Assessment Task Notification

HSC Modern History

COURSE
Core Study: Power and Authority in the
Modern World 1919-1946
TASK WEIGHT 30%

DATE OF NOTIFICATION 30th October, 2018

TASK DURATION 2 Weeks

DUE DATE 13th November, 2018

OUTCOMES ASSESSED

› evaluates the role of historical features, individuals, groups and ideas in shaping the past
MH12-3
› assesses the significance of historical features, people, ideas, movements, events and
developments of the modern world MH12-5
› analyses and interprets different types of sources for evidence to support an historical
account or argument MH12-6
› discusses and evaluates differing interpretations and representations of the past MH12-7
› plans and conducts historical investigations and presents reasoned conclusions, using
relevant evidence from a range of sources MH12-8
› communicates historical understanding, using historical knowledge, concepts and terms,
in appropriate and well-structured forms MH12-9

TASK RATIONALE

This task provides students with the opportunity to demonstrate their knowledge and
understanding of key elements that contributed to the rise of fascist, totalitarian and
militarist dictatorships; the appeal of these movements to the public; the regimes that
emerged and how these regimes affected daily life. Students will apply critical literacy
skills through interpreting, analysing and weighing evidence, synthesising evidence from a
variety of sources and developing reasoned and evidence-based arguments regarding
power and authority in the modern world.

Assessment of learning: Assessment for learning:

Teacher may gather a variety of evidence of
learning ‘informal and/or formal’ during
assessment. This may include:
 anecdotal records
 comments or notations
 conversations
Students receive oral and/or written teacher
feedback in relation to their:
 ability to present a sophisticated,
coherent and succinct summary of a
variety of dictatorships after World
War I.

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  digital recordings and/or audio or  selection of relevant and appropriate
visual representations sources for argument and discussion
of usefulness and reliability of
sources and evidence.
 presentation of a structured,
evidence-based and sophisticated
response to statement.
 ability to construct an original/well-
structured and well formatted
response to statement.

TASK INSTRUCTIONS

This task is a research and source analysis project in three parts.

Part A.
Select two primary and two secondary sources that demonstrate evidence about life in
Germany under the Nazi regime. Include a discussion on the usefulness and reliability of
the sources. The time period to be covered can include 1938 to 1945. [15 marks]

Part B.
Provide a response to the following statement:

“German social and cultural life was irrefutably transformed under the Nazi Regime
between 1933-1945.”

You may present your response in the form of a 1000-1500 word essay or a 5-7 minute
multi-modal presentation (Prezi, PowerPoint) exploring the significance or impact of this
statement. You are to reference at least two of the four sources that you utilised in Part B.
[25 marks]

Definition:
*irrefutably = impossible to deny or disprove

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 MARKING CRITERIA

WEIGH CRITERIA Basic Limited Sound High Outstanding

TING 1-8 9-16 17-24 25-32 32-40
10% Chooses Limited to no Mediocre and Suitable and Quality choice High-quality
appropriate choice of inadequate relevant choice of relevant choice of relevant
and suitable sources; choice of of sources; sources; logical sources; logical
sources with unreasoned sources; coherent and and thorough and critical
critical discussion of reference sound discussion of discussion of
discussion of reliability and discussion of discussion of reliability and reliability and
reliability usefulness; reliability and reliability and usefulness of usefulness of
and limited usefulness; usefulness of sources; quality sources; superior
usefulness of interpretation of attempted sources; interpretation and highly-
sources; source(s); interpretation adequate use and use of a thorough
analyses and inability for of source(s); and range of interpretation and
interprets sources to be attempted interpretation of sources; sources analysis of a
different applied to capacity for differing excellent and range of sources;
sources to historical chosen sources; sources logically chosen sources are
support a argument; lack sources to be appropriate for to support outstanding and
historical of applied to use in historical historical thoroughly chosen
argument; understanding historical argument; argument; to support
communicat of historical argument; adequate quality historical
es historical concepts and attempted communication communication argument; high-
understandin terms. reference to of historical of historical quality
g using understanding understanding understanding communication of
historical of historical and use of and valuable use historical
concepts and concepts. historical of historical understanding and
terms. concepts and concepts and methodical and
terms. terms. brilliant use of
historical
concepts and
terms.

