The only authoritative version of this Unit Superior Paper Help – Outline is to be found online in OASIS
\nCoronavirus (COVID-19) Update
\nCurtin University is committed to supporting all our students and staff whether they are on campus, working
\nremotely or overseas. Your health, safety and wellbeing are our priority and the continuing COVID-19 pandemic
\nmay require changes to the unit schedule, learning activities, delivery modes and assessment to provide flexible
\nand safe options to our community. Curtin will endeavour to keep changes and disruptions to a minimum at all
\ntimes. For current advice and further information visit https:\/\/www.curtin.edu.au\/novel-coronavirus\/.
\nSyllabus
\nThis unit investigates the complexity of culture and our engagement with other cultures and culturally diverse
\nthinking and perspectives. It will particularly explore Indigenous cultures, histories, knowledge, perspectives and
\nvalues. Students will reflect on their cultural background and identity, as well as their engagement with cultural
\ndiversity. The unit also explores the relationship between media and culture, critically analysing media
\nrepresentations that inform our ideas about particular topics, other cultures and people. We examine the effects
\nand consequences of representation by analysing the ideological role played by global media, and how this
\nconnects with power.
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\nIntroduction
\nThe focus of Culture to Cultures is culture, media, and communication. These are dynamic and important aspects
\nof contemporary life – they shape our lives as individuals as well as our collective understandings of the world. A
\ncritical understanding of culture, media, and communication is also crucial for careers in communications, media,
\ncreative arts, design, marketing and advertising, PR, and many others. These three concepts intersect and interact
\nin different ways \u2013 something we\u2019ll explore this semester.
\nOur approach will adopt a critical intercultural communication perspective and use its theories to think about
\ntopics around culture, communication and representation, like identity, the construction of difference, the nation,
\ncolonisation, globalisation, new media, and multiculturalism. Our intellectual roots also draw from critical media
\nstudies and cultural studies.
\nIn the unit, we’ll be investigating our engagement with other cultures and culturally diverse thinking and
\nperspectives. We encourage you to examine yourself \u2013 to consider your cultural background and identity, to talk
\nthrough any ideas in the unit you find difficult or uncomfortable, to be critical of your beliefs and assumptions,
\nand aware of the things that cause changes to your views or thinking.
\nThe media plays an important role in social and cultural constructions of identities, cultures, minority groups, the
\n‘Other’ and a range of other issues. Media representations can influence our perceptions of other cultures,
\ncountries, groups and peoples, and can be seen to reproduce (or even shape) culture. The unit examines the
\nideological role played by global media in producing and disseminating representations, identities, stereotypes,
\netc. As Stuart Hall puts it, we are interested in the \u201ceffects and consequences of representation \u2013 its \u2018politics\u2019… how
\nlanguage and representation produce meaning, but how the knowledge which a particular discourse produces
\nconnects with power, regulates conduct, makes up or constrains identities and subjectivities, and defines the way
\ncertain things are represented, thought about, practised and studied\u201d (1997, p.6).
\nCulture to Cultures recognises the value and significance of Indigenous cultures and peoples. As part of Curtin
\nUniversity\u2019s commitment to Indigenous education and culture, and developing cultural competencies in the
\nUniversity\u2019s staff and students, the unit explores Indigenous knowledges, perspectives and values. Engaging in
\nIndigenous cultural competency helps to foster ongoing relationships between Indigenous and non-Indigenous
\npeoples that is mutually beneficial. It also helps \u2018close the gap\u2019 between Indigenous and non-Indigenous
\nAustralians, and promotes an environment where Indigenous perspectives are valued, and encourages people to
\nvalue diversity by accepting and respecting differences (http:\/\/libguides.library.curtin.edu.au\/c.php?
\ng=202416&p=1332594).
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\nUnit Learning Outcomes
\nAll graduates of Curtin University achieve a set of six Graduate Capabilities during their course of study. These
\ninform an employer that, through your studies, you have acquired discipline knowledge and a range of other skills
\nand capabilities which employers would value in a professional setting. Each unit in your course addresses the
\nGraduate Capabilities through a clearly identified set of learning outcomes. They form a vital part in the process
\nreferred to as assurance of learning. The learning outcomes notify you of what you are expected to know,
\nunderstand or be able to do in order to be successful in this unit. Each assessment for this unit is carefully
\ndesigned to test your knowledge of one or more of the unit learning outcomes. On successfully completing all of
\nthe assessments you will have achieved all of these learning outcomes.
\nYour course has been designed so that on graduating you will have achieved all of Curtin’s Graduate Capabilities
\nthrough the assurance of learning processes in each unit.
\nCurtin’s Graduate Capabilities
\nLearning Activities
\nWeekly Learning Activities
\nYour activities for each week in this unit consist of attending\/listening to lectures and participating in discussions
\nwith other students in tutorials (for Internal students) or on the Blackboard Assessment Brief Discussion Board and in Collaborate
\nsessions (for Online students). A vital part of your learning in the unit and engagement with your peers occurs in
\nlectures and tutorials, so please make the effort to attend as many as possible, to do the weekly readings, and
\nOn successful completion of this unit students can:
\nGraduate
\nCapabilities
\naddressed
\n1 Effectively apply key concepts and theories around intercultural communication and
\nmedia studies to analyse texts and media representations
\n2 Critically reflect on development of cultural capabilities and application and learning
\naround concepts and theories of the unit
\n3 Develop capabilities to engage respectfully with First Peoples and people of all
\ncultures, and demonstrate respect for Indigenous perspectives and all cultures in their
\ncommunity and professional practice
\n4 Critically analyse representations of Indigenous peoples in the media in order to
\nunderstand the histories of Indigenous people and their representation
\n5 Effectively apply concepts and theories around cultural essentialism\/ non-essentialism
\nto contemporary issues, social category systems and identities
\nApply discipline
\nknowledge, principles
\nand concepts
\nInnovative, creative and
\nentrepreneurial
\nEffective communicators
\nwith digital competency
\nGlobally engaged and
\nresponsive
\nCulturally competent to engage
\nrespectfully with local First Peoples
\nand other diverse cultures
\nIndustry connected and
\ncareer capable
\nFind out more about Curtin’s Graduate Capabilities at the Learning Innovation and Teaching Excellence Centre
\n(LITEC) website: litec.curtin.edu.au
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\ncontribute to discussions.
