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Advocacy Action Plan

Assignment 4.1: Advocacy Action Plan Part 2: PEST Analysis

Adapted from: Sample Templates , MindTools PEST Analysis Worksheet , and University of Bridgeport Career Development Timeline

Instructions

Use the template below as a worksheet/workspace. The question prompts provided are intended to help you to gain a better understanding of the public health issue or need associated with your advocacy action plan. As you complete this template, you are allowed to make informal notes, use bullet points and copy and past links to websites, articles and other resources that will help you to better identify factors related to your advocacy action plan.

As you complete this template, please keep in mind the following:

· Although it is important to consider macro-level factors (i.e., what is happening at the societal level), for the purposes of this assignment you are asked to place more emphasis on micro-level factors (i.e., what is happening at the community level).

· Although all questions may not apply to your advocacy action plan, be sure to answer each question under all four categories (Political, Economic, Socio-Cultural, & Technology).

Template Components

Step 1: Identify the Political, Economic, Socio-Cultural and Technological Aspects of the Proposed Change in Your Advocacy Action Plan

KINE 4354 Assignment 4.1: Advocacy Action Plan Part II: PEST Analysis
FactorOpportunityThreat
POLITICAL
Political factors to consider: · When is the country’s next local, state, or national election? How could this change government or regional policy? · Who are the most likely contenders for power in your community? What are their views on public health policy, and on other policies that affect your organization? · Depending on the country, how well developed are property rights and the rule of law, and how widespread are corruption and organized crime? · How are these situations likely to change, and how is this likely to affect you? · Could any pending legislation or taxation changes affect your business, either positively or negatively? · How does government approach public health policy, areas of social justice or social responsibility, and environmental protection legislation? What impact does this have, and is it likely to change? · Are there any other political factors that are likely to change?
FactorOpportunityThreat
ECONOMIC
Economic factors to consider: · How stable is the current economy? Is it growing, stagnating, or declining? · What is the financial condition of the organization you plan to work with? Is the organization financially stable? Is there revenue to fund your idea? If not, how will you address this? · Are there any other economic factors that you should consider?
FactorOpportunityThreat
SOCIO-CULTURAL
Socio-Cultural factors to consider: · What is your target population’s growth rate and age profile? How is this likely to change? · Are generational shifts in attitude likely to affect what you’re doing? · What are your target population’s levels of health, education, and social mobility? How are these changing, and what impact does this have? · What social attitudes and social taboos could affect your advocacy action plan? Have there been recent socio-cultural changes that might affect this? · How do religious beliefs and lifestyle choices affect the population? · Are any other socio-cultural factors likely to drive change for your proposed advocacy action plan?
FactorOpportunityThreat
TECHNOLOGICAL
Technological factors to consider: · Are there any new technologies that you could be using? · In which areas do governments and educational institutions focus their research? Is there anything you can do to take advantage of this to address your proposed advocacy action plan? · Are there existing technological hubs that you could work with or learn from? THINK COLLABORATION! · Are there any other technological factors that you should consider?
Step 2: BRAINSTORM OPPORTUNITIES Now that you have identified some of the changes that are taking place in the proposed setting for your advocacy action plan, look at each of those changes and brainstorm the potential OPPORTUNITIES that might be available for you or for the organization which you are proposing the advocacy effort for.
Potential Opportunities for Your Advocacy Action Plan
1.
2.
3.
Step 3: BRAINSTORM THREATS Now think about the changes and think about how some of those might be barriers to the implementation of your advocacy action plan. How might you plan in a manner that the potential threats might be minimized, or avoided?
Potential Threats for Your Advocacy Action Plan
1.
2.
3.
Step 4: Notes for TAKING ACTION Now it is time to TAKE ACTION! You will take this next step in Assignment 6.1 as you write up your final plan. Use the section below to write your main takeaways as you start to develop the main sections of your advocacy action plan.
My Advocacy Action Plan Notes

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Action plan based on the work of Wadsworth (2011) on disseminating results

Dissemination Action Plan- The research process is cyclical. The assessment tasks in this subject reflect this cycle. In Assessment 1
you compiled an Annotated Bibliography to build your understanding of existing studies in the area in which you were planning to focus your
research. In Assessment 2 you used that understanding, with other learnings from the subject and other sources, to prepare a Research
Proposal outlining the details of a particular study.

Executing the research study outlined in the proposal, analyzing the data, and presenting a report on the findings constitute the next stage of the research cycle in the real world.
However, conducting research is a difficult and time-consuming procedure that is outside the purview of this introductory subject, as has been observed throughout the semester.
The distribution of results is a crucial component of the post-research portion of the cycle, therefore Assessment 3 instead of addressing the conduct of the research study, does so.
You will create an action plan for this assessment exercise based on Wadsworth’s (2011) work on optimizing the effect of research and distributing findings (see pages 455–461 in your textbook for more information).
Obviously, you have not carried out any research, so you have no results to report. The action plan is a general outline of how you would
disseminate the results of the study you outlined in your Research Proposal (Assessment 2), if you had carried it out. You will draw on the
content of the Moodle pages, textbook, articles and other appropriate sources to complete this task.
Your research dissemination action plan must be presented in full sentences-not dot points – and paragraphs in essay form. You may have
subheadings within your essay.
Your plan must include;
a brief description of the study outlined in the Research Proposal
a description of what you want to achieve (your objective/s) by dissemination of your results, e.g. influencing policy and/or practice,
and/or an explanation of why this is necessary/desirable
an explanation of who (individuals and/organisations) you will inform about your research and why you will do this (Think in terms of
ethical reasons and how these people/organisations can help in the process of getting action taken as the result of you research)
a detailed description of when and how (contents and the way they will be presented) you will disseminate your findings in each of the
following formats;
I. a formal report (similar to the
NSW Carers Survey and the
NDIS Study)
II. a meeting with colleagues
III. a conference
An appendix to your plan, with one data gathering instrument you would have used in your proposed study if you had carried it out. e.g.
survey questions, interview protocol9/12/22, 9:43 amSubject Guide
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Length 1, 500 words
Weighting: 30%

Marking Guide – Rubric: DISSEMINATING YOUR RESEARCH RESULTS
Criteria High Distinction Distinction Credit Pass Fail
Assessment
task is
presented in
essay form
employing full
sentences and
paragraphs
10%
Assessment task is
presented in
sophisticated essay
form and employs
sophisticated full
sentences and
paragraphs
throughout the essay
Assessment task is
presented in very
good essay form and
employs very well-
structured full
sentences and
paragraphs throughout
the essay
Assessment task is
presented in good essay
form and employs well-
structured full sentences
and paragraphs
throughout most or all of
the essay
Assessment task is
presented in
satisfactory essay
form and completely or
mostly employs full
sentences and
paragraphs
Assessment task is not
presented in
appropriate essay form
and/or does not
employ full sentences
and paragraphs
The outlined
action plan
demonstrates
overall strong
coherence and
contains all
required
elements
executed to an
appropriate
standard
15%
The outlined action
plan demonstrates
excellent and
sophisticated overall
coherence, and all
required elements are
present, and all are
of excellent standard
The outlined action
plan demonstrates
very good overall
coherence, and all
required elements are
present, and all are of
very good standard
The outlined action plan
demonstrates good
overall coherence, and all
required elements are
present and all or most
are of good standard
The outlined action
plan demonstrates
satisfactory overall
coherence and all or
most required elements
are present and are of
satisfactory standard
The outlined action
plan lacks overall
coherence, and some
required elements are
absent and/or of
unsatisfactory
standard
The outlined
plan is
consistent with
the research
study described
in Assessment
2 (Research
Proposal)
10%
The outlined plan
demonstrates a
sophisticated level of
consistency with the
research study
described in
Assessment 2
(Research Proposal)
The outlined plan
demonstrates a very
good level of
consistency with the
research study
described in
Assessment 2
(Research Proposal)
The outlined plan
demonstrates a good level
of consistency with the
research study
described in Assessment
2 (Research Proposal)
The outlined plan
demonstrates a
satisfactory level of
consistency with the
research study
described in
Assessment 2
(Research Proposal)
The outlined plan is
not consistent with the
research study
described in
Assessment 2
(Research Proposal)
The statement
of desired
outcome/s is
cogent and
consistent with
the research
study described
The statement of the
desired outcome/s
demonstrates
excellent levels of
cogency and
consistency with the
research study
The statement of the
desired outcome/s
demonstrates very
good levels of cogency
and consistency with
the research study
described in
Assessment 2
(Research Proposal)
The statement of the
desired outcome/s
demonstrates good levels
of cogency and
consistency with the
research study described
in Assessment 2
(Research Proposal)
The statement of the
desired outcome/s
demonstrates
satisfactory levels of
cogency and
consistency with the
research study
The statement of the
desired outcome/s is
not cogent, and/or is
not consistent with the
research study
described in
Assessment 2
(Research Proposal)9/12/22, 9:43 amSubject Guide
Page 3 of 3https://courses.highered.tafensw.edu.au/mod/book/tool/print/index.php?id=746246&chapterid=51776
in Assessment
2 (Research
Proposal)
10%
described in
Assessment 2
(Research Proposal)
described in
Assessment 2
(Research Proposal)
Identification of
relevant
individuals and
organisation to
be informed and
their inclusion is
justified.
10%
All individuals and
organisations to be
informed are highly
relevant and their
inclusion is justified
in a sophisticated
manner
All or most individuals
and organisations to
be informed are very
relevant and their
inclusion is very well
justified
Most individuals and
organisations to be
informed are relevant and
their inclusion is well
justified
Most individuals and
organisations to be
informed are relevant
and their inclusion is
satisfactorily justified
Relevant individuals
and organisation to be
informed are not
identified and/or their
inclusion is not
satisfactorily justified
Description of all
required
dissemination
formats is
accurate,
comprehensive
and consistent
with a) the
nature of the
research, and b)
the outlined
objectives of
dissemination
30%
Description of all
required
dissemination
formats
demonstrates an
excellent level of
accuracy,
comprehensiveness
and consistency with
a) the nature of the
research, and b) the
outlined objectives of
dissemination
Description of all
required
dissemination formats
demonstrates a very
good level of accuracy,
comprehensiveness
and consistency with
a) the nature of the
research, and b) the
outlined objectives of
dissemination
Description of most or all
required dissemination
formats demonstrates a
good level of accuracy,
comprehensiveness and
consistency with a) the
nature of the research,
and b) the outlined
objectives of
dissemination
Description of most or
all required
dissemination formats
is satisfactorily
accurate,
comprehensive and
consistent with a) the
nature of the research,
and b) the outlined
objectives of
dissemination
Description of some or
all required
dissemination formats
is not accurate, and/ or
not comprehensive
and/or not consistent
with a) the nature of
the research and/or b)
the outlined objectives
of dissemination
The data
gathering
instrument is
of sound quality
and consistent
with the
research study
described in the
Research
Proposal
15%
The data gathering
instrument is of
excellent quality and
demonstrates an
excellent level of
consistency with the
research study
described in the
Research Proposal
(Assessment 2)
The data gathering
instrument is of very
good quality and
demonstrates are very
good level of
consistency with the
research study
described in the
Research Proposal
(Assessment 2)
The data gathering
instrument is of good
quality and demonstrates
a good level of
consistency with the
research study described
in the Research Proposal
(Assessment 2)
The data gathering
instrument is of sound
quality and
demonstrates
satisfactory
consistency with the
research study
described in the
Research Proposal
(Assessment 2)
The data gathering
instrument is not of
sound quality and/or is
not consistent with the
research study
described in the
Research Proposal
(Assessment

