POSTGRADUATE PROGRAMS
School of
PUBLIC HEALTH AND
COMMUNITY MEDICINE
PHCM9012
Health
Promotion and
Social Aspects
of Health
Semester 2, 2013
Contributors
Anne Bunde-Birouste
Niamh Stephenson
Husna Razee
Jan Ritchie
Course staff
Course convenors
Anne Bunde-Birouste
Tel: +61 (2) 9385-2591
Fax: +61 (2) 9385 1036
Email: ab.birouste@unsw.edu.au
Office hours: by appointment, please set via email or telephone
Dr Niamh Stephenson
Ph: +61 (2) 9385 1281
Fax:+61 (2) 9385 1036
Email: n.stephenson@unsw.edu.au
Office hours: by appointment, please set via email or telephone
Course co-convenors
Dr Husna Razee
Tel: +61 (2) 9385-8317
Fax: +61 (2) 9385 1036
Email: Husna.razee@unsw.edu.au
Office hours: by appointment, please set via email or telephone
© 2013. The School of Public Health and Community Medicine and, University of New South Wales. CRICOS
Provider No: 00098G. Previously published material in this book is copied on behalf of the University of New
South Wales pursuant to Part VB of the Copyright Act as amended.
Contents
Course Outline
Welcome
About course staff
Course schedule
Course information
Course aim
Learning and teaching rationale
Assessment
Readings and resources
Continual course improvement
Additional support to students
1
2
4
6
6
8
12
30
30
31
Course Notes
Week 1:
Introduction to Core Values of Health Promotion,
the Ottawa Charter & to Social Aspects of Health
1-1
Week 2:
Overview of health promotion strategies
2-1
Week 3:
Social perspectives on health
3-1
Week 4:
Individualistic and social assumptions about health
4-1
Week 5:
Predicting individual behaviour versus engaging
with social practice
5-1
Week 6:
Grasping at social determinants of health?
6-1
Week 7:
Best Practice I – Health promoting policy
7-1
Week 8:
Best Practice II – Planning in health promotion
8 -1
Week 9:
Best Practice III – Evaluation, assessment, effectiveness 9-1
Week 10:
Best Practice IV – Bringing it all together
10-1
Weeks 11 & 12: Conference Presentations (no notes)
UNSW School of Public Health and Community Medicine
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Course Outline
Welcome
Welcome to this course in Health Promotion and Social Aspects of Health. The
outline and course notes include the course schedule, the study guide, the
readings, the access addresses of web-based materials and the assessment tasks.
These materials are compiled for both internal and external students. For clarity
when you need to do different tasks, we have bolded the term ‘Internal’ and
‘External’ in these notes.
The course notes are designed to help you prepare for the classroom material and
activities (for internal students) or online UNSW Blackboard material (for external
students). It is also important that you attend classes (or access online) and
participate regularly.
The course content is designed to fulfil core components of the Master of Public
Health (MPH) and Master of International Public Health (MIPH) programs.
However, we welcome those studying for other degrees, for whom this course
will serve as an elective. We anticipate people taking this course will come from a
range of vocational backgrounds – as clinicians, health service managers,
researchers, educators, or even actual health promotion practitioners – and we
have endeavoured to take this into account in designing the course materials. We
recognise that many of you will be part-time students, who are adding study to an
already demanding week. We especially welcome those of you who are
international students, the majority of whom are here in Sydney-based study
programs, but we note that increasingly, some of you are using the internet to
study from overseas. Although many of you will reside in Sydney, the broadening
of our flexibly delivered study programs means that we are welcoming those of
you who live further afield across Australia – from other urban or rural or even
remote areas. The multi-cultural nature of Australia leads us to recognise that
among Australian residents many of you will have English as a second language.
The marvellous diversity provided by this huge range of backgrounds gives you, as
a class group, a rich source of different experiences that must not be wasted.
Accordingly, we have endeavoured to design the course so as to draw on your
experiences to enrich our classroom and online interactions.
Please contact us immediately if you are an external student and foresee any
obstacles to your participating online (as this is an integral and assessable part
of the course). Additionally, as we progress through the course, we need to
hear from you straight away if you are having any practical problems along the
way.
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PHCM9012 Health Promotion & Social Aspects of Health
About course convenors
Anne Bunde-Birouste
Anne has had a rich and varied professional career which started in Mauritania,
North-West Africa where she worked in a primary health care program with the
US Peace Corps, followed by a term with USAID as Human Resources Director.
Her time in Africa introduced her to health promotion as well as the University of