\nIn the “Study Area” of Culture to Cultures’ Blackboard Assessment Brief, you will find detailed information about each weekly topic.
\nClicking on the title of each topic will link to information about that topic, including the weekly learning objectives,
\nfocus questions, and required readings\/ viewings.
\nUnit Philosophy
\nIn alignment with Curtin University\u2019s Reconciliation Action Plan (which you will be reading in the first week of this
\nunit), Culture to Cultures is a partnership with the Centre for Aboriginal Studies. To model and encourage ongoing
\nand respectful relationships between Indigenous and non-Indigenous people, and an environment where
\nIndigenous perspectives are valued, Culture to Cultures is co-taught by Indigenous and non-Indigenous staff from
\nthe Centre for Aboriginal Studies and Faculty of Humanities. We believe this will allow you to gain valuable insights
\ninto the topics covered in the unit, and expand your appreciation of different perspectives, knowledges and ways
\nof doing things.
\nCulture to Cultures utilises a collaborative learning approach. You will be working together in a collegial way with
\nstaff and other students as we learn more about the issues discussed in the unit and consider, debate, and
\nevaluate our ideas. What we develop in discussion and interaction with others is the courage to engage in
\nexchange knowing that we have critically examined our ideas, can present them in a clear and strong way, and
\nnegotiate differences of thought and opinion. There are tensions and difficult ideas and events in the material we
\ndiscuss, and as we create a learning community it is important to be aware of any positions or words that might
\nmake some students feel unacknowledged, alienated, excluded, or objectified. We value diversity, and accept and
\nrespect differences. We encourage you to be bold in engaging in debate and the critical exchange of ideas, as
\nwell as to think about how to best engage in debate with others in order to assist other students to learn, think
\ncritically, and deal with differences of thought and opinion.
\nWe encourage you to do your own research into the ideas and topics we discuss each week, explore some of the
\nfurther readings, or just keep up to date on the latest media stories. Those of us teaching the unit are also
\naccountable to you to do the same.
\nBlackboard Assessment Brief
\nPlease make sure you check Blackboard Assessment Brief regularly for Announcements, weekly tasks and readings viewings (in the
\n“Study Human Written Academic Papers – Guide”), Discussion Boards, lecture information and to access other resources to help you in the unit.
\nImportant – – Note Assessment Due Times
\nAssessment due times mentioned in this unit outline are as per Australian Western Standard Time (AWST) (UTC
\n+8). For conversion assistance, try https:\/\/www.timeanddate.com\/worldclock\/
\nLearning Resources
\nLibrary Reading List
\nThe Reading List for this unit can be accessed through Blackboard Assessment Brief.
\nEssential texts
\nThe required textbook(s) for this unit are:
\nl Required and recommended readings and viewings are available on Blackboard Assessment Brief (under
\neach topic in the Study Area, or through the Reading List).
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\nHolliday, A., Kullman, J., & Hyde, M. (2016). Intercultural communication: An advanced resource book. London:
\nRoutledge. Required text. Available electronically through the Library catalogue.
\nIntercultural Communication is not a textbook that you will read from start to finish. Because the book is
\ndivided into three sections – first defining the concepts, then extending our understanding of those
\nconcepts, and finally relating these to our personal circumstances and experiences – we jump around in the
\nbook as we progress throughout the semester.
\n(ISBN\/ISSN: 978-1138183636)
\nOther resources
\nFurther readings and viewings are available on Blackboard Assessment Brief.
\nAssessment
\nAssessment policy exemptions
\nl There are no exemptions to the assessment policy
\nAssessment schedule
\n*Please refer to the Late Assessment and the Assessment Extension sections below for specific details and
\nconditions.
\nDetailed information on assessment tasks
\n1. Case Study
\nThis assessment is a chance for you to become comfortable with the overarching concepts of the
\nunit around a topic that is relevant to you. Although we focus on culture and interculturality in Culture to
\nCultures, our main concepts pervade many aspects of social life and this assessment allows you to explore
\nthat.
\n1. Creative work
\nProduce a creative work around a topic that allows you to engage with ONE or TWO of the concepts
\nexplored in the first 4 weeks of Culture to Cultures (e.g.: essentialism and non-essentialism, stereotyping,
\nothering, culturism).
\n Homework Help – Topic
\nThe topic you choose is up to you. Some suggestions include a creative work around gender, sexuality,
\nTask Value
\n%
\nDate Due
\nUnit
\nLearning
\nOutcome(s)
\nAssessed
\nLate
\nAssessments
\nAccepted?*
\nAssessment
\nExtensions
\nConsidered?*
\n1
\nCase Study 25% Week: Week 5
\nDay: Friday 30 June
\nTime: 11.59pm
\n1,5 Yes Yes
\n2
\nMedia Analysis 40% Week: Week 9
\nDay: Friday 28 July
\nTime: 11.59pm
\n1,3,4 Yes Yes
\n3
\nReflection 35% Week: Week 13
\nDay: Monday 21
\nAugust
\nTime: 11.59pm
\n2,3,4,5 Yes Yes
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\nrace, ethnicity, immigration, multiculturalism, language group\/s, cultural appropriation, environmental
\nissues.
\nMedium
\nYour project could take the form of an art work, short story, blog post, vlog, script, storyboard, news
\narticle, comic, press release, policy paper, an advert, poster, an educational resource or activity for children
\nfor use at schools or at a community event etc. If you need guidance about whether your medium might be
\nappropriate, please speak to your tutor or unit coordinator.
\n2. Analysis
\nAlong with your creative piece, you will submit an 1,000 word analysis (including references as per the APA
\nstyle guide) of how your project has engaged with the concepts explored in the first 4 weeks of Culture to
\nCultures (e.g.: essentialism and non-essentialism, stereotyping, othering, culturism). You will need to refer to
\nthe textbook and ONE other SCHOLARLY\/ACADEMIC source (a peer-reviewed journal article or book
\nwritten by an expert in the field). More info on what scholarly sources are can be found
\nhere: https:\/\/libguides.library.curtin.edu.au\/c.php?g=839870&p=6002260 You would have also explored
\nwhat constitutes a scholarly text and how to find them in Academic and Professional Communications.
