CLSY500: Culture and Society assignment 代写

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  • CLSY500: Culture and Society assignment 代写

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    Public Policy
    CLSY500: Culture and Society
    Copyright 2017 AUT University
    All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic or
    mechanical, including photocopying, recording or otherwise without the prior written permission of AUT University.
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    Introduction to the Paper: Culture and Society
    This cross-faculty paper is designed to introduce students to concepts of culture
    and society in an interdisciplinary, global context using New Zealand examples.
    The emphasis through all lectures, tutorials and other forms of engagement is
    to support students to develop critical understanding and awareness of their own
    perspectives on culture and society and how these are shaped by, and relate to,
    particular contexts.
    The lectures, tutorials, class engagement and assessment activities have been
    designed to challenge students to reflect on their own distinctive cultural positions
    in society, and to develop critical understanding and appreciation of similarities and
    differences in perspectives.
    The teaching staff is drawn from all the schools across the faculty to present a cross-
    section of the diversity of perspectives on culture, society and identity from different
    academic disciplines. We may also organize for some guest lectures outside of the
    university.
    Furthermore, to encourage cross-disciplinary engagement there will be no set
    textbook for this paper, readings are set for each session from a range of media
    and material, and students are encouraged to actively source other resources that
    support their learning styles.
    The lectures are designed to provide a framework for understanding different
    concepts relating to culture and society, how they are addressed and critiqued in
    different academic disciplines, and what new research is taking place in those fields.
    The tutorials are organized with teams of academics across the Faculty leading
    tutorials and working together to ensure consistency across all tutorial streams.
    Attendance to lectures and tutorials is compulsory for all students. Students
    are expected to read and view resources that are assigned for preparation
    and review of the lectures and tutorials.
    An important part of engagement in this paper requires you to use digital and online
    tools, and to participate in online community engagement. The learning and
    teaching environment will also include out of class using Google tools and a
    Google + community, which we will help you to enroll in at the start of the
    course.
    The teaching team welcome you to this paper, and are enthusiastic to support your
    engagement, learning and achievement in this subject area.
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    Paper Title:  Culture and Society
    Paper Code:  CLSY500
    Level:  5
    Pre requisites:  Nil
    Prescribed Textbook:
    There is no prescribed textbook for this paper. Readings will be supplied through Blackboard .
    Prescriptor:
    Students will be introduced to various disciplinary approaches to the concepts of culture and
    society. Building on Aotearoa New Zealand as a case study and their own diverse cultural
    backgrounds, their exploration of these concepts will widen to global comparisons. It will
    include values and beliefs underpinning key universal issues such as cultural and social change,
    multiculturalism, and international and indigenous concepts of human rights. Experiential
    learning activities will enable students to reflect on their own cultural and social identities, how
    these influence their worldviews and their interactions with others, and provide opportunities for
    them to increase awareness and appreciation of different cultural and social perspectives.
    Learning Outcomes
    Upon successful completion of this paper, students are expected to be able to:
    1.  Articulate and apply understandings of concepts of culture and society;
    2.  Reflect on the dynamics of social and cultural diversity and change, comparing and
    contrasting examples from Aotearoa New Zealand in relation to the broader global
    context;
    3.  Demonstrate understandings of differences in cultural and social values and beliefs, that
    are anchored by Te Tiriti o Waitangi, the United Nations Declaration of Human Rights
    and Declaration of Indigenous Human Rights
    4.  Demonstrate awareness of their own and others’ social and cultural identities and the
    ability to reflect on how these influence perspectives and actions;
    5.  Understand a range of disciplinary perspectives in relation to culture and society
    Paper Coordinator:
    Dr Love Chile [Associate Professor]
    Office Location:  WT1425
    Phone:  9219999 ext. 8312
    Email:  love.chile@aut.ac.nz
    Office Hours:  By appointment
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    Weekly Timetable: CLSY500 Culture and Society  Semester Two 2017
    LECTURE SESSIONS  TUTORIALS
    Session  Date  Session Topics  Topics
    19 th
    July
    Understanding the concepts of culture
    and society: Cross-disciplinary
    perspectives
    The Teaching Team
    i. Conversations about culture and society.
    ii. How do values and beliefs influence
    considerations of culture and society?
    2  26 th
    July
    Historical influences on culture and
    society
    Dr Keri-Anne Wikitera
    i. New Zealand society and the Treaty of Waitangi
    ii. How can we understand New Zealand’s history
    as part of broader world social, cultural, political
    and economic histories?
    3  02 nd
    August
    Human rights approaches to studying
    and understanding culture and society
    Professor Judy McGregor
    i. How are international human rights and
    indigenous rights framed?
    ii. How can we utilize rights-based approaches to
    studying culture and society?
    4  09 th
    August
    Language Culture and the Shaping of
    personal identity
    James George
    i. Individual identity
    ii. Group/community identity
    iii. National identity
    iv. Globalization and identity
    5  16 th
    August
    Similarity, diversity, marginalization
    Dr Mandisi Majavu
    i. Understanding the concepts of diversity;
    similarity and marginalization.
    ii. How the ways society is organized may
    disadvantage and lead to marginalization of those
    from minority ethno-cultural communities.
    iii.
    6  23 rd
    August
    Education in Society
    Dr Sue Sutherland
    i. Education as a social institution and its role in
    reinforcing and challenging cultural and social
    norms.
    ii. How students’ educational experience may
    shape their current and future roles in culture
    and society.
    MID SEMESTER BREAK
    7  13 th
    September
    Families and communities
    Love Chile
    i. How do modern families and communities
    compare with ‘traditional’ ideas about families and
    communities?
    ii. Demographic change and how this helps shape
    families and communities in contemporary society.
    contemporary society
    8  20 th
    September
    Citizenship rights and responsibilities
    Love Chile
    i.  What does it mean to be a New Zealand citizen?
    ii.  What is ‘a global citizen’?
    iii.  How can we achieve equity and social justice
    nationally and internationally?
