In the Final Research Paper, you will examine your own culture from an etic (outsider’s) perspective and another culture from an emic (insider’s) perspective to demonstrate your understanding of cultural relativism and examine misconceptions and ethnocentric beliefs concerning each of these cultures. Keep the distinction between cultural relativism and moral relativism in mind as you write your final paper. Even if you do not personally agree with a cultural practice, demonstrate your understanding of the practice in its cultural context. Avoid opinionated or judgmental language in your paper.
Cultural relativism is the idea that the beliefs and practices of a culture should be understood within the context of that particular culture’s background, history, and current events surrounding it. We should not ethnocentrically impose our own beliefs and opinions, which are products of our own enculturation.
Cultural relativism is not the same as moral relativism, however. As Crapo (2013) notes
We need not, for instance, come to value infanticide in order to understand the roles it may play in peoples’ lives in a society where it is customary. What cultural relativism requires of us is simply that we do not confuse our own feelings about such a custom with understanding it. To do the latter, we must investigate the meanings the custom has for those who practice it and the functions it may fulfill in their society. (section 1.4, “Cultural Differences: Cultural Relativism,” para. 3)
Keep the distinction between cultural relativism and moral relativism in mind as you write your Final Research Paper. Even if you do not personally agree with a cultural practice, demonstrate your understanding of the practice in its cultural context. Avoid opinionated or judgmental language in your paper.
Your Final Research Paper will consist of two main parts, framed by an Introduction and a Conclusion. See the Final Paper Flow Chart for a quick overview of the assignment. See the following instructions for information on each part of the paper.
Introduction
Begin with an introductory paragraph that has a thesis statement at the end. The introduction should set up your topic, giving a preview and summary of the analysis you will present in the body of the paper. The thesis statement is the last sentence or two of the introduction and states what the main point structuring your paper will be.
Here is an Example of an Introduction.
Part I
Using the article by Miner (1956) and the feedback you received from your instructor on your worksheet in Week Three, describe one aspect of your own culture from an etic perspective. See the appropriate Sections in the Textbook in the List of Topics, based on your chosen topic from Week Three, for information on how to approach your paper from an anthropological perspective. You can describe American culture in general, as Miner does, or you can describe an American subculture, such as a specific geographical group (e.g., New Yorkers), a particular ethnicity (e.g., African Americans), or an age-related category of Americans (e.g., millennials).
Use reputable statistics and/or scholarly research to support any factual statements. Do not rely solely on personal experience or opinion.
Here is an Example of Part I.
Part II
Refer to the article you chose for Part II of the worksheet assignment in Week Three and describe an aspect of another culture from an emic (insider’s) perspective. You do not have to do research beyond reading your chosen article; however, if you do choose to conduct additional research make sure to use reputable statistics and/or scholarly sources to support any factual statements. Do not rely upon personal experience or opinion.
Here is an Example of Part II.
Conclusion
End with a concluding paragraph that reinforces your thesis. Summarize and tie together your main points for the reader. Provide a brief self-reflexive analysis of what you learned while writing this paper.
Here is an Example of Conclusion.
The Final Research Paper

Must be five to six double-spaced pages in length (excluding title page and references page, meaning it will be seven to eight pages total), and formatted according to APA style as outlined in the Ashford Writing Center (see the APA Essay Checklist for Students).
Must include a title page (see title page) with the following:

Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted

Must begin with an introductory paragraph that has a succinct thesis statement.
Must have well-structured body paragraphs with clear transitions from one topic to the next. Incorporate in-text citations (see In-Text Citation Guide) from your scholarly sources to support your analysis throughout the paper.
Must describe an aspect of your own culture from an etic perspective for Part I.
Must describe an aspect of another culture from an emic perspective for Part II.
Must demonstrate a perspective of cultural relativism throughout, avoiding judgmental and opinionated language.
Must end with a conclusion that that reinforces the thesis and provides a self-reflexive analysis.
Must use at least one scholarly resource in addition to the textbook, the Miner article, and the article chosen from the list in Part II of the Week Three assignment.
Must document all sources in APA style in the body of the paper and on the references page as outlined in the Ashford Writing Center.
Must include a separate References Page that is formatted according to APA style as outlined in the Ashford Writing Center. Here is an Example of a References Page.
