Name: Muhammad Mehran Khan

Father Name: Ayaz Khan

Roll No : CB648955

Reg. No: 20-NTK-00091

Course: Critical Thinking and Reflective Practices (8611)

Semester: Spring, 2021

Level: BEd (1.5 Year) BEd (2.5 Year Science Education)

ASSIGNMENT No. 2
Q. 1 Describe in detail that how practical is the Gibb’s cycle for the perspective
teacher?

Gibbs' Reflective Cycle

Many people find that they learn best from experience.

However, if they don't reflect on their experience, and if they don't consciously think about how
they could do better next time, it's hard for them to learn anything at all.

This is where Gibbs' Reflective Cycle is useful. You can use it to help your people make sense of
situations at work, so that they can understand what they did well and what they could do better
in the future.

About the Model

Professor Graham Gibbs published his Reflective Cycle in his 1988 book "Learning by Doing."
It's particularly useful for helping people learn from situations that they experience regularly,
especially when these don't go well.
Gibbs' cycle is shown below.

Using the Model

You can use the model to explore a situation yourself, or you can use it with someone
you're coaching – we look at coaching use in this article, but you can apply the same approach
when you're on your own.
To structure a coaching session using Gibbs' Cycle, choose a situation to analyze and then work
through the steps below.
Step 1: Description

First, ask the person you're coaching to describe the situation in detail. At this stage, you simply
want to know what happened – you'll draw conclusions later.

Consider asking questions like these to help him describe the situation:

• When and where did this happen?

• Why were you there?

• Who else was there?

• What happened?

• What did you do?

• What did other people do?

• What was the result of this situation?

Step 2: Feelings

Next, encourage him to talk about what he thought and felt during the experience. At this stage,
avoid commenting on his emotions.

Use questions like these to guide the discussion:

• What did you feel before this situation took place?

• What did you feel while this situation took place?

• What do you think other people felt during this situation?

• What did you feel after the situation?

• What do you think about the situation now?

• What do you think other people feel about the situation now?
Step 3: Evaluation

Now you need to encourage the person you're coaching to look objectively at what approaches
worked, and which ones didn't.

Ask him:

• What was positive about this situation?

• What was negative?

• What went well?

• What didn't go so well?

• What did you and other people do to contribute to the situation (either positively
or negatively)?

If appropriate, use a technique such as the 5 Whys to help your team member uncover the root
cause of the issue.

Step 4: Conclusions

Once you've evaluated the situation, you can help your team member draw conclusions about
what happened.

Encourage him to think about the situation again, using the information that you've collected
so far. Then ask questions like these:

• How could this have been a more positive experience for everyone involved?

• If you were faced with the same situation again, what would you do differently?

• What skills do you need to develop, so that you can handle this type of situation better?
 Step 5: Action

You should now have some possible actions that your team member can take to deal with similar
situations more effectively in the future.

In this last stage, you need to come up with a plan so that he can make these changes.

Once you've identified the areas he will work on, get him to commit to taking action, and agree
a date on which you will both review progress.

Reference:

https://www.mindtools.com/pages/article/reflective-cycle.htm

Q. 2 Select a problem from any school sector and design action research for the solution
of its problem.

Action research is a research strategy which combines research with action and participation in
the field. As a method, it goes back to the period immediately post the Second World War (see
"The history of action research", below) and has become increasingly popular over the last few
years, along with other qualitative methods, as people come to see the value in collecting rich
data by disparate means. It is a form of applied research, and is particularly useful in developing
theory about practice.

Definition

"Action research can be described as a family of research methodologies which pursue action (or
change) and research (or understanding) at the same time. In most of its forms it does this by:

• using a cyclic or spiral process which alternates between action and critical reflection, and

• in the later cycles, continuously refining methods, data and interpretation in the light of
the understanding developed in the earlier cycles.
It is thus an emergent process which takes shape as understanding increases; it is an
iterative process which converges towards a better understanding of what happens.

In most of its forms it is also participative (among other reasons, change is usually easier to
achieve when those affected by the change are involved) and qualitative."

The normal position of the researcher is detached, scientific, standing outside events and
diligently recording them. A number of methods may be used – questionnaire, focus group,
interviews, observation, etc. – but it is generally the researcher who controls data gathering
for purposes that affect their research rather than the participants' agenda. In other words, the
subjects are passive in research terms: they may either be unaware of being "watched" or
unconcerned about the data used from their interview or survey.

