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1337310-114300004343400-11430000Society and CulturePersonal Interest Project1943100169545002281555762000457200062865002286006286500Student: _____________________________________________201520154843780-34036000-177165-27114500Student: __________________________________________Personal Interest ProjectTick / date when read or completedPIP ResourcesChanges to the PIP requirementsPIP Course Requirements and marking criteria (from Syllabus)Creating an INTEGRATED PIPHow to create a Fantastic PIPPIP outline from HSC OnlineChoosing a PIP topicPast PIP topics and sample PIPsCourse Concepts Social & Cultural LiteracyResearch ProcessResearch MethodsUsing Personal Reflection in your PIPEthical researchLimitations of your researchGuide to writing the PIPReferencing in your PIP and avoiding Plagiarism Referencing GuideHow to prepare an Annotated Resource List and samplesSamples from effective PIPsFinishing your PIP: Final RemindersPIP ChecklistPIP RequirementsAre outlined in the Society and Culture Syllabus, found at;(or just Google “Society and Culture Syllabus)The Syllabus also contains information about the fundamental course concepts, research methodologies, ethical research and a Glossary containing definitions of many of the course concepts and all of the research methodologies.Further information about the PIP and the Marking Criteria are available in the document titled Assessment and Reporting in Society and Culture Stage 6 at the Board of Studies website, also accessed at the above website.PIP ResourcesSample PIPs:Lists of past Pip topics and short excerpts from them; (or Google “Society and Culture Association NSW” then click on “resources” at the top of the webpage, then “Personal Interest Project” then “HSC and PIP Awards”)PIP extracts on the State Library website: samples of past PIPs from the HSC Standards Packages at; Wagga City Library has copies of Award winning PIPsAnnotated samples (extracts from various sections of PIPs with notes inserted about the strengths / weaknesses of each sample) available from the Society and Culture Association website: then click on “resources” at the top of the webpage, then “Personal Interest Project” then follow the link under the heading 2009 AGQTP Grant PIP ResourcesOther useful resources for the PIP;Class textbook/sOther PIP resources on the Society and Culture Association website; (or Google “Society and Culture Association NSW” then click on “resources” at the top of the webpage, then “Personal Interest Project” ) the HSC online website; (database of newspaper articles accessed via school homepage)Available in the Library;Articles in the “Culturescope” magazines The “Issues in Society” series Articles in the “Current Social Issues” folder ? Society and CultureChanges to the PIP requirementsMost of the content of past PIPs is still relevant and can be very useful for providing samples for students. However, when reviewing past PIPs other information related to the PIP it is important to be aware of changes which have occurred. From 2010: The value of the Personal Interest Project was increased from 30% to 40% of the external HSC exam mark. (Correspondingly, the exam was reduced from 70% to 60%). The Central Material word limit was reduced to 4000 words (previously it was 5000 words)Continuity and / or change became compulsory From 2015The above changes from 2010 are still applicable, plusThe new Syllabus implemented for Year 11 classes from 2014 for the HSC exam from 2015 affects the PIP in the following key aspects;Although the 5 fundamental concepts remain unchanged, definitions for some concepts have changed slightly (Syllabus pages 15 – 16)The “4 additional concepts” have now become “6 additional concepts” (power, authority, gender, technologies, identity and globalisation) (Syllabus page 17)There have been some slight alterations and adjustments to definitions of some Research Methodologies (Syllabus pages 18 – 20 and Syllabus Glossary pages 51 – 59)MESO world has been added (previously only Micro and Macro worlds) (Syllabus p 24)Slight alterations to the characteristics of Social and Cultural Literacy (Syllabus page 25)Reiterating above, many samples and sources of information are still very useful, but the current Syllabus should always be checked and followed to ensure that your PIP meets the current requirements. 1547495-43180Society and CultureHSC courseAssessment structure00Society and CultureHSC courseAssessment structure397573564135EXTERNAL ASSESSMENTThe “Examination” mark;The Personal Interest Project (40 marks)The HSC exam (60 marks)00EXTERNAL ASSESSMENTThe “Examination” mark;The Personal Interest Project (40 marks)The HSC exam (60 marks)210883514033500-424815140335INTERNAL ASSESSMENTThe “ Assessment”mark;Assessment TasksHalf-year examTrial HSC ExamThese create a mark out of 100 which is sent to the Board of Studies. 00INTERNAL ASSESSMENTThe “ Assessment”mark;Assessment TasksHalf-year examTrial HSC ExamThese create a mark out of 100 which is sent to the Board of Studies. The HSC mark is the average of the assessment mark and the examination mark.From Society and Culture Syllabus (page 35) published in 2013 for first use for the HSC course in 2015 : Society and Culture HSC courseHSC core: Personal Interest Project(30% of course time)The Personal Interest Project is integrated across the whole HSC course and draws together the interests, research skills and personal experiences of the student.OutcomesA student:H1 evaluates and effectively applies social and cultural concepts H4 assesses the interaction of personal experience and public knowledge in the development of?social and cultural literacyH5 analyses continuity and change and their influence on personal and social futures H6 evaluates social and cultural?research methods for appropriateness to specific research?tasksH7 selects, organises, synthesises and analyses information from a variety of sources for usefulness, validity and biasH8 uses planning and review strategies to conduct ethical social and cultural research that is appropriate for tasks ranging from the simple to the complexH9 applies complex course language and concepts appropriate for a range of audiences and?contextsH10 communicates complex information, ideas and issues using appropriate written, oral and graphic forms ContentSocial and cultural research methods are to be applied through the process of completing the Personal Interest Project. Students are to:develop a research proposal clearly outlining the topic, question or problemselect appropriate concepts to ensure that the topic and the subsequent research relate to?the Society and Culture courseselect methods appropriate to the research proposal and apply these to the topicgather and evaluate information and sources related to the topicdraft and edit text that analyses and synthesises the findings of the researchcomplete all formal requirements of the Personal Interest Project: introductionlogcentral materialconclusionresource list achieve an appreciation of the ethical implications of social research and apply these to the Personal Interest Project (see page 21)communicate the findings of their research.Note: See Assessment and Reporting in Society and Culture Stage 6 for the requirements?of?the?Personal?Interest Project. This document and other resources and?advice?related to the?Personal Interest Project are available on the Board’s website (boardofstudies.nsw.edu.au/syllabus_hsc). an INTEGRATED PIPIntegration is a critical element in creating a PIP which can achieve a high band result.The following excerpt is taken from: Assessment and Reporting in Society and Culture Stage 6 skills Has the Personal Interest Project integrated various aspects of Society and Culture? Does the Personal Interest Project achieve a coherent structure? Do the conclusions proceed from the statements in the introduction and the arguments presented in the central material? Is personal experience related to public knowledge?00Integrative skills Has the Personal Interest Project integrated various aspects of Society and Culture? Does the Personal Interest Project achieve a coherent structure? Do the conclusions proceed from the statements in the introduction and the arguments presented in the central material? Is personal experience related to public knowledge?And from the Society and Culture Syllabus;-571524765The cross-cultural perspective and continuity and/or change should be integrated in the central material of the Personal Interest Project. 