    9  27 th
    September
    Popular Culture
    Steve Cox
    i. What is popular culture and how does it
    influence everyday life, language,
    communication and interaction;
    ii. The role of media in moderating-mediating
    culture and shaping society.
    10  04 th
    October
    Work and lifestyles: The role of work,
    recreation and leisure in shaping
    culture and society
    Professor Nigel Hemmington
    i. How are private and professional lives shaped
    and moderated?
    ii. What patterns of work do people follow in
    contemporary society?
    iii. How is lifestyle affected by work, and work
    affected by lifestyle?
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    READINGS AND RESOURCES
    We will provide a more comprehensive list of Readings during the
    course of the paper. The following is only indicative of the range of
    required readings.
    Session One: Understanding the concepts of culture and society: Cross-disciplinary
    perspectives
    Lawler, S. (2008) Introduction: Identity as a Question. Chapter 1, pp. 1-9. In Identity: Sociological
    Perspectives. Cambridge, Polity Press
    Ryan, M. (2010) Preface. pp. viii-xii in Cultural Studies: A Practical Introduction. Hoboken, Wiley.
    Session Two: Historical influences on culture and society
    Corfield, Penelope J. (2008). All people are living histories – which is why History matters.
    Making History: The changing face of the profession in Britain. Retrieved from:
    http://www.history.ac.uk/makinghistory/resources/articles/why_history_matters.html
    Video: http://www.nzonscreen.com/title/bastion-point---the-untold-story-1999
    Te Ara Poutama: The Treaty of Waitangi: Principles and Practice. Auckland: Auckland University of
    Technology.
    Session Three: Human rights approaches to studying and understanding culture and society
    Video: What are human rights? http://www.youthforhumanrights.org/what-are-human-
    rights.html
    UNDHR: http://www.un.org/en/documents/udhr/
    UNDIHR:  http://www.hrc.co.nz/wp-content/uploads/2012/07/HRC-UNDRIP-web.pdf
    The  international  human  rights  framework:
    http://www.hrc.co.nz/hrc_new/hrc/cms/files/documents/15-Dec-2010_12-36-
    30_Chapter_2pp12-25.pdf
    Session Four: Language Culture and the Shaping of personal identity
    McAdams, D.P. (2011) Narrative Identity Chapter 5, pp99-115 in S.J. Schwartz, K. Luyckx, V. L.
    Vignoles (Eds) Handbook of Identity Theory and Research. Springer, London
    Versluys, E. (2007) ‘The notion of identity in discourse analysis: some “discourse analytical”
    remarks’, RASK: internationalt tidsskrift for sprog og kommunikation, 26, pp. 89–99.
    Session Five: Similarity, diversity, marginalization
    Kolber, J. (2017) Having it both ways: White denial of racial salience while claiming oppression
    Sociology Compass. 2017;11:e12448. https://doi.org/10.1111/soc4.12448
    Majavu, M. (2017) Introduction Chapter 1pp1-13 in Uncommodified Blackness, Mapping Global Racisms,
    DOI 10.1007/978-3-319-51325-6_1
    Mayeda, D.T.; Keil, M.; Dutton, H. D. and ‘Ofamo‘oni, ‘I.- F- H (2014) Mäori and Pacific voices
    on student success in higher education ALTER NATIVE 10(2) 165-179
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    NZ  Herald 
    Superdiversity  series
    http://www.nzherald.co.nz/superdiversity/news/article.cfm?c_id=1503894&objectid=
    11531210 (see other links listed in Google Drive folder)
    Session Six: Education in Society
    Billings, M.S & Terkla, D.G. (2014). The impact of campus culture on students’ civic activities,
    values, and beliefs. New directions for institutional research, 162, pp.43-53.
    Session Seven: Families and communities Continuity and Change in Modern Society
    Spoonley, P. & Bedford, R. (2012). Introduction: Immigration and the making of New Zealand.
    In Welcome to our world? Immigration and the reshaping of New Zealand. Auckland: Dunmore
    Publishing, pp.9-26.
    Session Eight: Citizenship rights and responsibilities
    Israel, R. (2012). What does it mean to be a global citizen? Kosmos: Global citizens creating the new
    civilization, Spring/Summer, p.79.
    Mackay, J. (2013). Re-birth of the nation? Challenging ‘global citizens’.opendemocracy.
    net/ourkingdom/collections/rebirth-of-nation-challenging-‘global-citizens’
    Session Nine:  Popular Culture
    Danesi, M. (2008). What is pop culture? In Popular culture: introductory perspectives. Plymouth:
    Rowman & Littlefield Publishers, pp.1-35.
    Session Ten: Work and lifestyles: The role of work, recreation and leisure in shaping culture and
    society
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    Assessments and Learning Outcomes assessed
    All assessments must be completed in order for students to be able to pass this paper. If any
    assessments are not submitted, the grade received will be ‘did not complete’ (DNC).
    ASSESSMENT
    DUE DATE
    LEARNING
    OUTCOMES
    ASSESSED
    1.
    Photo board assignment
    4x Photos and captions of 70 words
    each shared online
    10am, 14 th August 2017
    1, 2, 3, 4
    2.
    Reflective writing 1
    500 words, based on photo board
    making and sharing
    10am, 11 September
    2017
    1, 2, 3, 4, 5
    3.
    Group project
    Research and creative problem solving-
    presentation in tutorials in week 10
    In tutorials: Week 10
    02 nd - 06 th October 2017
    1, 2, 3, 4
    4.
