You must come up with a hypothetical research idea on any topic in geography that you would like to investigate (e.g. homelessness, migration, uneven development, nationalism, neoliberalism, socio-spatial segregation, discrimination of minorities, abuses, colonialism and neo-colonialism etc.). Choose two of the theoretical approaches and their associated methodologies covered in the module, using them as lenses to analyse geographical and social problems (e.g. regional science, positivism and spatial science, humanistic geographies, anarchism, feminism, queer theory, postmodernism, poststructuralism, more- than-human geographies, hybridity, post-colonialism and geography’s exclusions, de- colonial approaches, etc.). As an alternative to a theoretical approach, you may also pick as a ‘lens’ the thinking of a relevant scholar, e.g. ‘drawing upon Anne Buttimer’s notion of dialogue’, or ‘based on William Bunge’s ideas on social mappings’ …
Write an essay to explain and compare how this same research topic might be conceptualised and carried out differently when approached from each of these two different theoretical ‘lenses’. You must discuss: 1) how the different theories would inform the research; 2) the potential advantages and limitations of each, and; 3) decide which methodology would be most appropriate to carry out your study and justify why.
You are expected to draw from the module’s assigned readings, lecture materials and at least 4 additional SCHOLARLY READINGS (i.e. academic books, academic book chapters, or peer-reviewed journal articles) which are not included in the module’s reading list. Note that items such as NGO reports, government documents, magazine articles and newspaper reports are not academic/scholarly journal articles. You can include these references, but they will be IN ADDITION to the above. An academic style of writing is expected, including a complete list of references. 2500-3000 words
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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Assessment : Learning Journal (15%)3 entries x 500 – 700 words each To demonstrate students knowledge and understanding of the topics studied in this unit, they will be given three questions relating to topics discussed in specific lectures/tutorials during the term. These questions will enable students to demonstrate their own understanding of contemporary issues in Australia concerning social and economic inequality. Students will be able to also provide their own opinions regarding each of the question topics in their answers. Students must answer each of the questions in 500 – 700 words per question and submit all questions together as one assessment. Your learning journal should include at least 5 (scholarly) journal articles read, in addition to any textbook references. Use APA 7 Referencing. The format of your journal will be discussed in greater detail during tutorials. Do NOT utilize 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. Criteria for report High Distinction 80% – Distinction 70%- 79% Credit 60-69% Pass 50-59% Fail 0-49% Analysis of literature on topic 35% Consistently demonstrates an accurate and complete level of understanding of contemporary issues in Australia concerning social and economic inequality, draws on most recent scholarly literature Most of the time, demonstrates an accurate and complete level of understanding of contemporary issues in Australia concerning social and economic inequality, draws on relevant scholarly literature Demonstrates some level of understanding of contemporary issues in Australia concerning social and economic inequality, often cites the relevant literature. Demonstrates some level of understanding of contemporary issues in Australia concerning social and economic inequality, not always accurate and sometimes incomplete, sometimes cites the relevant literature. Explanations of contemporary issues in Australia concerning social and economic inequality, research inaccurate or incomplete, does not cite the relevant literature. Conclusions derived from analysis and assessment of the topic 30% Shows an in-deep understanding of how potential issues can be identified and their impact on targeted population Shows an excellent understanding of how potential issues can be identified and their impact on targeted population Shows a good understanding of how potential issues can be identified and their impact on targeted population Shows a basic understanding of how potential issues can be identified and their impact on targeted population Shows poor, insufficient understanding of how potential issues can be identified and their impact on targeted population Use and depth of research 20% A comprehensive description is developed. Summarises and shows insightful synthesis of the literature information, including analysis of gaps and/or limitations of the research A strong description is developed. Summarises and shows insightful synthesis of the literature information, including analysis of gaps and/or limitations of the research A good description is developed. Summarises and shows some insightful synthesis of the literature information, identifies some limitations of the research Description is fairly well developed. It summarises the overall information obtained from the research and synthesises adequately the knowledge gained Description is not well developed. It lacks summary and/or any synthesis of the relevant literature Presentation of report and correct references used 15% All levels of content are covered in depth. Wide range of contemporary references and sources are well cited when specific statements are made High level of content is covered in depth. Wide range of good references and sources are well cited when specific statements are made Appropriate content is covered in reasonable depth. Sources are generally well cited when specific statements are made Most major sections of the relevant content included, but not covered in as much depth, or as explicit, as expected References were basic and some errors of citation Major sections of relevant content have been omitted or missed Inadequate references and poor citation TOTAL: / 25%
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Should children who commit violent acts be held responsible for their actions? What should the response to juvenile violence be: treatment or punishment (or some combination, or something else)? How can juvenile violence be prevented? (250 words).