0The cross-cultural perspective and continuity and/or change should be integrated in the central material of the Personal Interest Project. Ensuring that your PIP is integrated can have a substantial impact on your final result.So, how can you achieve this ?One essential strategy for creating an integrated PIP is to structure your Central Material into sections (usually Chapters), each of which is based on examining a particular theme or issue.Each chapter should then incorporate a mix of;Primary researchSecondary researchCross-cultural perspective/sContinuity and / or changeDO NOT organise chapters in a structure such as Chapter 1: Primary Research, Chapter 2: Secondary Research, Chapter 3: Cross-cultural study, Chapter 4: Continuity and Change – each of these aspects should be mixed in (integrated) throughout your PIP, NOT just in one section.Have a look at high achieving past PIPs to examine how integration is achieved. How to Create a Fantastic Personal Interest Projectby Robin Julian, Monte Sant' Angelo College?1. What IS a Personal Interest Project?? Using appropriate methodologies, a student spends three terms researching a focussed topic that is of interest to him/her, can be connected to Society and Culture through the course concepts and which includes a cross-cultural perspective.2. What does doing the PIP do for a student?? Learn invaluable research skills? On completion, an exhilarating sense of achievement? becomes a genuine 'expert' on the chosen topic? Real independent learning occurs — especially important if the student goes on to tertiary study.3. What's in a PIP?? The introduction (500 words) A brief description of what the topic is about, why it was chosen, and how it contributes to a better understanding of Society and Culture. It explains and justifies the choice of methodologies and specifies the cross-cultural component.? The Log (500 words) A summary of the student's diary, which shows the sequential development of the project? Central Material (2,500 — 4.000 words)Containing description and analysis of the research carried out in investigation of the focus question or hypothesis. May include photos, tables or graphs, but these must be labeled and incorporated into the text through discussion. Must contain a cross-cultural perspective.? Conclusion (500 words)What has the student learned from doing the PIP?? Resource Listwith annotated references 4. Getting started: possible sources of ideas? Family/personal world? An issue the student already feels strongly about? Social issues arising from S&C or other classes? Social issues arising from films, novels, TV documentaries, magazines? Class discussions? Inspiration from past PIPs and ex-S&C students? Inspirational people in the student's life? Interests and hobbies? Future career ideas5. Cross-cultural?? The student must show some knowledge and understanding of viewpoints other than their own? The topic needs to reflect a perspective different from the immediate culture of the student (over space and/or time)? For example: generation, socioeconomic group, gender, ethnicity or location? The cross-cultural perspective needs to be integrated into the central material of the projectExamples: —Comparing marriage rituals in two different cultures (ethnicity, location)— Researching the similarities and differences in mother daughter relationship between the student, student's mother and student's grandmother (generation)— Examining the different approaches to communication exhibited by males and females (gender)6. What about structure?? Make sure all the essential elements are there: Log, Introduction, Central Material, Conclusion, Annotated Resource List? Using a 'chapter' format for the Central Material can help students organise their information and set short term progress goals.7. The 'chunk' approachOne of the most important strategies a student can apply to the process of putting a PIP together is to view the project as something that can be broken into smaller chunks.A PIP can seem insurmountable unless the student realises that small chunks (like arranging and carrying out an interview) can be achieved in a realistic time frame.Of course, time management skills help immeasurably to achieve the ultimate goal of assembling all the chunks into an integrated whole.8. Why are S&C 'Concepts' so important?? The smooth, effective use of concepts distinguishes the PIP as a professional piece of Society and Culture work? Concepts make the important connection between the student's research and the subject Society and Culture? The use of concepts indicates understanding of the social world i.e. social and cultural literacy.9. The teacher's role? Help with topic choice and refinement of question/changes of direction or topic? Monitor and encourage 'chunk' progress? Provide instruction in research methodologies? Provide instruction and advice about referencing of secondary sources? Help the student believe in his/her ability to complete the PIP? Provide ladders to scale 'brick walls'10. What are the features of a good PIP?? Well-conveyed passion for the topic? Clear focus and direction? Integrated flow of different aspects (including cross-cultural perspective) and methodologies? Originality, or a fresh approach to a 'preloved' topic? Thorough, ethical and appropriate research methodologies applied — primary supported by secondary? Comfortable incorporation of S&C concepts? Logical conclusions reached? Someone reading the PIP feels that the student has undertaken a genuine 'learning journey'HSC online: of FormBottom of FormSociety and CultureHome > Society and Culture > Personal Interest Project > The Personal Interest Project (PIP)The Personal Interest Project (PIP)OutcomesWhy do a Personal Interest Project (PIP)?MethodologiesGetting startedTeacher assistanceThe structureImportance of Society and Culture conceptsMeaning of “cross-cultural”The “chunk” approachFeatures of a good PIPQuestionsMoreOutcomesA student:H1 evaluates and effectively applies social and cultural concepts H4 assesses the interaction of personal experience and public knowledge in the development of?social and cultural literacyH5 analyses continuity and change and their influence on personal and social futures H6 evaluates social and cultural?research methods for appropriateness to specific research?tasksH7 selects, organises, synthesises and analyses information from a variety of sources for usefulness, validity and biasH8 uses planning and review strategies to conduct ethical social and cultural research that is appropriate for tasks ranging from the simple to the complexH9 applies complex course language and concepts appropriate for a range of audiences and?contextsH10 communicates complex information, ideas and issues using appropriate written, oral and graphic forms Focus: During the HSC course you research a topic of your own choice that must be connected to Society and Culture, through the course concepts, using appropriate methodologies and including a cross-cultural perspective.Why do a Personal Interest Project (PIP)?Through the PIP process you learn valuable primary and secondary research skills such as; interview, focus group and questionnaire techniques, as well as expertise in gathering information from books, journals and electronic sources.On completion, many students report experiencing an exhilarating sense of achievement, not just because a major piece of work is finished, but also because he or she has become an “expert” on the chosen topic. The independent learning skills that you develop will be very useful in the future, especially if you choose to continue your studies at a tertiary level.MethodologiesAppropriate methodologies you could use to research your PIP include:survey; case