    Reflective writing 2
    1200 words, based on learning
    throughout this paper
    10am 16 th October
    2017
    1, 2, 3, 4, 5
    Assessment Details
    The assessment approach in this paper may be a little different to what you may experience in
    other papers. In this paper, you will be assessed on your overall ability to achieve the learning
    outcomes, in relation to the assessment schedule on page 6 of this handbook. Each assessment
    exercise is designed to contribute to the overall achievement of the learning outcomes (outlined
    in the grading grid on the next page) and give you feedback on how your performance is tracking,
    so all students must complete all of the assessment exercises. If you do not complete all of
    the exercises, you will receive a ‘DNC’ (did not complete) grade for this paper.
    Each task has its own assessment grid designed to feed into the overall grading grid. As you
    complete each task, after marking you will be given an indicative grade based on the criteria in
    the assessment grid. You will also receive feedback which will advise what you did well and what
    you might need to work on, to achieve each of the learning outcomes to the best level that you
    can.
    Detailed explanations and instructions for each assessment are provided on pages10-
    17 of this Handbook.
    They are also uploaded to AUT Blackboard (in the paper information>assessment
    details folder) and in the Google student share folder. Please make sure to access
    these early and be fully aware of the requirements.
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    Assessment schedule: Student achievement across learning outcomes
    LEARNING OUTCOME
    1
    Articulate and apply
    concepts of culture and
    society
    LEARNING OUTCOME 2
    Reflect on the dynamics of
    social and cultural diversity
    and change, comparing and
    contrasting examples from
    Aotearoa NZ in relation to the
    broader global context
    LEARNING OUTCOME
    3
    Demonstrate
    understandings of
    differences in cultural and
    social values and beliefs,
    that are anchored by Te
    Tiriti o Waitangi, the
    UNDHR, and UDIHR
    LEARNING OUTCOME 4
    Demonstrate awareness of
    their own and others’ social
    and cultural identities and
    the ability to reflect on how
    these influence perspectives
    and actions
    LEARNING OUTCOME
    5
    Understand a range of
    disciplinary perspectives in
    relation to culture and
    society
    Grading in
    the ‘A’ band
    Excellent explanation and critique
    concepts of culture and society in
    relation to theoretical writing, and
    can creatively apply concepts to
    relevant examples
    Very competently explains and reflects
    on social and cultural diversity from a
    range of perspectives, with integration of
    examples from Aotearoa New
    Zealand to compare and contrast with
    contexts beyond New Zealand
    Clear identification of the human
    rights approaches in relation to key
    documents, and competently
    explains how they have informed
    own understanding of the study of
    culture and society
    Critically examines own identity,
    compares with others’ identities and
    analyses how these influence own
    perspectives and actions
    Critiques, through the use of
    examples, how different
    disciplinary perspectives apply to
    the study of culture and society
    Grading in
    the ‘B’ band
    Clearly explains relevant concepts
    of culture and society in relation to
    theoretical writing, and competently
    applies concepts to examples
    Explains and reflects on social and
    cultural diversity from more than one
    perspective, using examples
    from Aotearoa New Zealand to
    compare and contrast with contexts
    beyond New Zealand
    Explains the key values in the
    main human rights documents, and
    explains how they apply to own
    understandings of cultural and
    human rights
    Explains own identity, compares
    with others’ identities and considers
    how these influence own perspectives
    and actions
    Uses examples to explain how
    different disciplinary perspectives
    apply to the study of culture and
    society
    Grading in
    the ‘C’ band
    Describes relevant concepts of
    culture and society with some
    reference to theoretical writing, with
    some application of concepts to
    examples
    Describes social and cultural diversity,
    comparing and contrasting Aotearoa
    New Zealand with contexts beyond
    New Zealand
    Describes key values in the main
    human rights documents, and links
    these to general understandings of
    cultural and human rights
    Describes own identity, compares
    with others’ identities and describes
    how these influence own perspectives
    and actions
    Can give examples of how different
    disciplinary perspectives apply to
    the study of culture and society
    Grading in
    the ‘D’ band
    Concepts not explained or
    adequately applied
    Social and cultural diversity not
    adequately explained and /or examples
    are inaccurately applied
    No clear evidence of understanding of
    the main human rights documents or of
    cultural and human rights
    Lack of evidence of awareness of own or
    others’ social and cultural identities and
    how these influence perspectives and
    actions
    Different disciplinary perspectives in
    relation to culture and society not
    acknowledged or explained
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    Assessment 1: Photo Board
    Due 10 am, 14 th August 2017
    Purpose:
    •  For you to start thinking about how the concepts of culture and society relate to your own
    ideas about yourself and society.
    •  Introduces you to sharing your ideas with other students online,
    •  Challenges you to find photos that illustrate your ideas and explain what these mean to you.
    Your Tasks:
    •  Take your own or find photos, that represent:
    i.  Your personal culture
    ii.  Your identity
    iii.  A historical influence on you
    iv.  Your view of a human rights perspective within society today
    •  Write a caption for each photo that explains what the photo demonstrates of the concept.
    Each caption should be up to 70 words.
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    Assessment One: Photo Board Assessment Grid
    CLSY500 ASSESSMENT TASK 1: PHOTO BOARD EXERCISE
    Learning Outcome 1  Learning Outcome 2  Learning Outcome 3  Learning Outcome 4
    A
    Grade
    Clear understanding of
    concepts of culture
    and society
    demonstrated by very
    effective application of
    the concepts to photo
    choices and well
    written caption
    explanations.
    Very effective photo
    choice and explanation of
    an historical influence and
    how it has contributed to
    your view of today’s
    society.
    Very clear explanation
    demonstrating depth of
    awareness and
    understanding, of how
    own personal culture,
    values and beliefs are
    related to a human
    rights perspective.
    Photos and captions
    demonstrate emerging
    critical cultural
    awareness of own
    identity, and
    consideration of how it
    influences own
    perspectives and
    actions.