\nKeep in mind:
\nl You do not need to explore every concept – choose 1 or 2
\nl If your creative work is text-based (a short story or news article, for example) the word limit is 700
\nwords
\nl If your creative work is not text-based and you are unsure of how long to spend on it, we
\nrecommend the same time it would take you to write a 700 word piece
\nl Your work will need to be submitted through Blackboard Assessment Brief, or a link provided to access it online
\nl Your creative work and analysis will need to be submitted as ONE document
\nl Your creative work should keep in mind the philosophy of the unit in terms of cultural sensitivity,
\ninclusive language and content
\nl The word count for the analysis includes your reference list as per the APA 7th style guide
\nCultural Protocols
\nUse relevant cultural protocols, such as appropriate terminology, acknowledgement of country, inclusion of
\nappropriate culturally sensitive warnings, for e.g.: see:
\nhttps:\/\/www.actcoss.org.au\/sites\/default\/files\/public\/publications\/gulanga-good-practice-guidepreferences-terminology-referring-to-aboriginal-torres-strait-islander-peoples.pdf
\nhttps:\/\/www.reconciliation.org.au\/wp-content\/uploads\/2017\/11\/Welcome-to-and-Acknowledgement-ofCountry.pdf
\nhttps:\/\/www.indigenous.gov.au\/contact-us\/welcome_acknowledgement-country
\nhttps:\/\/www.narragunnawali.org.au\/about\/terminology-guide
\nhttp:\/\/www1.aiatsis.gov.au\/SensitivityNotice.asp
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\nOUA Programs
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\nMarking Paper Writing:
\nThe Marking Rubric – grade miners score for this assessment is available on Blackboard Assessment Brief, click on “Assessment info and
\nsubmission points” in the navigation menu of Blackboard Assessment Brief, and then click on the link to this assessment
\ntitled: “Assessment 1: Case Study.”
\nYour assignment will be marked according to the extent to which it:
\nl Responds to the task (addresses both parts of the assessment, keeps to the word limit etc.)
\nl Produces a creative work that relates to the concepts and allows for them to be explored in
\nsufficient depth
\nl Crafts an effective analysis which critically applies concepts and theories to your creative work
\nl Utilises appropriate and relevant scholarly research to support analysis
\nl Includes relevant protocols, demonstrates understanding of cultural respect in line with the unit’s
\nphilosophy, uses respectful and inclusive language
\nl Demonstrates relevant academic skills: academic standards of English language, accurate and
\ncompleteness of referencing (APA 7th Ed.), structure, clarity of expression, grammar and
\nspelling, argument and analysis, appropriate formatting and presentation (e.g.: 12 point font;
\nappropriate font, line spacing and margins; page numbers etc.)
\nYOU WILL NOT BE MARKED ON HOW ‘GOOD’ WE THINK YOUR CREATIVE WORK IS (e.g.: artistic skills,
\ncomposition, plot structure, lighting, literary devices).
\nMarking Allocation: Your tutor is allocated 20 minutes to mark this assessment.
\nMarks and Feedback: marks for this assessment will be available 2-3 weeks after the due date according to
\nUniversity policy. You will receive feedback in the form of detailed comments and a rubric.
\nSubmission:
\nWritten assessments must be submitted via the relevant Turnitin submission point in this unit\u2019s Blackboard Assessment Brief.
\nFor this assessment, one final assessment submission point is provided and you may submit more than
\nonce to this point if required prior to the due date and time. After the due date and time is reached, a
\nSimilarity report will be generated for the most recently submitted file only.
\nIf you believe you have submitted the incorrect file, please contact the Unit Coordinator for further
\ninstructions.
\nIf you are submitting your FINAL assessment after the due date, please contact the Unit Coordinator for
\nfurther instructions.
\n2. Media Analysis
\nIn this assessment we explore Indigenous media, analysing particular texts as well as the context in which
\nthey have been produced.
\nYou will write an 1,800 word essay (including references as per 7th edition of APA Publication Manual)
\ncritically analysing TWO to THREE Australian Indigenous produced media representations (e.g.: a news or
\nmagazine article, a film\/TV show, advert, comic, blog post, Podcast episode, YouTube video etc.). Your
\nanalysis will also consider how these texts are given meaning in the context in which they are produced.
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\nThere are two aspects to this assessment:
\nText
\nIn analysing the particular texts, you should incorporate discussion of the theoretical concepts discussed in
\nthe first 5 weeks of the unit.
\nContext
\nYou should also analyse the representations in relation to relevant context. Media is not produced in a
\ncultural, social, political and historical vacuum. Our discussions around colonisation; Indigenous historical
\nperspectives; reconciliation, recognition, treaty; identity and multiculturalism will help you with this part of
\nthe assessment.
\nWe don\u2019t expect these two aspects of the assessment to have equal weighting in your essay. Depending on
\nthe media representations you choose, you may explore one in more detail. The important thing is that
\nyour assessment has an argument and an analysis, and not a descriptive account of particular texts or the
\ncontext in which they have been produced.
\nYour analysis should refer to the textbook and TWO to THREE other scholarly sources.
\nCultural Protocols
\nUse relevant cultural protocols, such as appropriate terminology, acknowledgement of country, inclusion of
\nappropriate culturally sensitive warnings, for e.g.: see:
\nhttps:\/\/www.actcoss.org.au\/sites\/default\/files\/public\/publications\/gulanga-good-practice-guidepreferences-terminology-referring-to-aboriginal-torres-strait-islander-peoples.pdf
\nhttps:\/\/www.reconciliation.org.au\/wp-content\/uploads\/2017\/11\/Welcome-to-and-Acknowledgement-ofCountry.pdf
\nhttps:\/\/www.indigenous.gov.au\/contact-us\/welcome_acknowledgement-country
\nhttps:\/\/www.narragunnawali.org.au\/about\/terminology-guide
\nhttp:\/\/www1.aiatsis.gov.au\/SensitivityNotice.asp
\nMarking Paper Writing:
\nThe Marking Rubric – grade miners score for this assessment is available on Blackboard Assessment Brief, click on “Assessment info and
\nsubmission points” in the navigation menu of Blackboard Assessment Brief, and then click on the link to this assessment
\ntitled: “Assessment 1: Media Analysis.”
\nYour assignment will be marked according to the extent to which it:
\nl Responds to the task (answers the question including analysing the required number of media
\nrepresentations, keeps to the word limit etc.)