study; participant observation; content analysis; focus group; action research; questionnaire; interview; statistical analysis; ethnographic study; personal reflection; secondary research.When researching you should strive to be ethical, i.e. considerate of people’s privacy; asking permission to use information others have provided; seeking permission if you wish to use interviewees’ names; taking care when researching sensitive issues; always acknowledgingthe sources of secondary information.For more information go to the Methodologies section (Page 31) in HSC Core of the Society and Culture Syllabus, which can be accessed via the Syllabus button at the top of this page.Getting startedIdeas for PIP topics can be found if you consider: your family or personal world; a social issue you already feel strongly about; issues arising from Society and Culture or other classes; social issues arising from films, novels, TV documentaries, magazines, “net” browsing; class discussions; inspiration from past PIPs and past Society and Culture students; inspirational people in your student’s life; involvement in community activities; interests and hobbies; future career ideas.You will know your idea is a good one if it can be connected to the Society and Culture course through the course concepts. Once you have settled on a topic, it will need to be refined so that your PIP has a manageable focus. Your teacher can help you achieve this.Teacher assistanceYour teacher can advise you on topic choice, refinement of question or hypothesis or changes of direction or topic. He or she can also monitor and encourage the “Chunk” approach, provide instruction in research methodologies and provide instruction and advice about referencing of secondary sources. Your teacher can also help you believe in your ability to complete the PIP and provide ladders to scale any “brick walls”.The structureThe introduction (no more than 500 words):A brief description of what the topic is about, why it was chosen, and how it contributes to a better understanding of Society and Culture. It explains and justifies the choice of methodologies and specifies the cross-cultural component.The log (no more than 500 words):A summary of your diary, which you have kept throughout the entire research process. It shows the sequential development of the PIP. This is often the most “revealing” section of your work.Central material (should be between 2500 – 4000 words):This contains description and analysis of the research carried out in investigation of your focus question or hypothesis. It may include photos, tables or graphs, but these must be labelled and incorporated into the text through discussion. This section must contain a cross-cultural perspective. All sources of secondary information need to be acknowledged by using a method such as the Harvard system. Using a “chapter” format may help you organise your information more effectively and set short-term progress goals.Conclusion (no more than 500 words):What have you learned from doing the PIP? Reflect on social and cultural literacy.Resource list:Annotated references. This means a list, alphabetical by author’s name, with full publication details and a brief description of how each item was useful in your research process. Your resource list can be categorised according to whether it is print material, video, film, CD-ROM or Internet.Importance of Society and Culture conceptsConcepts make the important connection between your research and the Society and Culture course. The smooth, effective, integrated use of concepts distinguishes the PIP as a professional piece of Society and Culture work. The use of concepts also reflects your understanding of the social world, i.e. your social and cultural literacy.Meaning of “cross-cultural”You must show some knowledge and understanding of viewpoints other than your own. In other words, your topic needs to reflect a perspective different from your immediate culture (in terms of space and/or time). For example: time or generation, socio-economic group, gender, ethnicity or location. The cross-cultural perspective needs to be integrated into the Central Material section of your project. Examples may include: comparing marriage rituals in two different cultures (ethnicity, location); researching the similarities and differences in mother-daughter relationships between yourself, your mother and your grandmother (time/generation); examining the different approaches to communication exhibited by males and females (gender).Continuity and ChangeYour PIP must demonstrate knowledge and understanding of continuity and change. You may include information about the changes from the past to the present and how it might change in the future. You might consider how people of different generations view the information in your study.Integrative SkillsThe PIP should integrate different aspects of Society and Culture. Integrating means to bring together a number of aspects using a coherent structure. The conclusions of the study should be based on the information found in the introduction as well as the body of the munications SkillsYour PIP should demonstrate your ability to communicate using social and cultural literacy as well as effective communication to the intended audience.The “chunk” approachOne of the most important strategies you can apply to the process of putting a PIP together is to view the project as something that can be broken into smaller chunks. A PIP can seem insurmountable unless you realise that small chunks (such as arranging and carrying out an interview) can be achieved within a realistic time frame. Of course, time management skills will help you to achieve the ultimate goal of assembling all the chunks into an integrated whole.Features of a good PIPwell-conveyed passion for your topicclear focus and directionintegrated flow of different aspects (including cross-cultural perspective) and methodologiesoriginality, or a fresh approach to a “pre-loved” topicthorough, ethical and appropriate research methodologies applied—primary supported by secondarycomfortable incorporation of Society and Culture conceptslogical conclusions reachedsomeone reading your PIP feels that you have undertaken a genuine “learning journey”.QuestionsThink of possible topics for your PIP and develop mind maps to explore possibilities for you focus question or hypothesis.What methodologies might be appropriate to research this topic?What personal contacts might I already have to begin my research?Where could I go to find secondary sources of information?More: The Society and Culture Association journal Culturescope has published a number of articles on the Personal Interest Project.View examples of past students’ work from previous years either at your school or other schools.Guide to Addressing the PIPby Kevin Steed, St Marys Senior High SchoolChoosing Your PIP TopicThe following exercises will help you to choose and refine a suitable PIP topic as well as develop appropriate research questions and methodologies. Remember, to be successful at this exercise, you must carefully work your way through the set questions and guidelines in an honest manner. Don’t fool yourself? by answering half-heartedly! Once you have done this, a PIP topic will emerge that:????????? is of interest to you, ????????? has a high degree of socio-cultural relevance,????????? has clear micro-focus.Where Do You Start?Most Year 12 Society & Culture students are faced with the following concerns:????????? I need to undertake a social investigation????????? I don’t know where to begin????????? I have no skills or training in research????????? I am a little frightened by the task.Throughout the first few weeks/months of Year 12, you will think of many possible topics for your PIP. Most of these will be discarded as you realise that your chosen topics:????????? are too broad? ???????? are not really related to Society and Culture concepts? ???????? pose difficulties in research.Selecting a Research QuestionIf you haven’t already selected a research topic, you might like to begin by jotting down some of your ideas. This is