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Violent Female Action Characters in Contemporary American Cinema Katy Gilpatric

ORIGINAL ARTICLE Violent Female Action Characters in Contemporary American Cinema Katy Gilpatric Published online: 7 March 2010 # Springer Science+Business Media, LLC 2010 AbstractThis research is a content analysis of violent female action characters (“VFAC”) shown in American action films from 1991 through 2005. The analysis focused on three aspects of VFACs: (1) gender stereotypes, (2) demographics, and (3) quantity and type of violence.

Findings showed that 58.6% of VFACs were portrayed in a submissive role to the male hero in the film, and 42% were romantically linked to him. The average VFAC was young, white, highly educated, and unmarried. VFACs engaged in masculine types of violence yet retained feminine stereotypes due to their submissive role and romantic involvement with a dominant male hero character.

The findings suggest continued gender stereotypes set within a violent framework of contemporary American cinema.

KeywordsFilm.

Violence.

Gender.

Stereotypes.

Content Analysis Introduction In 1979, Sigourney Weaver played Lt. Ripley in the movie Alien. Film theorists generally agree that the action character Lt. Ripley paved the way for a new type of female representation in American popular culture (Brown 1996,2005; Clover1992; Inness2004; Tasker1993). A sea change in filmic representations of female action charactersoccurred after the success ofAlienincluding theAlien sequels and such films series asTerminator,Lara Croft,and Kill Bill. It is now commonplace to see female action characters engage in hand-to-hand combat, wield swords, shoot machine guns, and employ high-tech weaponry to destroy people and property—behaviors once the exclusive domain of male action heroes. These tough female representations seem to have moved beyond traditional notions of femininity and have drawn attention from feminist theorists who have debated whether they are empowering images for real women (McCaughey and King 2001), represent the ability of women to draw upon their femininity as a source of power (Rowe-Karlyn2003), or are a kind of“post-woman”operating outside the boundaries of gender restrictions (Hills1999).

The present research adds to the ongoing academic debate by examining female characters in American action films to determine whether they are really moving beyond traditional gender roles and norms, or are re-articulating and re-presenting gender stereotypes in a new guise. There is substantial literature offering interpretive analyses of female action characters portrayed in cinema but relatively few studies that provide quantitative data. This research utilized an empirical approach through content analysis.

The content analysis focused on three major areas of research. First, it examined the gender stereotypes displayed by female action characters. Second, it created a profile or average type of female action character from the demographic data gathered. Third, it analyzed the quantity and type of violence committed by female action characters.

The findings of this research help to reveal the contradictory nature of female action characters appearing in contemporary mainstream American cinema. These characters are female, yet they engage in traditionally masculine forms of physical violence. They also appear in K. Gilpatric (*) Department of Social Sciences, Kaplan University, 6301 Kaplan University Lane, Fort Lauderdale, FL 33309, USA e-mail: gilpatric10@aol.com Sex Roles (2010) 62:734–746 DOI 10.1007/s11199-010-9757-7 action movies alongside male heroes engaging in violence.

The success of American action films at the domestic box office can be attributed to the targeted youth audience (MPAA2007). Media has long been recognized as an agent of socialization (Bandura1986; Blumer and Hauser1933; Gerbner1970; Lazarsfeld and Merton1948). Therefore, it is worth examining the representations of violent female action characters shown in popular action movies because of the potential to influence a young viewing audience and their ideas about gender and violence (Gerbner1998; Huesmann1999; Signorielli and Bacue1999).

In addition to the potential problems of violent media influencing the socialization process, a feminist critique can be applied. Feminist film critics have a long history of analyzing the representations of women in movies and comparing them to the inequities of real-world gender roles.

Rosen (1973) critiqued the one-dimensional characters that played stereotypical roles of good wife and mother. Haskell (1974) criticized the depiction of self-sacrificing female characters in romanticmelodramas. Mulvey’s(1975) psychoanalytic approach placed popular cinema inside a patriarchal society that imposed an imbalance between active/male and passive/female ways of looking at charac- ters in film. She asserted that female images serve as signs of visual pleasure for a“male gaze”, and that“the man’s role is the active one of advancing the story and making things happen”(p. 11).

By the 1990s, feminist film theorists argued against totalizing and essentialist readings of film. Instead they proposed an active viewer who engages in her own meaning-making processes as she uses what she sees on- screen to help construct her own identity (Dyer2002; McRobbie2004; Stacey2000). The very labels of‘male’ and‘female’were challenged as being essentialist by feminists who considered gender to be a social construction (Butler1990; Lorber1999). In addition, postmodern feminists have challenged the privileged representations of white, Western, hetero females in cinema and the resultant problems of audience identificatory practices (Butler1999; Hooks1996; Modleski1991; Tasker and Negra2007; Trinh 1991).

The theories of these feminist media critics seem disparate. However, they have in common an understanding that female identities are informed by social codes rooted in popular culture. Continued analyses of media representa- tions help to shed light on the ways in which our normative ideas about femininity are formed in American popular culture.

Gender Stereotypes in the Media The first focus of this research was on the gender stereo- types displayed by female action characters. Calvert et al.( 2001) and Dietz (1998) have found that female action characters rarely get to play the main hero character.

Magoulick’s(2006) analysis of television action heroines found that the heroine is usually shown in a romantic relationship with a male protagonist who retained power and control over her. King (2008) conducted a content analysis of 291“cop-action”films and found that female police characters, even though in a male-dominated profes- sion, usually maintained rookie status and were engaged in romantic relationships with fellow workers. King (2008) also found that women were twice as likely as men to take on lovers during the course of the film. Eschholz and Bufkin (2001) conducted a content analysis of 50 popular films and found that female characters were more likely to be romantic, domestic, sensitive, and manipulative, and male characters were more likely to be competitive, athletic, aggressive, and risk-taking. The researchers concluded that “on average, male characters were more masculine and female characters more feminine”(p. 324).

Consensus on gender stereotypes can be problematic, so this research relied on an established standard of gender traits employed in social science research (Eschholz and Bufkin2001; Lueptow et al.2001; Twenge1997). The gender traits for masculine stereotypes include:dominant, aggressive, competitive, independent, ambitious, self- confident, adventurous,anddecisive. Traits used for feminine stereotypes include:affectionate, submissive, emotional, sympathetic, talkative,andgentle.

In light of the literature above regarding gender stereo- types in the media, the first research question asked:

1. Do female action characters exhibit gender stereotypes?

Media Representations of Age, Marital Status, Race, and Occupation The second focus of this research was the demographics of the female action character. Previous media studies have shown a consistent pattern of female characters depicted as young and unmarried. Elasmer et al. (1999) studied prime time television programs in 1992–93 and found that over 60% of female characters were in their twenties and thirties and 12.6% were shown as currently married. Nearly a decade later, Glascock’s(2003) analysis of prime time programs in 2001 found 58.8% of female characters were ages 18 to 37 and 17.8% were shown as married. Similarly for film, Eschholz et al. (2002) found that 71% of the female characters in popular 1996 movies were in their twenties or thirties, and King (2008) found 80% were unmarried in action movies from 1968 to 2006.

Media studies have found increasing numbers of African American characters in prime time television. Mastro and Greenberg (2000) examined over two decades of programs Sex Roles (2010) 62:734–746735 and found that by 1997 African American representation on television reached parity with U.S. population statistics.

Glascock (2001) found African Americans represented 14% of characters on prime time television and was slightly higher than the U.S. population. Although there has been improvement in racial diversity shown in the media some groups have not fared as well. A Children Now (2004) report found that Hispanics, Asians, and Native Americans have been underrepresented in prime time television.

Similarly, Eschholz et al. (2002) stated that“Hispanics, Native Americans, and Asians were almost entirely missing from the 1996 popular films line-up”(p. 314).

Media studies have found that representations of women portrayed in professional occupations are increasing.

Signorielli and Bacue’s(1999) study of prime time tele- vision spanning three decades found that there has been a significant increase in the number of female characters cast as professionals. In a subsequent study, Signorielli and Kahlenberg (2001) found that“women were just as likely to be cast in professional (doctor, teacher, lawyer) and white- collar (secretarial, managerial, clerical) jobs as males” (p. 10). Children Now (2004) reported that 28% of females in TV programs were portrayed in high-status occupations such as executive/CEO, physician, attorney, judge, or other professional, and only 5% were depicted as homemakers.

Similarly, Steinke’s(2005) research found an increase in the number of female scientists and engineers depicted in movies from 1991 to 2001.