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cohealth Arts Generator is currently creating a new phase of the Sisters and Brothers Project to be rolled out in a handful of high schools in the west of Melbourne. Over the last 3 years, cohealth have brought this hugely successful project to over 10 primary schools across the western suburbs. The Sisters and Brothers team are currently planning the implementation of a new program that will go deeper and touch on topics of: stereotypes, human rights and the different levels and forms of racism while maintaining the underlying aspect of community responsibility. The target audience for the new program will be 14-21 year olds in a range of settings. This new version will run as a pilot program in selected secondary schools in Term 1, 2016, and selected youth correction facilities and universities in Victoria in the first half of 2016.*Sisters and Brothers aims to: 1. raise awareness and create dialog around race-based discrimination and its harms; and 2. give students the tools be active bystanders when they encounter race-based discrimination.
The Program Strategies
The program will be implemented by a culturally diverse group of young facilitators who use song writing, body percussion, rapping, singing, beat boxing, theatre and storytelling throughout. The program will consist of 10 x 4-hour workshops, where facilitators work with small groups of 6-10 participants to create works together. Each program will culminate in performances to participants’ peers, families and/or the broader community for each program site.
The Assignment 2000 words health promotion evaluation proposalYou are a health promotion officer designing an evaluation proposal for the Sisters & Brothers secondary schools pilot program. OR you may choose to plan your evaluation for a pilot program to be conducted in a youth correctional facility or a university setting. For the purposes of this assessment task, you will design an impact OR a process evaluation. You will also need to write some SMART objectives for this program in order to develop a realistic set of evaluation activities. Please refer to the assignment tips and hints, the rubric and other resources provided in tandem with this document. *VERY IMPORTANT!! Note, some aspects of this document are hypothetical as the program has yet to be implemented. Please do not contact the project managers or the organisation with questions about this assignment. In the first instance, if you are unclear about any aspect of this task, please post on the CloudDeakin discussion boards. Much of the program information in this document is taken from: http://sistersandbrothersproject.org/
THE TASKYou will choose the site/s for the implementation of the Sisters & Brothers pilot program. There is no right or wrong here, but you should research secondary schools in the Western suburbs of Melbourne so that you are informed and able to include real sites in your proposal. If you decide on youth correction facilities or universities, the same will apply. The decision should be informed by the evidence you find about the relevant institutions and communities you plan to be working with in conducting this evaluation. For the purposes of this task, you will prepare a 2000-word report (+/- 10%) and must include the following:1.1 Title of your evaluation planThere are no marks associated with this directly, but it should be creative and logical! Take a look at other evaluation reports or executive summaries; you might also find it useful to check some evaluations published in the academic literature or perhaps you can find some relevant publications on organisational websites to inspire you!1.2 Contents pageThis contributes to the readability and professionalism of your work. This should not take too long.
1.3
Executive summary (5%) This section should be no more than 200 words in total. It should include: the context, the aims/objectives of the proposed evaluation, relevant ethical considerations, evaluation design, intended data collection methods/analysis and the dissemination strategy. It should be of a very high standard abd effectively summarise the evaluation plan. These instructions relate precisely to the wording of the marking rubric.
2.0 Evaluation rationale (20%) This section should be no more than 600 words and should include reference to the theoretical underpinnings of your approach. You will also demonstrate an understanding of the evidence base for your decision to choose this particular approach (ie. process OR impact), ie. You need to explain, with supporting evidence, why you made this choice. There is a minimum requirement for the supporting evidence provided in your rationale: you will need to use at least 6 (six) sources from the literature to support your decision-making here. This may include a mix of journal articles, systematic reviews, government/NGO reports, research reports etc. You may also refer to textbooks/chapters including your prescribed text. Sources should be as current as possible, with the majority from within the past 10 years. You may choose to include overseas studies/evaluations, but make sure that you do demonstrate the need for this program to be evaluated locally. So, the focus should be on Australian evidence as this is the context for the implementation of the program and hence the evaluation. Identify the key stakeholders in this evaluation: who are they and why do you need to involve them in this evaluation? What is their role in the evaluation of this program? Why is this important? Can you draw on any theory/framework/tool to support your decisions here? From the rubric: we are looking for an outstanding discussion of the existing evidence base, with highly effective support from current literature; a strong rationale provided for choice of evaluation, approach (process or impact) with comprehensive, effective support from the literature a; and clearly identified key stakeholders with a brief description of their role in the proposed evaluation.
3.0 Evaluation aims or objectives (10%) This is what you want to find out by conducting your evaluation. Evaluation aims or objectives may be worded as statements or questions: this will depend on whether you are planning to conduct an impact or process evaluation. It will be important to look at published evaluation reports to understand how you might word these. Note, there is no magic number but experienced evaluations advise no more than 5 key evaluation objectives. From the rubric: These should be strong, clearly expressed evaluation questions or objectives, written to a very high standard, and lead on logically from the rationale. Maximum of 200 words here.
