Length: 1500 – 1700 words
- Submit your report through the Assessment 3 ‘Cultural Capabilities Report’ link
in the ‘Assessment Submission’ area of Learnline by the due date. This assignment is submitted using SafeAssign.
- Save your Word document file with your name, unit name, and assessment number included (e.g. Jamie Green CUC107 Assessment 3). Ensure you have your name, student number and page number in the footer of your document, and the title of the assignment in the header.
Introduction: It has been argued that cultural capabilities are fundamental to operating effectively in the workplace, community and the university. Cultural self-awareness, cultural intelligence and cultural capability are all required for creating safe work and social spaces. So, to complete this task you will be drawing together all of the learning from the unit to show understanding of strategies to create safe spaces.
Task: Write a formal report to observe and analyse whether characters in a scenario are showing effective cultural capabilities and maintaining a culturally safe space. Also, recommend how effective cultural capabilities of the characters could be improved.
The report should:
- Summarise and describe observations of the interactions related to aspects of cultural capabilities in the scenario.
- Analyse (with formal references) the safe and unsafe aspects of the scenario, including the physical location and interactions between people.
- Provide recommendations for creating or sustaining this scenario as a culturally safe space.
- Be written in a formal tone – avoid personal language, contractions and slang. (For more information, see link to formal writing in the Assessment Tasks Overview Summary Table.)
Steps for successfully completing Assessment 3
- Choose the scenario you will analyse. You can use a clip from the list below OR a scenario from your own experience. The examples below can give you some ideas about the kinds of scenarios you could choose.
As you think about which scenario to choose, observe the way that various social and cultural groups are represented in fictional scenes. When you are looking at your scenario, look for and try to comment on the hidden cultural communication styles also being shown.
Singer, B (Director). (2004, Nov 30). House MD, Season 2 Episode 18, Bilingual Backfire (Fox Studios). Retrieved from https://www.youtube.com/watch?v=cYGuWN1OhD8
|Neptune, D. & Tanaka, K. (Directors). (2013). What Kind of Asian are you? Retrieved from https://www.youtube.com/watch?v=DWynJkN5HbQ
|Riley, S. (Executive Producer). (2014, Nov 5). Black Comedy, Black White Woman. (Scarlet Pictures, disturbed by ABC). Retrieved from https://www.youtube.com/watch?v=H33cPuwsY48
|Sharif, Z. (2016). An Indian in America: Unscripted Reactions retrieved from|
|Cherones, T. (Director), Seinfeld, J. & David, L. (Creators). (1993, Dec 9). Seinfeld, The Cigar Store Indian Season 5 Episode 10. (NBC). Retrieved from https://www.youtube.com/watch?v=cpGfyp6MxkM
- Format the Report
Prepare the layout before writing.
Font size and type: Use font size 12. You may use font type calibri, arial or times new roman. Margins: Use Default margin, 2.54cm.
Line Spacing: 1.5 line spacing. You will need to include sections and subsections which should have numbered and titled headings. Word counts for each section below are only a guide but do indicate relative importance of the sections. This is reflected in the marking for each section.
(Please do not include the word count and the section instructions below in your report. This is only provided as information to help you in preparing the report.)
- Title of Report: This should be on a separate page. Include the title, your name and student number, and the date. The title should include the name of the assignment and describe what the report will do. You can be creative to make an interesting title page.
- Table of Contents: This should be on a separate page. A table of contents provides a list of the Sections and Sub-sections that you have used in your report, and the page on which they start. You can use the word function in ‘references’ tab to generate a table of contents from the levels of headings you can choose)
Now use this outline:
- Introduction (approx. 200 words): Briefly explain background, aim and scope of this report. Include the following sub-sections in the introduction.