20% Presents a Attempts a Presents an Composes a Composes a Composes an

critical limited or no argument with generally clear coherent, critical insightful,
discussion argument and reference to and coherent and sustained creative and
on Hitler’s discussion in statement; response response critical response
role in the regard to attempted showing sound showing showing
Nazi regime; statement; reference to understanding; substantive substantive
effective limited to no use chosen uses chosen understanding; understanding;
reference to of chosen source(s) and sources in quality choice of high-quality and
chosen source(s) and evidence; support of sources to strong use of
sources; evidence; alludes to role argument; support sources to support
evaluates the limited to no of Nazi regime Suitable and argument; argument; strong
role of the discussion on with limited coherent quality evaluation and
Nazi regime the role of Nazi reference to discussion on evaluation of the analysis of the
in shaping regime with no impact on the role of the role of the Nazi role of the Nazi
the social reference to daily life; Nazi regime regime with regime with
and cultural impact on daily attempted with a explicit substantive and
life of life; unsuitable discussion of discussion of reference to high-quality
Germany; or no reference significant impacts on social and reference to social
assesses the to significant ideology and social and cultural life and cultural life
significance ideology and figures within cultural aspects impacts; clearly impacts;
of the Nazi figures within the of life; clearly evaluates the thoroughly
ideology and the development development discusses to effect of analyses and
figures in the of Nazi of Nazi impact of ideology and evaluates the
development Germany; little Germany; ideology and significant effect of ideology
of Nazi to no slight significant chosen figures and significant
Germany; acknowledgeme discussion of chosen figures within the chosen figures
discusses nt of differing differing within the development of within the

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 differing perspectives and perspectives development of Nazi Germany; development of
perspectives representations and Nazi Germany; assesses the Nazi Germany;
and of Nazi representation acknowledgeme effect of critically analyses
representatio Germany; little of Nazi nt of differing differing the effect of
ns; to no Germany; lack perspectives and perspectives and differing
communicat understanding of representations representations perspectives and
es historical of historical understanding of social and of the social and representations on
understandin concepts and of historical cultural life in cultural life in the social and
g using terms with little concepts and Nazi Germany; Nazi Germany; cultural life in
historical to no support of terms with adequate quality Nazi Germany
concepts and argument. attempt to communication communication with reference to
terms. support of historical of historical historical debate;
argument. understanding understanding high-quality
and use of and valuable use communication of
historical of historical historical
concepts and concepts and understanding and
terms to support terms to support methodical and
argument. argument. brilliant use of
historical
concepts and
terms to support
argument.

___________________________________________________________________________

Sample Scaffolds – Historical Sources

Students may pick primary and secondary sources from oral history interviews, survivor or
perpetrator testimony, letters, photographs.
Oral history interview with Rae Kushner:
https://collections.ushmm.org/search/catalog/irn504520
Photograph collection of Elizabeth Mundlack (pre-war photographs, identity paperwork, false
identity paperwork, forged identity cards):
https://collections.ushmm.org/search/catalog/irn514653#?c=0&m=0&s=0&cv=10&xywh=-
23%2C0%2C1238%2C800

Photographs of life under the regime:

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 Five starving men in German Munich lawyer Dr. Michael Siegel who had
concentration camp at time of liberation sought police help in March 1933 is instead
by U.S. Army forced by Nazis to walk through the streets
barefooted and with a shaved head - carrying a
sign saying "I will not complain to the police
anymore."

Nazi propaganda film about Theresienstadt/Terezin:

https://www.youtube.com/watch?v=TmIPNktUeoI

Goebbels speaking at Nazi Rally (1937):

https://www.youtube.com/watch?v=HLrrUsnRTf4

Sample response:
Discussion of reliability and usefulness for photograph of Munich lawyer Dr. Michael Siegel:

“Within the photograph of Dr. Michael Siegel it is necessary to analyse the origin, content,
perspective, motive and audience to discuss the reliability and usefulness of the source. In
analysing origin, the photograph was taken on March 10, 1933, by photographer named
Heinrich Sanden. The photograph was initially taken to Munich newspapers for publishing,
of whom were not interested in reporting on the incident or publishing the images, Sanden
approached a photographer for the American company, International News Reel, with the
photograph subsequently being published in the Washington Times on March 23, 1933.
Therefore, we can deduce the motive behind the photograph of being one of exposure and
revelation to audiences of the dire situation within Nazi Germany. Furthermore, within visual
inspection of the content of the photograph, it appears to have been doctored to a degree. In
analysis of the original picture, and intent of the photograph to be published, it is evident it
was doctored to achieve a degree of legibility, and therefore an ease of understanding the sign
and message for audiences. Furthermore, in analysing content, the photograph shows the
individual with torn clothing, no shoes and a uniformed escort of uniformed officers around
him with the sign reading ‘I will never again complain to the police’. From this, we can
assume the individual has been forced, and beaten into the situation and therefore can derive
a negative situation within. Therefore, the sources reliability could be questioned to an extent
due to the doctoring of the image, however upon acknowledging the motive behind the
publishing, the image can be considered a safe, accurate representation of life for Jewish
individuals within Nazi Germany in 1933. Furthermore, this source is incredibly useful for an
analysis of life for Jewish citizens, in terms of their waning power and autonomy, and the
increasing support for the authoritarian Nazi regime.”
___________________________________________________________________________

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Sample Scaffolds: Essay Response/Multi-Modal Presentation
ALARM Learning and Responding Matrix
(Woods, M., (2017), The Official Alarm Blog. ALARM, retrieved from:
https://www.virtuallibrary.info/alarm.html)

HSC Key ALARM Scaffold

Words

Topic Concept:
 Essential idea of topic or summation
 Judgment on the development process and/or its change of procedures in
the process over time
 How are the various features/impacts/effects interrelated?

Clarify Name and Define:

Define  What?
Identify  Components/elements/ steps/stages of the topic process.
List
 Give a name and definition of EACH of these areas.
Recall
Recount  Identify
Summarise

Describe Describe:
Demonstrate  What?
Distinguish  What are the features/characteristics/properties?
Extract
 Use examples
Outline
Classify

Apply Explain the Significance:

Explain  What is the ... purpose/function? … Cause and effect?
Account
 Use examples
What/Why
 How? Why?

Analyse Analyse:
Examine  Explain how and/or why the intentions are carried out, impact
Interpret
Synthesise  How did it achieve its purpose or intent and / or impact/effect?
Predict  What is the relationship between the various components?
How/Why

Critically Critically Analyse:

Analyse  Explains the how and the why of the positives/advantages and
Compare negatives/disadvantages of this effect
Contrast  How and why is it beneficial and /or harmful?
Discuss
Recommend

Construct Evaluate:
Deduce  To what extent is each component part successful, useful, and achieve its
Evaluate purpose?
Extrapolate  To what extent is the impact/effect effective or valuable?
Investigate

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 Propose  To what extent has it carried out its function or purpose?
 Is it successful, in relation to set criteria?
 How useful?

Critically Critically Evaluate:

Evaluate  Come to a final judgement on each component & overall extent
Assess  After establishing the extent of the success/effectiveness of each
Justify individual feature/purpose, compare and contrast all the areas covered
 To what extent is one more effective than another
 Were all the features/effects/impacts, the whole process, successful or
effective?
 How useful?

Appreciate Appreciate:
 Why is this understanding of the topic important for life?

___________________________________________________________________________

Sentence Starters
(EIT (2012), adapted from Manalo. E., Wont_Toi, G., & Bartlett-Trafford, J. (2009). The business of writing:
Written communication skills for business students (3rd ed.). Auckland: Pearson Education New Zealand,
retrieved from: http://www2.eit.ac.nz/library/ls_guides_sentencestarters.html)

TO INTRODUCE TOPICS/IDEAS
This essay discusses … … is explored … … is defined …

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The definition of … will be
… is briefly outlined … … is explored …
given
The issue focused on …. … is demonstrated ... … is included …
In this essay ….. … is explained … … are identified …
The key aspect discussed … … are presented … … is justified …
Views on …. range from …. … is evaluated … … is examined …
The central theme … … is described … … is analysed …
Emphasised are … … is explained and illustrated with examples …

___________________________________________________________________________
Multi-Modal Presentation Sites
How to Prepare a Multimodal Presentation: https://www.matrix.edu.au/beginners-guide-to-
acing-hsc-english/how-to-prepare-a-multimodal-presentation/
How to Make an Easy Multimodal Presentation:
https://www.youtube.com/watch?v=DEZa8Ml3mEg

