)
What have been the environmental impacts of the trading of the resource (e.g. if it has
to be transported from how far and using what types of transport? Or if has to be
processed in some way, does the process lead to dust/noise, etc.)
Examples of historical sustainability issues that could be discussed:
STM4A1_HCS_Assessment Guidelines 2015-16 3 iKL 2014 RD 2015 AL 2016
individual project should draw from and fully integrate and reflect upon the knowledge,
o It could be by means of addressing CSR issues ( workers rights, fair trade);
o Or it could be by addressing the ways in which the resource is extracted from a mine (human health and welfare, use of water or energy, environmental
impact caused by the exploration, etc.) ;
o Or the way in which the breeding programmes are set for the animals to be
exploited as food, or fur/wool/feathers…;
o Or the issues with CO2 emissions because of the transport involved in taking
the natural resource from its extraction/production/natural origin to the
processing/manufacturing/storage/distribution sites;
o Ortheissuesaboutillegaltrading;
o Oranyotherissuesrelatedtobusinessethicsandenvironmentalsustainability
Reflect upon if you were a business person leading a business/ industry that would require the use of this specific resource (either as the resource itself or as a component of any product/service your company were to provide) and you are aware of the sustainability challenges you outlined earlier, what would be your recommendations for the company/industry to address these challenges and become more sustainable.
The Project Presentation
A brief overview of your Project has to be presented in class (in your seminar class) in Week 11 or 12, depending on class numbers, as part of your summative assessment so that the whole class shares their findings. This will also enable you to develop presentation and argumentative skills.
This summary presentation should be no longer than THREE minutes and should highlight the key aspects of your Project, particularly to raise discussion about the various factors and issues that relate to you focus.
It may be presented in Power Point (3 to 5 slides) or an alternative format.
The presentation should be engaging, concise and straight-to-the-point, giving a concise and personal overview of the topic you researched and the recommendations and reflections you have made.

PS, i chose chocolate as i’am from switzerland

PLEASE DO THE FOLLOWING EDITS :

TALK MORE ABOUT THE HISTORY OF MILK IN SWITZERLAND

STARTING TO TALK ALSO FROM THE COCO (THE MOTHERLAND) REALTED THEN TO THE IMPORTATION TO SWITZERLAND.

ADD POSSIBLE DIAGRAMES

ADD PICTURES (EFFECTIVE ONES)

TALK ALSO ABOUT THE CONSEQUNCES RELATED TO THE SUSTABILILTY

CHANGE THE SUMMARY…….

VERY IMPORTANT TALK ABOU THE IMPACT OF THIS RESOURCE ON THE NATURE BUT ALSO ON THE CULTURE OF SWITZERLAND..

TO MAKE THE LONG STORY SHORT IT HAS TO HAVE MORE RELATIONS REGARDING The Historical Context Of Sustainability.

Global Perspectives
eflective Essay Brief

Assignment Title:
What have you discovered – about yourself and about others – in Global Perspectives?

Instructions:
You must submit 2,000 words (+/-10%) on the following:

Thinking about your engagement with at least 75% of the module’s Lead Events and Discussion Groups, reflect on how your understanding of the following has changed:
– Different cultural perspectives (D1)
– The impact you have on others and the environments you occupy (D2)
– Your own learning and what this means for your future (D3)

You should draw from the material you have written in your weekly journal entries, but this should be reworked in relation to the formative feedback you received from your facilitator.
Your writing should primarily draw on experiences within the module but can also link to external reference points which relate to the module’s learning outcomes.
All writing must be your own work and if you draw on material from different sources or use quotes, Harvard style referencing must be used, with a bibliography to be included at the end of the document.

Don’t forget:
• Any submissions that miss the final deadline will be subject to penalties, and if they are more than 3 days late, this will be considered an automatic fail.
• To avoid this risk, please submit your work in good time before the final deadline so you can seek technical assistance if need be.
• If you have had issues when logging into Blackboard, please contact the IT Service Desk to resolve these to ensure you are able to upload your final submission.
• Remember if there is a genuine technical or IT failure, take a screen shot to prove your claim.

Deadline:
You must upload your work to Turnitin on Blackboard by 23:59 on Friday, 9th December, found under GBL401 Global Perspectives > Assignments > Final Assessment Submissions. Your final, summative feedback and result will be posted by 19th January.

REFLECTIVE ESSAY ASSESSMENT CRITERIA
LEARNING OUTCOME
FAIL
PASS
D1 Engage openly
and respectfully
with diverse
perspectives and
show an
awareness of
culture and
identity
No evidence of engagement with other perspectives or awareness of culture and identity;

clear evidence of disrespect of other perspectives, cultures and identities

Evidence of some engagement with other perspectives;

basic level of awareness of culture and identity
Well expressed engagement with other perspectives;

good level of awareness of culture and identity
Perceptive and thoughtfully expressed engagement with other perspectives;

high level of awareness of culture and identity
D2 Demonstrate
increased self
awareness of their
values, actions
and consider their
impact on others
and the environment
No evidence of development of self-awareness;

no evidence of personal responsibility and/or evidence of disregard for others or the environment
Some evidence of reflection on development of self-awareness;

basic level of awareness of personal responsibility
Clear evidence of reflection on development of self-awareness;

good level of awareness of personal responsibility
Insightful reflection on development of self-awareness;

high level of awareness of personal responsibility
D3 Reflect on current learning and appraise the resources available to them to inform future individual development needs
No evidence of reflection;

clear misconception of individual development needs
Some evidence of reflection;

basic appraisal of individual development needs
Good evidence of reflection;

sound appraisal of individual development needs
Thoughtful and very well-articulated reflection;

intelligent appraisal of individual development needs

Discussion Groups

Slides from Week 1 Discussion Group – Introductions

Slides from Week 2 Discussion Group – Values and Perspectives

Slides from Week 3 Discussion Group – Silent Debate

Slides from Week 4 Discussion Group – National Perspectives

Points for Discussion in Week 5 – Migrants and Refugees

Outcomes from Week 5 – Model United Nations Resolutions

Slides from Week 6 Discussion Group – Interpersonal Relations

Slides from Week 8 Discussion Group – Two true, one false

Slides from Week 9 Discussion Group – Ideas

Module Overview
Description Where to find more information on Blackboard
Module Title GBL401 Global Perspectives
Timetable
Lead Events:
Weeks 2, 4, 6, 8 and 10 | 11am – 12pm in Tuke Hall