\nl Demonstrates an effective argument and analysis which critically applies concepts and theories
\nl Uses appropriate and relevant supporting research, synthesises scholarly and media research
\nl Includes relevant protocols, demonstrates understanding of cultural respect in line with the unit’s
\nphilosophy, uses respectful and inclusive language
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\nl Demonstrates relevant academic skills: academic standards of English language, accurate and
\ncompleteness of referencing (APA 7th Ed.), structure, clarity of expression, grammar and
\nspelling, argument and analysis, appropriate formatting and presentation (eg: 12 point font;
\nappropriate font, line spacing and margins; page numbers etc.)
\nMarking Allocation: Your tutor is allocated 25 minutes to mark this assessment.
\nMarks and Feedback: marks for this assessment will be available 2-3 weeks after the due date according to
\nUniversity policy. You will receive feedback in the form of detailed comments and a rubric.
\nSubmission:
\nWritten assessments must be submitted via the relevant Turnitin submission point in this unit\u2019s Blackboard Assessment Brief.
\nFor this assessment, one final assessment submission point is provided and you may submit more than
\nonce to this point if required prior to the due date and time. After the due date and time is reached, a
\nSimilarity report will be generated for the most recently submitted file only.
\nIf you believe you have submitted the incorrect file, please contact the Unit Coordinator for further
\ninstructions.
\nIf you are submitting your FINAL assessment after the due date, please contact the Unit Coordinator for
\nfurther instructions.
\n3. Reflection
\nIn the Reflection you will answer a number of short answer questions (available on Blackboard Assessment Brief: “Assessment
\ninfo and submission points” > “Assessment 3: Reflection”), asking you to reflect on your experience of the
\nunit, the development of your intercultural capabilities, engagement with other cultures, culturally diverse
\nthinking perspectives etc.
\nHow to write reflectively
\nReflective writing is a personal response and a way of thinking to explore your learning. It is a subjective
\nassessment, so we encourage you to use the first person (personal pronouns) in your writing. Your
\nresponses don\u2019t have to be in essay format, but your writing style should be logical and critical (keep
\ncolloquial language to a minimum). This assessment is not asking you to summarise unit content, it\u2019s meant
\nto be personal \u2013 about your experiences and thinking. You do not necessarily need to reference for this
\nassessment, but please do so if you refer to any ideas or quotes from other sources. It should integrate
\ntheory and practice, and identifies learning outcomes of your reading\/experience.
\nIn the unit Academic and Professional Communication you will have completed 10 weeks of progressive
\nreflective exercises and conversations. You can also find more information about reflective writing on the
\nLearning Centre\u2019s website: http:\/\/studyskills.curtin.edu.au\/better-writing\/reflective-writing\/.
\nWe encourage you to complete the Marking Rubric – grade miners score for this assessment yourself, and attach it to your
\nassessment when you submit. This is not for marks, nor will you be penalized for not doing this, but as the
\nunit encourages you to think critically and reflectively, this self-assessment will help you better understand
\nthe requirements of the assignment and the potential marks you will receive. Once your marked assessment
\nand feedback is returned, you can compare your self-assessment of your Reflection with that of the
\nteaching staff in the unit.
\nCultural Protocols
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\nUse relevant cultural protocols, such as appropriate terminology, acknowledgement of country, inclusion of
\nappropriate culturally sensitive warnings, for eg: see:
\nhttps:\/\/www.actcoss.org.au\/sites\/default\/files\/public\/publications\/gulanga-good-practice-guidepreferences-terminology-referring-to-aboriginal-torres-strait-islander-peoples.pdf
\nhttps:\/\/www.reconciliation.org.au\/wp-content\/uploads\/2017\/11\/Welcome-to-and-Acknowledgement-ofCountry.pdf
\nhttps:\/\/www.indigenous.gov.au\/contact-us\/welcome_acknowledgement-country
\nhttps:\/\/www.narragunnawali.org.au\/about\/terminology-guide
\nhttp:\/\/www1.aiatsis.gov.au\/SensitivityNotice.asp
\nMarking Paper Writing:
\nThe Marking Rubric – grade miners score for this assessment is available on Blackboard Assessment Brief, click on “Assessment info and
\nsubmission points” in the navigation menu of Blackboard Assessment Brief, and then click on the link to this assessment
\ntitled: “Assessment 3: Critical Reflections.”
\nThis assignment will be marked according to the extent to which it:
\nl Presents evidence of reflection (evaluation and analysis rather than just – description) in engagement
\nwith the unit
\nl Presents evidence of reflection (evaluation and analysis rather than just – description) in engagement
\nwith development of intercultural capabilities
\nl Presents evidence of reflection (evaluation and analysis rather than just – description) in development
\nof own learning of intercultural concepts and theories using the readings
\nl Includes relevant protocols, demonstrates understanding of cultural respect in line with the unit’s
\nphilosophy, uses respectful and inclusive language
\nl Demonstrates writing skills (including grammar, sentence structure, overall structure). This
\nassessment does not need to be in essay format, but writing style should be clear and logical. You
\nare encouraged to use the first person
\nl Demonstrates links between theory and practice
\nl Demonstrates appropriate formatting and presentation
\nMarking Allocation: Your tutor is allocated 15 minutes to mark this assessment.
\nMarks and Feedback: marks for this assessment will be available 2-3 weeks after the due date according to
\nUniversity policy.
\nSubmission:
\nWritten assessments must be submitted via the relevant Turnitin submission point in this unit\u2019s Blackboard Assessment Brief.
\nFor this assessment, one final assessment submission point is provided and you may submit more than
\nonce to this point if required prior to the due date and time. After the due date and time is reached, a
\nSimilarity report will be generated for the most recently submitted file only.
\nIf you believe you have submitted the incorrect file, please contact the Unit Coordinator for further
\ninstructions.
\nIf you are submitting your FINAL assessment after the due date, please contact the Unit Coordinator for
\nOffice of the Deputy Vice-Chancellor, \ue010Academic
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\nfurther instructions.
\nPass requirements
\nThere are two requirements to achieve a \u2018pass\u2019 grade in the unit.
\n1. An overall mark of 50% across the different assessments in the unit, and
\n2. All assessments must be attempted and submitted.
\nFailure to attempt and submit an assessment will result in a \u2018Fail-incomplete\u2019 grade for the unit irrespective of the
\nmark achieved.