1.1 Background An orientation to the topic of cultural capability and safe spaces.
1.2 Aim Tell the reader what the report aims to do – i.e. It will provide a summary, description and analysis of an example of a safe or unsafe space, and will recommend improvements to improve the safety of the space where appropriate.1.3 Scope Explain what the report will focus on, including what video, what particular scenes you will be discussing, and if the example depicts a safe or unsafe space.
- Summary and Observations (Approx. 350- 400 words): This section will include two sub-sections.
2.1 Summary of the scenario: needs to include:
- a brief plot line of the events you are analysing
- the setting (social, academic or workplace) with a general overview of the scene
- any relevant background information to understand the scene
- identification of the key characters ( you can use ‘persons A, B and C” ).
2.2 Observations: Identify the behaviours that are evidence of the cultural safety issues and cultural capability. These observations should confirm your statement in the introduction about whether the space is safe or unsafe. Some of the things to look for and describe are: physical factors (size and layout of space, position of people in the space), communication factors (body language, voice, words), signs of inclusion or exclusion, and displays of or lack of cultural intelligence. It is a good idea to include a Table to set out your observations. Word count is included in the ‘summary and observations” quota, so don’t ‘spend’ all your words here.
If you use a table, remember that it will need to be introduced, and a number and title provided, as per below. (Note replace highlighted instructions with your own words):
Table 1 Title of table here
|Scene description event or sections of event||Column heading eg Sign of empathy||Column heading eg
Use of space
|Column heading eg
|Add more rows if needed|
- Analysis: (700-800 words):
In this section you should demonstrate your understanding of the key concepts covered in the unit. Using relevant literature, together with your observations in section 2 of elements within the scenario, analyse whether chosen scenes are a safe or an unsafe space and explain why. Support your claims about whether each scene is a safe or unsafe space with readings and definitions of the concepts that comprise cultural safety including cultural intelligence and cultural capabilities. For example, you might write something like this.
In the early part of the sequence of events, Jane displayed a high level of cultural intelligence by adjusting her behaviour with direct eye contact and using a calm tone of voice as soon as she became aware that her patient had never been in a hospital before. This had an instant effect on the patient who visibly relaxed and began to talk. This is an excellent example of what Brislin, Worthley and McNab (2006, p. 40) define as cultural intelligence or the ability to adjust to another culture. Jane showed she was reading the other person’s uncomfortable body language and adjusted her approach appropriately to make the patient feel safe in that new place. This is one way that her cultural capability in her role as a hospital registrar is relevant in making the patient feel safe as they enter the hospital.
This example shows how the student has:
- Identified an example of cultural intelligence from the scenario
- Integrated a definition of cultural intelligence from one of her readings
- Explained how the behaviour in this example relates to the definition and the broader question for the report
Hint: As noted earlier, to improve clarity, your analysis may include numbered sub-headings to highlight and structure key issues or reasons that you have identified in your scenario as important to whether the space represented there is safe or not safe (e.g. 3.1 Empathy, 3.2 Intercultural Communication, 3.3 Awareness of Body Language, 3.4 Culture Shock, Etc.).
- Recommendations (150 – 200 words): Based on your analysis section, make recommendations for how situations in the situation may be changed using cultural capabilities to make this a safer space. The recommendations that you make should tie in very closely to your discussion in the analysis section. If the scenario is already safe, identify what aspects of the scenario have been important in making it safe. References are needed here.
- Summary and Conclusion (approx. 100 words): Summarise the main ideas. What did your chosen situation show about safe spaces, and what actions needed to be taken to make it a safe space, if anything? No new material or references should be included in the summary and conclusion.
References: This list should be on a separate page. The title, References, should be centred in the page. The reference list should follow APA Style guidelines (http://libguides.cdu.edu.au/ld.php?content_id=40378641). Include all of the readings that you have mentioned throughout your report. You need to have at least seven references. Include at least four of the readings we have provided during the semester (Holley and Steiner 2005; Bruhn 2005; Brislin, Worthley and McNab 2006; Quappe and Cantatore 2005; Russell 2011; Flanja 2009; Spencer-Oatey 2012). You will need to conduct your own research by including at least two references. See CDU Library for additional journal articles, professional literature and books. Avoid referencing websites. You are expected to use academic texts. Hint: Refer to the readings in the Analysis and Recommendations section.