    B Grade Understanding of the
    concepts of culture
    and society evident in
    their application to
    photos and caption
    explanations.
    Good explanation of
    historical change and its
    relevance to your view of
    today’s society evident
    through photo choice and
    explanations.
    Explanation of how
    personal culture, values
    and beliefs are
    illustrated through a
    human rights
    perspective.
    Captions and photos
    demonstrate
    understanding of own
    identity, and how it
    influences own
    perspectives and
    actions.
    C
    Grade
    Concepts of culture
    and society referred to
    and applied in a limited
    way in descriptions of
    photos.
    Example of historical
    change in society is
    described, with some links
    to your view of today’s
    society.
    Own personal culture,
    values and beliefs are
    described with some
    links to human rights.
    Captions and photos
    used to illustrate and
    describe identity, with
    some links to
    descriptions of
    perspectives and
    actions.
    D
    Grade
    Concepts of culture
    and society not clearly
    shown to be
    understood in the
    context of the photos.
    No evidence of
    understanding of the
    relevance of historical
    change in society, either
    through description or
    explanation.
    No illustration or
    explanation of own
    personal culture, values
    and beliefs within the
    context of human
    rights.
    No evidence of being
    able to describe or
    understanding of
    identity or how it
    influences own
    perspectives.
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    Assessment 2: Reflective writing 1
    Due 10 am, 11 September 2017
    Purpose:
    •  To help you write your reflections on your learning experience in developing the photo
    board.
    •  TO enable you explain how your conceptual understanding has been developed and applied
    through the photo board exercise, in creating your own photo board and in viewing others’
    and considering their perspectives in relation to your own.
    •  You will write this as a blog, but you still need to think of this as an academic piece of
    writing in which you refer to (and reference) your sources and explain your ideas
    clearly. It requires you to use appropriate and correct language.
    Your Tasks:
    Write a reflective piece of about 500 words, based on your experience developing and sharing your
    photo board. Make sure your reflections are supported by relevant theoretical or conceptual
    writing, and answer the following questions:
    •  How have your photos depicted specific concepts and disciplinary perspectives that we
    have dealt with in this paper so far?
    •  How have your ideas about these concepts been influenced since you shared your photos
    with others, and saw others’ ideas, during the photo board exercise?
    •  You must submit the reflective writing electronically in word or pdf document format,
    through this paper’s AUT Blackboard page – under the ‘Assessments – Turnitin
    submission’ tab.
    13 | P a g e
    CLSY500 ASSESSMENT TASK 2: REFLECTIVE WRITING 1
    LO1
    (articulate and
    apply concepts of
    culture and
    society)
    LO2
    (reflect on the
    dynamics of social &
    cultural diversity and
    change)
    LO3
    (demonstrate
    understanding based
    on human rights
    approaches)
    LO4
    (demonstrate awareness
    of own & others’ social
    & cultural identities, &
    how they influence
    perspectives)
    LO5
    (inter-disciplinary
    understanding)
    A Grade Very clear
    explanation of
    concepts, applying
    interpretation of
    the views to a wide
    range of scholarly
    works.
    Very clear
    interpretation and
    explanation of how
    historical influence
    has contributed to an
    aspect of society
    today.
    Very clear
    explanation of how
    your values and
    beliefs can be related
    to a human rights
    perspective, and why.
    Good critical
    reflection on your
    awareness of your
    own social and
    cultural identity, and
    how the photo
    sharing experience
    influenced,
    challenged and/or
    reinforced your
    perspective.
    Very clear
    explanation and
    critical analysis of
    how different
    disciplinary
    perspectives apply
    to the study of
    culture and society.
    B Grade Competent
    explanation of
    concepts, applying
    interpretation of
    the views to at least
    three relevant
    scholarly works.
    Competent
    explanation of how
    historical influence
    has contributed to an
    aspect of society
    today.
    Competent
    explanation of how
    your values and
    beliefs can be related
    to a human rights
    perspective.
    Good reflection on
    your awareness of
    your own social and
    cultural identity and
    how the photo
    sharing exercise
    influenced,
    challenged and/or
    reinforced your
    perspective.
    Uses examples to
    explain how
    different
    disciplinary
    perspectives apply
    to the study of
    culture and society.
    C Grade Explanation of
    concepts, with
    reference to at least
    1 relevant scholarly
    work.
    Description of the
    links between
    historical influences
    and aspects of
    society today.
    Description of how
    your values and
    beliefs relate to a
    human rights
    perspective.
    Some reflection
    attempted on your
    awareness of your
    own social and
    cultural identity and
    how the photo
    sharing exercise
    influenced,
    challenged or
    reinforced your
    perspective.
    Gives an example
    of how different
    disciplinary
    perspectives apply
    to the study of
    culture and society.
    D Grade
    No clear
    explanation of
    concepts or
    engagement with
    relevant authors.
    No clear description
    or explanation of the
    presence of historical
    influences in today’s
    society.
    No clear explanation
    of own values and
    beliefs, and/or
    reference to human
    rights perspectives.
    Little or no reflection
    on awareness of own
    social and cultural
    identity or its
    relationship to
    others.
    NO
    acknowledgement
    or explanation of
    how different
    disciplinary
    perspectives apply
    to culture and
    society.
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    Assignment 3: Group Presentations
    Due in Tutorial Class Week 10 02 nd - 06 th October, 2017
    Purpose:
    The assignment is designed to give you experience in working with others to investigate and
    analyse broader social issues for families, communities and society at large.
    Your Task:
    Your group will choose an issue that you think is present in society today, work together to
    research it, and through your investigations come up with creative ways of thinking about how to
    meet and solve the social challenges you have examined.