\nAssessment Moderation
\nFair assessment through moderation
\nModeration describes a quality assurance process to ensure that assessments are appropriate to the learning
\noutcomes, and that students work is evaluated consistently by assessors. Minimum standards for the moderation
\nof assessments are described in the Assessment and Student Progression Manual, available from
\npolicies.curtin.edu.au\/findapolicy\/
\nPre-marking moderation
\nl Assessment task details are provided to students in the unit outline or prior to the assessment task
\nl Marking criteria are made available to students in the unit outline or when the assessment task is assigned
\nl Assessors are provided with rubric\/marking guide and sufficient information to ensure fair and consistent
\nevaluation of student work
\nIntra-marking \/ Post-marking moderation
\nl Second marking of student work samples near grade boundaries
\nl Second marking of borderline student work
\nl Second marking of outlier samples
\nLate assessment
\nWhere the submission of a late assessment is permitted, late penalties will be consistently applied in this unit.
\nWhere a late assessment is permitted for an assessment item or the entirety of the unit (refer to the Assessment
\nSchedule table in this Unit Superior Paper Help – Outline) and the student does not have an approved assessment extension:
\n1. For assessment items submitted within the first 24 hours after the due date\/time, students will be penalised
\nby a deduction of 5% of the total marks allocated for the assessment task;
\n2. For each additional 24 hour period commenced an additional penalty of 10% of the total marks allocated
\nfor the assessment item will be deducted; and
\n3. Assessment items submitted more than 168 hours late (7 calendar days) will receive a mark of zero.
\nWhere late assessment is NOT permitted for an assessment item or the entirety of the unit (refer to the
\nAssessment Schedule table in this Unit Superior Paper Help – Outline) and the student does not have an approved assessment extension:
\n1. All assessment items submitted after the due date\/time will receive a mark of zero.
\nOffice of the Deputy Vice-Chancellor, \ue010Academic
\nOUA Programs
\nCOMS1012 COM155 Culture to Cultures
\n\ue010Curtin OUA
\n24 May 2023
\nOUA Programs, Office of the Deputy Vice-Chancellor, Academic
\nPage: 12 of 20
\nCRICOS Provider Code 00301J
\nThe only authoritative version of this Unit Superior Paper Help – Outline is to be found online in OASIS
\nAssessment extension
\nWhere an application for an assessment extension is permitted for an assessment item(s) within this unit (refer to
\nthe Assessment Schedule table in this Unit Superior Paper Help – Outline):
\n1. A student who is unable to complete an assessment item by\/on the due date\/time as a result of exceptional
\ncircumstances beyond the student\u2019s control, may apply for an assessment extension on the Assessment
\nExtension Application Form as prescribed by the Academic Registrar. The form is available on the Forms
\npage at https:\/\/students.curtin.edu.au\/essentials\/forms-documents\/forms\/ and also within the student’s
\nOASIS (My Studies tab \u2013 Quick Forms) account.
\n2. The student will be expected to submit their application for an Assessment Extension with supporting
\ndocumentation via the online form.
\n3. Timely submission of this information supports the assessment process. For applications that are declined,
\ndelayed submission may have significant ramifications on the possible marks awarded.
\n4. An application may be accepted up to five working days after the due date\/time of the assessment item
\nwhere the student is able to provide a verifiable explanation as to why they were not able to submit the
\napplication prior to the assessment due date\/time
\nWhere an application for an assessment extension is NOT permitted for an assessment item(s) within this unit
\n(refer to the Assessment Schedule table in this Unit Superior Paper Help – Outline):
\n1. All assessment items submitted after the due date\/time will be subject to late penalties or receive a mark of
\nzero depending on the unit permitting late assessment submissions.
\nDeferred assessments
\nFurther assessment
\nFurther assessments, if granted by the Board of Examiners, will be held between 11\/10\/2023 and 20\/10\/2023 .
\nNotification to students will be made after the Board of Examiners meeting via the Official Communications
\nChannel in OASIS.
\nIt is the responsibility of the student to be available to complete the requirements of a further assessment. If your
\nresults show that you have been granted a further assessment you should immediately check OASIS for details.
\nReasonable adjustments for students with disabilities\/health circumstances likely to impact on
\nstudies
\nA Curtin Access Plan (CAP) is a document that outlines the type and level of support required by a student with a
\ndisability or health condition to have equitable access to their studies at Curtin. Carers for people with disability
\nmay also be eligible for support. This support can include alternative exam or test arrangements, study materials
\nin accessible formats, access to Curtin’s facilities and services or other support as discussed with an advisor from
\nAccessAbility Services.
\nDocumentation is required from your treating Health Professional to confirm your health circumstances or carer
\nresponsibilities.
\nIf you think you may be eligible for a CAP, please contact AccessAbility Services. If you already have a CAP please
\nprovide it to the Unit Coordinator in week 1 of each study period.
\nIf your results show that you have been granted a deferred assessment you should immediately check OASIS for
\ndetails.
\nOffice of the Deputy Vice-Chancellor, \ue010Academic
\nOUA Programs
\nCOMS1012 COM155 Culture to Cultures
\n\ue010Curtin OUA
\n24 May 2023
\nOUA Programs, Office of the Deputy Vice-Chancellor, Academic
\nPage: 13 of 20
\nCRICOS Provider Code 00301J
\nThe only authoritative version of this Unit Superior Paper Help – Outline is to be found online in OASIS
\nReferencing style
\nThe referencing style for this unit is APA 7th Ed.
\nMore information can be found on this style from the Library web site:
\nhttps:\/\/libguides.library.curtin.edu.au\/uniskills\/referencing\/apa7.
\nPrivacy
\nAs part of a learning or assessment activity, or class participation, your image or voice may be recorded or
\ntransmitted by equipment and systems operated by Curtin University. Transmission may be to other venues on
\ncampus or to others both in Australia and overseas.
\nYour image or voice may also be recorded by students on personal equipment for individual or group study or
\nassessment purposes. Such recordings may not be reproduced or uploaded to a publicly accessible web
\nenvironment. If you wish to make such recordings for study purposes as a courtesy you should always seek the
\npermission of those who are impacted by the recording.