In action research, however, people are not just subjects but partners in the research process.
The research arises not out of a question from an external individual, but as a shared process of
reflection between the researcher and the participants; the latter help gather data in relation to
their own questions; research results are fed back to them directly to improve the situation that
was the subject of the research.

The learning so acquired goes not only to answer a research question, but also to solve an
organisational problem, or at least to take forward and deepen the organisation's understanding
of itself.

However much confined to the organisation are the interests of the participants, the researcher
will have broader concerns. He or she is seeking and creating knowledge which relates not just to
the project itself, but which can be applied to other projects, in other contexts, and which can add
to practice and theory itself. Good action research, like any good research, seeks a broad
influence.

The context of action research is almost always the organisation: most action research studies
are case studies. They are very often linked with a change agenda, via the creation of deeper
knowledge and understanding about a particular social or organisational issue, in order to
improve a particular situation.
 Below are two examples of research projects that deliberately set out to change rather than just
observe:

1. In "Operationalizing the concept of value – an action research-based model" Naslund et al.

(2006) looked at the concept of value within an organisation, principally at a global
corporation which leads in the packaging supply field. The data were collected in the
organisation by means of document studies, informal surveys, observations and interviews.
The object was to help people in the organisation look at their ways of working and
overcome any resistance to better ways of doing things.
2. In "Performance measurement action research" Moss et al. (2007) describe how the Centre for
Facilities Management worked with a provider of estates and facilities management to a major
UK government department. It used action research to create an improved performance
measurement system for the organisation.

In "conventional" research, the researcher either takes a snapshot of what is going on in an

organisation at a particular time, or does a longitudinal study. In action research the
participant as well as the researcher reflects on actions, while the researcher is equally
concerned to see organisational change as to have research hypotheses substantiated.

In "The impact of e-resources at Bournemouth University 2004/2006" Beard et al. provide

the following definition of action research:
"Action research … seeks to bring together action and reflection, theory and practice, in
participation with others, in pursuit of practical solutions to issues of pressing concern to people
(Reason, P. and Bradbury, H. (2001), Handbook of Action Research, Sage, London, p. 1)."
In "The quality of an action research thesis in the social sciences" Zuber-Skerrit and Fletcher
(2007) quote the following definition of action research which was first given at a 1989
symposium in Brisbane:

"If yours is a situation in which:

• people reflect and improve (or develop) their own work and their own situations;

• by tightly interlinking their reflection and action; and

• also making their experience public not only to other participants but also to other
persons interested in and concerned about the work and the situation, i.e. their public
theories and practices of the work and the situation;

and if yours is a situation in which there is increasingly:

• data gathering by participants themselves (or with the help of others) in relation to their own
questions;

• participation (in problem posing and in answering questions) in decision making;

• power sharing and the relative suspension of hierarchical ways of working, in a

conscious move towards social and industrial democracy;

• collaboration among members of the group as a 'critical community';

• self-reflection, self-evaluation and self-management by autonomous and responsible persons

and groups;

• progressive (and public) learning by doing and making mistakes in a 'self-reflective spiral' of
planning, acting, observing, reflective planning, etc.; and

• reflection that supports the idea of the '(self-)reflective practitioner';

then yours is a situation in which action research is occurring."

The history of action research

The concept of action research goes back to the German psychologist Kurt Lewin (1890-1947).
As a Jew and a leftist, Lewin was forced in the 1930s to flee Hitler's Germany for the USA,
where he did much to develop our contemporary ideas of change. He was particularly (and
understandably) concerned with social justice and racial discrimination, seeing the latter as
linked with problems of management and gatekeepers who determined what was and wasn't
done. He believed that efforts for change should be focused on the group, which should
challenge group norms and processes.

The concept of action research grew out of Lewin's strong social convictions – research would be
linked with action to create a change process over organisational issues directly experienced by
practitioners. Good research, Lewin claimed, should produce real change and not just end up in
books (he was writing in an era well before the dominance of the top US journals with their
"scientific" approach or the UK Research Assessment Exercise).

A particularly good account of Lewin's contribution to action research theory is given in Adams
and McNicholas (2007).

In order to produce this change, the researcher needed to witness events at first hand as a
partner in the process, to become truly involved in the system. His or her role is not only to
document, but also to facilitate the process of reflection and enquiry.