In light of the literature above regarding demographics of female representations in the media, the second research question asked:

2. What is the demographic profile of the female action character?

Violence and Gender in the Media The third focus of the research is on the quantity and type of violence committed by female action characters. Vio- lence is typically associated with masculinity. Eschholz and Bufkin (2001) compared the biological sex of movie characters to the specific gender traits listed above and found that the traits of masculinity were highly correlated with violent acts shown in the movies regardless of biological sex. The assertion of the study was that female characters were masculinized when they engaged in violence. Media studies indicate that there has been an increase in the number of female action characters over time. Signorielli and Bacue (1999) analyzed prime-time television spanning three decades and found an increase in the number of female characters within the action-adventure genre. Other studies confirm this trend in various action- oriented media including film, television, and video games(Dill and Thill2007; Jansz and Martis2007; King2008; Sapolsky et al.2003).

Several analyses of media have expressed concern over the victimization of women in various media (Crosby2005; Haskell1974; Linz and Donnerstein1994; Williams1991).

However, other media research has found that women are victimized less often than are men (Dietz1998; Eschholz and Bufkin2001; Smith et al.1998). This fact mirrors real- world statistics because male offenders most often victimize other males (U.S. Bureau of Justice1999). Sapolsky et al.

(2003) examined the top-10 action films from the 1990s and found that males were shown as victims significantly more often than females. Signorielli (2003) found a significant change in the ratio of female violence to female victimization in prime time television over the past three decades, stating“instead of 16 women being victimized for each woman who hurts or kills, the odds are even: women are equally likely to hurt or kill as be hurt or killed”(p. 51).

Signorielli also counted the number of characters that were killed in network television from 1969 to 1988 and found that 83% were male and 17% were female (in Linz and Donnerstein1994). This finding is also consistent with actual statistics because 64.4% of homicides in the U.S. are committed by male offenders, 7.1% by females, and 28.5% unknown (U.S. Department of Justice2007).

In this research real-world statistics were used to develop a gendered orientation of violence. A U.S. Bureau of Justice special report on women offenders (1999) compared female types of violence with that of males. The report found that females commit only 14% of all violent crimes.

Violent female offenders usually engage in simple assaults directed at other females (75%). Female offenders usually have had some relationship with their victim who was often an intimate, relative, or acquaintance (62%). Also, more than half of female offenders act alone (53%) and they rarely use weapons (15%). In contrast, male offenders account for 86% of all violent crimes. They are most often violent toward other males (70%) and act in groups with other men (51%). Men usually have no prior relationship with their victim (64%) and use weapons (28%) more frequently than women. The report also states that the “consequences of male violence are generally more serious in terms of weapon used, injury, and out-of-pocket losses to the victim”(U.S. Bureau of Justice1999, p. 3).

Not all violence shown in the movies is related to crime because both bad and good characters engage in violent acts. Eschholz and Bufkin (2001) found a consistent pattern of masculine violence in popular films stating that it was “significantly related to both offending and victimization in the movies. The‘good’characters, who successfully accomplish masculinity, and the‘bad’ones who challenge their dominators, repeatedly resort to violence and crime” (p. 670). 736Sex Roles (2010) 62:734–746 Violent means are also used to protect society and citizenry, as is the case with male-dominated occupations such as the military and police. In the past several decades women have increasingly entered male-dominated occupa- tions in the U.S. (Wootton1997). This change in American social reality has been reflected in the movies with the inclusion of female police and soldiers as action characters (King2008; Tasker1998).

Violence can also take on a feminine form. Powers (1991) suggests that violence has been linked with the archetype of protectress. Similarly, Tasker (1998)has argued that female action characters draw upon a heroic maternal motif to create stereotypes of mother and wife who risk all to save children and loved ones.

In light of the literature above regarding violence and gender in the media, the following research questions asked:

3. Has there has been an increase in the number of action films that contain female action characters?

4. Are female action characters engaging in more acts of violence over time?

5. Do female action characters tend to commit gender- oriented violence?

Method Units of Analysis Female action characters appeared in multiple scenes of violence within the films analyzed. Therefore, this research had two units of analysis: (1) the Violent Female Action Character (VFAC), and (2) the violent scene in which she appeared. For purposes of this study, a VFAC was a leading female character in the film who engaged in at least one act of physical violence. Physical violence was defined as physical force exerted (with or without weaponry) in an attempt to cause bodily injury, death, or damage to property.

Sample The films analyzed in this research were those ranked by Internet Movie Data Base (IMDB) as the highest grossing American action films. The sample consisted of the top-20 action films (as determined by IMDB) released over a 15-year period between 1991 and 2005, totaling 300 movies. The year 1991 was selected as a starting point because it attracted feminist attention with the release of Thelma and LouiseandTerminator 2: Judgment Day (Brown1996; Greenberg et al.1991). The action genre was selected as the appropriate target population because itis a male-dominated film genre that frequently contains violent female action characters (Sapolsky et al.2003; Tasker1993).

Blockbuster action films generate the highest box office revenue of any film genre (King2002;MPAA2007). By focusing on the most successful films in the most successful genre this research tapped into social codes, norms, and gender stereotypes ingrained in mainstream American popular culture.

Of the 300 films in the sampling frame only those containing a VFAC were included in the final sample for coding. To determine if a VFAC was present in the film various resources were used including IMDB’smovie synopses, cast overviews, and links to external movie reviews. Where there was any doubt the movie was viewed in its entirety to determine if there was at least one VFAC present. The final sample contained 112 films (37% of the sampling frame).

If an additional female action character was shown in the film committing violent acts, was central to the story, and was confirmed to be a main character in IMDBs cast overview, then that VFAC was also included. For example, when two female characters worked closely together, as in Thelma & Louise, or when they were arch enemies, as in Kill Bill, then the second VFAC was added. The number of VFACs was limited to three per movie. This limit ensured that the VFAC definition of a leading character was main- tained and that the coding process was not overly compli- cated. Of the 112 movies in the sample, 58% contained one VFAC, 40.2% contained two VFACs, and two movies (1.8%) contained three. The sample contained 157 different VFACs depicted in 786 scenes of physical violence.

Codebook and Variables The codebook had two sections corresponding to each unit of analysis. The first section was used to code the gender stereotypes and demographics of the VFAC. The second section was used to code each violent scene in which the various VFACs appeared.

To address research question one, two variables were created to measure gender stereotypes: Love Interest and Heroine Status. Love Interest indicated who the VFAC was romantically involved with and included the categories (1) male hero, (2) villain, (3) none, and (4) other. Heroine Status reflected how the VFAC was represented in relation to the male hero, if one was present. These categories included: (1) main heroine, (2) assists male hero, (3) assists and is protected by male hero, (4) is protected by male hero, (5) villainess, and (6) other. The VFAC was coded as the main heroine if she was the principal character in the story and portrayed as strong, capable, and in charge. VFAC status declined as she went from being a main heroine, to Sex Roles (2010) 62:734–746737 assisting the male hero, to being protected by him— indicating a more submissive role.

The first section of the codebook also contained demo- graphic variables for the VFAC. The variables included: Age Range, Marital Status, Race (based on U.S. Census catego- ries), Education Level, Occupation, and Realism. For the Occupation variable, coders recorded the VFAC occupation as portrayed in the film. The variable Realism was added during the informal codebook testing and therefore was not part of the literature review. It became evident that the codebook needed a variable to distinguish those VFACs that were portrayed as superheroes, extra-terrestrials, and vam- pires. The Realism variable consisted of the following values:

(1) real, (2) part real, and (3) unreal. Real and unreal characters were based on human qualities or lack thereof.

The middle category indicated characters that were human beings but also engaged in unrealistic physical feats. For example, the Bride (played by Uma Thurman) inKill Bill Vols. I and II, was a human being with unrealistic martial arts abilities that enabled her to leap and flip through the air while killing dozens of enemies using a special sword.

The second section of the codebook contained variables for the violent scene unit of analysis. The variables addressed the quantity and type of violence the VFACs engaged in. Quantity of violence was determined using variables for the coding of each scene: Start-Time, End- Time, and Total Seconds (i.e. number of seconds calculated by subtracting Start-Time from End-Time). The type of violence committed by a VFAC was determined using five variables: Target, Relationship, Weaponry, Level of De- struction, and Motive. These five variables were used to determine if the VFAC engaged in masculine forms of violence and were based in large part on the U.S. Bureau of Justice statistics outlined in the literature review.

The Target variable identified who or what was the target of violence for the VFAC. Target included the following categories: (1) male, (2) female, (3) property, (4) alien or other life form, and (5) other. If the VFAC engaged in violence with many people at once, then coders were instructed to identify the predominant gender present. For example, if the VFAC shot at a group of police and they appeared to be mostly men, then they were coded as male.

Aliens were not gender coded.

The Relationship variable identified the relationship of the target to the VFAC. Relationship included the following categories: (1) intimate, (2) acquaintance, (3) stranger, (4) alien or other life form, and (5) other. If the VFAC engaged in violence with multiple people, then the coders were instructed to identify and code the VFAC’s relation to the primary target of her violence.

The Weaponry variable was created as a scale and coders were instructed to identify the highest level of weaponry used by the VFAC in the scene. Weaponry included thefollowing categories: (1) martial arts or hand-to-hand combat; (2) knives, clubs, non-firearms; (3) guns or firearms; (4) military and high-tech weapons; and (5) other.

The Level of Destruction variable was also set up as a scale and included the following categories: (1) no damage, (2) property damage only, (3) individual injury, (4) individual death, and (5) multiple injuries/deaths. Coders did not assume that property damage created collateral injuries or deaths unless these were specifically shown in the scene or indicated in dialogue.

The Motive variable was created to identify if there were any gendered motives for violence depicted in the scenes.

Motive did not relate to the plot of the film (i.e. issues of jealousy or revenge) instead it was specific to the single scene being coded. If the VFAC engaged in violence to protect a child or loved one, then Motive was coded (1) feminine. If the VFAC engaged in violence to protect a stranger or society at large, then Motive was coded (2) masculine. If a gendered motive did not occur, then Motive was coded using the following categories: (3) self-defense, only if the VFAC did not engage in the“first strike”defined below; (4) escape, if the VFAC engaged in violence in order to flee from her captors/ attackers; (5) evil, if the VFAC was a villainess; or (6) other.

