Cultural and Socioeconomic Differences - The Development of Student Autonomy and Independence - Nursing Assignment Help

Assignment Task

1 About People, Place, and Social Difference

1.1 An Introduction to this Unit

This unit focuses on the local experiences of cultural and socioeconomic differences. This includes applied social science approaches to inequality, diversity, community, sense of place, and environmental sustainability in the urban setting. There is an emphasis upon spatial literacy for social scientists (fieldwork, mapping, data analysis and place description).

1.2 What is Expected of You
Study Load

A student is expected to study an hour per credit point a week. For example a 10 credit point unit would require 10 hours of study per week. This time includes the time spent within classes during lectures, tutorials or practicals.

Attendance
It is strongly recommended that students attend all scheduled learning activities to support their learning.

Online Learning Requirements

Unit materials will be made available on the unit’s vUWS (E-Learning) site (https://vuws.westernsydney.edu.au/). You are expected to consult vUWS at least twice a week, as all unit announcements will be made via vUWS. Teaching and learning materials will be regularly updated and posted online by the teaching team.

Special Requirements
Essential Equipment:
Not Applicable
Legislative Pre-Requisites:
Not Applicable
Policies Related to Teaching and Learning
The University has a number of policies that relate to teaching and learning. Important policies affecting students include:
– Assessment Policy
– Bullying Prevention Policy and
– Guidelines
– Enrolment Policy
– Examinations Policy
– Review of Grade Policy
– Sexual Harassment Prevention Policy
– Special Consideration Policy
– Student Misconduct Rule
– Teaching and Learning - Fundamental Code
– Student Code of Conduct

Academic Integrity and Student Misconduct Rule

In submitting assessments, it is essential that you are familiar with the policies listed above and that you understand the principles of academic integrity. You are expected to act honestly and ethically in the production of all academic work and assessment tasks, submit work that is your own and acknowledge any contribution to your work made by others.

Important information about academic integrity, including advice to students is available at https://www.westernsydney. edu.au/studysmart/home/academic_integrity_and_plagiarism. It is your responsibility to familiarise yourself with these principles and apply them to all work submitted to the University as your own.

When you submit an assignment or product, you will declare that no part has been: copied from any other student’s work or from any other source except where due acknowledgement is made in the assignment; submitted by you in another (previous or current) assessment, except where appropriately referenced, and with prior permission from the Unit Coordinator; written/produced for you by any other person except where collaboration has been authorised by the Unit Coordinator.

The Student Misconduct Rule applies to all students of Western Sydney University and makes it an offence for any student to engage in academic, research or general misconduct as defined in the Rule.

The University considers plagiarism, cheating and collusion as instances of academic misconduct. The University also considers submitting falsified documentation in support of applications for special consideration, including sitting of deferred examinations, as instances of general misconduct. You should be aware that changes were made to the Student Misconduct Rule commencing 1 January 2020 that provide for minimum sanctions that apply to certain conduct, including the provision of falsified documentation to the University.

You are strongly advised to read the Student Misconduct Rule and the Inappropriate Behaviour Guidelines at the commencement of each session to familiarise yourself with this process and the expectations of the University in relation to work submitted for assessment.

1.3 Changes to Unit as a Result of Past Student Feedback

The University values student feedback in order to improve the quality of its educational programs. The feedback provided helps us improve teaching methods and units of study. The survey results inform unit content and design, learning guides, teaching methods, assessment processes and teaching materials.

You are welcome to provide feedback that is related to the teaching of this unit. At the end of the semester you will be given the opportunity to complete a Student Feedback on Unit (SFU) questionnaire to assess the unit. You may also have the opportunity to complete a Student Feedback on Teaching (SFT) questionnaire to provide feedback for individual teaching staff.

As a result of student feedback, the following changes and improvements to this unit have recently been made:

– Assignment 1 has been rewritten with a stronger focus on developing job ready skills. – Assignment 2 has been rewritten to be focused on more contemporary issues relating to multiculturalism in the Sydney context. – More opportunities have been provided for students to consult directly with teachers on the unit regarding the assignments via Q&A – All readings are now available through the library without the need to purchase a textbook. – Peer Assisted Study Sessions (PASS) has been added for this unit. – There is a greater emphasis on Indigenous issues in relation to the unit content – Weekly readings and assessment reading lists have been updated

2 Assessment Information
2.1 Unit Learning Outcomes
Upon completion of this unit, students will be able to:

2.2 Approach to Learning
This unit has been designed with an approach to learning that is student centred, research led, and that promotes civic engagement of students. This means that the approach to learning prioritises : 
1) The development of student autonomy and independence;
2) The development of skills that students can apply in their academic studies and later career (lifelong learning) e.g. discussion, problem solving, creativity, the promotion of students as critical consumers of research AND active researchers;
3) Empowering students to apply their learning to advocate for themselves and their communities; working with others to try and implement their vision of the future;
4) The adaption of teaching to the diversity of student needs;
5) The acknowledgment of student voice and participation as central to learning experience. This approach to learning is reflected in learning activities and assessments  of this unit.

