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Society and Culture Association

Central Material . The central material will be in written form and may be accompanied by photographs, tables, graphs and/or diagrams that should be labelled and incorporated into the text through discussion. The central material should be between 2500 and 4000 words. The central material must co

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Society and Culture Association

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    1. Society and Culture Association Personal Interest Projects Central Material extracts

    2. Central Material

    3. Central Material

    4. Central Material

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    7. Central Material

    8. Examples of Central Material Conceptual Content Sample 1 It is clear that the world has changed dramatically since the 19th century, when the structured education system was formed. There has been extensive social change, with a complete revolution regarding social mores, values and expectations, with modernisation precipitating a colossal advancement technologically. Therefore, this poses the question as to whether the education system has changed to meet the needs of the contemporary world. Sir Ken Robinson, in his book Out of Our Minds (Capstone Publishing, 2001), states that the education system is based upon the economic model of industrialism, and that this model is outmoded. He believes that to make education more relevant for contemporary society, this must be completely revolutionized. This suggests that the current education systems of most countries are based on an outdated philosophy that is largely irrelevant in modern society. Concepts are applied rather than just used in the text. They support the argument in the paragraphs Note the 1.5 line spacing that is required for all PIPs. Text should be in 12 point Times New Roman or Arial font The student integrates a secondary source, concepts and their original topic throughout the paragraphsConcepts are applied rather than just used in the text. They support the argument in the paragraphs Note the 1.5 line spacing that is required for all PIPs. Text should be in 12 point Times New Roman or Arial font The student integrates a secondary source, concepts and their original topic throughout the paragraphs

    9. Examples of Central Material Conceptual Content Sample 2 As a person of Cambodian cultural heritage, the horrifying experiences that Cambodians have endured under the Khmer Rouge are painful to accept. Many times I attempted to imagine myself being trapped in Pol Pot’s ‘year zero’ in order to gain a sense of understanding but it only ever lasted for a few seconds because it was too distressing. However, I perceive these admirable people as my role models because if they survived such adversity then I have every chance to overcome hurdles in my life, especially if I live in a society that offers many advantages that many of us take for granted. Freedom of speech, access to education, healthcare, employment and self- determination, plus other aspects of the contemporary Australian society, has made me more appreciative of my life and potential opportunities. Application of concepts supports the methodology of personal reflection. Concepts are integrated naturally. Contains genuine and original content unique to a particular students situation. The student has demonstrated adequate communication skills in these paragraphs – the ideas are clearly understood An aim at achieving a deeper ‘sense of self’ is implicit in this sample by comparing perspectives Application of concepts supports the methodology of personal reflection. Concepts are integrated naturally. Contains genuine and original content unique to a particular students situation. The student has demonstrated adequate communication skills in these paragraphs – the ideas are clearly understood An aim at achieving a deeper ‘sense of self’ is implicit in this sample by comparing perspectives

    10. Examples of Central Material Conceptual Content Sample 3 Our health and how we perceive it depends on many factors including our opinions, gender, culture, socialization and of course the environment and micro world in which we live and interact with on a daily basis. Through the unique combination of these factors our opinions towards everyday elements of our lives, such as health care are formed. The media also plays a central role in persuading our opinions as it is our source of information on current events which occur within our macro world. The concepts appear forced in this example, with little explanation or attempts to integrate them successfully. Student mentions the macro and micro worlds but the paragraph lacks detail, direction and a coherent structure. Lacks evidence from both primary and secondary research. The concepts appear forced in this example, with little explanation or attempts to integrate them successfully. Student mentions the macro and micro worlds but the paragraph lacks detail, direction and a coherent structure. Lacks evidence from both primary and secondary research.

    11. Examples of Central Material Methodological Content Sample 2 According to my research, the influence of parents on individuals’ desire to read is largely present within all generations. 75% of all participants within my questionnaire stated that they enjoyed reading and that as children their parents had read novels and thus “children copy what they see and if you don’t come from a reading house, or haven’t been read to as a child, there’s a much stronger chance you won’t read yourself”(1). Through this conclusion, therefore, Generation Y should be reading the same amount of novels as previous generations due to the continuity of parents reading novels in front of their children. Instead, according to an American survey, “18-24 year olds read literature at significantly lower rates than adults had in previous decades”(2). Student analyses questionnaire data and seamlessly integrates this with secondary research Primary data is compared to secondary research – this can help prove or disprove the original hypothesis Sample continues over page (footnotes on next slide) Student analyses questionnaire data and seamlessly integrates this with secondary research Primary data is compared to secondary research – this can help prove or disprove the original hypothesis Sample continues over page (footnotes on next slide)

    12. Examples of Central Material Methodological Content Sample 2 (cont…) Similarly, within my focus group, the influence of parents on children’s reading habits was explored and it was determined that “reading comes with the personality of the individual” (3) as stated by the female baby boomer participant who further went to conclude “I have two grown sons, one of which reads non-stop and extremely fast whilst the other one has almost never read a book in his entire life. When my children were growing up, I constantly read in front of them and even to them.” However, another participant stated that his children had reading sessions before bed. This allowance therefore can deduce that the presence and recognition of the enjoyment of novels by parents influence a child’s desire to read or not. It is the choice that children are given by their parents, that is to read or not, that allows them to decide if they desire to undertake reading novels. (1) As quoted by Julia Strong in BBC article “Can’t read, wont read books” (2005) (2) Reading at Risk: A survey of Literacy Reading in America conducted by Mark Bauerlein (3) Female Baby Boomer participant of focus group Thought process continues in a coherent and well-structured series of paragraphs The results of another methodology are integrated and analysed. Accurately footnoted both primary and secondary material Synthesis of primary and secondary research is then apparent in the final two sentences Thought process continues in a coherent and well-structured series of paragraphs The results of another methodology are integrated and analysed. Accurately footnoted both primary and secondary material Synthesis of primary and secondary research is then apparent in the final two sentences