Coding Before formal coding began the codebook and instructions were tested twice for reliability. During these pilot tests two coders were trained using verbal and written instructions and asked to select several movies from the sample that spanned the study period. Each coder gave feedback that was used to refine codebook instructions, increase reliabil- ity, and identify potential problems in coding films that spanned the 15-year period.

The coding tests revealed that over time action sequen- ces appeared to be getting shorter and occurring more rapidly, which made it difficult to establish the start and end times. Codebook instructions were refined to pinpoint the exact start and end time of each violent scene in order to achieve an acceptable level of reliability within a two- second margin of error. Specifically, timing for the violent scene began when the VFAC made the“first strike”, which was defined for coding purposes as the first moment she made a physical movement that resulted in an act of physical violence. For example, first strike occurred when Lara Croft pulled the trigger on her gun or when Catwoman cracked her whip. Timing stopped when the VFAC stopped engaging in the action. Intercoder reliability reached a minimum level of 80 percent agreement for all variables in the codebook before formal coding began.

As researcher, I watched and coded all movies. To ensure intercoder reliability a subsample was established using five coders (including the two coders from testing). Each coder 738Sex Roles (2010) 62:734–746 was asked to select seven films from the sample—one from every other year beginning 1991, 1992, or 1993. The subsample was purposive to ensure that at least one movie from each year was included. Of the 35 films selected by the five coders, eight were selected by more than one coder. This resulted in a subsample of 27 different films (24% of the sample) that contained 46 different VFACs shown in 212 different violent scenes. The subsample was coded by two coders (researcher included), and eight of the films in the subsample were coded by three coders.

Two tests of reliability were used for each unit of analysis. Kappa coefficients compute chance between coders’choices of the data available to them, whereas alpha and pi compute chance according to the probability of choices available within the data set (Krippendorff2004a).

Cohen’s kappa and Krippendorf’s alpha were used to determine reliability for the VFAC unit of analysis. The alpha coefficient was suitable for the nominal variables and the smaller subsample of 46 VFACs (Krippendorff2004a).

Cohen’s Kappa and Scott’s pi were used to determine reliability for the violent scene unit of analysis. The pi coefficient was suitable for continuous and ordinal varia- bles and the larger subsample of 212 violent scenes.

Intercoder reliability was strongest for manifest content such as Age, Marital Status, Race, all of which had over .90 kappa and alpha coefficients. Heroine Status, although latent and reliant upon subjective interpretation, achieved .91 kappa and alpha. Three variables for the VFAC unit of analysis fell below .80 including Realism (.79 kappa and alpha), Education (.73 kappa and .74 alpha), and Love Interest (.72 kappa and .73 alpha). According to Krippendorf, a minimum acceptable level of reliability is .80, but those variables with coefficients between .667 and .80 may be used for“drawing tentative conclusions”(2004b,p.241).

All variables for the violent scene unit of analysis reached above .80 for both kappa and pi coefficients including: Target (.81 kappa and pi), Relationship (.85 kappa and pi), Weaponry (.94 kappa and pi), Level of Destruction (.85 kappa and pi), Motive (.84 kappa and pi), and Total Seconds (.81 kappa and pi).

Coders wrote in occupation, if known. Coders also included a brief explanation of what happened in each violent scene and commented on the general character of the VFAC and her violent actions. This information was helpful in understanding the circumstances of VFAC actions as well as clarifying and supporting the overall research findings.

Results Research question one dealt with VFAC gender stereotypes.

Two variables, Heroine Status and Love Interest, were used to identify gender stereotypes present in VFACs. Frequencydistributions for the two variables are shown in Table1.Of the 157 VFACs coded, only 15.3% were depicted as the main heroine, and 58.6% were depicted in a submissive role to the male hero. Submissive included the categories of assists male hero (28.0%), assists and protected by male hero (5.1%), and protected by male hero (25.5%). Seventy percent of VFACs were portrayed in a romantic relation- ship. Of those VFACs shown in relationships, over 60% were involved with the male hero.

Crosstabs for the two variables contained several cells with a frequency less than five. In order to run chi square analysis the categories of assists male hero and assisted and protected by male hero were combined. In addition, the categories villain, villainess, and other were excluded. The results for the recoded data are shown in Table2. These results serve to highlight the relationship between the VFAC and the male hero. Chi square found a significant relationship between the recoded variables. The results showed that VFACs were most likely to be submissive in terms of being protected by the male hero when they were romantically linked to him. Further, those VFACs that had no romantic involvement were most likely to be main heroines and least likely to be protected by the male.

In answer to question one, the results showed that the majority of VFACs maintained gender stereotypes with respect to feminine traits of submission and affection. On average, most VFACs were depicted in some type of romantic relationship and often romantically linked with the male hero of the story. More than half of all VFACs were shown in a submissive role to the male hero of the story.

Further, the more submissive a VFAC was to a male hero, i.e. protected by rather than assisting, the more likely she was to be romantically involved with him, thus linking the feminine traits of submission and affection. The results also showed that main heroines were less likely to exhibit these feminine traits than were other types of VFACs. Table 1Frequency distribution for heroine status and love interest.

Heroine Statusn% Main Heroine 24 15.3 Assists Male Hero 44 28.0 Protected by Male Hero 40 25.5 Assists & Protected by Male Hero 8 5.1 Villainess 28 17.8 Other 13 8.3 Love Interest Male Hero 66 42.0 Male Villain 19 12.1 None 47 29.9 Other 25 15.9 Sex Roles (2010) 62:734–746739 Research question two focused on VFAC demographics.

Results showed that over 90% of VFACs were portrayed as young women, most in their twenties (55%) and thirties (38%). The percentage for VFACs in this age range was higher than the U.S. female population estimated to be 27.3% (U.S. Census2006). The VFAC’s age makes sense when compared to the youth audience targeted by film- makers because 55% of all movie-goers are between the ages of 12 and 39 (MPAA2007). The data also showed that 81% of VFACs were not married. This statistic was also high compared to the estimated 60% of U.S. females between the ages of 20 and 34 who are not married (U.S.

Census2006).

Results found that 74.5% of VFACs were white, 9.5% were African American, 9.5% Hispanic, 5.1% Asian, and 1.4% other. African American and Hispanic VFACs were underrepresented when compared to their estimated U.S.

populations of 13.5% and 15.1% respectively (U.S. Census 2008). It should also be noted that Halle Berry played one- quarter of the VFAC roles coded as African American.

The data revealed that over 60% of VFACs were employed and most tended to have high status jobs. These findings suggest the VFACs’occupations were more in line with real-world statistics because nearly 60% of all women over the age of 16 are employed. Women account for 51% of all U.S. workers in the high-paying management, professional, and related occupations (U.S. Department of Labor2008). The education level of VFACs was difficult to code because it was often not mentioned in the story.

However, 11% of VFACs had Ph.D. status inferred by their title or occupation. This far exceeds the U.S. female population who hold doctoral degrees, which is .8% (U.S.

Census2007). It was also estimated from occupational status that 24% of VFACs held bachelor’s degrees, which is higher than the U.S. female population of 17.8% (U.S.

Census2007). Over a third of the VFACs were portrayed in male-dominated careers. These consisted of 14.5% of VFACs who were scientists, engineers, or computer programmers, and 23.4% who were in the military, law enforcement, or security services. However, only one VFAC with a Ph.D. was a main heroine, the rest eitherassisted or were protected by a male hero. Only 4% were depicted as housewives.

Special attention was given to the Realism variable because during the coding process it appeared that VFACs were becoming more unrealistic over time. This assumption was confirmed using chi square analysis with post hoc testing. The results are shown in Table3. The percentage of real VFACs decreased over the time periods, while the percentage of part-real and unreal VFACs increased. Post hoc tests showed that the presence of real VFACs had a standardized residual of 2.0 in 1991–1995 versus−2.4 in 2001–2005 indicating a significant decline in realistic VFACs. Part-real VFACs had a standardized residual of 2.5 in 2001–2005 indicating that they had a significant impact on the change in realism. This finding was explained by looking at the data. A number of part-real VFACs were shown in several heroine action films and sequels during 2001–2005, includingKill Bill(2002, 2003), Lara Croft(2001, 2003), andResident Evil(2002, 2004).

In answer to research question two, the demographic profile of the VFAC showed that she was typically young, white, unmarried, highly educated, and often depicted in a male-dominated or high-status career. Additionally, VFACs became increasingly unrealistic over the 15-year period.

The final focus of the research was on the quantity and type of violence committed by the VFAC. Research question three asked if there had been an increase in the number of female action characters over time. Frequency distributions in Table4show that there appeared to be an increase in the number of VFACs. However, analysis of variance (ANOVA) revealed that there was no significant change,F(1, 13) = 3.82,p <.10.

Research question four asked if the quantity of VFAC violence had increased over time. The coding process produced the continuous variable Total Seconds, i.e. the total number of seconds of violence recorded for each scene. ANOVA tests for the variables Total Seconds and Year showed a significant change over the 15-year period, F(14, 771) = 2.30,p<.01). Both variables were then tested Table 3VFAC realism: 1991–2005.

RealismTime Periods Average 1991–1995 1996–2000 2001–2005 n%n%n%% Real 36 85.7 35 71.4 25 37.9 61.1 Part Real 2 4.8 4 8.2 18 27.3 15.3 Unreal 4 9.5 10 20.4 23 34.8 23.6 χ2= 29.0*,p≤.001,df=4,n= 157 *0 cells have an expected count of less than 5. The minimum expected count is 6.42 Table 2Percent heroine status within love interest: male hero only.

Love InterestHeroine Status Average Main HeroineAssists Male HeroProtected by Male Hero n=13n=45n=35 Male Hero 46.2% 60.0% 82.9% 66.7% None 53.8% 40.0% 17.1% 33.3% χ2= 7.49,p≤.05,df=2,n=93 740Sex Roles (2010) 62:734–746 using regression analysis which showed there was no significant linear relationship,β=−.048,t=−1.34,p< .20.