\nRecording of classes or course materials may not be exchanged or distributed for commercial purposes, for
\ncompensation, or for any other purpose other than personal study for the enrolled students in the unit. Breach of
\nthis may subject a student to disciplinary action under Statute No 10 \u2013 Student Disciplinary Statute.
\nIf you wish to discuss this please talk to your Unit Coordinator.
\nCopyright
\nThe course material for this unit is provided to you for your own research and study only. It is subject to
\ncopyright. It is a copyright infringement to make this material available on third party websites without the express
\nwritten consent of Curtin University.
\nOffice of the Deputy Vice-Chancellor, \ue010Academic
\nOUA Programs
\nCOMS1012 COM155 Culture to Cultures
\n\ue010Curtin OUA
\n24 May 2023
\nOUA Programs, Office of the Deputy Vice-Chancellor, Academic
\nPage: 14 of 20
\nCRICOS Provider Code 00301J
\nThe only authoritative version of this Unit Superior Paper Help – Outline is to be found online in OASIS
\nAcademic Integrity (including plagiarism and cheating)
\nAcademic Integrity
\nCurtin’s Student Charter, Academic Integrity Program (AIP), and core Values guide expectations regarding student
\nbehaviour and responsibilities. Information on these topics can be found on the Academic Integrity Website.
\nAcademic Integrity Warnings
\nAn Academic Integrity Warning may be issued to a student in limited circumstances and only where misconduct is
\nnot involved.
\nAcademic Misconduct
\nStaff members are required to report poor academic practice and suspected misconduct. Academic Misconduct
\nmeans conduct by a student that is dishonest or unfair in connection with any academic work. This includes all
\ntypes of plagiarism, cheating, collusion, falsification or fabrication of content, and behaviours like falsifying
\nmedical certificates for extension. Contract cheating, the use of file sharing, translation services\/apps,
\nparaphrasing tools (text-spinners), article generators, and assignment help websites also may be considered
\nacademic misconduct.
\nCheck your assessment instructions carefully before using any generative artificial intelligence (Gen-AI) software
\n(e.g. Chat GPT, Midjourney, GitHub Copilot, etc.). You are not permitted to use Gen-AI software in any assessment
\ntask unless written permission is explicitly granted by the Unit Coordinator (e.g. within Blackboard Assessment Brief or the
\nassignment specifications). If the use of Gen-AI software has been approved, you must document its use, apply
\nappropriate acknowledgement and attribution rules, and include a statement as to the nature and extent of the
\nuse when submitting the assessment. Unapproved, inappropriate, or undisclosed use may be dishonest or unfair
\nbehaviour, and thus considered misconduct. For further information on the use of Gen-AI software see the
\nAcademic Integrity Website.
\nThe longer term personal, social, and financial consequences of misconduct can be severe, so please ask your
\ntutors or unit coordinator if you need clarification or are unsure what to do. If your work is the subject of an
\ninquiry, you will be given an opportunity to respond and appropriate support will be provided. Academic work
\nunder inquiry will not be graded until the process has concluded. Penalties for misconduct may include a warning,
\na reduced or nil grade, a requirement to repeat the assessment, an annulled grade (ANN) or termination from the
\ncourse. For more information refer to Statute No.10 Student Discipline and Academic Misconduct Rules.
\nInformation and Communications Technology (ICT) Expectations
\nCurtin students are expected to have reliable internet access in order to connect to OASIS email and learning
\nsystems such as Blackboard Assessment Brief and Library Services.
\nYou may also require a computer or mobile device for preparing and submitting your work.
\nFor general ICT assistance, in the first instance please contact OASIS Student Support:
\noasisapps.curtin.edu.au\/help\/general\/support.cfm
\nFor specific assistance with any of the items listed below, please visit UniSkills and the IT tools and guides
\nwebpage.
\nl Using Blackboard Assessment Brief, the I Drive and Back-Up files
\nl Introduction to PowerPoint, Word and Excel
\nOffice of the Deputy Vice-Chancellor, \ue010Academic
\nOUA Programs
\nCOMS1012 COM155 Culture to Cultures
\n\ue010Curtin OUA
\n24 May 2023
\nOUA Programs, Office of the Deputy Vice-Chancellor, Academic
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\nCRICOS Provider Code 00301J
\nThe only authoritative version of this Unit Superior Paper Help – Outline is to be found online in OASIS
\nAdditional information
\nCurtin Official Communication Channel and Oasis
\nStudents are responsible for checking the Official Communication Channel (OCC) via OASIS regularly (at least once
\nper week). Important communications such as assessment extension application outcomes will always be sent via
\nthe OCC. Your OCC inbox is accessible via Curtin Student OASIS
\n(watch: https:\/\/www.youtube.com\/watch?v=ElygBHFwISY ).
\nUse of the Blackboard Assessment Brief App
\nA Blackboard Assessment Brief App is available to download from Google Play or the Apple App Store. Please note that the App
\ndoes not support all Blackboard Assessment Brief functions and external links such as Reading Lists and iLectures cannot be
\naccessed. To view iLectures on a mobile device, use the Echo360 App, which can also be downloaded from
\nGoogle Play or the Apple App Store. Reading Lists should be accessed via web based Blackboard Assessment Brief, e.g. Chrome or
\nFirefox.
\nPlease ensure you are always using the latest version of the app for best results as updates are frequently
\napplied. Please also note that Curtin University is not responsible for the Blackboard Assessment Brief app and any feedback you
\nhave should be made on the app directly.
\nEnrolment
\nIt is your responsibility to ensure that your enrolment is correct – you can check your enrolment through the
\neStudent option on OASIS, where you can also print an Enrolment Advice.
\nStudent Rights and Responsibilities
\nIt is the responsibility of every student to be aware of all relevant legislation, policies and procedures relating to
\ntheir rights and responsibilities as a student. These include:
\nl the Student Charter
\nl Values and Signature Behaviours
\nl the University’s policy and statements on plagiarism and academic integrity
\nl copyright principles and responsibilities
\nl the University’s policies on appropriate use of software and computer facilities
\nInformation on all of the above is available through the University’s “Student Rights and Responsibilities” website
\nat: students.curtin.edu.au\/rights.
\n– – Note: In Australia and other jurisdictions, students are required to complete a screening check prior to
\nundertaking any activities that include children (e.g. surveying children at a school as part of a project). If this
\napplies to you, start by contacting your unit coordinator for advice.