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Assessment Discussion

Assessment stands as a vital constituent within the teaching and learning cycle. Within

education, assessment allows an identification, assembling and interpretation of information

about student work and achievement. Such information can be utilised for a variety of

purposes, notably to “assist student learning, evaluate and improve teaching and learning

programs, provide information on student learning and progress in a course in relation to the

syllabus outcomes, provide evidence of satisfactory completion of a course [and] report on

the achievement of each student at the end of a course” (NESA, 2017a). As such, assessment

stands as vital component within schooling, not only for students with assessing learning, but

also for teachers in enabling effective assessment design as well as providing valuable

feedback to enable further educational development. However, within this vitality, comes a

level of pressure and anxiety inextricable from assessment, particularly within high stakes

testing conditions such as the HSC assessment for senior high-school leavers. As such,

assessment with valuable criteria, marking and design is fundamental to genuine intellectual

growth and opportunities for students.

As assessment stands as the “process of identifying, gathering and interpreting

information about students’ learning … to provide information on student achievement and

progress and set the direction for ongoing teaching and learning” it may be utilised as

summative, formative, informal or formal arrangements. (Ladwig & Gore, 2009a, p. 5).

However, formal, summative assessment may also take on a high-stakes format, or a form of

standardised testing which, as part of educational policy design, is a form of examination

“linking results on one set of standardised tests to broad sets of practices including teacher,

principal and whole-school performance accountability” (Bousfield & Ragusa, 2014, p. 173).

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In analysing assessment, many examination formats have taken on a ‘high-stakes testing’

model, now being marred with marketisation, commodification, and competition, echoed

through “consumer-based practices such as parental purchase of private coaching/tutoring

and test preparation books to temper infrastructural inequities” (Ragusa and Bousfield, 2017,

p. 268). It is within this commodification and marketisation where these forms of assessment

can be influenced by the transactional interplay cycling between the “intense focus on

performance comparisons […] policies surrounding the test data; media use of these data and

Australia’s escalating testing industry” of which parallels unintentional consequences of

international high-stakes standardized testing (Mayes & Howell, 2017, p. 2). Therefore,

whilst intending to utilise an equitable framework, assessment programs with high-stakes

model rather exacerbate already expansive achievement gaps within Australia.

These notions are echoed within the student test anxiety and pressure inherent within

the high-stakes standardised testing conditions of the HSC for senior school-leavers. A study

by the UNSW School of Education validates these notions, claiming students most recognise

this academic pressure when the perceived level of expectation or consequence exceeds what

they believe they can achieve (North, Gross & Smith, 2015). With Year 12 students from a

range of schools within Sydney as the focal point, the study claims of the 722 students

surveyed, “42% registered high-level anxiety symptoms, high enough to be of clinical

concern” with 16% of the coherent reporting extremely severe levels of anxiety, while 37%

registered above-average levels of stress (North, Gross & Smith, 2015). Furthermore, 54% of

students felt that expectation levels were disproportionate for their ability, with main causes

stemming from workload (50%), expectations to perform (26%) and importance of exams

(22%). (North, Gross & Smith, 2015). Furthermore, it is within this intense scrutinization by

family, media, technology, consumer culture, school policy and practice, that international

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and interdisciplinary literature are proposing a ‘crisis’ besieging Western childhood, whereby

schooling practices stand complicit to the hyper-competitive culture, with this “substantial

pressure in an audit culture makes children have to ‘grow up fast’” (Bousfield & Ragusa,

2014, p. 174). As such, validity and reliability of high-stakes standardised tests, such as the

HSC, as a means of assessment comes into question, with a focus on results and achievement

being valued over the process of learning.

Within this focus on results, student outcomes are often at stake as a result of rampant

negligence of appropriate pedagogy and learning. Within the Australian context, Lobascher

(2011, p.13) notes concerns expressed by the Queensland Studies Authority (QSA), that

testing encourages “methods of teaching that promote shallow and superficial learning rather

than deep conceptual understanding and the kinds of complex knowledge and skills needed in

modern, information-based societies” (QSA 2009, p.3, as cited in Polesel, Dulfer, &

Turnbull, 2012, p. 10). Some teachers have articulated a need to discount effective pedagogy,

in favour for “intensive test preparation, a narrowing of the curriculum, and a marginalisation

of inquiry-based, collaborative and integrated learning in favour of discrete and fragmented

test practice” (Mayes & Howell, 2017, p. 2). In terms of Modern History for seniors, this

stands particularly damaging and harmful, with historical syllabi intending to promote inquiry

and critical dialogue to “equip students with “knowledge, understanding and skills to help

them examine and make sense of the world around them” (NESAb, 2017, p. 9). Furthermore,

within the syllabus there is a focalisation and aim on developing transferrable skills toward to

become flexible life-long learners to develop inquiry through a consideration of historical

problems with historical evidence, causation and historical agency” (NESAb, 2017, p. 9).