Certificate IV in Leisure and Health (Release 2)E1320 CHCDIS003 – Support community participation and social inclusion CHCDIS001 – Contribute to ongoing skills development using a strengths-based approach Case study
Instructions To help Open Colleges manage your assessment, please use the following file-naming convention when you save your Microsoft Word document. Your file should be named and saved to your computer hard drive using your: [Student number]_ [assessment] _ [assessment number].docx For example: 12345678_21850a_01.docx Assessment submission Prior to submitting your assessment ensure that your Name and Student ID are included on the front cover page as well as the footer of each page. If this is not included the assessment may be returned to you for authentication. When you are ready to submit your assessment, upload the file to OpenSpace using the Assessment Upload links in the relevant module of your course. The Student Lounge provides a ‘Quick Guide to Uploading Assessments’ if you need further assistance. Uploading assessments to OpenSpace will enable Open Colleges to provide you with the fastest feedback and grading on your assessment. It is important that you keep a copy of all electronic and hardcopy assessments submitted to Open Colleges. If there is a video or audio recording as part of this assessment you must have an introductory statement stating your name, student ID, Qualification and assessment number, along with the task or question you are responding to. Competency details CHCDIS003 Support community participation and social inclusion This unit applies to workers who are required to assist with supporting clients with disability in community participation and social inclusion using a person-centred approach. This involves enabling clients to make choices to maximise their participation in various community setting, functions and activities to enhance psychosocial well-being and lifestyle in accordance with the client’s needs and preferences. CHCDIS001 Contribute to ongoing skills development using a strengths-based approach. This unit applies to workers who are required to assist with supporting the ongoing skill development of clients with disability. It involves following and contributing to an established individual plan and using a positive, strengths-based approach. Introduction This document is Assessment 3 of the three assessments you are required to complete, together with structured workplace learning, CHCDIS003 Support community participation and social inclusion and CHCDIS001 Contribute to ongoing skills development using a strengths-based approach. This assessment is designed to gather evidence of competence, specifically to: • Identify opportunities for community participation and social inclusion • Implement strategies for community participation and inclusion according to the individualised plan • Identify, address and monitor barriers to community participation and social inclusion • Contribute to skills assessment • Assist with ongoing skills development according to individualised plan • Support incidental learning opportunities to enhance skills development Assessment 3 Description 35131/03 Case study Checklist You must complete and submit the following: Assessment 3 Question 1 (a – e) 0 Question 2 (a – d) 0 Question 3 (a – d) 0 Question 4 (a – b) 0 Question 5 (a – b) 0 Ensure your name and student Id are on the front page and in the footer of each page. 0 Assessment 3 – Demonstrate your knowledge Question 1 Read the below case study and answer the following questions drawing from the learning in your module. Emma, female, 47 years, and originally from Denmark. Emma has progressive multiple sclerosis and uses an electric wheelchair for mobility. She is unmarried and doesn’t have children. Most of her family is based in Denmark, but she has a brother who lives in NZ who visits often. Emma’s multiple sclerosis has progressed over time and this has limited Emma’s life. Some effects are: • Emma would like to go to NZ to visit her brother but is unsure how this might work given her level of support requirements. • Emma used to have a wide social circle and had an active social life in cafes and restaurants. It is more difficult for Emma to access the community on her own now, so she has less opportunities to catch up with her friends. • Emma had a friend who spoke Danish, but her friend moved away. Emma misses the opportunity to speak Danish. She also misses Danish food her friend would bring her. • Emma used to attend a Roman Catholic church with her Danish friend, who supported her. She attends infrequently now that her friend has moved away. • Emma is reliant on community supports provided by CareShore to enable her to continue living in her own home, including personal care, transport, domestic support and meal preparation. 