Minnesota, where she pursued study for her MPH from 1984 – 86. International
work called once again and Anne spent the next 17 years in Paris, France.
Beginning her time there as a pioneer in HIV-AIDS prevention at both NGO and
ministerial levels, she then moved on to the position of Program Director for the
International Union for Health Promotion and Education, the only global NGO in
the field. She became well known internationally in this field for her work as lead
developer and director of the European HP Effectiveness Program which led to
the creation of the Global Program on Health Promotion Effectiveness, currently
underway through leadership of IUHPE, WHO, CDC and a number of significant
partners worldwide. Anne represents the school and her profession in numerous
national and international circuits including a:
Global Vice Presidency for Advocacy, International Union for Health Promotion;
Ambassador and Global Scientific Executive member, XX World Conference on
Health Promotion; Regional Committee Member, IUHPE Australasian Committee;
Member Scientific Advisory Board, French National Public Health Research
Council; member Streetfootballworld network (affiliated with FIFA).
Anne’s recent work has been devoted to leadership development, capacity
building in health development work. Her keen interest in conflict prevention and
peace building led her to management of a major Australian-AID funded program
in 5 countries of the Asian-Pacific region, which resulted in the development of
the Health and Peace-building filter
( http://www.sphcm.med.unsw.edu.au/sites/default/files/sphcm/Current_Students/AUSC
AN_Filter.pdf ).
She is currently applying her skills to meet her various passions in research in a
social cohesion program for refugees in the Sydney area using soccer as the
vehicle, Football United (http://footballunited.org.au). She is passionate about life in
general and her work in particular, loves music, dancing, and the sea. Anne has a
lively family including 4 children and a varying number of animals, and is
particularly enjoying the sea, bush and outdoors living that Australia offers.
Dr Niamh Stephenson
Dr Niamh Stephenson initially migrated to Australia as a PhD student. Now she is a
Senior Lecturer in Social Science at the School of Public Health and Community
Medicine. Her research (see: https://research.unsw.edu.au/people/dr-niamhstephenson) examines the relationships between public health and social and
political change. Her current Australian Research Council funded projects examine
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UNSW School of Public Health and Community Medicine
Course Outline
1) the Australian response to and preparedness for pandemic influenza and 2) the
increasingly routine use of ultrasound in pregnancy and how that might be
changing people’s experiences of reproduction. She is also working on a book (coauthored with Prof. Susan Kippax) that examines the global response to HIV and
the role that response has played in the broader securitization of global public.
Her first book, Analysing Everyday Experience: Social Research and Political Change
examines how HIV positive people’s experiences are both shaped by and can
subvert dominant understandings of HIV, health and illness (co-authored with
Dimitris Papadopoulos, published by Palgrave, 2006). Her second book, Escape
Routes: Control and Subversion in the 21st Century, examines recent shifts in the
politics of experience in the fields of health, labour and migration (co-authored
with Dimitris Papadopoulos and Vassilis Tsianos, Pluto, 2008). Journals she has
published in include The American Journal of Public Health, Sociology of Health &
Illness, Social Science & Medicine and Science Technology and Human Values.
Dr Husna Razee
Dr Husna Razee is a Lecturer at the School of Public Health and Community
Medicine and originally comes from the Maldives, a nation of 1190 island scattered
in the Indian Ocean south west of Sri Lanka. She has been a public health and
gender advocate in the Maldives for over 15 years and has extensive experience in
planning and management of public health programmes including health
promotion and health professional education. As the Director of Public Health in
Maldives she provided policy input and consultation to the Ministry of Health on
issues and aspects related to public health and population health. She was also
instrumental in getting the Maldives HIV/AIDS prevention programme off the
ground. The most challenging aspect for her as the National AIDS Programme
Manager was advocacy for condom promotion as a strategy for HIV/AIDS
prevention. As the head and Dean of the Faculty of Health Sciences in the
Maldives College of Higher Education Dr. Razee developed and introduced a
course on Health Promotion for students in the Diploma in Nursing and Diploma in
Primary Health Care courses. Her PhD thesis focused on the cultural and social
determinants of mental health of Maldivian women with the aim to identifying
implications for health services as well as mental health promotion.