    The Process:
    i.  Groups of 4-5 students
    ii.  Working together to identify an issue of social challenge
    iii.  Research the issue/social challenge
    iv.  Develop a presentation
    v.  Presentation will be a creative articulation/interpretation of your understanding of the
    issue/challenge, the concepts it relates to and solutions your group has come up with to
    address the issue/challenge.
    Group presentation theme areas:
    Your group’s presentation should show the results of your group’s work (in relation to the
    designated theme) in the following areas:
    ●  Exploration: Background explanation of the social issue/challenge you have identified,
    including what concepts of culture and society it relates to
    ●  Interpretation: Analysis of how the social issue/challenge impacts on individuals, groups
    and/or communities in society, and what efforts have been made to deal with it
    ●  Resolution: Problem solving strategies your group have come up with to deal with the social
    issue/challenge.
    You may choose how to present your work; it does not have to be a standard powerpoint
    presentation (discuss your ideas with your tutor). It might be a role play, short video, artwork,
    interpretive dance, or something else. You will present this to your class during week 10, and the
    presentation should take 10-15 minutes. The presentation will be videoed to add to your portfolio.
    15 | P a g e
    Assessment Three: Group Project Assessment Marking Grid
    CLSY500 ASSESSMENT TASK 3: GROUP PROJECT
    LO1
    (articulate and apply
    concepts of culture
    and society)
    LO2
    (reflect on the
    dynamics of social &
    cultural diversity and
    change)
    LO3
    (demonstrate
    understanding based
    on human rights
    approaches)
    LO4

    CLSY500: Culture and Society assignment 代写
    (demonstrate awareness
    of own & others’ social
    & cultural identities, &
    how they influence
    perspectives)
    LO5
    (inter-disciplinary
    understanding)
    A Grade Very clear
    explanation of
    concepts,
    demonstrating in
    depth research of a
    wide range of
    relevant academic
    sources.
    Very clear
    explanation of social
    and cultural diversity
    and change with
    creative application
    to specific contexts.
    Very clear
    explanation of how
    human rights
    approaches inform
    understanding of
    concepts in relation
    to culture and
    society.
    Critical reflection on
    how individual and
    social group
    identities are formed
    and developed in
    relation to different
    social and cultural
    influences.
    This Learning
    Outcome is NOT
    assessed in this
    Assignment
    B Grade Competent
    explanation of
    concepts,
    demonstrating good
    level of research,
    using at least four-to-
    five different relevant
    academic sources.
    Competent
    explanation of social
    and cultural diversity
    and change, with
    application to
    specific contexts.
    Competent
    explanation of how
    human rights
    approaches inform
    understanding of
    concepts in relation
    to culture and
    society.
    Competent reflection
    on how individual
    and social group
    identities are formed
    and developed in
    relation to different
    social and cultural
    influences.
    This Learning
    Outcome is NOT
    assessed in this
    Assignment
    C Grade Explanation of
    concepts, based on
    research with a few
    academic sources. At
    least two academic
    sources references
    are cited.
    Explanation of social
    and cultural diversity
    and change, with
    some illustrations.
    Some understanding
    is evident of how
    human rights
    approaches inform
    understanding of
    concepts in relation
    to culture and
    society.
    Some reflection on
    how individual and
    social group
    identities are formed
    and developed in
    relation to different
    social and cultural
    influences.
    This Learning
    Outcome is NOT
    assessed in this
    Assignment
    D Grade
    No clear explanation
    of concepts or
    engagement with
    academic sources.
    No clear explanation
    of social and cultural
    diversity and change,
    and/or no
    application to
    contexts.
    No clear
    consideration or
    understanding shown
    of human rights
    approaches.
    No clear reflection
    on how individual
    and social group
    identities are formed
    and developed in
    relation to different
    social and cultural
    influences.
    This Learning
    Outcome is NOT
    assessed in this
    Assignment
    16 | P a g e
    Assessment 4: Reflective writing 2
    Due 10 am, 16 th October 2017
    Purpose:
    The purpose of this assignment is to enable students demonstrate what they have learnt and
    achieved in this paper, through writing which critically reflects on their study and experience using
    all the resources engaged with in the paper. Some of these resources include previous assignments,
    interactions with other students during lectures, tutorials, and on-line engagement such as Google
    plus community, recommended readings as well as students’ own wider readings.
    The assignment also requires that students examine more deeply and analyse a particular theme
    from our study of culture and society that they think is important to them personally. In developing
    your writing, make sure you consider the instructions and the key assessment tasks.
    Instructions:
    You will write a reflective piece of about 1200 words (no less than 1100, no more than 1350) in
    relation to a conceptual theme that you have found important in our study in this paper. The main
    themes are:
    Human rights; historical influences; citizenship responsibilities; similarity, diversity
    and marginalization; families and communities, popular culture; education in society;
    work and lifestyles.
    (You may choose another theme, but if you do so, check with your tutor first).
    Your Task:
    Using the theme you have chosen, please reflect on all of the following:
    1. What this theme means conceptually, in relation to your understanding of the concepts of culture
    and society (Learning outcome 1)
    2. How this theme relates to (or illustrates) issues of social and cultural diversity and change in
    today’s society (Learning outcome 2)
    3. Why this theme is important in relation to your values, beliefs and identity and in relation to
    important human rights agreements, that you think should be considered and perhaps addressed
    by today’s society (and how) (Learning outcomes 3 & 4)
    4. How you have seen this theme applied in relation to your own discipline’s approach to culture
    and society, and how you consider other disciplines to deal with this differently (Learning outcome
    5)
    Please remember: Make sure your reflection includes reference to reading you have done in relation
    to the concepts.
    Ensure your writing is in formal style, is fully proofread, and includes a list of references at the end.
    Failure to provide a reference list will result in a D grade for this assessment.
    You must also submit a pdf version of the same piece via Turnitin.