1a. Suggest at least one way that you could collaborate and communicate with Emma on how to overcome any barriers and empower her to make her own decisions. How would you involve your supervisor in this process? (approx. 50-100 words) 1b. Identify three (3) of Emma’s barriers to community participation and social inclusion. (approx. 20-50 words) Barrier to participation & inclusion Example: Emma is reliant on transport from CareShore to get around and access the community. 1) 2) 3) 1c. As Emma’s recreational worker, you need to assist Emma to find ways to overcome these barriers. (approx. 20-50 words) Write down two (2) questions you could ask Emma to help her find solutions to be reliant on transport from CareShore to get around and access the community. Explain how Emma’s situation relates to the social model of disability. Questions to ask to help Emma find solutions to this barrier How Emma’s situation relates to the social model of disability Example: ‘Emma, if you wanted to go into town on your own, without using the CareShore bus, how do you think you could go about doing this?” Person centred 1) 2) 1d. For Emma’s goal of visiting her brother in New Zealand, Emma has stated that she’d like to do some research about how to get there and places she could visit while there. Identify two (2) ways you could assist Emma to do this, while allowing Emma to make her own choices. An example has been done for you. (approx. 20-50 words) Example: I could ask if Emma would like to go to the local travel agent and if she would like to me to accompany her. 1) 2) 1e. For Emma’s goal of attending church more frequently, Emma has stated that she’d like to find some local Roman Catholic churches and visit them. Identify two (2) ways you could assist Emma to do this, while allowing Emma to make her own choices. (approx. 20-50 words) 1) 2) Question 2 Read the below case study and answer the following questions drawing from the learning in your module. You are required to answer all the questions based upon the scenario below. Scenario: Emma wanted to plan a holiday to NZ to visit her brother, however things are not going well. The travel agent is not supportive of Emma going on the plane and starts asking questions and making statements to discourage Emma. The support worker attempts to advocate for Emma however the travel agent is not changing their attitude. Another goal Emma had was to attend the women’s group at church. A woman from church comes to Emma’s home, picks her up and takes her to the group, takes care of her while she is there, and takes her home afterwards. Emma actively participates in the activities the women do to raise money for charity. She feels purposeful and a part of society. 2a. Emma has been devalued by the travel agent. Explain how being devalued in society might make Emma feel. (20-50 words) 2b. Imagine you are the support worker assisting Emma at the travel agent. Emma is angry at how she has been treated. How can you assist her to voice her anger at her treatment? (20-50 words) 2c. What would you do if you were the recreational worker and Emma has become extremely distressed by her treatment at the travel agent? (20-50 words for each) Provide an explanation for this situation and include the following: • What are your limititations? • How would you recognise your own or potential limitations? • What you would do in this situation? • What advice would you seek, if any? • How would you seek advice? • Who would you seek advice from? What are your limititations?
How would you recognise your own or potential limitations? • What you would do in this situation? What advice would you seek, if any? Who would you seek advice from?
How would you seek advice?