The non-linear trend is understandable when looking at the frequencies displayed in Table4. The total seconds of violence had peaks and valleys. Total seconds of violence in years 2003 (20.4%) and 2004 (14.4%) accounted for over one-third of the violence shown during the 15-year period. These higher numbers were attributable to a few films:Kill Bill Vols. I and II(2003, 2004);Lara Croft: The Cradle of Life(2003);Terminator 3(2003);Underworld (2003);Catwoman(2004); andResident Evil: Apocalypse (2004). Several years had small amounts of total seconds of violence. Referring to the data for the VFAC unit of analysis revealed that four main heroines appeared in years 2003 and 2004 when total seconds of violence peaked.

Conversely, no main heroines appeared in any of the films during the years 1998, 1999, and 2000 when total seconds of violence were low. This suggests that the appearance of main heroines in the films impacts the quantity of violence.

In answer to question four, the results showed a significant change in the total seconds of violence shown in each scene over the 15-year period, but there was no linear relationship.

Therefore, an increase in the quantity of VFAC violence over the study period could not be established. Instead, there were a few years that contained movies with more seconds of violence, especially years 2003 and 2004, and several years that contained fewer seconds of violence.

Research question five asked if VFACs committed gender-oriented violence. In order to easily interpret and display the findings in tables, the violent scenes weregrouped into three time periods and treated as ordinal variables. Chi square analyses were used to analyze the data for the five variables: Target, Relationship, Weaponry, Level of Destruction, and Motive.

The data for the Target variable are shown in Table5.

Target changed significantly over the time periods. VFACs were shown in violent scenes most often fighting against males. Fighting against males declined in periods 1995– 2000 and 2001–2005, while violence against aliens in- creased. Post hoc tests showed a standard residual of−3.2 for aliens in 1991–1995 and 2.2 in 2001–2005 indicating that the absence or presence of aliens had a significant impact on the VFAC target of violence. A standard residual of−2.3 for females in 1996–2000 also had a significant impact and called attention to the lack of female-on-female violence during that period. The category of other included such targets as dinosaurs and animals. On average, VFAC’s Table 4Frequency distribution for films, VFACs, and violent scenes by year.

Year Films VFACs Violent Scenes Total Seconds of Violence Mean Scene Length (sec.) n%n%n%n%n 1991 6 5.4 9 5.7 35 4.5 1,444 7.6 41.3 1992 4 3.6 5 3.2 19 2.4 575 3.0 31.9 1993 5 4.5 5 3.2 27 3.4 867 4.6 32.1 1994 7 6.3 9 5.7 34 4.3 894 4.7 26.3 1995 10 8.9 14 8.9 50 6.4 1,039 5.5 20.8 1996 5 4.5 6 3.8 36 4.6 984 5.2 27.3 1997 10 8.9 14 8.9 49 6.2 1,225 6.5 25.0 1998 5 4.5 7 4.5 31 3.9 622 3.3 20.1 1999 10 8.9 15 9.6 64 8.1 591 3.1 9.2 2000 6 5.4 7 4.5 27 3.4 419 2.2 15.5 2001 6 5.4 8 5.1 49 6.2 1,330 7.0 27.1 2002 6 5.4 10 6.4 53 6.7 608 3.2 14.3 2003 14 12.5 19 12.1 129 16.4 3,853 20.4 29.9 2004 9 8.0 16 10.2 114 14.5 2,725 14.4 23.9 2005 9 8.0 13 8.3 69 8.8 1,706 9.0 24.4 Total 112 100.0 157 100.0 786 100.0 18,882 100.0 24.2 Table 5Target of VFAC violence: 1991–2005.

TargetTime Period Average 1991–1995 1996–2000 2001–2005 n%n%n%% Male 114 71.3 133 66.2 223 54.7 61.1 Female 18 11.3 10 5.0 50 12.3 10.1 Property 13 8.1 17 8.5 29 7.1 7.7 Alien 15 9.4 41 20.4 106 26.0 21.1 χ2= 29.07,p≤.001,df=6,n= 769 Sex Roles (2010) 62:734–746741 target was a male or group of males in 61.1% of the violent scenes and female in 10.1% of the scenes. The findings here support a masculine orientation for VFAC violence because statistics show that real world violence occurs most often between offenders and victims of the same gender (U.S. Bureau of Justice1999).

The data for Relationship variable were analyzed using chi square. The results found that Relationship did not change significantly over the time periods,χ 2(8,n= 773) = 13.98,p<.10. On average, the target of VFAC violence shown in each scene was most often a stranger or group of strangers (36.7%,n= 284). Acquaintances were the targets in 26.5% (n= 205) of the scenes, followed by aliens 19.0% (n= 147), other 10.0% (n= 77), and intimates 7.8% (n= 60).

The findings here support a masculine orientation for VFAC violence because statistics show that real-world male violence is most often directed toward strangers and less often toward acquaintances or intimates (U.S. Bureau of Justice1999).

The data for the variables Weaponry and Level of Destruction are shown in Table6. Weaponry was treated as a scale ranging from martial arts and hand-to-hand combat to high-tech weaponry. Weaponry changed signif- icantly over the time periods. The use of martial arts was lower in periods 1991–1996 and 1996–2000 than in 2001– 2005. A reverse trend occurred for firearms. The increased use of military and high-tech weapons in 1996–2000 can be attributed to several VFACs who were depicted as futuristic military personnel. These characters included Lt. Ripley in Alien: Resurrection(1997), Private Flores and Navy Pilot Ibanez inStarship Troopers(1997), and Lt. Cmdr.

Devereaux inWing Commander(1999). Each VFAC used high levels of weaponry against alien attackers resulting inhigh levels of destruction. Table6illustrates that on average VFACs used some form of weaponry in over 59% of the violent scenes (excluding other weaponry such as cars, fire, and poison). U.S. crime statistics show that 28% of male offenders use weapons versus 15% for female offenders (U.S. Bureau of Justice1999). Therefore, the high use of weaponry by VFACs supports a masculine orientation for VFAC violence.

Data for the variable Level of Destruction are shown above in Table6. Level of Destruction was set up as a scale ranging from no damage to multiple injuries/deaths. Level of Destruction changed significantly over the time periods.

The highest category, multiple injuries/deaths, appeared in 14.6% of the violent scenes in period 1991–1995 and increased to 22.9% by 2000–2005. This finding suggests that VFACs were causing more death and damage as a consequence of their violence. On average, individual death occurred in 40.7% of the scenes and multiple injuries/ deaths occurred in 20.7% of the scenes.

Weaponry and Level of Destruction appear together in Ta b l e6because their relationship was statistically signifi- cant,χ 2(16,n= 786) = 191.51,p<.001). The use of martial arts by VFACs resulted most often in individual injury (68.3%) and resulted less often in individual death (11.0%) or multiple injuries/deaths (9.8%). Conversely, the use of military and high-tech weaponry resulted most often in multiple injuries/deaths (44.8%) versus individual injury (19.0%) or individual death (12.1%). Post hoc tests found that nearly all of the cells had a standard residual value of +/- 2.0 that validated the high level of correlation between the two variables. For example, the variable martial arts had a standard residual of 6.8 for individual injury versus−3.8 for multiple injuries/deaths. High-tech weaponry had a standard Time Period Average 1991–1995 1996–2000 2001–2005 n%n%n%% Weaponry Martial arts, hand-to-hand 61 37.2 59 28.5 126 30.4 31.3 Knives, clubs 28 17.1 23 11.1 94 22.7 18.4 Firearms 53 32.3 75 36.2 134 32.3 33.3 Military and High Tech 8 4.9 28 13.5 22 5.3 7.4 Other 14 8.5 22 10.6 39 9.4 9.5 Level of Destruction No damage 5 3.0 22 10.6 46 11.1 9.3 Property damage 21 12.8 16 7.7 39 9.4 9.7 Individual injury 75 45.7 89 43.0 156 37.6 40.7 Individual death 39 23.8 36 17.4 79 19.0 19.6 Multiple injuries and deaths 24 14.6 44 21.3 95 22.9 20.7 Table 6Weaponry used by VFAC and level of destruction inflicted: 1991-2005.

Chi square:Weaponryχ2= 28.20,p≤.001,df =8,n=786; Level of Destructionχ2= 19.44, p≤.05,df=8,n=786 742Sex Roles (2010) 62:734–746 residual of -2.6 for individual injury versus 4.0 for multiple injuries/deaths.

These findings support a masculine orientation for violence because statistics show that the consequence of male violence is more serious in terms of weapons used and injuries inflicted (U.S. Bureau of Justice1999).

Chi square analysis found that the variable Motive changed significantly over the time periods,χ 2(10,n= 786) = 51.48,p<.001. Feminine motive for violence shown in the scenes decreased from 22.0% in 1991–1996 to 8.2% in 2001–2005. This meant there were fewer scenes of VFACs using violence to protect a child or loved one.

Masculine motive increased from 17.1% in 1991–1995 to 28.0% in 1996–2000, and then decreased to 16.1% in 2001–2005. This meant there were more scenes of VFACs using violence to protect citizenry or society during 1996– 2000. This time period contained several VFACs who were depicted as futuristic military personnel and as such took on the role of protecting society.

Self-defense as a motive rose steadily in each period, while escape and evil declined. Self-defense was coded when VFACs responded to attack and did not initiate the first strike of violence in the scene. On average, masculine motive was 19.5%, feminine motive was 11.2%, self-defense was 24.2%, escape was 12.1%, evil was 18.1%, and other was 15.0%. VFACs were shown using masculine motives less often than shown using self-defense. Feminine motives were shown least often. Therefore, the results do not support a gender orientation for motive of VFAC violence.

In answer to research question five, the results showed that VFACs exhibited gender-oriented violence for four of the five variables tested. Target, Relationship, Weaponry, and Level of Destruction were all found to be masculine.

Weaponry and Level of Destruction showed significant change over the time periods, and the relationship between the two variables was significant.

In summary, the results of the research found that VFACs maintained feminine stereotypes of submission and affection, especially in relation to male heroes present in the films. VFACs on average were young, white, highly educated, and unmarried. There was a significant change in VFAC realism over time. VFACs engaged in masculine types of violence because they most often fought against males and against strangers, and they often used weapons and caused high levels of destruction. However, there was no significant increase in the total seconds of VFAC violence over the 15-year study period.