called brainstorming. When you brainstorm you jot down ideas as they occur to you.The important thing is to think of as many ideas as possible. The sorting out and organising of ideas comes later when you have finished brainstorming. Even during the sorting and organising process you will get more new or linked ideas. It is all part of the process of building on what you know from personal experience and public knowledge.Make sure that you talk to your family and friends about topics you would like to study – add their ideas in as well. The next step will be to work out which of your ideas have social and cultural significance. Select those ideas (which could be suitable topics) and jot them down.How Suitable Are These Topics?To determine whether your topic is suitable, you will need to ask the following questions:????????? Is it relevant to Society and Culture?????????? What fundamental course concepts does it relate to?????????? What other important concepts are involved?????????? Does it have a cross cultural dimension?????????? Can it easily be turned into a research question?????????? Will it be possible to obtain research data during the year?????????? Do I have access to sufficient resources to carry out the research?????????? Is the activity I am investigating legal?Now, select the topic which you think is most suitable.Write it? down.State the reasons why you want to undertake this research.The topic you have chosen might well become the basis of your research. Look at your research topic and ask yourself:????????? Is the topic too broad, or too narrow?????????? Are resources available to research it?????????? What are the key ideas?Remember that a resource for Society and Culture students can be any one of the following:????????? a person????????? library????????? book????????? a website????????? data gathered from questionnaires????????? Government publications (eg Australian Bureau of Statistics)In order to develop your study topic you must draw a mind map of headings that could prove to be useful include:????????? How useful is my research????? ????????? What conclusions can I draw???????????????????????????????????????????? ????????? How will I? present data? (graphical/statistical/pictorial etc) ????????? How will I organise data? By what method ? (eg chapters/headings etc)????????? How will I collect and record information? (methodologies)???????????????????????????? Remember that when you draw a mind map, you start at the centre of a blank page. That is where you place your central idea – in this case it would be your research question or hypothesis.Turning Your Research Topic Into An Enquiry QuestionAn enquiry question can take several forms:????????? descriptive – eg what is?????????? explanatory – eg why are?????????? predictive – eg what might?????????? evaluative – eg what are the merits of?Whatever form the question takes it must be in a form which it is practical to research.Write your research topic in the form of an enquiry question.What are your reasons for doing this study?????????? Is my topic an important issue?????????? Will it be of benefit to other people?????????? Does it interest me?What are your reason or reasons for selecting this research topic.Now, let’s get back to your PIP topic. Write down your statement of interest.Now write your statement of interest as a question.Now turn your question into a hypothesis?Reasoning behind the hypothesis.In this section you state why you came up with this rmation RequiredWhen you have worked out the key questions you need to decide what information is required to answer each of the subsidiary questions. But before you do that you might need to find specific information about key words in your statement.Are there any problem words in your statement? What are they? Write down the dictionary definitions.ConclusionIf you have reached this stage in conjunction with your teacher, you should have developed a viable PIP topic and a blue print for the research and writing of your first PIP draft. Make sure that you consult very closely with your teacher as you do so! Remember, the more often you show your teacher what you’ve have written, the greater is the chance that a quality PIP response will emerge.4582795-69659500Choosing a PIP topicReviewing past topics can be a useful tool for understanding the type of issues which can be explored in a PIP. Some past PIP Topics“Blame it on the Boogie”- The effects of music on teenagersMulticulturalism or Integration ?“Are we playing God ?”- An investigation of the ethics of medical technologies Conforming to the extreme –Why do individuals join extremist groups ?City slickers and Country Bumpkins – The great Australian Cultural Divide “Get real” – why are we infatuated with reality TV ?“Fear not” – What are the causes and effects of social phobias ?Savage to civil – can two cultures co-exist peacefully and form a successful multicultural society ?Australia’s perceptions of refugees If we are all individuals, then why do people stereotype ?Cultural Chameleons: An examination of first generation Australians with dual cultural identityThe positive and negative effects of video gamesThe effects of birth order on an individuals’ personality “What’s love got to do with it ?” An investigation into the impacts of music on perceptions of love “Be a good sport mate” : A study of the behavior in sport“The dying art of the smack” : An investigation into discipline methods and their effects in the home, school and community“He said, she said”: an examination of the influences and effects of gossip “I gotta have it” : An investigation of the impacts of advertising on Generation YDoes modern society value “motherhood” appropriately?Jumping the communication hurdle: a study of diverse ethnic groups in a local communityIs 30 the new 18 ?532828534925000Snobs V Ferals: An investigation into the stereotypes associated with public and private schools and the impacts this has on identity and interactions between students.Past PIP TopicsLists of past Pip topics and short excerpts from them; (or Google “Society and Culture Association NSW” then click on “resources” at the top of the webpage, then “Personal Interest Project” then “HSC and PIP Awards”)PIP extracts on the State Library website: samples of past PIPs from the HSC Standards Packages at; Wagga City Library has copies of Award winning PIPsAnnotated samples (extracts from various sections of PIPs with notes inserted about the strengths / weaknesses of each sample) available from the Society and Culture Association website: then click on “resources” at the top of the webpage, then “Personal Interest Project” then follow the link under the heading 2009 AGQTP Grant PIP ResourcesPersonal Interest Project: Possible TopicsGeneral topic / areaPossible focus question & brief outline of topicConceptsIt is not a requirement to include all of the fundamental course concepts in the PIP. Only those that are relevant to the topic should be selected and should be integrated throughout the Central Material. When selecting concepts consider any of;The 5 fundamental course concepts - persons, society, culture, environment, time (definitions pages 15 – 16 of Syllabus)The 6 “additional” course concepts - power, authority, gender, technologies, identity, globalisation (definitions page 17 of Syllabus)Any other relevant concepts from the Preliminary or HSC courses – refer to Syllabus for each topic and the Syllabus Glossary As you review the Syllabus, make a list below of any concepts which may be relevant to your possible topic/s:TopicConcepts terminology relevant to research:Definitions from the Syllabus Glossaryprimary researchOriginal information or research data collected first-hand by the person doing the research. This new information is collected using the methods of?social research.secondary researchThe researcher collects and collates existing information or other people’s?research on a topic to be investigated. This information is?then?synthesised as a whole by the researcher. Secondary research is?a?qualitative method because the researcher makes subjective judgements about?what material