2d. Emma has been treated as an active citizen who has a right to participate in society while at church group, but not at the travel agency. What would active citizenship look like for Emma at the travel agent? (20-50 words) Question 3 Read the below case study and answer the following questions drawing from the learning in your module. You are required to answer all the questions based upon the scenario below. Scenario: Preparation: Emma has made friends with her neighbour and the two have agreed to go to a local café once a week together. A skill building plan has been developed by Emma (with the assistance of her support worker). Emma has begun to get tired more these days and finds it harder to think and to problem solve. The outing therefore is well planned to make it as easy as possible. The support worker assists Emma by organising her purse so that the money is easy to access, and to put the purse in her electric wheelchair where Emma can reach it, but where it is still safe. Julie goes with Emma to show her the way from her home to get to the café. She assists Emma to locate the most accessible seat in the café, which is conveniently located, is out of the way of people walking, and is easily accessible with a ramp that blends in well with the rest of the café. The Outing: When the neighbour arrives, Julie assists with the conversation so that the neighbour can understand Emma’s impaired speech. Once the neighbour begins to understand Emma’s speech independently, Julie stops providing social support, and only contributes to the conversation if asked a question. While observing the conversation, Julie makes mental notes on Emma’s skills and competencies. During the outing, Julie maintains a quiet distance and observes in a non-obtrusive manner. Completing the Outing: When it was time to leave, Julie did not assist with the payment, but allowed Emma to be independent with paying. Emma went to pay the bill and the wait staff asked if the bill was separate or together. Emma looked at the support worker for support. Julie told Emma that the wait staff were asking if Emma was paying for just herself or for her neighbour also. Emma then turned to the wait staff and said, “Just me.” And then paid her bill. Going home: On the way home, Julie asked Emma to see if she remembered the way home. Julie mostly observes and gave support only when Emma went to go the wrong way. Julie pointed out landmarks along the street to support Emma to know the right way. Reviewing: When they got home, Julie asked Emma how she thought it went. They had a discussion and Julie took on board Emma’s comments, and they agreed how they might improve the outing for next time. Julie thanked Emma for a nice day and left. In the car, Julie completed her case notes by logging onto CareShore’s intranet from her telephone and making electronic notes. She also called her supervisor to let her know how the outing went and to get permission to make changes for next time, as requested by Emma. 3a. Describe how Julie did the following: (10-50 words for each section) Planned the outing with Emma to make it as successful as possible.
Observed and interacted with Emma in a respectful manner
Used strategies to create independence and develop skills for Emma
Withdrew support to encourage experiential learning
Assisted Emma to identify how things went with the outing and how to improve things
Observed Emma’s competencies and skills and made a record of the outing
Monitored Emma’s strategies to determine their effectiveness and how engaged Emma is, in consultation with a supervisor 3b. What assessment processes might the organisation have gone through to assess Emma’s support needs to go to the café? How you would explain your limitations to Emma? (20-50 words) Assessment process for Emma’s support needs Your limitations to Emma 3c. Describe how the café supported Emma’s rights to access and equity. (20-50 words) 3d. While at the café, what might have been some opportunities for incidental learning? (20-50 words) Question 4 Read the below case study and answer the following questions drawing from the learning in your module. You are required to answer all the questions based upon the scenario below. Scenario: Emma is gaining confidence with attending the café with her neighbour. She has requested to go to the outing on her own, without any support worker assistance. Julie calls her supervisor to discuss the situation. She tells her supervisor that Emma is very good now at the café with all of the things that need to be done, but every now and again when she is tired, still loses track of the way home and can go the wrong way. Julie reads back on her notes from each visit to discuss with the supervisor. 4a. Describe the conflict between a support worker’s duty of care, and the client’s right to dignity of risk, and how you would consult your supervisor, as seen in this case study. (20-50 words)
4b. Read the United Nations Conventions on Rights of Persons with Disabilities, which can be accessed at the following link: https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities/convention-on-the-rights-of-persons-with-disabilities-2.htm In your own words, provide a summary of what the document is about. (20-50 words) Question 5 Read the below case study and answer the following questions drawing from the learning in your module. You are required to answer all the questions based upon the scenario below. Ji-yoon, 7 years old.
Ji-yoon was born with Cerebral Palsy. She has severe impairment of her motor movements and uses a wheelchair for mobility. She has some learning difficulties (but these are mild) with good language development. Her English skills are good. Recurrent seizures are a part of Ji-yoon’s life as she also has Epilepsy. 5a. Do some research on special services that could support Ji-Yoon, a child with a disability, in the community. Complete the information below on what you have found. (approx. 20-50 words) The name of the service: Contact details: What the service does: 5b. Once again access the United Nations Conventions on Rights of Persons with Disabilities, in your own words, provide a short summary on what it says about children with disabilities – Article 7. (20-50 words
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(https://www.doingbusiness.org/en/doingbusiness) Doing Business is a publication by the World Bank and provides objective measures of business regulations for local firms in 190 economies. Skim through the study and briefly describe its relationship with Chapter 7 (SOCIAL INFRASTRUCTURE AND LONG-RUN ECONOMIC PERFORMANCE ). Then download the data for one of the indicator, and show if it is related to GDP per capita.