These historical inquiry skills in the discussion of historical evidence and argument develop

fundamental critical literacy skills such as “interpreting, analysing and weighing evidence;

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synthesising evidence from a variety of sources; and developing reasoned and evidence-based

arguments” (NESAb, 2017, p. 9). It is within a negligence of these pedagogical strategies and

subsequent superficial learning that student outcomes suffer. Munro (2010, p.3 as cited in

Polesel, Dulfer, & Turnbull, 2012, p. 8) states that “at best, the test outcomes tell us what

students did at a particular time, under particular conditions, on a limited number of tasks”

and in using them to make “cohort, school-level or time comparisons needs to take this into

account”. Therefore, this reliability and validity of HSC assessment develops

problematically, with limitations on the usefulness of the information as a diagnostic tool for

teachers.

Therefore, a level of legitimacy must be propelling assessment to manifest a

reliability, validity and usefulness. Within thinking of a legitimate form of assessment

criteria, two approaches stand paramount, between standards-based referencing in which

“each student is judged against predetermined absolute standards or criteria, without regard to

other students” and norm referencing in which a “predetermined percentage of students

(usually with some margin of flexibility) would obtain a certain grade” with the class being

scaled up and/or down depending on comparative average performances of the class. Whilst

summative assessment is beneficial for “providing scoring information that can be read and

easily understood by a range of stakeholders”, criteria that follows this form of assessment is

likely to hold a level of unfamiliarity, and therefore necessitates a norm-referenced approach

(Lok, McNaught & Young, 2016, p. 451). However, it is standards-referenced approaches

that “enable a clear articulation of desired learning outcomes takes centre stage in the

curriculum, and drives the design of the learning environment and process” (Lok, McNaught

& Young, 2016, p. 452). This approach provides the opportunities for educators to enable a

clarity of focus, in that educators are able to clearly illustrate and align intended learning

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outcomes and prioritise them in planning, teaching and assessment; high expectations in

which entails abandoning a norm-referenced approach and opening access to all students for

high-level learning through raising the level of acceptable performance, and expanded

opportunity, through providing further time for the student to achieve the learning outcomes

(Lok, McNaught & Young, 2016, p. 452). Therefore, standards-based referencing “[more]

appropriately reflects the level of achievement of an individual, whether in self- or diagnostic

assessments” coinciding beneficially with formative, informal assessment in which provides

“feedback to learners and focuses on improvements facilitated by information on what has

been mastered and where weaknesses lie” (Lok, McNaught & Young, 2016, p. 451).

Furthermore, the influence of standards-based assessments within the classroom has proven

“overwhelmingly positive for the thinking, reasoning, and communication skills of students

and for their performance on high-stakes tests” (Reeves, 2001. p. 6). Within the format of

formative, and standards-referenced assessments, a level of authentic and legitimate

assessment arises, whereby the process “influences the learning of teachers and thereby the

learning opportunities of their students” (Darling-Hammond & Snyder, 2000, p. 542).

Therefore, the focus of academic standards proves more beneficial when centralising

around classroom, standards-based assessment, as opposed to a reductionist model of high-

stakes norm-referenced annual tests. A hallmark of standards-based classroom assessments is

the empowering of a “focus on understanding, reasoning, analysis, and explanation” with

these assessments requiring students to write, explain and analyse- in brief, to think (Reeves,

2001, p. 7-8). Concurrent with this, students are required to demonstrate a proficiency, rather

than regurgitating pre-determined responses, extinguishing the competitiveness and various

negligent ploys and tactics to gain advantage in assessment, in favour for a “focused

curriculum that relates to academic standards” (Reeves, 2001, p. 6). Further, standards-based

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referencing enables a degree of authentic assessment with students having opportunities to

showcase a higher degree of skill, sophistication and a depth within their understanding and

comprehension, even with varying assessment design such as live performance, podcasts,

multi-modal presentations (Klenowski, 2013, p. 43) As such, implicated within this

sophistication is teacher planning, and a necessitated construction of high quality assessment

programs for students, so opportunities are presented and facilitated for this demonstration of

an achievement of “curriculum content, and the development of their skills and

understandings inherent in the achievement standards for the Australian Curriculum learning

areas (Klenowski, 2013, p. 43). Within this, there are opportunities for effective assessment

design within differentiated tasks, and constructive, high-quality feedback. Therefore, this

focalisation on standards-based referencing enables an opportunity and an improvement of

student learning and genuine intellectual development.