is useful, and therefore used, for the purposes of the?research. Secondary research information can be derived?from formal reports, journals, newspapers, magazines and other?publications.research designThe way that the researcher develops and sequences the research methods, and the ways in which these are applied to collect the research data, according to the principles elaborated through the choice of underpinning methodology. research methodThe term ‘method’ refers to the specific tools of the investigation, or?the?ways that data can be collected and analysed – for example, content?analysis, focus group, interview, observation, participant observation, personal reflection, questionnaire, secondary research and?statistical analysis. ethicalEthics refers to moral issues of what is right or wrong. Ethical behaviour follows understood codes of what is morally right when undertaking any?study of people or society. In terms of social research, this means informed consent, confidentiality and privacy, consideration of the possible effects on?research participants and on the researcher herself or himself, consideration of?vulnerable groups, such as children, and the avoidance of?any covert?research, which would mean that no informed consent from?research participants was given. Ethical research also means that?any?material from sources other than the researcher’s own work is?clearly acknowledged.Research methodsDefinitions from the Syllabus Glossarycase studyThe case study method involves the?collection of data related to an individual or?small?group through one or more research methods – for example, observation, interviews and the collection of?documentary evidence. Because case study can, and often does, include different methods to collect data, which are then combined with the purpose of illuminating the case from different angles, case study is considered as a?methodology by many social researchers.content analysisUsed to investigate and interpret the content of the mass media and historical documents in order to discover how particular issues are (or?were)?presented. At its most basic, content analysis is a statistical exercise that involves counting, categorising and interpreting words and?images from documents, film, art, music and other cultural products and media in relation?to an aspect or quality of social life. When used as?a?qualitative method, content analysis helps the researcher to understand social life through analysis and interpretation of words and?images from documents, film, art, music and other cultural artefacts?and media.focus groupA research method used to collect data from an in-depth planned discussion of a defined topic held by a small group of people brought together by a moderator. An interview schedule, time and?place are organised. The?recording of responses increases the success of this method. The techniques of conducting the focus group are?similar to?those?of conducting an in-depth interview. However, the researcher needs to be able to manage the discussion.interviewAn interview may be tightly structured, semi-structured, unstructured, indepth or conversational. This method involves the researcher and?the interviewee in a one-to-one situation and may be quite time consuming. The?researcher may interview several people at different times?using the same interview questions.observationInvolves watching and recording behaviours within a clearly defined area. non-participant observationThe researcher observes the action taking place without actively engaging?in it or interacting with the participants. The researcher draws?meaning from?what is being observed, rather than simply counting?specific actions as?in a quantitative observational study. Nonparticipant observation can be?covert (participants not aware of?the?researcher) or?overt?(participants aware of the researcher and his?or?her purpose). A?criticism of?overt nonparticipant observation is?that?the very presence of?the researcher alters the behaviours and interactions of those being observed (the Hawthorne effect). A criticism of?covert research is that it?raises ethical?concerns.participant observationThe researcher is immersed in the action being observed and his or her role?as researcher is not obvious. An example of participant observation occurs when the researcher joins a group in order to study it. Researchers using participant observation must be aware of the ethical implications of?this method. personal reflectionThe use and evaluation of personal experiences and values to demonstrate analysis and interpretation of data in the context of the research focus.questionnaireA set of questions that can be closed-ended and/or open-ended that allows for the collection of information from a large sample or number of people. It?is an impersonal instrument for collecting information and must, therefore, contain clear questions that have been worded as simply as possible to avoid any confusion or ambiguity. The questionnaire should be designed to?fulfil a?specific research objective; it should be brief and the sequence of?questions should be logical.statistical analysis (data analysis)Examining data to interpret meaning, make generalisations and extrapolate trends. Often the data is in graphical form. Because data is expressed in the language of mathematics, they should be evaluated and interpreted by?means of appropriate mathematical or statistical procedures.Using the methodology of Personal Reflection in your PIPFrom the Society and Culture Syllabus Glossary;-47625165735Personal ReflectionThe use and evaluation of personal experiences and values to demonstrate analysis and interpretation of data in the context of the research focus.00Personal ReflectionThe use and evaluation of personal experiences and values to demonstrate analysis and interpretation of data in the context of the research focus.It is called a Personal Interest Project, so you need to show the markers that you are interested in learning about your topic !This can be done in all sections of your PIP by using Personal Reflections.You should comment regularly throughout your PIP about your own thoughts or opinions arising from both your primary and secondary research findings, as well as examining your own experiences where relevant and appropriate. This can then be completed in your conclusion by reflecting on what you have learned and how you now feel about the issue/s examined in your PIP. In the table below list any research methods which may be suitable for PIP topics which you are considering. Every PIP needs to have BOTH primary and secondary research, although some may be more heavily weighted towards either primary or secondary, depending on the topic. At least 2 primary research methods should be used, but to use three primary plus secondary research is preferable. Most PIPs will benefit from the use of a questionnaire to examine public opinions regarding the topic, plus one or two other suitable primary research methods. TopicPossible Research Methods Ethical Research in your PIPDemonstrating that you have been ethical in your research procedures is critical and has a substantial impact on your result.You should direct the markers attention to your ethical research by commenting on how you achieved this when discussing your research methodologies and presenting your findings in your Central Material and / or in your Log.A few simple ideas;It is usually best to have participants remain anonymous, unless they are an “expert” and have given you permission to identify them in your PIP, otherwise assign them an alias (eg. Interviewee 1)Keep all research from questionnaires, interviews etc anonymous and confidential – state this at the top of your questionnaire or interview schedule. Give participants the option to choose not to participate, or to stop participating at any time.Ask permission of participants before recording them (eg in an interview or focus group)The following excerpt is taken from: Assessment and Reporting in Society and Culture Stage 6 and Cultural research methods Does the PIP demonstrate some of the research methods essential to the Society