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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
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
1
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.
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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.
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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
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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