To conclude, assessment is fundamental to the teaching and learning cycle, as it

enables avenues to assist student learning, evaluate and improve teaching and learning

programs and provide information on student learning. Within this however, assessment can

be marred through pressure, anxiety and competitiveness, notable through high-stakes

formats and norm-referenced approaches. Therefore, it is essential that assessment is

propelled through effective assessment design, such as utilising standards-based referencing,

so as to provide students with maximised opportunities to demonstrate their depth of

understanding, skill and comprehension. Furthermore, within standards-based approaches,

assessment design can be strategised and differentiated to enable students to reach a higher

degree of intellectual proficiency, and to equip students with necessary inquiry skills and

critical dialogue to navigate the world around them.

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 Bibliography

Mayes, E., & Howell, A. (2017). The (hidden) injuries of NAPLAN: two standardised test

events and the making of ‘at risk’ student subjects, International Journal of Inclusive

Education. doi: 10.1080/13603116.2017.1415383

Klenowski, V. (2013) Towards improving public understanding of judgement practice in

standards-referenced assessment: an Australian perspective, Oxford Review of

Education, 39(1), 36-51, doi: 10.1080/03054985.2013.764759

Ladwig, J., & Gore, J. (2009a). Quality teaching in NSW public schools: an assessment

practice guide (pp. 1-56). [Sydney] Department of Education and Training,

Professional Learning and Leadership Development Directorate. Retrieved from:

https://stjohnsprimarystaff.wikispaces.com/file/view/asspracg.pdf

Darling-Hammond, L., & Snyder, J. (2000). Authentic assessment of teaching in context.

Teaching and teacher education, 16(5-6), 523-545.

Beatrice Lok, Carmel McNaught & Kenneth Young (2016) Criterion-referenced and norm-

referenced assessments: compatibility and complementarity, Assessment &

Evaluation in Higher Education, 41:3, 450-465, doi: 10.1080/02602938.2015.102213

North, B., Gross, M., & Smith, S. (2015, September 11). Study confirms HSC exams source

of major stress to adolescents. The Conversation. Retrieved April 28th, 2018 from:

http://theconversation.com/study-confirms-hsc-exams-source-of-major-stress-to-

adolescents-46812

NSW Education Standards Authority [NESA]. (2017b). Modern History Stage 6 Syllabus.

Retrieved from: https://syllabus.nesa.nsw.edu.au/assets/modern_history/modern-

history-stage-6-syllabus-2017.pdf

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NSW Education Standards Authority [NESA]. (2017a). Purpose of Assessment. Retrieved

April 27th, 2018 from: http://educationstandards.nsw.edu.au/wps/portal/nesa/11-

12/Understanding-the-curriculum/assessment/assessment-in-practice/purpose-of-

assessment

Polesel, J., Dulfer, N., & Turnbull, M. (2012). The experience of education: The impacts of

high stakes testing on school students and their families. Literature Review prepared

for the Whitlam Institute, Melbourne Graduate School of Education, and the

Foundation for Young Australians. Available online at: http://www. whitlam.

org/__data/assets/pdf_file/0008/276191/High_Stakes_Testing_Literature_Review.pdf

Ragusa, A, T., & Bousfield, K. (2017). ‘It’s not the test, it’s how it’s used!’ Critical analysis

of public response to NAPLAN and MySchool Senate Inquiry, British Journal of

Sociology of Education, 38(3), 265-286. doi: 10.1080/01425692.2015.1073100

Reeves, D. B. (2001). Standards make a difference: The influence of standards on classroom

assessment. National Association of Secondary School Principals.NASSP Bulletin,

85(621), 5-12. Retrieved from https://search-proquest-

com.ezproxy.uws.edu.au/docview/216043443?accountid=36155

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