4.0 The evaluation design This section is where you provide a description of the evaluation design including a statement of the type of design you intetnd to use eg quasi-experimental or observational; you may also specify whether you will use a pre-post, cross-sectional, case study etc. (for impact evaluations) or a particular framework to inform your process evaluation (eg. from Bauman & Nutbeam, PARE etc). You may find material to help you plan an evaluation of an ‘arts-based’ program for health and use this as the basis of your design. Alternatively, it may be that you use ‘no specific design’ as such, yet provide a comprehensive listing of the phases or components of the evaluation. You should look to the literature here to find out about similar programs in terms of how they were evaluated. This might be here or overseas. Here, you should offer a brief discussion of the rationale for the evaluation design ie. the reasons for selecting this type of evaluation. Here, you should make mention of the different approaches to evaluation, their relative strengths/weaknesses and why your chosen design is best suited to achieve the evaluation objectives or answer your evaluation questions. You should provide strong support here from any relevant theories, models or frameworks. The marker will be looking for a succinct, logical and well thought out rationale for your choice of evaluation design with solid support from the literature. This section should be no more than 350 words.
5.0 Ethical responsibilities & processes (10%) What are the ethical principles to guide this evaluation? What are the ethical responsibilities for the evaluator/s? What are the processes you must include to ensure that the evaluator/s meet their ethical obligations? This section should be well-supported by the literature and demonstrate an understanding of key ethical principles in research and their application to the chosen context. From the rubric: your response should clearly and succinctly identify all of the following: a brief rationale for your ethical practice in carrying out this evaluation; how you will go about obtaining ethical approval through appropriate channels; a brief description of processes intended in obtaining informed consent from participants; identifies potential risks and benefits for evaluation participants; your discussion here should be matched to your intended data collection methods and should demonstrate a strong grasp of key ethical principles. To reiterate, you also need to engage with credible, relevant literature here. No more than 250 words.
6.0 Data collection methods Here you need to consider the data collection methods including: 6.1 The sample How will you select the participants in this evaluation and why will you use this approach? How many will participate? Why?
6.2 The data collection instruments Which will you use? Surveys, interviews, observational checklists, focus group discussions? How will you administer them? eg. online, face-to-face, by phone, written questionnaires? How many will you conduct? Why? 6.3 Data analysis processes This should be very brief and should be informed by the literature. How you interrogate the data collected and collate the findings to gain meaning and achieve your evaluation objectives?
6.3 The procedures This is like a recipe and can be presented as a list. Imagine that you are going on leave and you need to hand this on to the person replacing you at your workplace. Could they complete this evaluation based on the instructions you have provided? Or would they need to seek clarification for some elements? Think through this carefully. You want it to be a good cake! From the rubric: this section should be well considered and highly detailed to the point a researcher could complete a sound, rigorous evaluation following these steps. Also, ensure the sample, instruments and procedures are well-suited to answer your evaluation questions or objectives. No more than 350 words. NOTE: you do not need to include a fully developed data collection instrument, for example, a questionnaire or detailed observational checklist, etc. as this would be an entire assignment in itself. You need only describe the sort of questions you would include in the instrument, for example a topic or theme list, or if you plan to use a standardised questionnaire, briefly describe it and what it has been used for in the past. This might require support from the literature – this can help you to demonstrate that it is appropriate for your evaluation purposes. You might find that people have conducted similar evaluations and you can draw on their approach/es heavily; as long as you acknowledge them, this is fine. We’re not expecting you to know this intuitively or to reinvent the wheel! You will be investigating the evaluation literature and finding out what might work for you in this context! Of course you will also provide references for any existing instruments you use or adapt.
7.0 Dissemination strategy (7.5%) Considering the purposes of your evaluation, how do you intend to share your findings and recommendations? A written report, website, academic journal articles, newsletters, industry conferences, community forums, social media, other news channels? Think carefully about your target audiences. How will you insure this information reaches them? Remember the ethical processes also come into play here. Keeping confidentiality and anonymity in reporting is vital i.e. Not naming names! From the rubric: the proposed strategy for sharing findings and recommendations should be clear, succinct, logical and appropriate to the target audiences. Should show strong engagement with relevant and credible literature, and demonstrate sophisticated and lateral thinking. Your strategy should link clearly with key stakeholders and/or organisations identified in your evaluation rationale. Maximum 200 words.