Discussion The VFAC is a recent addition to contemporary American cinema and has the potential to redefine female heroines, forbetter or worse. From a superficial or visceral viewpoint it appears that the emergence of the VFAC is an indicator of gender equality. However, by looking more closely this research found that the VFAC was most often portrayed in a submissive role and was romantically involved with a dominant male hero character, thus reifying gender stereotypes.

Instead of accepting female action characters as empower- ing role models, it is useful to take a critical view and understand that VFACs are a market-driven commodity.

Mainstream movies are created to capture the largest audience possible (Sklar1994). It is no accident that the most succes- sful films adhere to gender stereotypes and strive to be non- offensive in order to appeal to a mainstream audience.

Within the film industry, the action genre commands the highest box office revenue. Of the top 100 domestic box office hits of all time, 59 are action blockbusters with a main male hero, and each has grossed over $185 million dollars (IMDB2008). Hollywood has attempted to break the action genre barrier for females with movies such asG.

I. Jane(1997),Lara Croft(2001, 2003),Kill Bill(2003, 2004), andAlienseries (1979, 1986, 1992, 1997, 2001).

However, these films have generated far less box office revenue than blockbuster male-hero action movies. Accord- ing to IMDB (2008), only four action-heroine movies have earned over $100 million at the domestic box office:Lara Croft: Tomb Raider(2001), bothCharlie’s Angelsmovies (2000, 2003), andMiss Congeniality(2000). The sample used in this research is evidence of the fact that action movies with a main heroine are relatively rare. Of the 300 movies included in the sampling frame, 37% (n= 112) con- tained a VFAC and only 7% (n= 22) contained a main heroine. Instead of breaking gender barriers and portraying empowering female roles, most VFACs were shown as sidekicks and helpmates to the more dominant male hero and were frequently involved in a romantic relationship with him. Over 40% of all VFACs were portrayed as girlfriends or wives to the male heroes in the movies. The findings suggest that VFACs seem to be inserted into the story to support and promote the actions of the male hero.

The VFAC often appeared as a damsel-in-distress providing the impetus for a male hero to overcome obstacles in order to save her. This was more likely to occur if the VFAC was also linked romantically to the male hero. The exceptions were the few VFACs depicted as main heroines. Main heroines were less likely to be romantically linked to the male hero, and therefore less likely to assist or be protected by him. This was to be expected because main heroines took on the role of the central hero figure and therefore were less likely to exhibit feminine stereotypes of submis- sion and affection.

A more troubling finding was the number of VFACs that died in the films. Coders took notes on what happened in each violent scene and VFAC deaths were counted. Nearly Sex Roles (2010) 62:734–746743 30% of all VFACs died by the end of the movie. Of the VFACs who died, four (8%) were main heroines. These included the two heroines ofThelma&Louise(1991), Captain Walden inCourage under Fire(1996), and Lt.

Ripley inAlien 3 (1992). Another 47% were evil and consequently killed as punishment for their bad acts, and 45% were categorized as submissive to the male hero. A critical review of these death scenes revealed disturbing imagery because VFACs died heart-wrenching deaths in the arms of male heroes. Some examples include: Dizzy, the jilted girlfriend inStarship Troopers(1997), who sacrifices her life to save Johnny’s; Nyssa, the good vampire inBlade II(2002), who lets Blade carry her into the morning light as she crumbles into dust; Trinity, the faithful girlfriend in Matrix Revolution(2003), who saves Neo and then dies in his arms; Elektra, the heroine inDaredevil(2003), who battles Bullseye then crawls to Matt as he listens to her heart stop beating with his ultra-sensitive hearing; and Valerious, the immortal Princess inVan Helsing(2004), who willingly lets Van Helsing impale her and end her tragically-cursed life. These examples of dying, self- sacrificing women illustrate the extreme end of submissive affection and feminine stereotypes shown too often in popular action movies.

The profile of the VFAC as being young, white, unmarried, and highly educated is aimed at the youth audience. Many young viewers may not match up with the VFAC profile, yet they identify with the normative social codes that are embedded in these films—social codes that reflect what is valued in American culture.

VFACs also appeared to become more unrealistic over time. VFACs included superheroines, extra-terrestrial beings, and vampires, all of which were aided by special effects and computer generated imagery. In addition, coders noticed that violent scenes seemed to occur more frequently and in short bursts, thus increasing the rapid pace of action.

These changes can be explained by advances in digital technology that have made special effects and the editing process easier and less costly (Metz2006). As Pfeil (1995) suggests, the movie industry“offers us an altogether different economy of pleasure, in which a giddying blur of high-speed chase and the gratifyingly spectacular release of aggressive impulse occurs at regularly recurring intervals throughout the film”(p. 23). Coder comments reinforced this view with references to VFACs engaging in a constant stream of battles with bad guys and aliens, dodging bullets, jumping out of windows, and being pursued in high-speed chase scenes.

The rapid action and heart-pounding special effects in action movies translate into income for Hollywood—the more explosions and carnage the better. Blockbuster action films generate the highest box office revenue of any film genre and are the most internationally exported films (King2002;MPAA2005,2007). Due to the success and popularity of the action genre, which is disseminated to a broad audience both nationally and internationally, we need to be concerned with continued gender stereotypes set within a violent framework. In addition, citizens around the world are exposed to the violence in action media and we should be concerned with the violent way in which American culture is portrayed globally (Gerbner1994).

This research found no significant increase in the number of seconds of VFAC violence shown over the 15-year period. Instead, there were clusters of films that displayed certain types of VFAC violence. During 1996– 2000 several VFACs were depicted as futuristic military personnel who used high-tech weaponry to fight off alien attackers in outer space. Subsequently, in 2001–2005 several partially realistic VFACs engaged in martial art combat, and used knives, clubs, or other objects when fighting. VFAC violence seemed to move away from a distanced type of fighting that relied on powerful weaponry toward a more up-close combat style with exaggerated physical action. Further research to extend the study period is warranted to see if this was a continuing trend.

VFACs tended to be masculine in their orientation for violence, which was expected because VFACs by definition were violent. The target of VFAC violence was usually a male or group of males (61.1%) and often strangers (36.7%). VFACs used weapons most of the time (59.1%) and frequently caused a high level of destruction with multiple injuries and deaths (20.7%). These findings alone might indicate that the VFAC was a strong, empowered character. However, most often VFAC violence was guided by or served the interests of a dominant male hero, thus reinforcing gender stereotypes.

As Hall ( 1997) suggests, images and representations in media stem from gender norms, roles, and values deeply embedded in our culture. They are the means by which power and ideology are made to signify particular dis- courses, create maps of meaning, and“re-present”social reality to the viewer. In this way, the majority of the VFACS examined in this research both re-presented and re- articulated a social reality based on normative social codes and gender stereotypes. Those few VFACs who were main heroines were more outliers to, rather than representations of, social norms and stereotypes.

The debate continues as to whether the few action heroines that we are familiar with, such as Lt. Ripley, Sarah Connor, or Lara Croft, have broken down gender barriers in action films. This research provides evidence that the majority of female action characters shown in American cinema are not empowering images, they do not draw upon their femininity as a source of power, and they are not a kind of“post woman”operating outside the boundaries of gender restrictions. Instead, they operate inside socially 744Sex Roles (2010) 62:734–746 constructed gender norms, rely on the strength and guidance of a dominant male action character, and end up re-articulating gender stereotypes.

This research has limitations because it examined only female action characters and therefore is unable to make claims about changes occurring for male action characters.

Male action heroes dominate the action genre and their roles may be changing along with shifts in VFAC violence.

Further research in this area would provide a more complete understanding of VFACs in relation to their male counterparts. The rise in VFACs and the number of violent scenes during 2003 and 2004 is an indicator that there could be a trend of increasing amounts of violence that this particular research was unable to establish. The study should be continued to see if a trend in the quantity of violence occurred after 2005. Finally, the focus of this research was on successful action films in order to understand the gender stereotypes exhibited in mainstream American popular culture. However, a larger random sample might provide different results and comparative research could be warranted.

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Ferree, J. Lorber, & B. B. Hess (Eds.),Revisioning gender(pp.

416–48). Thousand Oaks: Sage.

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Sapolsky, B. S., Molitor, F., & Luque, S. (2003). Sex and violence in slasher films: Re-examining the assumptions.Journalism & Mass Communication Quarterly, 80(1), 28–38.

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746Sex Roles (2010) 62:734–746 Copyright of Sex Roles is the property of Springer Science & Business Media B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder’s express written permission. However, users may print, download, or email articles for individual use

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What legal action was taken based on what your state laws say about this case?

A. Summary of the Case
In one or two paragraphs, provide a general overview of the case that serves as a snapshot of what the case is about and how it ended up in your state high court. A summary is using your words to write a brief history of the case. Do not give your opinion or your interpretation but stick to the facts only.
B: Case Outline
Your court case outline should include:
Title: Name of the case
Facts of the case: Provide key facts involving the case.
History of the case: What legal action was taken based on what your state laws say about this case?
Legal questions: What were the legal issues the court had to decide?
Decision or holdings: Did the court decide for the plaintiff or the defendant? Explain the reason behind the decision?
Verdict and opinion (judgement): What were the concurring and dissenting opinions? How many judges decided for the defendant and how many justices decided against the defendant? What was the final verdict from the judge or the jury, if it was a jury trial?
C. Conclusion
What was the resulting impact of the ruling? How did the citizens of your state benefit from it? Was this a good decision?
Writing Requirements (APA format)
The length of your outline will vary. Usually an outline is anywhere from 1-3 pages long. Make sure to write full sentences to explain your case. It is a concise list to be used as a reference for you during the presentation.
Using the outline, you will be describing the court case in your presentation and the scenario around the court case. The use of Wikipedia as a primary source of information is to be avoided – it is not a reliable source of information.
Search for an example of a case outline in the Internet. Without going into much detail at this state, each of the items listed above has a subject sentence with 3-6 bullet points that can help you expand on the topic.
For Week 7, you will be creating a narrated PowerPoint, or a video as approved by your instructor, from this week’s outline.
1-inch margins
Double spaced
12-point Times New Roman font
Title page
References page (minimum of 2 scholarly sources in addition to textbook if cited

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Continuing Professional Development Action Plan

 This module is assessed by coursework alone. You are required to submit a portfolio containing two parts, as detailed below, which together count for 100% of the module assessment. The report comprises no more than 2000 words. The assignment will be marked by the module leader and you will receive formal feedback on your submission following the completion of this process.

