CUC107 Applying Cultural Capabilities Report
Length: 1500 - 1700 words
Due: Monday, 11:59pm (CST), Week 13
• 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
1. 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
2. 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:
1. 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.
2. Summary and Observations (Approx. 350- 400 words): This section will include two sub-sections.
2.1 Summary of the scenario: needs to include:
o a brief plot line of the events you are analysing
o the setting (social, academic or workplace) with a general overview of the scene
o any relevant background information to understand the scene
o 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
3. 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.).
4. 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.
5. 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:
o What is the relationship between cultural judgments and cultural empathy?
o How do we negotiate and create safe spaces?
o Whose responsibility is it to create and sustain these spaces?
o 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 ?
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 ?
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
Read the Report Assessment Criteria very carefully. Your lecturer will be using the Assessment Criteria. Read the comments in each row to review your own work.