LEARNING ACTIVITIES

In People, Place and Social Difference students are required to complete a series of weekly lectures pods and workshops, in addition to completing three assessment tasks. The unit also offers optional assessment support sessions. Section 3 of the Learning Guide ’Teaching and Learning Activities’ outlines the program for these.

In the weekly learning activities, students are:
1) Exposed to theoretical and practical content via lecture ’Pod’ content (including guest lectures by academic specialists), readings, and interactive activities;
2) Taught practical research (methodological) skills that are put into practise via project work and workshop activities;
3) Provided space to discuss, debate and develop solutions within a supportive environment.

1. LECTURE PODS

This unit has online lecture ’pods’ (short lecture videos). The lecture pods will be made available at the start of each week in the relevant weekly folder on vUWS. Once available, the videos will remain for the entire semester. We recommend that you complete each week’s lecture pods before attending that week’s workshop. The end of semester exam will be based upon lecture pod content, so it is important that all lecture pods are completed. In some weeks you will be asked to complete tasks that extend the content of the lecture pods. This might include additional video content, podcasts or online activities. This material is also assessable in the exam.

2. WORKSHOPS

The workshops are designed to develop the skills required to successfully complete Assignment 1 and Assignment 2. They also extend upon the lecture pods.Students who do not participate are at a significantly higher risk of failing the unit. Information on the specific requirements for each workshop (e.g. readings, things to bring and tasks to perform before attending) can be found in the relevant weekly folder on vUWS. 

Important workshop information: You must register for a workshop in Allocate+ and attend the workshop for which you are registered. We will not deviate from this policy. Students who are not registered for a workshop cannot attend workshops. Any students not listed on a workshop roll will be asked to leave the room (or online session). Any enquiries about workshop registrations should be made to socialsciences@westernsydney.edu.au of School of Social Sciences (SoSS)Administration staff on your campus.

Do not contact the Unit Coordinator unless you are directed to do so by SoSS Administration staff.  We record workshop attendance. If you cannot attend a workshop you should notify your tutor immediately.

3. Q&A SESSIONS

The Q&A Sessions are an opportunity for students to ask the Unit Coordinator questions regarding Assignment 1, and Assignment 2. These sessions will take place in the week before each assignment is due and will be announced on vUWS.

PEER ASSISTED STUDY SESSIONS (PASS) Peer Assisted Study Sessions (PASS) are free, weekly group learning sessions. PASS is facilitated by students who have previously completed the unit. During the sessions, you will meet and work collaboratively with other students from People, Place and Social Difference to understand the unit content and develop study strategies to help improve your academic performance. PASS has a strong record of helping all students to excel. PASS sessions are available both face-to-face on campus and online, offering you more opportunities to achieve more together with PASS! To see the PASS timetable, visit the website: www.westernsydney.edu.au/pass. Any students with an AIP attending PASS sessions should contact the PASS Coordinator on passcoordinator@westernsydney.edu.au to ensure necessary adjustments are in place.

2.3 Assessment Summary

The assessment items in this unit are designed to enable you to demonstrate that you have achieved the unit learning outcomes. Completion and submission of all assessment items which have been designated as mandatory or compulsory is essential to receive a passing grade.

To pass this unit you must:
attempt each of the assessment tasks outlined below, and achieve a minimum combined mark of 50%.

Feedback on Assessment

Feedback is an important part of the learning process that can improve your progress towards achieving the learning outcomes. Feedback is any written or spoken response made in relation to academic work such as an assessment task, a performance or product. It can be given to you by a teacher, an external assessor or student peer, and may be given individually or to a group of students. As a Western Sydney University student, it is your responsibility to seek out and act on feedback that is provided to you as a resource to further your learning.

2.4 Assessment Details

PURPOSE/BACKGROUND

This assignment is based on the lectures, workshops and set readings of Weeks 1-3. During these weeks, we learned about socio-economic differences in Sydney and observed how these manifest spatially. We also explored some of the economic processes that have led to this spatial distribution.