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PHCM9012 Health Promotion & Social Aspects of Health
INTERNAL STUDENT Schedule 2013
Date
Topic
Tutorial Activity
Groupwork
towards
Final
Assignment
Assessment
Week 1,
Thurs 1
AUG
Introduction to Health
Promotion & Social Aspects of
Health
TUTORIAL EXCERCISE A
Ottawa charter and HP
strategies
Introduction
Participation
Week 2,
Thurs 8
AUG
Overview of Health Promotion
Strategies
TUTORIAL EXCERCISE A
Ottawa charter and HP
strategies
Ongoing
Participation
Week 3,
Thur 15
AUG
Social Perspectives on Health
TUTORIAL EXERCISE B
Individualistic vs social
approaches
Ongoing
Participation
Week 4,
Thurs 22
AUG
Individualistic & Social
Assumptions about Health
TUTORIAL EXERCISE B
Individualistic vs social
approaches
Ongoing
Participation
Week 5,
Thurs 29
AUG
Predicting Individual Behaviour
versus Engaging with Social
Practice
TUTORIAL EXERCISE C
Social practice/social
determinants
Ongoing
Participation
Assignment 1
DUE 29 AUG
Week 6
Thurs 5
SEPT
Grasping at Social Determinants
of Health
TUTORIAL EXERCISE C
Social practice/social
determinants
Ongoing
Participation
Week 7,
Thurs 12
SEPT
Best Practice I
Health Promoting Policy
TUTORIAL EXCERCISE D
Best practice
Ongoing
Participation
Week 8,
Thurs 19
SEPT
Best Practice II
Planning for health promotion
TUTORIAL EXCERCISE D
Best practice
Ongoing
Participation
Week 9,
Thurs 26
SEPT
Best Practice III
Evaluation, Assessment,
Effectiveness
TUTORIAL EXCERCISE D
Best practice
Ongoing
Participation
SESSION BREAK 28 Sep to 7 Oct
Week 10,
Thurs 10
OCT
Best Practice IV
Bringing it all together
--
Ongoing
Week 11,
Thurs 17
Oct
Conference Presentations (Final
Assignment Part A)
--
--
Presentation
Week 12,
Thurs 24
OCT
Conference Presentations (Final
Assignment Part A)
--
--
Presentation
Final
Assignment
Part B,
Individual
contribution,
due Oct 31
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Course Outline
EXTERNAL STUDENT Schedule 2013
Date
Topic
Tutorial Activity
Groupwork
towards
Final
Assignment
RESIDENTI
AL
Introduction for Externals
Meet tutors and tutorial
groups
Introduction
Week 1,
Thurs 1
AUG
Introduction to Health
Promotion &
Social Aspects of Health
TUTORIAL EXCERCISE A
Ottawa charter and HP
strategies
Ongoing
Participation
Week 2,
Thurs 8
AUG
Overview of Health Promotion
Strategies
TUTORIAL EXCERCISE A
Ottawa charter and HP
strategies
Ongoing
Participation
Week 3,
Thur 15
AUG
Social Perspectives on Health
TUTORIAL EXERCISE B
Individualistic vs social
approaches
Ongoing
Participation
Week 4,
Thurs 22
AUG
Individualistic & Social
Assumptions about Health
TUTORIAL EXERCISE B
Individualistic vs social
approaches
Ongoing
Participation
Week 5,
Thurs 29
AUG
Predicting Individual Behaviour
versus Engaging with Social
Practice
TUTORIAL EXERCISE C
Social practice/social
determinants
Ongoing
Participation
ASSIGNMENT 1
DUE 29 AUG
Week 6,
Thurs 5
SEPT
Grasping at Social Determinants
of Health
TUTORIAL EXERCISE C
Social practice/social
determinants
Ongoing
Participation
Week 7,
Thurs 12
SEPT
Best Practice I
Health Promoting Policy
TUTORIAL EXCERCISE D
Best practice
Ongoing
Participation
Week 8,
Thurs 19
SEPT
Best Practice II
planning for health promotion
TUTORIAL EXCERCISE D
Best practice
Ongoing
Participation
Week 9,
Thurs 26
SEPT
Best Practice III
Evaluation, Assessment,
Effectiveness
--
Ongoing
Participation
Assessment
SESSION BREAK 28 Sep to 7 Oct
Week 10,
Thurs 10
OCT
Best Practice IV
Bringing it all together
--
Ongoing
Externals submit
written account
of tutorial
participation, due
10 Oct
Week 11,
Thurs 17
Oct
--
--
Ongoing
--
Week 12,
Conference Presentations (Final
Assignment Part A, due
MONDAY 21 Oct)
--
--
Presentation
MON 21
OCT
Final Assignment
Part B, Individual
contribution, due
Oct 31
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PHCM9012 Health Promotion & Social Aspects of Health
Course information
This course provides an overview of social aspects of health and foundations in
health promotion. The course will enable you to examine contemporary social
perspectives on health, healthcare and on people’s everyday lived experience of
health & illness, and explore the role of health promotion in addressing a range of
contemporary public health problems. Current global health issues and their
relevance to health promotion and the field of public health are examined
through analysis and application of best practice principles including assessment
for effectiveness. The course moves students beyond the traditional silo
approaches to health promotion that address risk factors and disease models. It
focuses on social understandings of health and a multi-sectoral approach to
promoting health through research, practice, policy and advocacy.
Units of credit
This course is a core course of the Master of Public Health program and the
Master of International Public Health program, comprising 6 units of credit
towards the total required for completion of the study program.
Course aim
The aims of this course are to enable students to gain an
understanding of different social and cultural perspectives on the
meaning of health, develop core knowledge of health promotion