    17 | P a g e
    CLSY500 ASSESSMENT TASK 4: REFLECTIVE WRITING 2
    LO1
    (articulate and apply
    concepts of culture
    and society)
    LO2
    (reflect on the
    dynamics of social &
    cultural diversity and
    change)
    LO3
    (demonstrate
    understanding based
    on human rights
    approaches)
    LO4
    (demonstrate awareness
    of own & others’ social
    & cultural identities, &
    how they influence
    perspectives)
    LO5
    (inter-disciplinary
    understanding)
    A Grade Very clear explanation of
    concepts relating to
    culture and society
    demonstrating high level
    engagement with an
    extensive range of
    relevant academic
    sources.
    Very clear identification
    and explanation of social
    issues in Aotearoa New
    Zealand and
    internationally, in
    relation to the chosen
    theme.
    Very clear explanation of
    how aspects of human
    rights relate to the
    chosen theme, and how
    human rights could be
    used to address the
    issues raised in today’s
    society.
    Critical reflection on
    your own social and
    cultural identity, values
    and beliefs, in the
    context of the chosen
    theme, and how this
    paper has challenged
    and/or reinforced your
    perspective.
    Very clear
    explanation and
    critical analysis of
    how different
    disciplinary
    perspectives apply to
    the study of culture
    and society.
    B Grade Competent explanation
    of concepts relating to
    culture and society
    demonstrating good
    engagement with a wide
    range of relevant
    academic sources.
    Competent explanation
    of social issues in
    Aotearoa and New
    Zealand and
    internationally, in
    relation to the chosen
    theme.
    Competent explanation
    of how aspects of
    human rights relate to
    the chosen theme, and
    issues of human rights
    raised in today’s society.
    Competent reflection on
    your own social and
    cultural identity, values
    and beliefs, in the
    context of the chosen
    theme, and impact on
    personal perspective.
    Uses examples to
    explain how different
    disciplinary
    perspectives apply to
    the study of culture
    and society.
    C Grade Explanation of concepts
    relating to culture and
    society demonstrating
    engagement with some
    relevant academic
    sources.
    Description of social
    issues in Aotearoa New
    Zealand and
    internationally, in
    relation to the chosen
    theme.
    Description of how
    aspects of human rights
    relate to the chosen
    theme.
    Description of your own
    social and cultural
    identity, values and
    beliefs, in the context of
    the chosen theme.
    Gives examples of
    how different
    disciplinary
    perspectives apply to
    the study of culture
    and society.
    D Grade
    No clear explanation of
    concepts or engagement
    with relevant academic
    sources.
    No clear description or
    explanation of social
    issues in relation to the
    themes.
    No clear explanation of
    how aspects of human
    rights relate to the
    chosen theme.
    Little or no reflection on
    own social and cultural
    identity or how it relates
    to the chosen theme.
    No
    acknowledgement or
    explanation of how
    different disciplinary
    perspectives apply to
    culture and society.
    18 | P a g e
    Resources and online engagement in this paper
    Blackboard
    In this paper the Blackboard site is mainly used for some announcements, to supply basic
    information on the paper, for assignment submission via Turnitin, and where you will receive
    your assignment feedback and grading. Instructions for accessing the assignment feedback
    information is supplied under the ‘paper information’ tab.
    Please make sure that you check your AUT email account regularly for announcements and
    updates from Blackboard, or ensure that these are redirected to your personal email. If we need
    to email you individually, we will also do this via Blackboard so it is important that you ensure
    this is done.
    Google community and share drive
    Most of the online engagement for staff and students in this paper will be conducted through a
    Google+ Community. This is a common class platform where staff and students can
    communicate, share resources, ideas, ask questions and undertake other course related activities,
    utilising the online tools required for the assessment activities. Please read the instructions in the
    appendix to this handbook, to ensure you are enrolled into the
    AUT CULTRE & SOCIETY S2 2017  Google + community from the outset of this
    semester.
    This semester the lecture slides, required readings and resources that will help with assessments
    and activities will all be accessed through a shared folder in the Google Drive. Please click on
    the link in the Google community to access these.
    There are instructions about using the Google tools in the Appendix to this handbook.
    Make sure you read these, and ask questions via the Google + community if you are
    having any problems.
    Resources and Publications
    Please make full use of the data bases, journals and book holdings in the library to supplement
    your reading in this paper. There are many instructional guides on the AUT library site that will
    help you also, and the library offers courses that you can attend to learn how to research
    information more quickly and effectively. Do not simply do a google search! Make sure that
    you use reputable sources (so not Wikipedia) and check the boxes in a data base search to search
    for peer reviewed material. Use google scholar through the library website. Web material can
    be copious and confusing, and not always reliable material, so try other methods first.
    Remember, you can log in to the library from home. http://www.aut.ac.nz/library
    Important notice - Academic Progress
    Please be aware that in order to continue in your programme of study you need to make
    satisfactory academic progress. This means passing at least half of the papers you are enrolled in
    and passing compulsory papers. If you do not make satisfactory progress, you may need to
    apply to the Examination Board to continue and you could be prevented from finishing your
    degree. For more information please see Part 3, Section 11 of the General Academic Regulations
    in the AUT Calendar: www.aut.ac.nz/calendar
    19 | P a g e
    Te Reo Maori in Assessment
    Refer GAR, Part 5, Assessment and Credit www.aut.ac.nz/calendar
    Students who wish to do their assessments in Maori should apply to the Programme Leader
    within the first week of the teaching semester.
    Handing in Assignments
    For this paper, written assignments are submitted electronically and online, via the Google
    community according to the assignment instructions. As well, ALL written components of
    your assignments MUST be submitted via AUT Blackboard to Turnitin as per AUT
    regulations.  Please note: Your assignment will not be marked unless it has been
    processed through Turnitin.