8.0 Timeline (10%) This may be presented as a Gantt chart or a table and is not included in the word count. From the rubric: the timeline should be of a very high standard detailing all steps required as part of an evaluation and shows how the valuation fits with the overall program. The seconds of tasks and time allocated should be logical and well thought out and visually the timeline should be easily followed.
9.0 Referencing & Presentation (7.5%) Your report should be within the word count(Plus or -10%) which means that it should be no more than 2200 words. Subheadings are welcome. You may choose to leave out in-text citations, subheadings, contents page and reference list when checking your wordcount. From the rubric: for this task, writing and presentation should be of consistently very high standard, should read well and of course we expect it to be professionally presented. This means the structure, formatting and layout are excellent, and there are no grammatical, spelling or typographical errors. All sources should be cited accurately and systematically, in accordance with Harvard or APA referencing guidelines. There should be no errors in referencing.

 

Develop a clear and thorough understanding of the presented case in the video shown in class. Write a 2,800- to 3,500-word paper using the Clinical Case Study Guidelines document to prepare your analysis of the video presented in class. Review your notes taken during the counseling session presented in class. Use the DSM 5 (main source) and additional professional sources as you explore the client’s situation, potential diagnosis, treatment planning, and legal and ethical concerns. Select a theoretical orientation to complete the analysis of the client. Discuss the presenting problem from the theoretical perspective, and include language from the theory throughout the case conceptualization. Include the following:
•Summarize the client’s background and present living situation, addressing diversity and the human life cycle.
•Discuss the client’s present level of functioning and provide examples from the Unnamed Video to support your assessment.
•Identify the client’s key problems and issues. Discuss which problems the client is experiencing and why the client is having these problems.
•Propose a theoretical orientation that would be appropriate to use with this client and discuss the theory and application.
•Provide a logical and rational assessment of the client and a diagnosis that is consistent with the assessment. Support the diagnosis using the DSM 5 and other research.
•Identify appropriate goals and interventions that are consistent with the assessment, diagnosis, and theoretical orientation. Discuss how these might be addressed within the treatment sessions.
•Recommend psychometric tools that would be appropriate for further assessing the client’s needs based on background and diagnosis. Justify your recommendations.
•Identify thoughts and behaviors that you would use as criteria to determine readiness for successful client termination.
•Identify important legal and ethical issues and propose resolutions. Support your resolutions with appropriate codes of ethics and legal statutes.

 

Learning Outcome 1 – Conduct inspections of the workplace.
Requirements could include HSG65 guidance. Access to previous inspection records, specialist assistance (chemist, vet), specialist equipment (dust, noise etc) individual health and safety records, maintenance records etc. Ways to identify health and safety hazards may include, observation, walkabout, formal and informal inspection, and interview, questioning, consultation etc. New machinery, hand tools, automated systems, new people, manual handling, display screens.
Records could include, risk assessments, inspection records, minutes, data sheets, interview notes, photographs, etc.
(1.1) Identify the requirements to carry out a health and safety inspectionExplain the different situations when workplace inspections are carried out. Also, explain the frequency and if different departments have different requirements.
(1.2) inspect the workplace to identify and evaluate hazardsExplain how you carry out workplace inspections. Describe the process and the documentation used when identifying and evaluating the hazards involved.
(1.3) Evaluate hazards through observation of work activitiesExplain how you use observations of the workforce carrying out tasks when evaluating the hazards. Describe the communications involved in this process.
(1.4) Examine proposed activities to identify and evaluate hazards including:• new workplaces• new equipment• new processes• new activitiesDescribe the situations when you have evaluated the hazards of a new workplace, when new equipment has been used and when new processes and new tasks have been implemented.
(1.5) Select and use appropriate measuring equipmentDescribe what types of instruments and other equipment are used when inspecting a workplace and assessing levels of exposure.
1.6 Maintain records of the hazards identified in sufficient detail to meet: (Cross ref to 2.6 & 3.9)• statutory requirements• organisational requirements• industry best practiceDescribe the hazard identification records which are used within your organization. Explain which documents are used for legal reasons, which are best practice and which are organizational.Learning Outcome 2 – Assess risks to health and safety.Methods could include observation, consultation, use of monitoring equipment.Hazards could relate to machinery, fumes and vapours, noise, traffic movement, others could be nearby residents, visitors contactors, trespassers. Risks may be serious or imminent, minor, long term, environmental. Prioritising may be by ABC123, 1-5 x1-5, own organisations methods.
Records could include risk assessments, hazard and risks, who may be affected, to what extent, control measures, review dates etc.
(2.1) Select appropriate risk assessment methodsExplain which risk assessment methods you use within your organization. Does your organization have a specific risk assessment policy in its policy arrangements section.