and Culture course plus any other distinctive procedures? Are the research methods appropriate for the topic? Is there evidence of a systematic approach to the study of the topic? Is there an awareness of both the limitations and the values of the research methods used? Students should consider the ethical implications of both their topic and the methods they employ to research that topic.0Social and Cultural research methods Does the PIP demonstrate some of the research methods essential to the Society and Culture course plus any other distinctive procedures? Are the research methods appropriate for the topic? Is there evidence of a systematic approach to the study of the topic? Is there an awareness of both the limitations and the values of the research methods used? Students should consider the ethical implications of both their topic and the methods they employ to research that topic.The Limitations of your researchIt is important to reflect in your PIP on the value (how useful) your research methods are, but also their LIMITATIONS.To fulfil this criteria you should comment on the success and valuable information gathered using your chosen methods.You must also consider the problems or difficulties you have had, or the inaccuracies which may be present in your data. This reflects a mature and honest approach to evaluating your own primary research and secondary sources.No research is expected to be completely accurate or problem-free, so it is important to acknowledge that your research did not always proceed as planned or achieve the outcomes you hoped or expected. Aspects such as small sample sizes and limited time / resources are common factors which often impact upon the validity of the results primary research and ability to extrapolate results of your research to the general population. You should consider a variety of aspects which have impacted on your research. This may be commented on in your Log, Central Material and / or Conclusion.Guide to the Writing of the PIPby Kevin Steed, St Marys Senior High School?Introduction First paragraph:? What is your PIP about and why did you choose the area of enquiry?Second paragraph:? What is your central hypothesis? ie what are you setting out to prove via this research?Third paragraph:? What methodologies have you employed in this research and why? ? Justify your selection of research tools - what are their advantages and why are they best suited to your research topic?Fourth paragraph:? Explain how your PIP investigation will address the cross cultural component? Remember to explain how this cross-cultural perspective will allow you (the researcher), to empathise with the “other”? Also remember to explain how this cross cultural study presents you with a view that is beyond your normal realm of experience.Explain how continuity and / or change will be exploredFifth paragraph:? This paragraph should allow you to round off the introduction. ? It should also explain how this PIP “journey” will enhance both your investigative skills and your socio-cultural literacyCentral Material (CM) 1Create around six (more if that is appropriate to your topic) focus questions that you would like your hypothesis / research? to answer. Use these as major headings or chapter titles throughout the CM2Go through the syllabus systematically and select all of the relevant course themes that relate to your PIP. Ensure that you “weave” these into the sentences and paragraphs that eventually make up your CM – remember that your PIP should “read” like Society and Culture!3Always try to blend (synthesise) both primary and secondary data throughout each section of your CM. Where possible, try to support your primary findings with the work of other researchers (secondary sources). Synthesis is the hallmark of a band 5/6 student!4Ensure that you source all information via footnote (even if it is from your research). Source all of your primary research to your appendix items (include the exact appendix page number via your footnote)5Place all quotes from questionnaires / focus groups / interviews etc in italics and source them.6Do not insert photos, graphs or diagrams unless you intend explaining and analysing them. (Otherwise place these into the appendix and simply refer to them via footnote)7When you quote your statistical findings in the CM, always try to explain what social and cultural forces were at work to produce that data. Remember, the examiner is looking to see if you are attempting to analyse (making a judgment) this data.8If you attempt to “analyse” your findings throughout the PIP, your mark starts to trend upwards into the Band 5 range (ie 19–24 marks). If you simply “describe” your findings, your mark will never move out of the Band 3 mark range (ie 13–18 marks) because of its descriptive nature.9Always have a copy of the HSC PIP marking guidelines beside you as you write the CM. Focus specifically on the 25–30 (Band 6) mark range. There are no secrets to the marking process. If you adhere to these guidelines, you should score in that mark range. (assuming of course, that you express yourself clearly, concisely and utilise the relevant course themes and concepts).10Always show your work to your teacher to obtain constructive feedback. It’s also a good idea to get others to read your work (Mum, Dad & friends). They will pick up spelling errors, poor grammar etc and will also provide a litmus test for how clearly you have expressed your ideas.11Be prepared to rework your CM many times. Every sentence and paragraph should be crafted to ensure that it delivers a powerful socio-cultural message.12As you write, constantly ask yourself, “Is this section I’m writing helping me to prove my hypothesis?” If the answer is no, then what you are writing is just meaningless padding. It helps you to meet the word limit, but does nothing for your research.13Also try to ensure that you carefully craft the concluding sentences of each sub-heading so that it “leads” into the? next section of your PIP. By doing this, you create a smooth flow of thoughts and ideas throughout the entire PIP response. Remember, its all about continuity and integration!14Always be on the look out for information pertaining to your PIP topic. Read the newspaper every day. Place them on your favourites file re your home computer; visit the school library; browse quality book shops; check out for book titles; read the weekly TV guides; watch and listen to the ABC; regularly check the ABC web site (especially ABC On-line). In short become even more socially literate! 15Do not, under any circumstances, attempt to plagiarise information. Various internet searches are undertaken as a matter of course at the Marking Centre. This is especially true of work that reads/sounds as though it were produced from an academic source.16Finally, immerse yourself in your research. Enjoy the process, become expert, and grow as a person!Writing a PIP ConclusionFirst paragraph: What did you learn as a consequence of your chosen social investigation?Second paragraph: Did your research prove the hypothesis that you established for your inquiry? If not, why not?Third paragraph:How effective were your research tools? How appropriate were they with the advantage of hindsight? Did they work? Why?Fourth paragraph:If you were to undertake this research again, what changes would you make to both your methodology and process? Why?Fifth paragraph: How has this research enhanced your social literacy? How have you grown as an individual and researcher because of the PIP experience??Referencing in your PIP: Avoiding PlagiarismYou must reference throughout your PIP at any time when you use information, ideas or quotes from a source.This may be through the use of either in-text referencing or footnotes. Most PIPs use footnotes for referencing.The full Bibliographic details of any source referenced in your PIP should also appear in your Resource List.From the Mater Dei Referencing Guide;3810029210Reasons for referencing When you use the ideas or words or work of another person in your work, you must acknowledge this. Referencing allows the reader to find the same