    13. Examples of Central Material Methodological Content Sample 2 The advancement of technology within Western culture has caused continuities and changes within the reading habits of all generations. I surveyed various groups about the impact of technology within my community including those considered members of the Baby Boomer Generation, Generation X, Generation Y and the new generation referred to as Generation Z (1995-2009) (1). Through a series of observations at the local library, questionnaires and short, open ended questions in an informal interview the results evaluated indicate that our reading capacity has “declined as we have drifted from the printed page to the screen”(2). This is specifically exemplified within my questionnaire as 81% of participants declared they spent more time watching television or using a computer than reading literature. This was further corroborated by my observations in the library as it was witnessed that many more members of the public were seated at ICT stations than wandering the aisles in search of the old fashioned book. Through this argument, it can be determined that the use and general presence of technology has impacted in various ways towards Generation Y as “For all their technological adroitness they don’t read…very well”(3). Statement / claim in first sentence of paragraph that is then explained and supported by evidence. Subject matter appears to be accurate and relevant. Identifies groups surveyed and student explicitly states that a survey is a combination of techniques including observations, questionnaires and interviews. Original statement is supported with findings from the survey and student draws a brief conclusion. Statement / claim in first sentence of paragraph that is then explained and supported by evidence. Subject matter appears to be accurate and relevant. Identifies groups surveyed and student explicitly states that a survey is a combination of techniques including observations, questionnaires and interviews. Original statement is supported with findings from the survey and student draws a brief conclusion.

    14. Examples of Central Material Methodological Content Sample 3 Issue outlined in opening statement. Interview with an expert is conducted to provide deeper knowledge, set an academic tone and contribute to accurate subject matter. Stated the purpose of the interview and provided an overall picture of the outcome. Student integrates interview results with focus group results and supports with relevant quotes. Evaluation of methodology is brief, where limitations are acknowledged and possible reasons for this are provided. Issue outlined in opening statement. Interview with an expert is conducted to provide deeper knowledge, set an academic tone and contribute to accurate subject matter. Stated the purpose of the interview and provided an overall picture of the outcome. Student integrates interview results with focus group results and supports with relevant quotes. Evaluation of methodology is brief, where limitations are acknowledged and possible reasons for this are provided.

    15. Examples of Central Material Methodological Content Sample 4 A point is communicated clearly, followed by a brief outline of how content analysis was carried out. Results are recorded and a conclusion is drawn Student integrates appropriate secondary research Comparison of primary research results with other studies is made and reasons are provided for the variations that occur, acknowledging the limitation of a student study. References (below) have been removed to allow for room on the slide Singer, Dorothy G. , and Jerome L. Singer. Handbook of Children and the Media. Sage Publications, Inc., California, 2001. http://www.parentsjury.org.au Accessed: 28/02/07 Author: Simone Fenech Ibid. Accessed: 28/02/07 Author: Simone Fenech A point is communicated clearly, followed by a brief outline of how content analysis was carried out. Results are recorded and a conclusion is drawn Student integrates appropriate secondary research Comparison of primary research results with other studies is made and reasons are provided for the variations that occur, acknowledging the limitation of a student study. References (below) have been removed to allow for room on the slide Singer, Dorothy G. , and Jerome L. Singer. Handbook of Children and the Media. Sage Publications, Inc., California, 2001. http://www.parentsjury.org.au Accessed: 28/02/07 Author: Simone Fenech Ibid. Accessed: 28/02/07 Author: Simone Fenech

    16. Examples of Central Material Methodological Content Sample 5 The students’ personal experience is genuine, relevant and has shaped her life, thoughts, actions and ideas. The student made sure that they conducted interviews, focus groups and used much secondary research to ensure PIP did not rest solely upon one methodology (not evident in this extract). The students’ personal experience is genuine, relevant and has shaped her life, thoughts, actions and ideas. The student made sure that they conducted interviews, focus groups and used much secondary research to ensure PIP did not rest solely upon one methodology (not evident in this extract).

    17. Examples of Central Material Cross – cultural Content Sample 1 Student considers gender as their cross-cultural component and relates findings to both primary and secondary research. Student comments on trends or anomalies in results related to the cross-cultural component of gender Female response is used to exemplify cross-cultural argument. References (below) have been removed to allow for room on the slide Goffman, E, op. cit., pg. 15 Focus Group 1, conducted on 26/05/07, 8 teenage participants Student considers gender as their cross-cultural component and relates findings to both primary and secondary research. Student comments on trends or anomalies in results related to the cross-cultural component of gender Female response is used to exemplify cross-cultural argument. References (below) have been removed to allow for room on the slide Goffman, E, op. cit., pg. 15 Focus Group 1, conducted on 26/05/07, 8 teenage participants

    18. Examples of Central Material Cross – cultural Content Sample 2 Student selected location as their cross-cultural component. Great efforts were made to genuinely compare the two locations. Differences between the locations are investigated communicated effectively. Student selected location as their cross-cultural component. Great efforts were made to genuinely compare the two locations. Differences between the locations are investigated communicated effectively.

    19. Examples of Central Material Cross – cultural Content Sample 3 Reflection of experiences with one culture are outlined. Interviews are conducted in the spirit of the cross-cultural component. Cross-cultural component of ethnicity is clearly identified in the interview quote. Cross-cultural comparison is emphasised and conclusion is drawn. Reflection of experiences with one culture are outlined. Interviews are conducted in the spirit of the cross-cultural component. Cross-cultural component of ethnicity is clearly identified in the interview quote. Cross-cultural comparison is emphasised and conclusion is drawn.

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