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Assignment 3: Presentation Word/time limit: 1500 (+/– 10%) Weighting: 40% After you have read this information, head over to the Assignment 3 Q&A discussion board to ask any questions and see what your peers are saying about this assignment. Assignment overview This assignment is a mandatory submission, which means that in order to pass this unit of study, you must submit this assignment. For this assignment, students are required to design a 1500-word speech with both PowerPoint Slides and the speech notes that accompany those slides in the ’notes’ section below each slide. The presentation will have to answer a question that has been provided. The PowerPoint slides need to be saved as a PDF file and uploaded to Turnitin for submission. Students ARE NOT required to actually give a physical presentation. This assignment supports unit learning outcomes 1, 2, 3, 4 and 5. Assignment details You are asked to develop a presentation that responds to the following question: In what ways can the NSW child protection system address the rights of Children Who Live in Low Socio-Economic Environment? Write a 1500-word speech in response to this question in such a way that it would be read out as a speech to a professional practice audience, e.g. at a conference, a professional development day at your organisation or a practitioner team meeting. Use your annotated bibliography to inform your work and help you establish a basic claim or statement about the topic and critical argument for this position, clearly stating what recommendation(s) you are suggesting to address the issue you’ve identified. Discussing one recommendation in depth with critical comment is sufficient. Use a minimum of three peer-reviewed sources and an overall minimum of five references to support your recommendation(s). This means you can use grey literature, lecture content, workshop activities/discussion, videos, websites, etc. You should also include relevant legislation within your presentation (i.e. UNCROC [UNICEF n.d.] and NSW Children and Young Persons [Care and Protection] Act 1998 [Austlii 2021]). Design PowerPoint slides that you can use to deliver your speech; a maximum of 10 slides (not including an introductory slide and a reference slide). Do not use animation or slide transitions. You are encouraged to use pie charts, graphs, icons, symbols, pictographs or any other visual elements that support your presentation. Copy your speech into the ‘notes’ section under each slide. Save your PowerPoint file as a PDF. For assistance completing this step, refer to How to save PowerPoint as PDF with notes (Nyugen 2019) as a guide. Submit this through Turnitin. Note: the reference list is not included in the word count. Supporting resources Presentations (Western Sydney University n.d.). In-text citation using the Harvard WesternSydU style (Western Sydney U Lib 2017). Library Study Smart—a library resource that helps you complete assignments (Western Sydney U Lib 2019). Western Sydney University Library has further information about referencing on their Referencing and citation page. Submission details overview This assignment will be submitted through Canvas. When you are ready to submit your assignment, select the ‘Start Assignment’ button at the top of this page. You will be taken to the ‘File Upload’ tab, where you can choose your file or submit your URL. Please note: When you submit your assignment through Canvas, you are also submitting the assignment through Turnitin, which is a text-matching service that compares your work with an international database of information sources. You will need to agree to using it. Once you have submitted your assignment, select ‘Submission Details’ on the right of your screen to view your originality report if you haven’t already done so. Please allow a 24-hour turnaround for an originality report to be generated. Resubmissions after the due date without prior approval from your Unit Coordinator may not be marked. Assignment criteria Research and supporting evidence. Critical argument and recommendations. Visual presentation
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Do you think the following college student behaviors are deviant? Why or why not?
If you think the behavior is deviant, how should a college respond formally? How should others (college students, employees) respond, informally, when they witness such behavior?
a. chewing tobacco and using a “spit cup” or spitting the tobacco on the ground.
b. walking across campus without a shirt (for males) or in a bikini top.
c. answering your cell phone while meeting with a professor.
d. texting during a lecture.
Lesson 4 Assignment
Apply Merton’s typology of deviance to the real world and give examples for each type. (The material to review is found in Lesson 3 Readings and Videos)
APA Style required. Be sure to cite your references. The length expectation is a 1-page minimum.
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