sources of information that you did, to enable them to read more on the topic or to check your interpretation. It is also important to give credit where it is due. Referencing makes it clear when you are drawing your own conclusions from the evidence presented, or where you are quoting or paraphrasing from another person's work. Most importantly, by referencing you avoid plagiarism. Plagiarism is to pretend that ideas or language of other people are your own. In your assignments, you imply that all of the ideas and language are your own, unless you explicitly indicate otherwise. If you fail to make clear that sections of your work are not your own, then you are guilty of plagiarism. Plagiarism is stealing, and is a very serious offence. You must reference when: ? quoting the exact words of another writer ? paraphrasing - putting the work of another writer into your own words ? summarising - using ideas or material directly based on the work of another writer 0Reasons for referencing When you use the ideas or words or work of another person in your work, you must acknowledge this. Referencing allows the reader to find the same sources of information that you did, to enable them to read more on the topic or to check your interpretation. It is also important to give credit where it is due. Referencing makes it clear when you are drawing your own conclusions from the evidence presented, or where you are quoting or paraphrasing from another person's work. Most importantly, by referencing you avoid plagiarism. Plagiarism is to pretend that ideas or language of other people are your own. In your assignments, you imply that all of the ideas and language are your own, unless you explicitly indicate otherwise. If you fail to make clear that sections of your work are not your own, then you are guilty of plagiarism. Plagiarism is stealing, and is a very serious offence. You must reference when: ? quoting the exact words of another writer ? paraphrasing - putting the work of another writer into your own words ? summarising - using ideas or material directly based on the work of another writer Any concerns about plagiarism due to insufficient referencing can have a substantial impact on your result. In serious cases it may result in a zero mark.There is no set requirement regarding the style of referencing to be used in the PIP. Whatever style is used should be thorough and consistent throughout the PIP.4765675-9398000How to prepare anAnnotated Resource List for Society and Culture This has two components:A reference list - refer to guidelines for using Harvard system.andan Analysis of EACH source. This should be provided below each source and consist of one or two sentences commenting on;the usefulness of the source (e.g. which areas of the task did it assist you with ?).Your assessment of the validity of information (how accurate / reliable it is) Potential or actual bias. NOTE: Do not be afraid to suggest that a resource may be biased - this does not mean that a resource is not useful. You should acknowledge if a resource is/ may be biased and demonstrate that you have been aware of this and used the resource carefully. For example, an interview is inherently biased - it is one person’s opinion - but this does not mean that interviews are not useful. They are an extremely valuable research resource, providing you are aware of the bias involved. Some suggested aspects to consider when analysing validity / bias;where did the information come from ? is it recent, or outdated ? how was it collected ? who is the author ? Is he/she “qualified” in this area ? (anyone could create a web page and present their information as fact !)what is the authors purpose ? what perspective are they presenting? who is the intended audience?Is the author making a balanced judgement ? Do they seem to be trying to persuade the reader / viewer to a particular point-of-view ?what information may have been selectively “left out” in order to present a particular view ?is the publisher reliable / well known ? (eg. well known university, the ABS, Sydney Morning Herald newspaper are examples of sources generally well respected for their accuracy)has the information been researched thoroughly and using valid techniques ?For example;How would you evaluate the validity / bias of a website which is promoting the positive aspects of the views of the Klu Klux Clan ? (While you may have a personal opinion about this source and its contents, it may be a very useful source that you could use for a variety of purposes.)Consider, which of the above points could you use to write an evaluation of this source ? (Remember to be objective – give REASONS for your evaluation – refer to some of the suggestions given above.)Some sample annotationsPyers, G. Gott, R. (1993). Fertility Rights: The IVF Debate. CIS Publishers, Melbourne, Australia- This source of information gives a detailed representation of both sides of the IVF debate. It was both reliable and valid as coincided with all the other information that was presented. It was unbiased due to the fact that it provided arguments for both sides of the debate and did not attempt to persuade the viewer to take a side.Enough Rope with Andrew Denton. Philip Nitschke. (2007). ABC, Australia. 19 November, [DVD]- This DVD of an ‘Enough Rope’ episode was quite helpful towards my research regarding Philip Nitschke, a well known euthanasia advocate. Denton questioned Nitschke thoroughly regarding his work and beliefs, which aided my understanding of him as a person immensely. The source was reliable and valid, as Nitschke was talking about himself and his experiences in first-person. The source was also unbiased as it did not portray Nitschke in a negative or positive light. It allowed the viewers to come to their own conclusions. Hamer, J. (1980). Declaration on Euthanasia [Internet]. The Vatican, Vatican City, Rome. < ; (accessed 2 April 2008)-This source is an official document for the Sacred Congregation for the Doctrine of Faith, which occurred in 1980 and consequently decided the Catholic Church’s position regarding euthanasia. This source is reliable and valid, as it is directly sourced from the Vatican. This source could be deemed biased, due to the fact that it is from a Catholic perspective.No author stated. Last updated 2004. Religion and Ethics – Buddhism [Internet]. BBC, United Kingdom. < ; (accessed 2 April 2008)-This website was totally devoted to discussing religious ethics, pertaining to a number of religions. In this instance, Buddhism was being discussed, and their position regarding abortion. I found this source to be valid, as well as reliable, as it was published by the BBC, a well-known and often sourced broadcasting company in Britain. The information presented also included a number of quotes from well known individuals from different fields of expertise, therefore reiterating the reliability. The information was unbiased, as it was just stating Buddhism’s position regarding abortion, not the writer’s position.\sReview some of the PIP samples;View samples of past PIPs from the HSC Standards Packages at; samples (extracts from various sections of PIPs with notes inserted about the strengths / weaknesses of each sample) available from the Society and Culture Association website: then click on “resources” at the top of the webpage, then “Personal Interest Project” then follow the link under the heading 2009 AGQTP Grant PIP ResourcesMore PIP samples: State Library of NSW Interest Project Extract Index Selected sections of the award winning Personal Interest Projects have been digitised to show excellence in various areas related to the construction of the PIP's.2013A Work in Progress: An investigation into the combined effect of language maintenance and acculturation on the hybridisation of second-generation Chinese - Australians (PDF 292KB)Activism: An?investigation?into the changing nature of adolescent social activism and teh extent to which interative behaviours and decision-making influence the outcoems of activism (PDF 409KB)Eyes Wide Open: An Investigation into how and why Chinese Australian adolescents' aspirations towards westernisation are expressed in particular stylised manifestations, and the impacts on the formation of Chinese identity (PDF 331KB)'Go and do some homework and then get back in the kitchen!': The contradiction of the new educational landscape for Afghan girls and traditional gender roles in the Afghan-Australian diaspora (PDF 196KB)Heteronomaltivity:?Heteronormative practices in the mass media (PDF 499KB)Lost in Translation (PDF 107KB)Migrating Away (PDF 16KB)Mirror, Mirror on the Wall, Does the Modern Woman Have it?All? (PDF 24KB)Racsim: It's not a Black and White Issue: A study into the unconscious prejudice embedded within Australia's 'egalitarian' soceruty that accepts Aboriginal society?