The purpose of the portfolio is for you to explore and reflect upon your own learning and development.

PART 1: Continuing Professional Development Action Plan (50% of overall module mark).

This part of your portfolio should contain two elements:

1.1  A continuing professional development action plan for the 12 months following completion of this module

1.2  A discussion and commentary on your previous development experiences and the challenges you will face in undertaking your professional development plan.

Your continuing professional development action plan (1.1) should focus on the specific areas of development that you want to address. You are responsible for identifying the area of focus for your action plan. It is recommended, however, that your plan should, fall into ONE of three broad areas for development:

·         PERSONAL SKILLS aimed at improving self-awareness, self-reliance and personal effectiveness; for example, managing time or stress, creativity, emotional intelligence, presentation skills, foreign language skills.

·         PEOPLE SKILLS focused on building effective working relationships; for example, handling conflict, leadership, coaching, cross-cultural skills, team working, negotiation, feedback.

·         CAREER MANAGEMENT SKILLS for maximising opportunities arising from the changing environment and job marketplace, taking responsibility for your career and managing the relationship with work and learning throughout your career; for example, CV development, interviews, networking, assessment centre preparation.

This action plan should include the following features:

  • It needs to express your purpose and intended outcomes; there is a strong link between your motivation and the likelihood of success.
  • It should include both progress goals, which act as milestones, and outcome goals, to achieve your ultimate purpose. Progress goals may be priority sub-skills. For example, you could identify voice projection as a skill which contributes to the overall goal of improved presentation skills.
  • An indication of how you would monitor each activity or progress goal and ensure it contributes to the final outcome stated.
  • It should not rely solely upon one course of action. If you have a range of options available, you will be less likely to be deterred by unexpected challenges or obstacles.
  • It needs to be written in precise terms, following a rigorous and systematic analysis.

It is expected that your action plan will be presented as a table and as such will not contribute to the word count of the assignment.

Your commentary (1.2) is expected to discuss the impact of and lessons learned from prior learning activities and the challenges and barriers you might face (personally and professionally) in undertaking your action plan and identify how these may be minimised. The focus throughout should be on critical consideration of your development activities and the learning from these.

PART 2: Reflective Account (50% of overall module mark)

This should address the experience of studying on your MSc in general, this module and the business simulation in particular. The intention is to consider your experiences of engaging in this developmental activity. The reflective account is your opportunity to demonstrate your ability to learn from experience through analysis and look ahead to consider how it may be useful to you in the future. This should be a personal account and therefore written in the first person (‘I’). A good reflective account will link to the content of Part 1 of this assessment in a considered and detailed way.

Format

A single portfolio should be submitted containing both elements and these should be clearly separated from each other, with clear and appropriate titles. Start each element on a new page. You are expected to split the 2000 word limit for the assignment in approximately equal proportion to the weightings of the assessment indicated above.It is NOT necessary to include an overall introduction and conclusion for your portfolio; however, both elements should be properly and appropriately structured and the logic and structure of each element should be clear to the reader. It is a key skill of effective learning and development to be able to order and structure your thinking and learning. This is a skill being tested here as well.

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Power of collective action of SOCIAL MOVEMENTS as agents of positive social change in an Australian context

 Assessment: Descriptive Essay (30%)• Word Count: 1100 – 1300
This assessment is about the power of collective action of SOCIAL MOVEMENTS as agents of positive social change in an Australian context.
Define the purpose of Social Movements and identify the four (4) types of Social Movements as outlined by Aberle (1966) and then explain the four stages of Social Movements in relation to ONE of the following Australian Social Movements:
· The Women’s Movement
· The Climate Change Lobby
· Anti-Smoking Campaign
• A minimum of 5 scholarly journal articles are required. Do NOT utilise sources such as www.tutor2u.com and other such web materials as these in no way constitute academic references for the purpose of your assignments. If you rely on such sources for theoretical support, you will be deemed NOT to have met the requirements of the assessment.
• Students are to use APA 7 report format (with subheadings) and referencing, both in-text and reference list, and include excerpts from at least 5 (scholarly) journals and the unit textbook

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Case Study- Community Development principles and practices in action

 Assessment BriefProgram Bachelor of Applied Social Science
Subject Community development
Name of assessment Assessment 3: Written academic case study
Length 2500 words
Learning outcomes addressed
by this assessment: A, B, C, D, E
Submission Date: End of week 10, Sunday 11.55 pm
Assessment brief summary:
Research and choose an example of Community Development today. Use
this example to identify, theoretically articulate & analyse as an Academic
Case Study- Community Development principles and practices in action.
Identify- the community of focus, the principles, power roles & alliances,
networking, leadership/team skills, educational initiatives, “positioning”,
development of communication / research / development skills:- as well as
using public awareness groups and initiatives etc. Identify evidence of the
underpinning social justice ethos in their work, and the range of values,
skills, and insights drawn from social theory, and academic disciplines/ and
models of practice. Demonstrate the efficacy of their sustainability
principles and practices.
Total marks 50
Weighting 50%
Students are advised that any submissions past the due date incur a 10% penalty per day, calculated from the total
mark e.g. a task marked out of 40 will incur a 4 mark penalty per day.
Please note: you must attempt all tasks in a subject to be eligible to pass the subject.
More information, please refer to the Academic Progression Policy on http://www.think.edu.au/about‐think/think‐
quality/our‐policies.
WEL301A – AB3, Case Study Page 2
Assessment Description:
Community development workers draw on values underpinning an ethos of social justice. In their
work, workers employ a range of values, skills, insights drawn from social theories and academic
disciplines, and models of practice. Summarise these core Community Development Characteristics –
and then use examples in your case study ‐ to critically justify and discuss‐ how it is an example of
Community Development core principles and practices.
Include a critical evaluation of the community development project or initiative as theoretical content
from sections 7‐9/10. Provide a clear academic analysis of the case study, study. Some of the topical
points to consider include:
 Principles of social justice, equitability, inclusiveness
 Power and empowerment
 Social, ecological and economic sustainability
 Broader social, political, historical and economic contexts
 Stages of community development used in the project
 Skills employed by community developers
 Project’s effects, outcomes. Project evaluation
 Theories of community development which might help to explain the community development
approach employed by the project/ initiative described in the case study.

Marking Criteria:
Max. in
category Your
points
Answering the question and responding to the topic 30
Links to theories and concepts 10
Number and choice of appropriate references 4
Word count, readability, and structure 3
In-text references and reference list, accuracy and use of
correct referencing style 3
Total: 50
Comments:

WEL301A – AB3, Case Study Page 3
What we want to see:
The work must be fully referenced with in-text citations and a reference list at the end. We
recommend you work with your Academic Writing Guide to ensure that you reference correctly. You
will find a link to this document on the main page of every unit, under the ‘Assessments’ section.
Correct academic writing and referencing are essential tasks that you need to learn. We
recommend a minimum of six references.
Referencing: References are assessed for their quality. You should draw on quality academic
sources, such as books, chapters from edited books, journals etc. Your textbook can be used as a
reference, but not the Study Guide and lecture notes. We want to see evidence that you are capable
of conducting your own research. Also, in order to help markers determine students’ understanding
of the work they cite, all in-text references (not just direct quotes) must include the specific page
number/s if shown in the original.
Researching: You can search for peer-reviewed journal articles, which you can find in the online
journal databases and which can be accessed from the library homepage. Reputable news sites
such as The Conversation (https://theconversation.com/au/health), online dictionaries and online
encyclopedias are acceptable as a starting point to gain knowledge about a topic. Government
departments, research institutes such as the National Health and Medical Research Council
(NHMRC), international organisations such as the World Health Organisation (WHO) and local not
for profit organisations such as the Cancer Council are also good resources.
Formatting: The assessment MUST be submitted electronically in Microsoft Word format. Other
formats may not be readable by markers. Please be aware that any assessments submitted in other
formats will be considered LATE and will lose marks until it is presented in Word.

What we don’t want to see:
Plagiarism: All sources of information need to properly be acknowledged. Please refer to the
plagiarism website on blackboardi. By clicking the ‘Upload this file’ button you acknowledge that you
have read, understood and can confirm that the work you are about to submit complies with the
Flexible and Online plagiarism policy as shown in the JNI Student Handbook. Like other forms of
cheating plagiarism is treated seriously. Plagiarising students will be referred to the Program
Manager.
Word Count: Marks will be deducted for failure to adhere to the word count – as a general rule you
may go over or under by 10% than the stated length.
Late Submissions: Students are advised that any submissions past the due date incur a 10%
penalty per day, calculated from the total mark e.g. a task marked out of 30 will incur 3 marks
penalty per day.
No submission: Students must attempt all tasks to be eligible to pass the unit.

More information can be found in Think Education Assessment Policy document on the Think
Education website.
WEL301A – AB3, Case Study Page 4
Resources Available to YOU:
1. Academic writing guide link
https://laureate-
au.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_20163_
1&content_id=_2498847_1&mode=reset

2. Writing & referencing: The link to the Learning and Academic Skills Unit
(LASU) is on the left pulldown menu on the blackboard home page:
https://laureate-
au.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_20163_
1&content_id=_2498847_1&mode=reset
LASU also provides a series of academic skills tutorials. Please contact Caroline
Spaans (cspaans@laureate.net.au, 02 949 232 14).

3. Researching: A guide to researching is available on the library page
http://library.think.edu.au/research_skills/.
Please contact the online and Pyrmont librarian for Health, Dawn Vaux
(dvaux@laureate.net.au) if you would like further help or a tutorial on how to do
research this way

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What category of action film is Die Hard and explain why you think it belongs in that category

Need to Watch the movie Die Hard (then answer these questions)

  • What category of action film is Die Hard and explain why you think it belongs in that category
  • Name one action film trope from the film
  • Why do you think Die Hard is considered one of the greatest action films of all time?

Need to Watch Black Window  (then Answer these questions)

  • How is the sexuality and femininity of the main character presented in the film? 
  • Why do you think this film is an action film and what sub-action genres might it belong in?