A group of university researchers worked in partnership with the local high schools to help the
latter determine what were the factors that led to pupils staying longer in school. They used a
method of "appreciative inquiry", which is looking for the best and building on it. The positive
environment thus created encourages and stimulates learning (Calabrese, 2006).

Action research has also been taken up in Latin America, by Paolo Friere and Orlando Fals
Borda, and is currently a popular research methodology all over the world with a burgeoning
literature, especially over the last two decades.

Applications of action research

According to Gapp and Fisher (2006) action research presents:

"a very effective alternative to social science research methods in that it is: practical,
participative and collaborative, emancipatory, interpretive and critical. The process of
action research is very effective in identifying creative solutions".

As described above, and because of its participatory and organisational nature, action research is
much identified with change, whether as an actual change initiative, observation of change
process or seeking to manage change in an organisation. Part of its strength here lies in its
ability to take interaction with participants further than with normal research, yielding deeper
understanding of individuals and drawing down more illuminating data. Equally it helps
participants themselves to gain deeper understanding by reflecting on their experience.
Action research can also be strongly linked with action learning – learning from experience,
particularly in an organisational context. As the researchers participate in the organisation, they
create an impetus for learning as members of the organisation reflect on their experiences.

In Scandinavia, the "dialogue conference" has been in use for 30 years, and involves creating a
public forum for participation and dialogue organised according to principles of respect and
democracy. "Developmental magic? Two takes on a dialogue conference" (Philips and
Huzzard, 2007) explores the use of this technique in action research to facilitate change within
health organisations, taking on themes of visions, challenges, ideas and plans for future work.
Action research was used as a tool to try and understand the management of change in an
organisation, the organisation being a university and the change being the wide scale adoption of
electronic resources, as described by Beard et al. (2007).

Action research is common in research which looks at social issues, such as ethnicity, equality
and the environment. Another application is in educational research, its popularity here being no
doubt due to the obvious need to improve practice.

An EC funded project wanted to examine the question, would new migrants be more likely
to work for the NHS if they had a better command of English and related material? This was
researched through a number of focus groups comprising health service workers and non-
working minority groups. Material was also created and trialled with a number of groups of
learners.

Finally, there is an obvious attraction for action research for part-time management students
looking for a way of integrating their studies with their work, many of whom use their project
as a way of solving a workplace issue and carrying out some consultancy.

Reference:

https://www.emeraldgrouppublishing.com/how-to/research-methods/carry-out-action-research

Q. 3 Read an article from a website and present its visual plan/map for critical review.

Background ritical thinking dates back more than 2,000 years at the birth of Western civilization.
Socrates’ dictum “The unexamined life is not worth living” subsumes the ultimate value of
critical thinking in human life. Plato’s Dialogues epitomizes not only a method but also a way
of living that is still relevant to our time.

1 Critical thinking skills involve the processing of information through analysis, synthesis,
interpretation, explanation, evaluation, generalization, abstraction, application, comparison and
contrast.

2 Critical thinking skills are, like common sense, not very common. Studies indicate that 70% of
high school graduates are deficient and only 28% of four-year college graduates possess
excellent skills. Yet, it is considered to be the most important asset sought by human resource
professionals.

3 Across the globe, many university educators use the lecture format assisted with
PowerPoint slides as the main delivery method. More than a generation of students has
suffered “death by PowerPoint,”a term describing the use of slides cluttered with text, often
with irrelevant embellishments, leading to student boredom and little meaningful learning

4,5. Although these presentations can be improved, there is an inherent limitation to these
traditional methods. Lectures and text slides are inevitably linear representations that hide the
rich inter-relations among the concepts. As Davies explains: “This paradoxically usually results
in less meaningful learning, not more. It results in linearity rather than connectivity out of which
genuine understanding arises … It also fosters a lack of engagement critical to the development
of meaningful understanding … To meet assessment demands, students begin to rely on
memorization techniques and cramming, not meaningful activities to ensure engagement and
learning, and ultimately — via a transformative learning cycle — expertise.”

6 David Ausubel, an educational psychologist, saw the primary responsibility of the educator as
the presentation of learning materials in a meaningful form, not as a list of facts. He indicated
that educators must find procedures allowing the learners to tie new knowledge into their prior
cognitive structure. He proposed visual mapping as a tool par excellence to promote
meaningful learning.