Before writing: Brainstorm connections between developing cultural capabilities and creating safe spaces.
- Write down the connections you identified in assessment 2 about cultural intelligence, and cultural self-awareness as they relate to developing cultural capabilities.
- Think about what you have learned about cultural judgments: how do effective cultural judgments create productive safe spaces?
- Some initial questions to prompt your thinking might include:
- What is the relationship between cultural judgments and cultural empathy?
- How do we negotiate and create safe spaces?
- Whose responsibility is it to create and sustain these spaces?
- Who could take an action to improve the situation being represented?
- Jot down some key points (with references).
- Review what an analysis is. Apply this technique to your scenario and readings to identify the links between, for example, cultural empathy and safe social and work settings.
- Consider how the literature can help to explain and analyse your chosen film scene relating to work or social space applications.
Some tips and more detailed questions you might ask yourself when analysing and discussing the video using readings for this report. Use the following framework to help analyse the scenario. Remember to refer back to what you have learned throughout the semester to think about the following questions.
- Do any of the characters display cultural self- awareness (or lack of)? How do they do this?
- What sorts of behaviours indicate their awareness or lack thereof?
- Do the characters display characteristics of cultural intelligence? How do you know?
- How is cross-cultural communication being conveyed?
- Is cultural difference a source of conflict?
- What happens when conflict is present and how do the characters respond?
- Are there any cultural judgments present in the scenario? Which characters make cultural judgments and if so, how do they do this?
- How do the characters create safe or unsafe spaces?
Visual cues to look for:
- Safe atmosphere (safe from physical, emotional or psychological harm?)
- Body language, eye contact, hand placement, stance, proximity
- Verbal communication (what and how)
How does cultural empathy relate to safe spaces?
- How does cultural empathy help create effective work or social, settings?
- How would you recognise that cultural empathy is occurring [or not] in any setting.
|Assessment 3: Pre-submission Checklist|
|Does the report demonstrate a good understanding of how and why cultural capabilities can be applied to a work or social space to create or maintain a safe space? Does it:
· include a clear introduction with all components;
· provide a clear and relevant summary of scenario and observations;
· discuss issues in the analysis in a thoughtful, clear and relevant way;
· support the analysis by using academic sources;
· select and integrate into the analysis appropriate examples from the chosen scenario;
· include appropriate recommendations; related to the analysis;
· have a clear conclusion?
|· Is there an appropriate report structure with sections mostly titled, numbered and formatted according to the formatting instructions?
· Is the content logically developed through the summary and observations, analysis, and recommendation sections?
· Is the content type appropriate for each section?
· Is there any unnecessary repetition.
|Quality of evidence||ü|
|Research||Are the ideas supported by a minimum of seven different credible and relevant sources? (Four from set readings?)
Have I ensured I have maintained academic integrity by paraphrasing or direct quoting other sources with references?
|Referencing||Are in-text references and a reference list provided to support ideas and consistently follow accepted referencing conventions?|
|Word processing conventions||Is the report presented with correct formatting, line-spacing, headers and footers with student name, unit code and assignment number included?|
|Word Choice, Punctuation, grammar and Spelling||ü|
|Editing||Is the report presented in a formal tone with correct word choice, punctuation, grammar and spelling carefully edited?|
Additional Tips and Information
Report writing: Use these resources to familiarise yourself with what an analytical report is and how to write one: The CUC100 handbook Rolls, N. & Wignell, P. (2015). Communicating at University. Darwin, NT: Charles Darwin University. Available for loan from the CDU Library. Report writing: Chapter 9 What is an analysis: Chapter 1, Formal writing technique: Chapter 1.