(2.2) Conduct a risk assessment of the hazards identifiedHow do you go about completing a risk assessment? Explain the process, methods and sources of information you use etc. Methods may include discussions with competent persons and activity observations. Provide an example as evidence.
(2.3) Select and use instruments or methods to determine the level of exposure affecting:• employees• others who may be affectedWhat analysis techniques can be suitable for determining risks and how do you identify what types of instruments and survey techniques to use when completing a risk assessment?(2.4 & 2.5) Determine and prioritise risks to health and safety of:• employees• others who may be affectedExplain how you conclude what risks affect employees and how you prioritise the risks. Consider how contractors, visitors and the general public may be at risk.Learning Outcome 3 – Implement risk control measures and safe systems of work in the organization.Evaluation could include analysis of data and records, accident/incident records, interviews and consultation, results on inspections statutory requirements, industry best practice, own organisations standards, policies and procedures.
Control measures could relate to people, process, plant, environment.
Resources could include time, manpower, access to specialist people and equipment. Effectiveness could relate to cost versus benefit. Consultations could be face to face electronic, formal and/or unscheduled. Plans may have timescales and use of planning tools (e.g. gannt charts) roles and responsibilities and include training (on or off the job)Records could include risk assessments, hazard and risks, who may be affected, to what extent, control measures, review dates training records, etc.
(3.1) Evaluate the existing risk control measures and current systems of work in the organizationExplain how you review the current risk assessments to determine the sufficiency of the control measures.
(3.2) Identify for consideration the risk control measures required by:• statutory requirements• organisational requirements• industry best practiceWhat factors do you have to consider when deciding on risk control measures?Identify any pieces of legislation that affect your organisation, which call for a specific risk assessment to be carried out? i.e. Manual Handling Operations Regulations 1992
(3.3) Identify any additional or improved risk control measures that may be neededExplain when you have identified additional risk control measures and the documentation used. When general risk assessments are used describe the process when specific tasks create new risks?
(3.4 & 3.5) Identify the resources required and calculate the cost-effectiveness of them when implementing the risk control measures neededExplain how you identify the resources when implementing risk control measures. Explain the process of consultation, when new control measures are needed and how you evaluate the cost effectiveness of them.
(3.6) Consult with managers, employee representatives and employees about risk controls needed.Explain the process of consultation when new control measures are needed and who is involved in this decision making.
(3.7) Plan the implementation of risk control measures in order of priorityDescribe the steps you take when planning to implement risk control measures. Explain how your prioritise the controls before implementation.
(3.8) Ensure the provision of training for those who need required competences to implement risk control measuresWhen implementing new control measures explain how you ensure all persons involved in the process are fully trained and competent.
Learning Outcome 4 – Identify, assess and control health and safety risksMethods could include observation, analysis of data, accident/incident records, use of monitoring equipment, analysis may include severity of risk, likelihood, number of people affected, industry Comparisons.External factors could include UK and EU legislation, requirements/expectations of professional bodies, customers and others who may be affected, materials used in production process, location, access to emergency services.
Control measures and justifications could relate to regulatory requirements, hierarchy of control measures, own organisations priorities and health and safety culture, accident and incident statistics, short and long term benefits.
External factors could include UK and EU legislation, requirements/expectations of professional bodies, customers and others who may be affected, materials used in production process, location, access to emergency services.(4.1) Explain the methods of identification of health and safety hazards within the organisation, including:• risk assessment methods• physical resources• instruments and survey methods which may be used to determine the level of exposure to people who may be affectedExplain the various methods you use to identify risks, including observations, data sources etc. Explain how you identifying physical resources and what instruments and survey methods are used.(4.2) Explain the principles of the analysis methods for determining risksDescribe what information you collate and how it’s presented when with consulting with others.
(4.3 & 4.6) Describe external factors influencing the identification of health and safety hazards and safety risk control methods, including:• health and safety statutory requirements• acceptability of risk• quality management requirements for documentation
Describe how legislation, industry good practice, expectations of professional bodies including documentation and systems incorporated from quality management audits impact on your risk assessments and control measures.(4.4) Explain the nature and role of health and safety risk control measures within the organizationConsider regulatory requirements, hierarchy of control and your own organisations priorities and culture.
(4.5) Justify health and safety risk control measures, including safe systems of workExplain how you justify the risk control measures you’ve put in place, which in turn have created the safe system of work. How do you gain the support of the necessary personnel?
(4.7) Explain risk control hierarchiesExplain your understanding of risk control hierarchies (eliminate, substitute, reduce etc).