7 His view on meaningful learning has been supported by research on the organization of
knowledge by experts as compared to novices: “Studies in areas such as physics, mathematics,
and history also demonstrate that experts first seek to develop an understanding of problems,
and this often involves thinking in terms of core concepts or big ideas such as Newton’s second
law in physics. Novices’ knowledge is much less likely to be organized around big ideas; they
are more likely to approach problems by searching for correct formulas and pat answers that fit
their everyday intuitions.”

8 Marzano completed a meta-analysis of research on instruction and strategies that significantly

affect student achievement. Nonlinguistic representations, questions, cues and advanced
graphical organizers were among those that were correlated with effective learning.

9 Prince reported that activities that promote student engagement like thinking about their own
learning (metacognition) and explicit instruction in problem-solving enhance student learning
outcomes.

10 This paper reviews visual tools that can potentially increase students’comprehension,
meaningful learning and critical thinking skills. Although most tools have received experimental
corroboration of their effectiveness in schools, undergraduate, graduate and medical education,
there is still very limited use in optometric education.

11 It is hoped that this paper will stimulate further study, experimentation and implementation in
our schools and colleges of optometry.

Evidence for the Effectiveness of Mind Mapping to Enhance Learning Farrand et al.
conducted a study on the efficacy of mind mapping to enhance performance in a fact-recall test
by medical students. As an additional variable they asked students to self-rate their motivation.
In the study, a control group used their preferred study technique (keywords, re-reading the text
or underlining keywords). The experimental group was instructed to use mind mapping. Both
groups were immediately tested with a 15-question factual test. They were also tested a week
after the initial exposure. In general, students allowed to use their own study techniques were
more motivated than those told to use mind mapping. However, the mind mappers had better
performance than non-mappers on the immediate recall test (13% more) and in the long-term
recall test (24% more) when results were adjusted for motivation. A study showing no advantage
of mind mapping in college students was completed by Shuttleworth using a withinsubjects
design. Initially, subjects studied a text using their preferred study technique. They completed a
multiplechoice and fill-in-the-blank factual test. Then, they were trained in mindmapping study
technique and used it while studying a second equivalent text.

They completed a second factual test. Test results were not significantly different for the mind
mapping technique compared with their preferred study technique. No motivational differences
were found in this study. However, some participants found that the 20-minute study period
was too short for the mind mapping procedure.16 Abi-El-Mona and Adb-El-Khalick compared
the performance of two groups of eighth-grade students on a multiplechoice test based on
national standards.

The experimental group spent one month in mind mapping techniques while the control group
spent a month in a note summarization technique. The mind mapping group scores were
significantly higher than the note summarization group. This was true for students independently
of their previous scholastic achievement. The experimenters also compared mind maps
developed at the beginning of their training to those at the end of the training. Students with
higher conceptual understanding displayed more accurate links, more colors and more links to
minor concepts than other students. This study had two significant differences to the previous
two studies. First, participants had a significantly greater mind mapping training period (one
month). Second, the experimenters required participants in the control group to use a particular
technique (note summarization) rather than their own preferred study technique. This study
shows that mindmapping has an advantage over note summarization when participants have
significant (one month) experience with the techniques.17 An issue related to mind mapping is
the development of rubrics with good construct validity and inter-rater reliability to evaluate
mind maps.

D’Antoni, Zipp and Olson developed the mind map assessment rubric (MMAR) using weighted
scores that include con cept-links, cross-links, hierarchies, examples, invalid components,
pictures and colors. In their study, first-year medical students received a 30-minute presentation
on mind mapping techniques. Immediately after the training, they were allowed 30 minutes to
read a text passage from the Graduate Record Examination. They were also asked to draw mind
maps of the passage. Three different examiners evaluated the maps using the MMAR. The
results showed high and significant inter-rater reliabilities for pictures (0.86), colors (0.73) and
total score (0.86). The inter-rater reliabilities were moderate and significant for cross-links
(0.58) and examples (0.53).

The inter-rater reliabilities for concept-links and hierarchies were not significant.This study
indicates that the MMAR is an inter-rater reliable rubric for mind maps. Furthermore, the rubric
can also be applied to concept maps18. In summary, the evidence indicates that mind maps are
potentially useful techniques that can enhance learning. Well-motivated students with significant
mind mapping practice are the most likely candidates to benefit from its use.