\nOffice of the Deputy Vice-Chancellor, \ue010Academic
\nOUA Programs
\nCOMS1012 COM155 Culture to Cultures
\n\ue010Curtin OUA
\n24 May 2023
\nOUA Programs, Office of the Deputy Vice-Chancellor, Academic
\nPage: 16 of 20
\nCRICOS Provider Code 00301J
\nThe only authoritative version of this Unit Superior Paper Help – Outline is to be found online in OASIS
\nStudent Equity
\nThere are a number of factors that might disadvantage some students from participating in their studies or
\nassessments to the best of their ability, under standard conditions. These factors may include a disability or
\nmedical condition (e.g. mental illness, chronic illness, physical or sensory disability, learning disability), significant
\ncaring responsibilities, pregnancy, religious practices, living in a remote location,or another reason. If you believe
\nyou may be unfairly disadvantaged on these or other grounds please contact the appropriate service below. It is
\nimportant to note that the staff of the University may not be able to meet your needs if they are not informed of
\nyour individual circumstances, so please get in touch with the appropriate service if you require assistance.
\nTo discuss your needs in relation to:
\nl Disability or medical conditions, contact AccessAbility Services: https:\/\/students.curtin.edu.au\/personalsupport\/disability\/
\nl Elite athletes, contact Elite Athlete Coordinator: https:\/\/stadium.curtin.edu.au\/sport\/academy\/elite-athleteprogram\/
\nl All other grounds, contact the Student Wellbeing Advisory Service: https:\/\/students.curtin.edu.au\/personalsupport\/counselling-guidance\/wellbeing\/
\nRecent Unit Changes & Response to Student Feedback
\nStudents are encouraged to provide feedback through student surveys (such as eVALUate, Curtin’s teaching and
\nunit survey and the annual Student Experience Survey) and interactions with teaching staff.
\nListed below are some recent changes to the unit as a result of student feedback.
\nWe thank former students and teaching staff for the valuable feedback and positive comments about the unit.
\nCulture to Cultures has, in collaboration with CAS staff, expanded its embedding of Aboriginal and Torres Strait
\nIslander knowledges and perspectives in the unit content. There have been changes and updates to assessments,
\nthe weekly topics, and readings.
\nOffice of the Deputy Vice-Chancellor, \ue010Academic
\nOUA Programs
\nCOMS1012 COM155 Culture to Cultures
\n\ue010Curtin OUA
\n24 May 2023
\nOUA Programs, Office of the Deputy Vice-Chancellor, Academic
\nPage: 17 of 20
\nCRICOS Provider Code 00301J
\nThe only authoritative version of this Unit Superior Paper Help – Outline is to be found online in OASIS
\nProgram calendar
\nl FAQs
\nWhere can I find the unit outline?
\nOn Culture to Cultures\u2019 Blackboard Assessment Brief. Check out the \u201cUnit Information\u201d link (under the heading \u201cALL ABOUT THIS UNIT\u201d) on the
\nmenu on the left hand side of your screen.
\nWhere do I find what I\u2019m supposed to do and read\/view each week? It\u2019s not in the unit outline.
\nYou can find all this information on Blackboard Assessment Brief. Go to the \u201cStudy Area\u201d link (under the heading \u201cLEARNING RESOURCES\u201d) on
\nthe left hand menu.
\nClicking on the link for the week will take you to a page that lists the learning objectives and focus questions for that week,
\nrequired readings and viewings, as well as additional resources. You are not required to read and view the additional resources,
\nthey are here in case you want to check out a topic in a little more detail, or feel like they may help with an assignment.
\nI don\u2019t know\/can\u2019t remember my tutors names.
\nLook under the \u201cContacts\u201d are of Blackboard Assessment Brief \u2013 link is on the left hand menu.
\nWhen is the next assessment due?
\nOur favourite question \ud83d\ude42 Please check the unit outline for due dates. We\u2019ll also remind you on the Announcements on
\nBlackboard Assessment Brief (which also get sent to your Curtin email).
\nI don\u2019t know if I submitted one of my assessments.
\nMake sure you get a digital receipt with a submission ID. This will probably be emailed to you too. We will need proof of the
\nreceipt if you contact us saying you did submit your assessment, but it doesn’t appear on Grade Centre.
\nI can’t submit my assessment and it\u2019s due tonight! It keeps saying it\u2019s still uploading after 40 minutes!
\nCheck your browser. Chrome is the preferred browser for Blackboard Assessment Brief and Turnitin.
\nEmail your tutor your assignment as soon as you can so we know you had it done by the deadline. Then try submitting it
\nthrough Blackboard Assessment Brief again in the next couple of days, so it goes through Turnitin and there\u2019s a record of your submission.
\nCan I submit my assignment early?
\nOf course \ud83d\ude42
\nHow do I find the marks for my assignment?
\nPlease go to \u201cMy Grades\u201d on Blackboard Assessment Brief to find your mark.
\nI can\u2019t see the feedback on my assignment.
\nTutors can give you feedback on your assignment in a couple of different ways. Your tutors will have explained to you where
\nto find this in one of your tutorials, or on the discussion board if you\u2019re doing the unit online.
\nYou can access your feedback and rubric by going into the \u2018Assignment Submission\u2019 link (\u2018Assessments\u2019 – > \u2018Assignment x\u2019 – >
\n\u2018Name of assessment\u2019 > view\/complete).
\nSome tutors have used Turnitin Feedback Studio. A guide can be found
\nhere: https:\/\/guides.turnitin.com\/01_Manuals_and_Human Written Academic Papers – Guides\/Student_Human Written Academic Papers – Guides\/Feedback_Studio\/13_Viewing_Instructor_Feedback
\n– – Note that if your browser has a pop-up blocker active, you may need to add Turnitin to its exception in order to view the
\nrubric.
\nOn the right hand side of your Turnitin submission you will find a column of icons. The feedback summary contains your
\ncomments and the rubric shows how we assessed your assignment. You can find a more comprehensive guide
\nOffice of the Deputy Vice-Chancellor, \ue010Academic
\nOUA Programs
\nCOMS1012 COM155 Culture to Cultures
\n\ue010Curtin OUA
\n24 May 2023
\nOUA Programs, Office of the Deputy Vice-Chancellor, Academic
\nPage: 18 of 20
\nCRICOS Provider Code 00301J
\nThe only authoritative version of this Unit Superior Paper Help – Outline is to be found online in OASIS
\nhere: http:\/\/clt.curtin.edu.au\/local\/docs\/turnitin\/Turnitin%20Student%20Feedback.pdf
\nIf you\u2019re still not sure \u2013 just ask \ud83d\ude42 That\u2019s what we are here for.