    The University expects the work you submit for individual assessments to be your own
    work and to reflect your own learning. It is also expected that your work will be
    supported by other sources such as readings, journal articles and web sources. These
    sources must be correctly acknowledged as the work of others through referencing.  The
    regulations state that the “University may use detection software or other means to determine
    the authenticity of any materials submitted for assessment.” (General Academic Regulations,
    Part 5, Section 2, General Academic Regulations, Academic Calendar 2015).
    Turnitin is a text-matching software used by the University to help check sources of information
    and to detect plagiarism, i.e. using the work of another without indicating that the work is
    someone else’s. Turnitin is one of several methods used when investigating any case of
    plagiarism or other forms of academic misconduct such as copying from the work of others or
    resubmitting your own previously submitted work. (Refer Academic Calendar General
    Academic Regulations, Part 7, Academic Discipline www.aut.ac.nz/calendar )
    When you submit your work to Turnitin, the software searches its databases and the Internet
    for matches to your submitted work and produces a report, highlighting phrases and larger
    quantities of text with direct matches to other sources. Turnitin does not discriminate between
    text that is correctly cited and referenced and text that is not. The report is reviewed and
    interpreted by the University. Where a match is not properly referenced or appears to be a direct
    copy of a previous student submission this may result in a breach of academic discipline. A
    suspected breach of academic discipline will be investigated by the University and the Turnitin
    report will be used as evidence when deciding on the outcome of the investigation. As the
    university follows the principles of natural justice you have the right to all evidence related to
    any alleged breach of the regulations, including the Turnitin report.
    When you submit your work to Turnitin it is saved and permanently stored in their database and
    available to be matched with other submissions. To help maintain your privacy you may wish
    to remove your name and use only your student ID on the coversheet, headers and footers of
    the work you submit.
    Note that students retain the copyright of work submitted to Turnitin. For more information
    on Turnitin see: http://turnitin.com/en_us/privacy-center/legal-faqs
    20 | P a g e
    Referencing
    Note that the reference list or bibliography should give a reader all information they would need
    to look up the original source.
    No assessment piece will be given an A grade without correct and full referencing. This should
    be in APA 6 th  style. The Library has some useful guides on how to reference correct
    http://aut.ac.nz.libguides.com/APA6th. A penalty will be applied to grading for incorrect
    referencing style. Any assessment piece without any references will be given a fail grade.
    Penalties for Late Submission of Assignments
    Assignments submitted after their respective due dates and times will be considered late and
    penalties will be applied in the grading for the assignment. The penalty as it is applied will be
    explained in the assignment feedback.
    Reconsideration of Assessments
    A student who believes that any work s/he has submitted for assessment has been incorrectly
    or unfairly graded shall be entitled to have the assessment reconsidered. A grade may be
    unchanged, raised, or lowered following reconsideration. More information can be found in
    the AUT Academic Calendar, Part 5, Section 6: www.aut.ac.nz/calendar
    You will need to fill in the Reconsideration of Grade form which can be found on
    Blackboard under the School of Social Sciences & Public Policy Organisation page, and
    this paper’s page under the ‘Paper information > special forms’ tab. This needs to be
    handed in within 5 days after receiving your marked assignment. A blank (unmarked)
    copy of your assignment will be provided to another member of academic staff to mark.
    Extensions (or other special consideration)
    If you are unable to hand in an assignment, sit a test or complete a presentation on the due date
    because of illness or exceptional circumstances beyond your control, please submit a Special
    Consideration Application (SCA). This should be submitted on or before the assignment due date
    but we understand that sometimes this is not possible. Applications submitted after 5 days of
    the assessment due date will not be considered.
    The Special Consideration Tool is located within BlackBoard (AUTonline). In order to lodge an
    application, you login to BlackBoard and choose ‘Special Consideration’ from the top ribbon (see
    below screenshot). You are then able to complete a ‘New Application’, complete the online form,
    attach appropriate evidence and be contacted through an email alert about the status of your
    application.
    21 | P a g e
    Appendix: CLSY500 - Culture and Society Google tools information
    Things to know ….
    To facilitate an innovative and creative learning environment that improves both your learning and our
    teaching, we will be making extensive use of Google Apps in the course. For this reason, we request that
    you create a Google account if you don’t already have one. In particular, we will be using services such
    as Blogger, YouTube, Google Drive and Communities that is provided by Google for free along with
    15G of free storage space. The instructions below will help you sign up for a Google Account (or GMail)
    and to our CLSY500 class community.
    The name of the Community for this semester is  AUT Culture & Society S2 2017
    Things you need to do …
    All students enrolled in will be required to sign up for these services as part of this course. A GMail that
    will give you access to the following tools we need for the course:
    • GMail - for email communication when needed as part of the course.
    ?
    • Google+ Community - a common class platform where all the students can communicate,
    share resources, ideas, ask questions and undertake other course related activities.
    • Blogger - for use as an ePortfolio system.
    • Google Drive - for collaborative document editing etc
    • YouTube - for uploading videos for use on your portfolio.
    Things you need to create …
    1. Creating a Google account (GMail):
    a.  Click  on  this  link  and  fill  the  form  to  create  a  new  Google  account:
    https://accounts.google.com/signup
    ? Further  instructions  if  needed  can  be  found  here:
    https://support.google.com/accounts/answer/27441?hl=en
    Creating a Google account (or GMail) will give us all the services highlighted above for use in the course.
    With a single username and password, we will be able to use and sign up for the class community, set up
    your blog etc.
    The instruction takes you through the steps for joining our class community on Google.
    2. Joining the class community
    a.  Click on this link: https://plus.google.com/u/0/communities/115070865568199414987 and
    on the top right hand side of the page, click on Request to join button. This is send the lecturers a
    request with your name asking them to approve your membership.