(PDF 189KB)Seeing Ourselves on Screen: An exploration of?national identity through Australian film (PDF 411KB)2012TitleRationale for selection for digitisationWhy Grandpa Says Inappropriate Things: The Role of Age in Regards to Prejudice and Cultural Competency, and the Ability to be Culturally TolerantThe student demonstrates the ability to make complex judgements on the process of conducting and analyzing research, and is able to critically evaluate their own processHolding Up Half the Sky? An Investigation into the Effects of Migration and Acculturation on the Gender Values of Chinese-Australian Women and Adolescent GirlsStudent demonstrates outstanding application of concepts and consistent and sustained synthesis throughoutSe(xx)y Talk: An Investigation into the use of Gendered Language Within Afghan Media in the Portrayal of WomenStudent makes sophisticated and conceptual judgements on the usefulness, validity and bias of the resources that contributed to the research‘White Flight’ Leaves ‘Others’ Out of Sight: White Flight from Public Schooling is Discouraging Cultural Diversity in Rural Areas, also Reflected in Urban Areas, therefore not reflecting a Multicultural AustraliaStudent makes considered and insightful judgements on the value of the resources used in the research processWrite or Wrong: An Investigation into the Discursive Construction of Asylum Seekers in Australian Print MediaExcellent application of sociological theory and sophisticated synthesis of personal experience and public knowledge.? In particular, the student explains and justifies their application of the methodology of Content Analysis in a detailed and highly effective wayIn Retrospect: Is the Rapidity of Change in our 21st Century Lives the Reason for our Fascination with Retro?Excellent synthesis of personal experience and public knowledge, effectively supported with methodological data and secondary research“Who’s Afraid of the Leading Lady?” An exploration into how the changing roles of women in film reflect our changing society, from the 1950s to todayExcellent use of secondary research to support ideasFrom the Egg to the Phoenix: Understanding the Upbringing of Chinese Australians under Traditional Chinese Educational Values and its Impact on AustraliaInsightful reflection on the process of research and the development of ideasWindow Shopping in the Department Store of the Exotic Other: An Investigation into the Fetishisation and Consequent Commodification of ‘exotic’ cultures by the WestConstructs a complex and sophisticated thesis through applying a range of course concepts and clearly outlining the aims of research?2011TitleRationale for selection for digitisationRise of the Tiger CubsClear and critical judgements on the usefulness of resourcesSikh Gender rolesApplies concepts, justifies methodologies and demonstrates an understanding of the limitations of their researchLost in TranslationA thorough explanation of the 'how' and 'why' research was conductedCultural IdentityDeep understanding of conceptsUnveiling the TruthSynthesis of primary and secondary researchDissent to DisillusionmentEffective application of theories, secondary research and synthesis with primary researchHelping Me Helping YouThorough and authentic engagement with the topicGrowing up DigitalThorough detail?on how primary research was conductedQuality over QuantityCritical judgements on both primary and secondary sourcesOn Your Marks, Get Set, STOP!Excellent integration of content analysis2010 TitleRationale for selection for digitisationMacedonian-Australian: Explaining the HyphenIntegration of researchA Change in the WeatherExcellent logBaa-Baa Black SheepProcess of research and consideration of timeIs That a Cape or An Apron?Annotated researchVeiled Hopes, Western WoesPersonal experience and integration of conceptsIt’s a Disney World After AllConclusionCome Out & PlayMethodological researchWhere You From? You Sporty Thing!Equality & DifferenceConfucius, Cultural Revolution & CapitalismLogWeapons of Mass ConsumptionCentral Material – great start to chapter.Whatever Floats Your BoatMethodologiesBeyond the Paint: Graffiti’s Value in Contemporary SocietyCentral MaterialThe Artist as CitizenConceptsThe Gospel According To DisneyIntroductionPIP – some final reminders ! The Personal Interest Project should be carefully prepared for submission. The body text must be in 12 point Times New Roman or Arial font. It must be 1.5 spaced. Remember the Word Limits for each section;SectionWord LimitIntroduction500Log500Central material2500 - 4000Conclusion500Resource ListNo limitYou should also include;a Contents pagelist of graphs / diagramsCheck that your name or your school are not mentioned anywhere in your PIP. If possible, you should try to avoid identifying your location (eg Wagga), instead refer to characteristics (eg a large regional city). It doesn’t matter if the markers could possibly guess your location, but it should not be stated.568642516129000Re -read the outline and marking criteria from the Syllabus and checklist to make sure you have included everything required.lefttopFrom “Assessment and Reporting in Society and Culture” : ____________________PIP CHECKLISTINTRODUCTION Word limit: 500 wordswhat the topic is aboutwhy this topic was chosenin what ways it contributes to a better understanding of Society and Culture (eg links to course concepts)outline cross-cultural perspective/sexplain how change / continuity will be exploredchoice of methodologies explained and justifiedLOG Word limit: 500 wordsA summary of the development of the final product, outlining the procedures undertaken in researching the topicOutline the process of selecting a topic (eg topics considered, process of deciding upon topic)Developing and refining chosen topicConducting Secondary researchConducting Primary researchWriting and editing processesInclude thoughts, problems, successesAcknowledge limitations of your research (in Log and / or any other relevant section)Identify any ethical considerations involved in your topic or research processes, indicate your awareness and use of ethical research procedures (this could be included in Log and / or any other relevant section)CENTRAL MATERIAL Word limit: 2500 - 4000 wordsmay be accompanied by photographs, tables, graphs and/or diagrams that should be labelled and incorporated into the text through discussionmust contain a cross-cultural perspectivemust address continuity and/or changeconcepts, methodologies, cross-cultural perspective and continuity and/or change should be integrated in the central materialCONCLUSION Word limit: 500 wordsa statement of what the student learnt from the Personal Interest Project. Comments about improvements to Social and Cultural LiteracyREFERENCING THROUHOUT THE CENTRAL MATERIALeither footnotes or in-text referencing usedRESOURCE LIST No word limitshould include annotated references used in the Personal Interest Project list of other kinds of resources, for example films, internet sites or electronic resources referred to during the preparation of the projectresource persons (eg people interviewed, participants in focus group)The references should be accurate and include publication/production detailsFor each internet site, the URL and the most recent date the site was visited Comment on usefulness, validity, bias of each source ................
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