Further report-writing information: http://www.deakin.edu.au/students/studying/study-support/academic-skills/report-writing
Academic Language and Learning Success Program (ALLSP) runs regular free workshops and drop-in consultations. http://www.cdu.edu.au/academic-language-learning/allsp
Help with referencing http://libguides.cdu.edu.au/cdureferencing/apa
Assessment 3: Applying Cultural Capabilities Report (45% of total grade)
|HD (85-100)||D (75-84)||C (65-74)||Pass (50-64)||Fail (0-49)||Total|
|Report demonstrates a deep understanding of how and why cultural capabilities can be applied to a work or social space to create or maintain a safe space.
The report includes :
· concise, clear introduction, all components included
· concise, clear and relevant summary of scenario and detailed observations
· in-depth, substantial, clear and relevant discussion of issues in the analysis
· the analysis is comprehensively supported by academic sources
· examples from the chosen scenario are extremely well selected and thoroughly integrated into the analysis
· Highly appropriate recommendations; clearly related to the analysis
· clear, summative conclusion
50 49 48 47 46 45 44 43
|Report demonstrates a good understanding of how and why cultural capabilities can be applied to a work or social space to create or maintain a safe space.
The report includes:
· clear introduction, all components included
· clear and relevant summary of scenario and observations
· thoughtful, clear and relevant discussion of issues in the analysis
· the analysis is well supported by academic sources
· examples from the chosen scenario are appropriately selected and integrated into the analysis
· appropriate recommendations; related to the analysis
· clear conclusion
42 41 40 39 38
|Report demonstrates a reasonable understanding of how and why cultural capabilities can be applied to a work or social space to create or maintain a safe space.
The report includes
· mostly clear introduction, most components included
· mostly clear and relevant summary of scenario and some observations
· mostly clear, relevant, and well-supported outline of issues in the analysis
· the analysis is quite well supported by academic sources
· examples from the chosen scenario are integrated into the analysis.
· Somewhat appropriate recommendations; could be better related to the analysis
· mostly clear conclusion
37 36 35 34 33
|Report demonstrates a very basic understanding of the concept of how and why cultural capabilities can be applied to a work or social space to create or maintain a safe space.
· The report includes most of the required sections, but some of these are not adequately completed or supported
· The report seems fragmented, or difficult to understand the relationships between each section.
· Academic sources are only occasionally integrated in the report.
· There is some irrelevant information.
· The analysis needs to be further developed
· Recommendations could be more appropriate and related to the scenario.
· Conclusion is poorly related to items in the report
32 31 30 29 28 27 26
|Report demonstrates little or no understanding of how and why cultural capabilities can be applied to a work or social space to create or maintain a safe space.
· Some required sections of the report are missing, not completed, or not appropriately supported
· It is unclear how the sections of the report relate to each other
· There is almost no reference to academic sources.
· Reference list is missing
· There is little or no analysis of the video and safe spaces
· There may be some irrelevant information.
· No or irrelevant recommendations are made
· No conclusion included
25 21 17 13 9 5 0
|Appropriate report structure with sections clearly titled, numbered and formatted according to the formatting instructions.
· Content logically and cohesively developed through the summary and observations, analysis, and recommendation sections.
· Content type highly appropriate for each section.
· No unnecessary repetition.
20 19 18 17
|Appropriate report structure with sections mostly titled, numbered and formatted according to the formatting instructions.
· Content logically developed through the summary and observations, analysis, and recommendation sections.
· Content type appropriate for each section.
· No unnecessary repetition.
|Report structure apparent, with sections identified, numbering and titling of sections, or other formatting features, could be clearer.
· The organisation is logical. However some areas need further development.
· Content type mostly appropriate for each section.
· There is some unnecessary repetition
|Report structure apparent, but section identification and numbering are missing. Overall formatting requires further attention.
· Organisation is generally clear but lacks cohesion which makes the ideas difficult to follow.