Reference:

https://journal.opted.org/articles/Volume_36_Number_3_VisualMapping.pdf

Q. 4 What is the purpose of portfolio development? What kind of information is

required for a perfect portfolio?

A portfolio assessment is a collection of student works that are associated with standards you are
required to learn. This collection of work is often gathered over a long period of time to reflect
what you have been taught as well as what you have learned.

Each piece in the portfolio is selected because it is an authentic representation of what you have
learned and is meant to demonstrate your current knowledge and skills. A portfolio by nature is
a storybook capturing a student's progression of learning as they move through the year.

What Goes Into a Portfolio

A portfolio can include classwork, artistic pieces, photographs, and a variety of other media all
demonstrating the concepts that you have mastered. Each item that is selected to go in the
portfolio is chosen within the parameters of the purpose of the portfolio itself.

Many teachers require their students to write a reflection that correlates with each piece in the
portfolio. This practice is advantageous for the student as they self-assess their work and may
set goals to improve.
Finally, the reflection helps reinforce the concept for the student and it provides some clarity for
anyone reviewing the portfolio. Ultimately, the most authentic portfolios are built when the
teacher and student work collaboratively to decide which pieces should be included to
demonstrate mastery of a specific learning objective.

The Purpose of Developing a Portfolio

A portfolio assessment is often deemed an authentic form of assessment because it includes

authentic samples of a student's work. Many advocates of the portfolio assessment argue that
this makes it a superior assessment tool because it is demonstrates learning and growth over an
extended period of time.

They believe it is more indicative of what a student's true abilities especially when you compare
it to a standardized test that provides a snapshot of what a student can do on a particular day.
Ultimately, the teacher guiding the portfolio process helps determine the purpose of the final
portfolio.

The portfolio may be used to show growth over time, it may be used to promote a student's
abilities, or it may be used to evaluate a student's learning within a specific course. Its purpose
may also be a combination of all three areas.

The Pros of Using a Portfolio Assessment

• A portfolio assessment demonstrates learning over the course of time rather than what
a student knows a particular day.
• A portfolio assessment provides an opportunity for a student to reflect on their learning,
to self assess, and to formulate a deeper understanding of the concepts they are learning
beyond a simple surface explanation.
• A portfolio assessment requires a great level of individual interaction between the
student and teacher wherein they are always collaborating about the requirements and
components going into the portfolio.
The Cons of Using a Portfolio Assessment

• Developing and assessing a portfolio is time-consuming. It takes a lot of effort from

both the teacher and the student and is a demanding endeavor in which you can quickly
fall behind.
• Portfolio assessments are very subjective in nature. Even if the teacher utilizes a rubric,
the individualized nature of a portfolio makes it difficult to remain objective and stick to
the rubric. Two students working on the same learning standard may have two totally
different approaches thus learning may not be the same.

1. Use A Logo

Design a logo that not only displays your creative style but also describes who you are as a
designer. Keep in mind that your logo is usually where users’ eyes go when they first visit
your site. You want to make a good impression from the get-go.

Though your logo will be one of the first things your visitors see, you do not have to make it
over the top to display your unique style. It is perfectly fine to simply use your name in a
decorative style. It is common practice to link your logo to your homepage, so users can return
there whenever they want.

Here are some great examples of web designers who have created simple, yet effective logos.

Anthony Wiktor uses a simple but slick logo using just his initials. This logo works
well with the website’s overall theme.

Ellen Skye Riley went a bit simpler with her logo design, but it is amazingly effective
and intriguing.
2. Create An Original Tagline

There is nothing worse than a cliché tagline on a portfolio website. After all, the entire purpose
of your website portfolio is to show off your creative side. Stay far away from cliché taglines,
and create something that adequately displays your unique style.

Stay away from common phrases like “howdy,” “hi there,” and “welcome.” Instead, opt for
a phrase that describes what you can do, and why you are better than your peers are.

Here are some great examples of taglines other web designers are using to draw attention
to themselves.

Devon Stank does an outstanding job of using a tagline that is simple, yet gets right to the point
of what he can do for you.

Jim Ramsden does a great job at keeping his tagline simple with just a few phrases that
describe his overall style.

Filip Turner’s tagline is unique, to the point, and communicates what he can to do to help
a potential client.

3. Clearly List Your Services

In most instances, visitors want to understand the types of services you offer quickly. Do
not make them search your site to find out. Chances are you will lose them.