Discussion Groups:
Wednesday mornings and Thursday afternoons in Darwin, Ground Floor

See Weekly Schedule for more information about the module’s schedule
Module Aims
1. To introduce a range of ideas and ways of thinking based around the University’s values, reflected in the learning outcomes.

2. To encourage students to interact with the broader University community, both socially and academically.

3. To increase self-awareness and prepare students for their subsequent studies by familiarising them with the resources available to meet their lifelong learning needs.

See Why do I need Global Perspectives? for more information on the aims and thinking behind the module
Learning and Teaching Strategy
1. Involves a blend of learning experiences, reflecting a wide range of student learning styles and disciplinary approaches.

2. Uses presentations, performances, keynote addresses, simulations or experiments led by experts both internal and external to the University, to inspire and to excite.

3. Fosters an ethos of engagement and discussion in cross-disciplinary groups facilitated by academic staff from across the University.

4. Classes feature experiential activities and creative tasks, with a strong emphasis on self-assessment and reflective learning.

See Learning Strategy for more information on the module’s Learning and Teaching Strategy

Module title
GBL401 Global Perspectives

1. Module aims
This is a University-wide common module, which facilitates interpersonal, intercultural and cross-disciplinary learning for all level 4 students enrolled on Regent’s validated degree programmes. The module introduces a range of ideas and ways of thinking based around the University’s values, reflected in its learning outcomes. It encourages students to interact with the broader University community, both socially and academically, asking them to cross the physical and intellectual borders of their degree programmes. Global Perspectives aims to increase self-awareness and prepares students for their subsequent studies by familiarising them with the resources available to meet their lifelong learning needs.

2. Pre-requisite modules or specified entry requirements
N/A

3. Intended level learning outcomes

d) Key transferable skills
At the end of the module, learners will be expected to:

D1: Engage openly and respectfully with diverse perspectives and show an awareness of culture and identity.
D2: Demonstrate increased self-awareness of their values, actions and consider their impact on others and the environment.
D3: Reflect on current learning and appraise the resources available to them to inform future individual development needs.

4. Indicative content
Students will be asked to learn about and engage with the following Regent’s values, which will be grouped thematically around the module’s learning outcomes:

• Employability and entrepreneurship
• Equality, mutual respect, honesty and inclusion
• Public benefit
• Maximising the individuals’ potentials
• Internationalism
• Diversity
• Citizenship
• Sustainability

These values will be explored by learners and module facilitators in cross-disciplinary and cross-cultural ways that intersect with current affairs, ethical debates and political values.

In the face of increasingly rapid change, where successful learning is dependent on agility in responding to context, learning opportunities need to remain flexible and open: thus, it is anticipated that the topics used as vehicles for discussion will vary from year to year.

5. Learning and teaching strategy
The module will involve a blend of learning experiences, reflecting a wide range of student learning styles and disciplinary approaches. Presentations, performances, keynote addresses, simulations or experiments will be led by experts both internal and external to the University, to inspire and to excite. To foster an ethos of engagement, discussion will be in cross-disciplinary groups facilitated by academic staff from across the University. Classes will include experiential activities and creative tasks, with a strong emphasis on self-assessment and reflective learning.

10 credit module – 100 learning hours
Directed learning
20 hours
Lectures
5
Seminars
15
Collaborative Learning
10 hours
Group work outside of class time
10
Self-directed learning
70 hours
Preparation for class
9
Self-study after class, including journal writing
20
Meeting with Personal Tutor
1
Preparation for Reflective Essay
40
Total
100

6. Assessment strategy, assessment methods and their relative weightings
Final Assessment of 2,000 words (100%)
In line with the module’s learning outcomes, which are focused on developing awareness and self-reflection, the assessment strategy for this module includes opportunities for both formative and summative assessment. Formative assessment will consist of feedback on their first written submission.

Formative assessment will consist of feedback given to students in their discussion groups as well as a weekly learning journal in which students will be asked to produce entries that show a development in their thinking, following their engagement with new ideas, different viewpoints and external reference points.
A draft of the final Reflective Essay should be submitted in Week 8 or 9 of the course and then discussed with the student’s Personal Tutor as part of personal development planning conversations, and then a final summative version of the Reflective Essay of 2000 words is to be submitted by Week 12. The module has a pass/fail marking scheme.

9. Key reading list
Essential texts
Cutler, J. (2005). Understanding Culture. In The Cross-Cultural Communication Trainer’s Manual, Vol. I. Gower Publishing, pp. 73-80.
Jandt, F. (2012). Introduction to Intercultural Communication: Identities in a Global Community. London: Sage.

Recommended text
Moon, J. (2006). Learning Journals: A Handbook for Reflective Practice and Professional Development. Abingdon: Taylor & Francis.

10. Other indicative resources (e.g. websites)
Resources will depend on the focus and nature of the Lead Events, which will change from semester to semester.