· Content type is sometimes inappropriate for each section
· Considerable unnecessary repetition between sections.
|The report is unclear; paragraphs are incoherent or under developed; disorganised.
· There is little cohesion between different sections.
· Content type is often inappropriate for each section.
· Frequent and unnecessary repetition of ideas.
9 7 5 3
Word choice, Punctuation, grammar and spelling
|Writing is almost error free.
10 9.5 9 8.5
|There are only occasional errors in word choice, grammar, spelling, and punctuation
|There may be some errors in word choice, grammar, spelling, and punctuation but these mostly do not interfere with meaning.
|The number of errors in word choice, grammar, spelling, and punctuation make it difficult at times to understand the ideas and/or affects cohesion of the text.
|Report has serious and persistent errors in word choice, grammar, spelling, and punctuation which significantly interfere with meaning.
4 3 2
|· Report accurately formatted for general layout (font, margins, line spacing etc.) according to task instructions.
· Student name, student number and page numbers in footer.
· Title of assessment in header.
· Assignment file name saved with correct labelling format as per the assignment instructions
|· Report formatted for general layout (font, margins, line spacing etc.) according to task instructions. Minor improvements required.
· Student name, student number, title of assessments and page numbers are in header and/or footer.
· Name, unit, assign number details in the assignment file name.
|· Report mostly formatted for general layout (font, margins, line spacing etc.) according to task instructions. A few errors.
· Student and assessment identification and page numbers are in headers and footers, but identification not complete.
· Some identification included in file name but not all components.
|· Formatting for general layout (font, margins, line spacing etc.) according to task instructions attempted but not consistently applied to each part of the report. Some errors.
· Student identification and title of assessment are partly in headers and footers but much information missing.
· File not submitted in the requested format (.doc) for marking.
· Identification missing in file name.
|· Little to no attention paid to formatting instructions for general layout (font, margins, line spacing etc.).
· Significant number of formatting errors.
· Student identification and title of assessment are not in headers and footers.
|· At least seven sources (including four from set readings) are clearly integrated in the report through accurate use of summary, paraphrase, and quotation.
· In-text citation used accurately according to the APA Style Guide.
· The report consistently and accurately uses APA 6th referencing style for video and images.
· Contents of the reference list accurately reflect the sources used in the report.
· Reference list formatted accurately according to the APA Style Guide.
15 14 13
|· At least seven sources (including four from set readings) are clearly related to the content of the report and there is an appropriate use of paraphrase or quotation.
· In-text citation mostly used accurately according to the APA Style Guide. One or two errors are present.
· There is mostly accurate use of APA 6th referencing style for video and images.
· Contents of the reference list mostly reflect the sources used in the report.
· Reference list mostly formatted accurately according to the APA Style Guide. One or two errors present.
12.5 12 11.5
|· At least seven sources (including four from set readings) are used to substantiate the ideas in the report, and generally appropriate use is made of paraphrase or quotation.
· An attempt has been made to use in-text citation according to the APA Style Guide. Some errors are present.
· Use of APA 6th referencing style for video and images has been attempted. However some errors present.
· Contents of the reference list reflect the sources used in the report, but some discrepancies are present.
· Reference list partly formatted according to the APA Style Guide, but some errors present.
11 10.5 10
|· Source material may be limited, used un-critically, may lack variety, or is mostly limited to quotation.
· An attempt to use APA 6th referencing style for in-text citations, but many errors or absences.
· Use of APA 6th referencing style for video and images has been attempted. Many errors present.
· Reference list and contents of the report only match up partially. Many discrepancies present.
· APA 6th referencing style has been used to format the reference list, but many errors present.
9 8.5 8 7.5
|· Source material may be missing, misquoted, poorly paraphrased, used uncritically, or has an unclear relationship to the content of the report.
· inaccurate use of referencing, or a complete absence of referencing.
7 6 5 4 3 2 1 0