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Identify potential for conflict and take swift and tactful action to prevent escalation.

Details of Assessment
Term and Year Time allowed
Assessment No 1 Assessment Weighting 70%
Assessment Type Written Reports
Due Date Room
Details of Subject
Qualification SIT50416 Diploma in Hospitality Management
Subject Name Client Relations
Details of Unit(s) of competency
Unit Code (s) and Names SITXCOM005 Manage Conflict
SITXWHS003 Implement and Monitor work health and safety practices
Details of Student
Student Name
College Student ID
Student Declaration: I declare that the work submitted is my own and has not been copied or plagiarised from any person or source. I acknowledge that I understand the requirements to complete the assessment tasks. I am also aware of my right to appeal. The feedback session schedule and reassessment procedure were explained to me. Student’s
Signature: ________
Date: //_
Details of Assessor
Assessor’s Name
Assessment Outcome
Assessment Result 0 Competent 0 Not Yet Competent
Marks /70
Feedback to Student
Progressive feedback to students, identifying gaps in competency and comments on positive improvements:


Assessor Declaration: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student.
0 Student attended the feedback session.
0 Student did not attend the feedback session.
Assessor’s
Signature: _______
Date: //__

Purpose of the Assessment
The purpose of this assessment is to assess the student in the following learning outcomes: Competent
(C) Not Yet Competent
(NYC)
SITXCOM005 – Manage conflict
1.1. Identify potential for conflict and take swift and tactful action to prevent escalation.
1.2. Identify situations where personal safety of customers or colleagues may be threatened and organise appropriate assistance.
1.3. Identify and use resources to assist in managing conflict.
2.1. Establish and agree on the nature and details of conflict with all parties and assess impact.
2.2. Manage conflict within scope of own role and responsibilities, and according to organisational procedures.
2.3. Take responsibility for seeking a solution to conflict within scope of own role and responsibilities, seeking assistance where required.
2.4. Identify and evaluate impact of conflict on business reputation and legal liability.
2.5. Evaluate options to resolve the conflict, taking into account organisational policies and constraints.
2.6. Implement the best solution and complete required reports.
3.1. Communicate with parties involved to seek and provide feedback on conflict and its resolution.
3.2. Evaluate and reflect on the conflict and effectiveness of the solution.
3.3. Determine possible causes of workplace conflict and provide input for workplace enhancement and improvements.
SITXWHS003 – Implement and monitor work health and safety practices
1.1. Explain relevant WHS information to personnel.
1.2. Make all current WHS information readily accessible to staff.
2.1. Monitor adherence to organisational WHS procedures.
2.2. Monitor ongoing compliance with safe work practices.
2.3. Take prompt action to address non-compliance with procedures and safe work practices.
2.4. Monitor day-to-day effectiveness of WHS practices in maintaining the health, safety and security of personnel.
3.1. Coordinate the operation of all consultative processes.
3.2. Provide opportunity for staff members to contribute their views on current and future WHS management practices.
3.3. Resolve or refer issues raised through WHS consultation to the appropriate person.
3.4. Provide timely staff and own feedback on WHS management practices to the designated person.
4.1. Coordinate scheduled hazard identification activities, ensuring hazards are identified at times designated by legislation.
4.2. Identify any hazards on an ongoing basis during own day-to-day workplace operations.
4.3. React to reports of hazards by other workers, and coordinate and participate in risk assessments.
4.4. Implement any risk control methods or refer to appropriate person if control is outside scope of responsibility.
4.5. Monitor effectiveness of control measures, promptly identify any inadequacies, and resolve or report them to the appropriate person.
5.1. Identify WHS training needs based on regular staff monitoring.
5.2. Make arrangements for fulfilling training needs.
5.3. Monitor effectiveness of training and make required adjustments.
6.1. Complete WHS records and reports accurately and legibly and store according to organisational and legal requirements.
6.2. Use data and reports to provide reliable and timely input into the management of workplace health, safety and security.
6.3. Minimise use of printed materials and maximise electronic transmission and filing of all documents to reduce waste.
Assessment / evidence gathering conditions
Each assessment component is recorded as either Competent (C) or Not Yet Competent (NYC). A student can only achieve competence when all assessment components listed under Purpose of the assessment section are Satisfactory. Your trainer will give you feedback after the completion of each assessment. A student who is assessed as Not Yet Competent (NYC) is eligible for re-assessment.
Resources required for this Assessment
• All documents must be created in Microsoft Word
• Upon completion, submit the assessment printed copy to your trainer along with assessment coversheet
• Refer to the notes on eLearning to answer the task/s
• Any additional material will be provided by your Trainer
• Computer with relevant software applications and access to internet
• eLearning notes relevant to the tasks/questions
Instructions for Students
Please read the following instructions carefully
• This assessment has to be completed 1 In class 1 At home
• The assessment is to be completed according to the instructions given by your assessor.
• Feedback on each task will be provided to enable you to determine how your work could be improved. You will be provided with feedback on your work within two weeks of the assessment due date. All other feedback will be provided by the end of the term.
• Should you not answer the questions correctly, you will be given feedback on the results and your gaps in knowledge. You will be given another opportunity to demonstrate your knowledge and skills to be deemed competent for this unit of competency.
• If you are not sure about any aspect of this assessment, please ask for clarification from your assessor.
• Please refer to the College re-assessment policy for more information (Student handbook).

Client Relations – Assessment I
You are required to complete ALL tasks of this assignment.
Task Marks Marks Achieved

  1. Identify hazards on:
    https://www.safework.sa.gov.au/resources/online-activities/introduction-to-safety-tutorial
    Proceed to website and complete all parts of the hazard identification in the “virtual hotel”. When completed, enter your name on the website and include a copy of the provided certificate with your assignment. This can be a photo taken, attached to submission. Or it could be a print screen dump included in your assignment. Or you could use the snipping tool to copy and paste the resulting certificate in your work. In old school terms, you could even print the certificate and include it with your assignment. 20
  2. WHS report on virtual hotel workplace. Use guidelines below to write a four hundred (400) word report. 25
  3. Conflict and Workplace Health and Safety. Use guidelines below to write a three hundred (300) word report. 25
    Total
    70

CASE SCENARIO
You are the manager for ACA Hotel in the CBD and it is your responsibility to Implement and monitor work health and safety practices in your hotel. You are responsible for noticing hazards or dealing with them and for documenting the hazards you find.
Task 1
By using the link below:
https://www.safework.sa.gov.au/resources/online-activities/introduction-to-safety-tutorial
Requirements
Proceed to website and complete all parts of the hazard identification in the “virtual hotel”. When completed, enter your name on the website and include a copy of the provided certificate with your assignment. This can be a photo taken, attached to submission. Or it could be a print screen dump included in your assignment. Or you could use the snipping tool to copy and paste the resulting certificate in your work. In old school terms, you could even print the certificate and include it with your assignment. 20 Marks
Task 2
Workplace Health and Safety Report.
You are the manager for the Virtual ACA Hotel in the CBD, as completed in Task 1 https://www.safework.sa.gov.au/resources/online-activities/introduction-to-safety-tutorial
Using three (3) examples that you found in the virtual hotel you are required to compile a written report (400-600 words) on the variety of these hazards or risks that occur in the virtual hotel. 25 Marks
Your Task is to:
In your report, include the following:

  1. Write a summary that outlines at least three (3) issues/observations within the hotel.
    These could include hazards or risks to either internal or external customers. These need to be identified and described so that day-to-day effectiveness of WHS practices can be monitored.
  2. Describe how you can take action to resolve EACH of the issues/observations, and if you are not the appropriate person (as the manager), and what methods of communication could you use to ensure prompt action to fix/repair the Hazard/Risk.
  3. Choose one of the safety issues that you have highlighted and outline how management needs to explain to all personnel, what methods of communication could you use. How would the coordination of this information ensure that consultation with stakeholders arrived in a timely manner?
  4. Where would you as the manager source the correct WHS information and ensure that it is made readily available to staff. Outline 4 sources and discuss how this is done
  5. Outline the employee’s responsibilities to self, other workers and other people in the workplace
  6. A hotel (of the virtual agency size) is required to have a WHS committee in NSW
    Outline five responsibilities of the members of the WHS committee, including what documentation that is required to be recorded and maintained.
  7. As the consultation with external stakeholders and the WHS committee takes place what formal and informal methods of recording this consultation could be used.
    .
    Task 3
    Conflict and Workplace Health and Safety.
    Scenario
    You are the Manager in the Virtual hotel example, a customer in the bar, approaches and seems to have been drinking and starts to be aggressive towards you. Your feel that there is potential that the customer is going to escalate a small problem. 25 Marks
    Your Task is to:
    Outline in a short report (200-300 words);
  8. What action could you take in this case. (You are required to do a role play of similar situation in Assessment II Task 1)
  9. Outline the stages or factors of conflict, relating to the customer’s aggression towards a waiter near other customers. Describe the actions or results you need to obtain.
  10. What resources or tools could you legally use in this scenario?
  11. If the problem is escalated to have a physical encounter between two customers, how would you deal with this and what parties would need to be notified and who would you need to provide feedback too.
  12. As the manager of the bar, the owner has asked you to outline the role and responsibility you have in a similar case and who improvement you could make to ensure that the situation is not escalated

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Aristotle terms, ‘Virtues of Thought,’ as opposed to ‘Virtues of Action

At least 300 WORDS

DISCUSS: Nicomachean Ethics, Book 6

Book VI discusses the importance of what Aristotle terms, ‘Virtues of Thought,’ as opposed to ‘Virtues of Action.’ Certainly there is an important relationship between thoughts and actions with regard to virtues. What is the nature of this relationship for Aristotle? Why might we think that thoughts are more important than actions? Why might we think that actions are more important than thoughts?

This discussion is, admittedly, very broad. This is because I want you to take this general question of thoughts & actions and use it to sum up your thoughts on Aristotle’s Virtue Ethics as a whole. Be sure to reflect in your initial post on other aspects of Aristotle’s philosophy, i.e., virtues as an aspect of character, the Doctrine of the Mean, public virtue, etc.

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