You will want to include the services you provide somewhere on your website portfolio in a
prominent location such as the home page. In addition, you may consider adding a “services”
tab or creating a separate page for each of the services that you offer. Adding a services tab
should come secondary to the prominent position on your home page.
84 Colors provides verbiage upfront on the types of services offered. That way, users do not
have to spend time navigating the site trying to figure it out.

Vadim does a great job of explaining specializations. The website also includes some
animation, further displaying the type of work you can expect.

Guided Creative displays their services on the home page, and also has a tab at the top labeled
“services,” providing users with multiple ways to understand what the company specializes in.

4. Portfolio of Work: Include Only The Best

Including your actual work into your website portfolio is kind of a given, but you would be
surprised by the number of people who include too much. Your website portfolio should
display your best work. So, it should only include the best of the best.

As a designer, you are more than likely proud of all the work you have done, but it is important
to take a step back and view your work from the eye of a potential employer or customer. Be
objective, and even ask the opinion of some of your network connections, friends, and family. It
is very tempting to include all your work, but doing so is a major mistake that could leave
some of your best work unseen.

5. About Me Section

Your website visitors want to know about you. Your “About Me” section is the place where
you can brag about yourself. It is essential to make yourself stand out from the crowd.

Be detailed yet concise in your “About Me” section. Visitors do not want to read an
entire autobiography. Get to the point of your accomplishments and tell why they matter.

It doesn’t hurt to put a picture in this section to help humanize your profile. It used to be
a picture is worth a thousand words, now it’s more a video is worth a thousand words. Highly
consider adding a video introduction into your “About Me” section to help visitors get
acquainted with you and your experience.

Here are some good examples of designers who have utilized the “About Me” section correctly.

Krista Gray includes detailed information on her experience as well as how much experience
she has. Great job, Krista!

We are back to Devon Stank, but this guy is doing so much right. He starts out with a brief
introduction, followed by a video to help visitors understand his passion behind the work he
creates. When you scroll down you get additional insight as to who he is as a person, and how
this helped get him on the career path he is on.

6. Make Your Contact Info Prominent

If you take nothing else away from this article, make sure you remember this, make your
contact information prominent and visible. This is where many designers fall short. It can be as
simple as adding a contact form to your website or adding small icons in the header or footer of
your website’s design.

It is also a good idea to include buttons for the various social media networking sites you are
on, especially LinkedIn. Before you add social networking sites, make sure you do not
have any inappropriate images, videos, or posts that could deter potential employers or
clients from hiring you.

You may also want to add an additional tab specifically for contact information, that way all
your bases are covered. Here are some examples of how other designers are displaying their
contact information.
Sarah Chang’s website portfolio is simple and very straightforward. The icons that she uses to allow
visitors to contact her are widely understood amongst almost anyone who uses the Internet.
Anthony Wiktor makes good use of a contact box, as well as a common icon on his menu bar.
He makes it easy for visitors to contact him with any questions they may have.

7. Include Your Resume

It seems almost like a no-brainer, but the number of website portfolios that do not include a
resume would surprise you. In addition to displaying your work and having a detailed “About
Me” section, a resume helps a potential employer understand your related work experience
and educational background in much more detail.

Do not make it hard for them to find your resume, and make it easy to download to PDF
and print. We will resort back to Anthony Wiktor for this example.

You can see how he makes it easy for a visitor to download his resume as a PDF as well as print
it off for further examination. You want to do this too.

8. Create A Blog

A blog is a great way to show off your expertise within the industry. It can also help your
website be found on the search engines if the content is SEO-optimized. Make sure to enable
comments on your blog so you can interact with your readers.

Creating unique and engaging industry-related blog material will display your expertise within
the field, which can further add to your credibility. If you are going to create a blog, make
sure you add fresh content to it frequently. There is nothing more frustrating from a user
perspective than navigating to a blog only to see one or two posts from years back.

9. Don’t Just Go Simple: Be Bold

Simplicity can work for some industries, but within the web design field you want your site to
reflect the type of work you are capable of. Your overall design does not have to be over-the-
top but stray away from plain white backgrounds.
Show that you put some real effort into designing your site. This will communicate to potential
employers and customers the type of work you can do. Your portfolio website will be

used as a first impression to potential employers and customers; you should do

everything you can to make a good lasting impression.