This assignment requires you to draw upon the knowledge and skills you have developed in the lectures, workshops and set readings of Weeks 1-3. It is therefore designed to:

1) Support your weekly reading;
2) Familiarise you with key concepts in the unit;
3) Demonstrate your practical skills using maps and the Australian Bureau of Statistics Quickstats website.
LEARNING OUTCOMES:
After successfully completing this assignment, students will be able to:
1) Identify socio-economic differences within, and between, different places using census data
2) Explain some of the reasons for social differences within, and between, different Sydney suburbs
3) Reference academic sources using Western Sydney University’s Harvard Referencing style

ASSESSMENT TASK
Step 1: Download the Assignment 1 Template (word doc) in the Assignment 1 folder in vUWS
- You will need to write your answers in the template

- Do not delete the questions or instructions from the template as they will ensure that you complete the assignment requirements correctly. While this will result in a high Turnitin score (as all students will be submitting the template), we will take note of this when we check your Turnitin report)

Step 2: Complete Part I
1) Choose two Sydney suburbs that are located in different geographical regions of Sydney. For example, Penrith (in Outer Western Sydney) and Manly (in Northern Sydney).
2) Name the two Sydney suburbs you have chosen
3) Use the Map of Spatial Terms to Identify Regions of Sydney (in the Assignment 1 folder on vUWS) to name the geographic regions of Sydney in which these two suburbs are located.
Step 3: Complete Part II
1) Locate the ABS QuickStats Comparison Tables in the Assignment 1 Template (they are in the Appendix)
2) Fill in the data for the two Sydney suburbs you have chosen
Note: The step-by-step guide to downloading this data and completing these tables is included before the tables in the Assignment 1 Template (page 5). We will cover the skills needed to complete these tables in the Week 2 Workshop.
3) Using the ABS data, describe four (4) of the main socio-economic differences between the two Sydney Suburbs you have chosen. To do this you will need to look carefully at the comparison tables you have completed.

Step 4: Complete Part III

Use at least two (2) academic sources (i.e. journal articles, books chapters or books), and the lectures from this unit, to explain some of the main reasons for the socio-economic differences you have identified between your comparison suburbs in Part II.

Note: The academic sources you use MUST come from the weekly readings for Weeks 1-3 OR the Assignment 1 reading list (see below). All of these readings can be downloaded using the links provided in the ’Readings and Resources’ link on vUWS. Your response to Part III MUST be based on ideas from the lectures and academic texts listed above. They MUST NOT be based upon personal opinion. Please ensure that you provide in-text citations using Western Sydney University’s Harvard Referencing Style ( http://library.westernsydney.edu.au/main/sites/ default/files/cite_Harvard.pdf). We will cover referencing skills in the Week 4 Workshop.

Step 5: Complete your reference list

Include a reference list using Western Sydney University’s Harvard Referencing Style ( https://library.westernsydney. edu.au/main/sites/default/files/cite_Harvard.pdf). This should only contain sources that you have cited in the body of your work. We will cover referencing skills in the Week 4 Workshop.

Step 6: Attach Appendix

Make sure you have included the ABS QuickStats Comparison Tables you have completed at the end of your document as an appendix.

Step 7: Review Assignment Check-List

A checklist is included on the final page of the Assignment 1 Template to help ensure you complete all of the elements required for this assignment. Tick off each of these components once you think you are ready to submit the assessment.

MARKING CRITERIA

Assessment marking criteria can be found in the Assignment 1 folder in vUWS. Please make sure you check them carefully as your assignment will be marked using these criteria.

Resources:

The following Assessment Readings are available on vUWS in the Assessment 1 Folder and in the ’Readings and Resources’ Folder. You are required to use two (2) readings from this list and/or the set weekly readings of Weeks 1-3 in your Workshop Report.

Baum, S., O’Connor, K. and Stimson, R., (2005) Fault Lines Exposed: Advantage and Disadvantage across Australia’s Settlement System. Clayton: Monash University ePress. (Chapter 3)

Easthope, H, Stone,W. and Cheshire, L. (2018) ”The Decline of ’advantageous Disadvantage’ in Gateway Suburbs in Australia: The Challenge of Private Housing Market Settlement for Newly Arrived Migrants.” Urban Studies 55.9, pp. 1904-923

Bangura, M & Lee, C.Y. (2019) The differential geography of housing affordability in Sydney: a disaggregated approach, Australian Geographer, 50:3, 295-313

Pawson, H., Hulse, K. and Cheshire, L., (2015). Addressing Concentrations of Disadvantage in Urban Australia. Melbourne: AHURI.

Stimson, R. (2011), ’Australia’s changing economic geography revisited’, Australasian Journal of Regional Studies, vol. 7, no.1, pp. 22-45.

Waitt, G, McGuirk, P, Dunn, K, Hartig, K & Burnley, I (2000), Introducing human geography: globalisation, difference and inequality, Longman, Sydney.

Wiesel, I, Liu,F and Buckle, C. (2018), ’Locational Disadvantage and the Spatial Distribution of Government Expenditure on Urban Infrastructure and Services in Metropolitan Sydney (1988-2015)’, Geographical Research, vol. 56, no.3, pp. 285-97.