    ? NOTE: This community is private, meaning only approved members are able to see and
    comment on the activities within the space. None of the results or status updates are public.
    Once your membership has been approved, you’ll be able to contribute to this community. How or what
    do we use this space for you might ask? Here are some tips:
    Firstly, we believe that learning is far better and much more fun when done with someone. We also
    believe that learning is a social process meaning we learn best by talking to someone, by doing things
    together, by creating meaning and understanding together. By implementing Google Community in the
    course, we are providing you with this opportunity. It also helps enable collaboration and communication,
    both extremely important in learning and group work. To make things better, you should be able to do
    all this on your mobile device as well as on your computer. Here are some tips for effectively using this
    platform:
    22 | P a g e
    • Share your ideas. I am sure someone else will agree with you. And those who do not will only
    help you understand the concept better while helping those who commented to either agree or
    disagree.
    • Share resources that you found useful. We can confidently say that someone else will find it
    equally useful.
    • Do not be afraid to ask. Ask your peers for views and at the same time collaborate and
    communicate with your lecturers when needed. Again, if you have a question, we are confident
    that it will help others in the class too.
    • Share things you put on your blog (or eportfolio). Do not worry, no one is going to plagiarise
    your work, we have it covered. By sharing your work, you are adding to others learning and also
    opening yourself up for a debate. All this again will help you understand the concept or topic
    better.
    These are just a few ways you could use the class community for learning. We will cover more ideas when
    we get going.
    Setting up Blogger for use as a portfolio:
    Make sure you are signed into your Google account before following the steps outlined here:
    https://support.google.com/blogger/answer/1623800?hl=en
    ? NOTE: You will be creating a blog. This blog will be used as an eportfolio in the course. When
    creating your blog, you will be asked to choose an address. We recommend that you use your
    firstname.lastname as your blog address. This will make things easier for us lecturers and your
    peers to identify you.
    The link above outlines all you need to know on how to post to a blog or in your case your eportfolio.
    Using Google Drive:
    If you have not used Google Drive before then Google Drive is a mini Microsoft Office online. You can
    read all about it here: https://support.google.com/drive/answer/2424384?hl=en It enables real time
    collaboration with your peers or with the lecturer when needed. You can edit/amend the same document
    with a group member or the lecturer in real time. Google Documents is the equivalent of MS Word,
    Google Presentation is the equivalent of MS Powerpoint and Google Spreadsheet is the equivalent of
    MS Excel. This link provides you will all the information on how to use Google Drive:
    https://support.google.com/drive/?hl=en#topic=14940
    ? NOTE: None of these tools are difficult to use and we will provide you with a quick overview
    in lecture in Week 1 or Week 2 to get you going. We will also be available to help you if or when
    needed but we are confident that you will be able to find your around the tools.
    Using YouTube:
    We are sure you all have heard of and used YouTube to watch some music videos or catch that funny
    dog/cat clip that has gone viral. In CLSY500, we will be doing less watching and more uploading. This
    link provides you with all you need to know if you have not upload a video clip to YouTube:
    https://support.google.com/youtube/?hl=en#topic=4355266
    ? NOTE: Keep an eye on the privacy settings when uploading your video, by default the videos
    are set to PUBLIC. You can choose between PRIVATE, UNLISTED or PUBLIC. Private
    videos are private, meaning no one but you have access to view the content. Unlisted means
    the video is private but shareable - meaning people you share the link with are the only people
    who can view the content. Public means it is in public domain and anyone can view the content
    of the video. We recommend that you keep your videos UNLISTED, which helps with your
    portfolio and in sharing it with the class in the community. ALSO note: Only upload videos
    that you have captured or created. Copyright is a real thing!
    23 | P a g e
    Things to make life easier ...
    Install the Mobile Apps:
    The best way to keep on top of things is to download and install the mobile apps for the tools we are
    using. There is a FREE mobile version for Android, iOS and Windows phones and tablets. You can use
    the Mobile web version of the tools but most functionalities are limited. Go ahead and install the apps,
    we are confident they will be of huge benefit to you in this course.
    iOS  Android  Windows
    GMail  https://itunes.apple.co
    m/nz/app/gmail-
    email-from-
    google/id422689480?
    mt=8
    https://play.google.com/stor
    e/apps/details?id=com.googl
    e.android.gm&hl=en
    http://www.windowsphone.
    com/en-
    us/store/app/gmail/5aad60
    81-fc0d-46f7-955b-
    abb4bb4d893b
    Blogger  https://itunes.apple.co
    m/nz/app/blogger/id
    459407288?mt=8
    https://play.google.com/stor
    e/apps/details?id=com.googl
    e.android.apps.blogger
    http://www.windowsphone.
    com/en-
    us/store/app/blogger-
    wp/46313091-0580-49aa-
    ad4f-86e559eafe60
    Community  https://itunes.apple.co
    m/nz/app/google+/i
    d447119634?mt=8
    https://play.google.com/stor
    e/apps/details?id=com.googl
    e.android.apps.plus
    http://www.windowsphone.
    com/en-
    us/store/app/google-
    plus/e29c72c7-9e3d-4fb6-

    CLSY500: Culture and Society assignment 代写
    aa1a-72306070ca5a
    YouTube  https://itunes.apple.co
    m/nz/app/youtube/id
    544007664?mt=8
    https://play.google.com/stor
    e/apps/details?id=com.googl
    e.android.youtube
    http://www.windowsphone.
    com/en-
    us/store/app/youtube/dcbb
    1ac6-a89a-df11-a490-
    00237de2db9e
    Drive  https://itunes.apple.co
    m/nz/app/google-
    drive-free-online-
    storage/id507874739?
    mt=8
    https://play.google.com/stor
    e/apps/details?id=com.googl
    e.android.apps.docs
    CLSY500: Culture and Society assignment 代写