\nMy Turnitin originality report has a really high index (percentage). Should I be concerned that my tutor will think I’ve
\nplagiarised?
\nNot necessarily. Direct quotations, citations, or bibliography areas of the paper are not automatically excluded. Check each
\nmatch, rather than worrying too much about the index.
\nI submitted the wrong assignment\/ forgot to include my reference list\/ want to change my document.
\nUp until the due date and time, you can submit multiple times. Just remember that your latest one will save over previous
\nsubmissions.
\nI have a medical condition\/disability and might need extensions or particular requirements relating to classes.
\nUnder the \u201cStudent Support Resources\u201d link in the Culture to Cultures Blackboard Assessment Brief you will find information about the Curtin
\nAccess Plan (also here: https:\/\/students.curtin.edu.au\/personal-support\/disability\/help\/access-plan\/). Doing one of these at
\nthe start of semester and sharing it with your unit coordinator and tutor will help us work together to figure out how we can
\nsupport you through the unit. You only need to disclose the information you\u2019re comfortable with.
\nA link on the Reading List isn\u2019t working.
\nPlease let us know so we can fix whatever the problem is.
\nWhy does the unit still show on my Blackboard Assessment Brief dashboard up for me now I\u2019ve done it? There are too many units
\nBlackboard Assessment Briefs on my dashboard and I don’t want to see ones I did last semester\/ year.
\nWe have this problem too. Sorry! Units are going to be available to you for up to 2 years. You can organise your dashboard to
\nhide or minimise the older units showing.
\nOffice of the Deputy Vice-Chancellor, \ue010Academic
\nOUA Programs
\nCOMS1012 COM155 Culture to Cultures
\n\ue010Curtin OUA
\n24 May 2023
\nOUA Programs, Office of the Deputy Vice-Chancellor, Academic
\nPage: 19 of 20
\nCRICOS Provider Code 00301J
\nThe only authoritative version of this Unit Superior Paper Help – Outline is to be found online in OASIS
\nProgram Calendar \u2013 OUA SP 2023
\n* P\/H = observed public holiday
\n5
\nth June 2023
\nWeek Begin
\nDate
\n Homework Help – Topic Assessment Due
\n1. 29-May-23 Culture, communication, and representation
\n2.
\n05-Jun-23*
\nEssentialism and non-essentialism
\n3. 12-Jun-23 Essentialism, stereotyping, prejudice & othering
\n4. 19-Jun-23 Analysing media representations
\n5.
\n26-Jun-23
\nCAS 1: Aboriginal Peoples and media representations Case Study Due Friday 30
\nJune
\n6. 03-Jul-23 CAS 2: Working with Aboriginal People
\n7.
\n10-Jul-23
\nTuition Free Week
\n8. 17-Jul-23 Language
\n9.
\n24-Jul-23
\nCAS 3: Reconciliation, recognition, treaty Media Analysis Due Friday 28
\nJuly
\n10. 31-Jul-23 Australian identity & multiculturalism
\n11.
\n07-Aug-23
\n\u201cSome of my best friends are…\u201d: Social categorisation, identity, and
\ncultural membership
\n12. 14-Aug-23 Globalisation, new media, and cultural appropriation
\n13.
\n21-Aug-23
\nReflecting on our engagement with cultural diversity Reflection Due Monday 21
\nAugust
\nOffice of the Deputy Vice-Chancellor, \ue010Academic
\nOUA Programs
\nCOMS1012 COM155 Culture to Cultures
\n\ue010Curtin OUA
\n24 May 2023
\nOUA Programs, Office of the Deputy Vice-Chancellor, Academic
\nPage: 20 of 20
\nCRICOS Provider Code 00301J
\nThe only authoritative version of this Unit Superior Paper Help – Outline is to be found online in OASIS<\/p>\n","protected":false},"excerpt":{"rendered":"
The only authoritative version of this Unit Superior Paper Help – Outline is to be found online in OASIS Coronavirus (COVID-19) Update Curtin University is committed to supporting all our students and staff whether they are on campus, working remotely or overseas. Your health, safety and wellbeing are our priority and the continuing COVID-19 pandemic […]<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[4730,4728,4727,4722,4725,4726,4729,4650,4721,4724,4723],"tags":[4498,4509,387,4504,4506,4496,4502,3998,4507,4510,4497,4285],"class_list":["post-10679","post","type-post","status-publish","format-standard","hentry","category-australia-dissertation-writers","category-best-dissertation-writers-china","category-best-essay-writing-website","category-cheap-dissertation-writer","category-cheap-essay-writing-service-us","category-custom-dissertation-writing-services","category-doctoral-dissertation-writing-service","category-need-help-completing-this-assignment","category-phd-essays","category-thesis-writing-service-sample","category-write-my-dissertation-usa","tag-1-dissertation-help-service-uk","tag-bachelor-thesis-writing-service","tag-buy-essay","tag-cheap-dissertation-help-online","tag-dissertation-assignment-help-uae","tag-dissertation-help-tiktok","tag-dissertation-writing-help","tag-i-need-help-writing-my-homework","tag-master-thesis-writing-services-india","tag-top-dissertation-writing-service-near-me","tag-university-dissertation-writing-service","tag-write-my-assignment-ireland"],"_links":{"self":[{"href":"https:\/\/www.colapapers.com\/uk\/wp-json\/wp\/v2\/posts\/10679","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.colapapers.com\/uk\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.colapapers.com\/uk\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.colapapers.com\/uk\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/www.colapapers.com\/uk\/wp-json\/wp\/v2\/comments?post=10679"}],"version-history":[{"count":0,"href":"https:\/\/www.colapapers.com\/uk\/wp-json\/wp\/v2\/posts\/10679\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.colapapers.com\/uk\/wp-json\/wp\/v2\/media?parent=10679"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.colapapers.com\/uk\/wp-json\/wp\/v2\/categories?post=10679"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.colapapers.com\/uk\/wp-json\/wp\/v2\/tags?post=10679"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}