PURPOSE/BACKGROUND

In weeks 4-8 we have been examining the impacts of cultural diversity and multiculturalism in Australia at a national and local scale. We have also explored the experiences of culturally diverse people.

This assignment requires you to draw upon the knowledge and skills you have developed in the lectures, readings and workshops in weeks 4-8 to:

1) Support your weekly reading;
2) Demonstrate your understanding of the key concepts and issues covered in the unit;
3) Develop your field research skills and synthesis of data/research evidence.

LEARNING OUTCOMES
After successfully completing this assignment, students will be able to:
1) Identify evidence of cultural diversity within social and cultural landscapes of Sydney.
2) Identify the benefits and challenges of multiculturalism in Sydney
3)Use photographic evidence to illustrate social and cultural processes.

4) Effectively and safely conduct fieldwork to gather data/evidence.
5) Identify, evaluate and utilise academic sources to produce a scholarly piece of writing.
ASSESSMENT TASK
Using photographic material gathered from your field research (week 7), write an essay that answers the following question:

What are the benefits and challenges of multiculturalism in Sydney?

Benefits that you could discuss include: cultural maintenance and sharing, cosmopolitanism, knowledge production, provision of services, increased understanding and respect, increased creativity, diversification of skills and alignment with a global workforce

Challenges that you could discuss include: exclusion, stereotyping/prejudice/racism, miscommunication, lack of crosscultural understanding, confllicting ideologies or etiquette.

Your essay must include:
1) Photographic Evidence:

The essay requires you to use three (3) photographs taken during your self-guided field research. The photographs are the primary data which you will use to help explain and illustrate the key arguments that you make in response to the essay question. You should ensure that you have completed some background reading about multiculturalism/cultural diversity in Sydney before your field research so that you know what type of photographs you will need. The photographs MUST be yours and MUST be taken during your field research. Using another student’s photographs will result in formal academic misconduct proceedings.

Each photograph should be accompanied by a Source Statement that includes:
1. The name of the landmark or setting
2. The street name and street number (if applicable) and suburb of the landmark’s location
3. The date and time the photograph/image was taken
4. Your name or initials

This information MUST be included as a source statement for each photograph in your essay (information on how to complete this source statement will be provided in the Week 8 Workshop). A table is located in the Self-Guided Field Trip Manual to assist you with collecting this data. We will discuss the Self-Guided Field Trip Manual in the Week 6 Workshop.

Note: Not all of the key points/arguments you make in your essay need to be supported with photographs (indeed, you should have more than three key arguments). In previous years, students have found it difficult to represent the challenges of multiculturalism using photographs. It is okay if you only use photographs to illustrate the benefits of multiculturalism. However, your photographs should illustrate different points/arguments within your essay (e.g. if you have a paragraph in your essay that discusses cultural sharing as a benefit of multiculturalism, you should not use three photographs to illustrate this one point).

2) Academic Literature Sources

You MUST use at least five (5) academic sources (journal articles, book chapters or books) to write your essay. You may use the weekly readings, however, you MUST use at least two (2) sources that you find yourself. DO NOT reference the Lecture pods or your Tutor. If you want to use information that you have learned in class, try and find a published version of that information.

3) Secondary Data (optional)

As well as the photographs that comprise the primary data of your essay, we encourage you to use secondary data to add rigour and value to your argument. As we have already learned, the best way to understand the social make up of an Australian suburb is to draw upon Census data from the Australian Bureau of Statistics. This could act as secondary data for your essay. Council websites are also a great place to look. The sources of any secondary data you use must be referenced correctly and included in your reference list.

4) Reference list

Given that you must use at least five (5) academic sources (and the option to use additional secondary data/sources) in your essay, you must also include a reference list. Include a reference list using Western Sydney University’s Harvard Referencing Style ( https://library.westernsydney.edu.au/main/sites/default/files/cite_Harvard.pdf). This should only contain sources that you have cited in the body of your essay. Your reference list is not counted in your word count. We will cover referencing skills in the Week 4 Workshop.

4 Learning Resources
4.1 Recommended Readings
Essential Reading

Please refer to the teaching and learning activities for weekly readings.  
-  All readings are available for download through the ’Readings and Resources’ link on vUWS.
-  It is expected that students will keep up to date with lecture and unit readings.

- The readings provide important support materials for the lectures, workshops and assignments. They will also be useful when preparing for the exam.
-  In some weeks there are one or two short readings. In other weeks there are no readings to allow you adequate time to read the academic sources (i.e. journals articles, books chapters and books) required for the assignments.

-  It is important that you schedule your time appropriately to keep on top of the required reading

 

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