10. Use The Correct Communication Style

One of the main purposes of a website portfolio is to introduce yourself to others, so you do not
want to sound overly robotic. Use a conversational tone that is business-professional, and
aim not to ramble. After you have written all the text that will go on your website, read, and re-
read to cut out the unnecessary fluff.

Remember, your website visitors want to know about you as quickly as they can. They do
not want to be consumed with long pages of text that seem to have no end.

Reference:

https://www.thoughtco.com/the-purpose-of-building-a-portfolio-assessment-3194653

https://blog.prototypr.io/10-steps-to-the-perfect-portfolio-website-182b1adcbfc8

Q. 5 What is perceived knowledge? Is it helpful or harmful for a person? Support your

answer with logical arguments.

Perceived Knowledge
Perceived knowledge is defined as what consumers think they know about an issue . In
PMT, perceived knowledge is regarded as one of the intrapersonal characteristic factors
that influence
protection motivation and behavior via the threat appraisal and coping appraisal processes .
Perceived knowledge is also a vital factor in shaping risk perceptions and behavioral intentions .
The amount of knowledge that an individual has about a hazardous issue is related to his/her
risk perception of the potential harm. PMT has proposed that knowledge will decrease an
individual’s severity and vulnerability beliefs, thus leading to a reduction in additional problem-
solving
behaviors . There are two types of knowledge, subjective and objective. Subjective knowledge
refers to what people believe they know. Objective knowledge estimates the accurate
knowledge that
people really master about a specific thing . It is indicated that measuring objective
knowledge requires procedures which are hard to organize and conduct, while measuring
subjective knowledge
appears much easier, therefore, we employ subjective knowledge in this study . However,
the relationship between subjective knowledge and risk perception is diversified, being either
positive,
negative, or insignificant .
Moreover, people with more knowledge may have greater confidence in their competence in
responding to the risk (perceived self-e_cacy) and in their assessment of the e_cacy of the
recommended solutions (perceived response e_cacy . An individual’s knowledge base represents
his/her perceived ability and control when conducting protective behavior. The higher the

perceived knowledge, the more control an individual has. Those with more knowledge can
better understand the risk and better interpret the recommended solutions, which leads to higher
perceived
response e_cacy . Therefore, we developed the following hypotheses:

Hypothesis 1a (H1a). Perceived knowledge of food safety risk is expected to be negatively

related to perceived
severity in the context of major food recalls.

Hypothesis 1b (H1b). Perceived knowledge of food safety risk is expected to be

negatively related to perceived
vulnerability in the context of major food recalls.
Hypothesis 1c (H1c). Perceived knowledge of food safety risk is expected to be negatively
related to protection
motivation in the context of major food recalls.

Hypothesis 1d (H1d). Perceived knowledge of food safety risk is expected to be positively

related to perceived
response e_cacy in the context of food recall issues.

Hypothesis 1e (H1e). Perceived knowledge of food safety risk is expected to be positively

related to perceived
self-e_cacy in the context of food recall issues.

Threat Appraisal, Coping Appraisal and Protection Motivation

Protection motivation is an inferred mental state that may stimulate the public to form behavioral
intentions and actual behavior . In PMT, two types of appraisals successively influence
protection.
In the first stage, the threat appraisal focuses on the evaluation of the level of risk threat,
which includes
estimation of the likelihood (vulnerability) and the severity of the harm. Perceived vulnerability
refers
to individuals’ subjective risk perception that a threat may occur; it is a person’s
defenselessness ability
to deal with the threat . Perceived severity refers to an individual’s belief about the magnitude of
the threat to his or her own life . It has been theoretically hypothesized and empirically
confirmed
that these two types of threat appraisal increase fear and lead to additional protective behaviors
in
response to the threat . In the case of this study, food safety problems that are discovered
during food recalls may increase the perceived threat to the public via higher perceived
vulnerability and
severity, which will further lead to a higher level of motivation to conduct protective
behaviors, which
can be either adaptive or maladaptive .
Coping appraisal, the second process, evaluates the e_cacy of the recommended responses to
the appraised threat. The coping appraisal consists of response e_cacy and self-e_cacy. The
former refers to the evaluation of whether the recommended solutions will be e_ective, and
the latter focuses on one’s beliefs about and confidence in his/her competence to carry out the
suggested
solutions . In general, both response e_cacy and self-e_cacy have been found to be the
most significant factors positively influencing protection motivation in the context of
protecting against chronic disease . Hence, protection motivation can be regarded as a
positive linear function of
threat and coping appraisal . Therefore, we proposed the following hypotheses:
Hypothesis 2a (H2a). Perceived severity is expected to be positively correlated with protection
motivation in
the context of food recall issues.

Hypothesis 2b (H2b). Perceived vulnerability is expected to be positively correlated with

protection motivation
in the context of food recall issues.

Hypothesis 2c (H2c). Perceived response e_cacy is expected to be positively correlated

with protection
motivation in the context of food recall issues.

Hypothesis 2d (H2d). Perceived self-e_cacy is expected to be positively correlated

with protection motivation
in the context of food recall issues.

Protection Motivation and Behavioral Intention

Behavioral intention refers to an individual’s intention to engage in a particular behavior.
Rogers indicated that protection motivation acts as an intervening variable that “arouses,
sustains,
and directs activities." An individual’s protection motivation stimulates either adaptive or
maladaptive
behavior. In the meta-analysis of Bandura , protection motivation is an indicator of the e_ects of
persuasion, thus leading to behavioral intention . Chen analyzes the e_ect of behavioral
motivation on the intention for safe food choice and found a significantly positive result . Hence,
the relationship between behavioral motivation and intention can be proposed as:

Hypothesis 3. Protection motivation of food safety risk is positively related to protection

intention in the context
of food recalls.

Food Recall Concern

Studies of egg consumption during the 2010 shell egg recall and meat consumption during a
series
of meat recalls showed that consumers switched their consumption to another type of product
(e.g.
from conventional eggs to organic eggs) or even stopped purchasing the line of products entirely
.
This result indicates that consumers may react beyond the recommended responses in the
recall announcements. They may alter their original consumption of the recalled food, and
change to another
brand, or even to another line of alternative food . The greater consumers’ concern over a food
recall, the higher the likelihood for them to adopt broad consumption behavior changes .
Furthermore, people tend to feel higher risk level with the risk message from publicity than that
from word-of-mouth, which leads to higher propensity to take protective behavior . Based on the
discussion above, hypotheses are developed as follows:

Hypothesis 4a (H4a). Recall concern is positively correlated with perceived severity in the
context of major
food recalls.

Hypothesis 4b (H4b). Recall concern is positively correlated with perceived vulnerability in the
context of
major food recalls.

Hypothesis 4c (H4c). Recall concern is positively correlated with behavioral protection intention
in the context
of major food recalls.

Trust in Food Safety Management

In the domain of food risk research, the construct of trust has gained increased attention.
When confronted with food safety hazards, consumers lacking knowledge and competence in
solving the problem must rely on their trust on stakeholders’ abilities to cope with food safety
risks . Previous
studies have illustrated that consumers’ trust in governments, manufactures, and third parties
has significant e_ects on consumers’ food safety concern and awareness, their confidence in
food safety,
and their perception of severity and vulnerability risk perceptions of food hazards arising
either from
natural factors or human factors . It is indicated that the impact of trust on risk perception
might be greater when knowledge is lacking , which is the case since consumers’ knowledge of
varieties of additives are limited. There are two types of trust: general and specific. The latter
is the
focus in most food safety studies . Talton divides specific trust into two sub-categories:
firm-level
and industry-level . Firm-level trust refers to trust in a specific individual or organization,
while industry-level trust treats an industry as a whole . Research into industry-level trust can
assess the
institutional and political performance . Governmental departments, consumer associations and
organizations (e.g. the China Consumer Protection Association) are regarded as typical
institutions
that are included in industry-level trust . In China, according to a survey of 4177 Chinese
residents in 2017, only 5.24% of respondents think highly of the current food safety situation,
and
approximately 42% of residents do not feel satisfied with food safety management . Hence, the
following hypothesis is proposed:

Hypothesis 5a (H5a). Trust in food safety management is negatively correlated with

consumers’ perceived
severity in the context of food recalls.

Hypothesis 5b (H5b). Trust in food safety management is negatively correlated with

consumers’ perceived
vulnerability in the context of food recalls.

Hypothesis 5c (H5c). Trust in food safety management is negatively correlated with consumers
of food
safety/protection behavioral intention in the context of food recalls.

Reference:

https://www.mdpi.com/2071-1050/12/7/2696/pdf.