including its foundation theories, principles and concepts, and
critically evaluate a range of health promotion strategies seeking to
address a number of contemporary public health problems.
Course outcomes
On successful completion of this course you will be able to:
6
•
Examine contemporary social perspectives on health and their implicit or explicit
use in public health and health promotion;
•
Distinguish between and critically evaluate individualistic and social
assumptions employed in public health research and practice;
•
Critically appraise the scope for health promotion action in regards to the
determinants of health;
•
Appreciate the Ottawa Charter as an organising framework for health
promotion action;
UNSW School of Public Health and Community Medicine
Course Outline
•
Examine current global issues and their relevance across the span of the
health promotion profession;
•
Identify and critically review the conceptual underpinnings and main
characteristics of some common health promotion strategies, and
determine the advantages and disadvantages of each; and
•
Analyse the main issues involved in planning, implementation and
evaluation of health promotion and determine best practice.
Graduate attributes
This course supports you achieving a range of capabilities that you will achieve
across your studies in the Master of Public Health. For the complete list please
refer to the School website. This course provides learning opportunities that will
nurture the following capacities:
Knowledge and skills:
Promote the health of populations through research, practice, policy and advocacy
i.
ii.
iii.
iv.
v.
vi.
Apply an understanding of social determinants of health to address inequalities
and promote the health of communities especially indigenous Australians;
Incorporate an understanding of contemporary social and cultural
perspectives on health and heath care;
Develop, implement and evaluate health promotion strategies based on
theory, evidence and principles of social justice and equity;
Determine and apply strategies for engaging the community and key
stakeholders in cost effective methods of consultation and communication;
Apply a multi-sectoral approach to health promotion; and
Identify and apply the principles of strengthening the capacity of
communities to enhance health and wellbeing.
Interactional abilities:
Strengthen working relationships and communicate effectively to enhance public
health outcomes
i.
ii.
iii.
iv.
Lead and support collaborative relationships with staff, peers and
colleagues and other public health related practitioners;
Demonstrate multidisciplinary ways of working;
Network and communicate with communities and stakeholders; and
Strengthen multi-sectoral relationships and ways of working across
Government and non-Government agencies to enhance health outcomes.
Personal attributes:
Commit to social responsibility informed by principles of social justice and equity
i.
ii.
Develop an awareness of social justice issues; and
Promote social justice to address health inequalities.
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PHCM9012 Health Promotion & Social Aspects of Health
Learning and teaching rationale
Health promotion is a vast and diverse field of practice. The same is true of social
and cultural research into health. Both involve analysis and assessment of
individual and group behaviour as well as social and cultural practices. Health
promotion practice may range from teaching, to program design, to research,
policy and application of theory in practice. The scale can be individual, local,
regional or span national divides.
The course notes and included readings are extensive, as we aim to provide you
with a variety of experiences from which to learn. The richness of these fields is
largely inspired by those within them and your course work will be equally
enriched through active participation.
Teaching strategies
The teaching strategies used in this course are designed to support the
development of particular skills, including:

independent and original analysis and critical engagement with social research
and as well as the concepts and assumptions underpinning health promotion;

the capacity to apply research to the design and analysis of best practice;

the capacity to advocate for change of policy and practice;

the capacity to collaborate in a multidisciplinary setting and to share and
discuss your own and other people’s evaluations, interpretations and ideas;

a commitment to promoting ethical practice and active social responsibility;

the capacity to select and analyse relevant literature in a way that explains the
relevance and the development of your own position as you plan and write
your essay; and

the capacity to present and argue your ideas and position.
The course offers you a combination of learning experiences, integrating both
individual and group work throughout both the class time and your assessment tasks.
The course comprises either the compulsory on-campus class sessions (4 hours
per week including lectures and tutorials) OR an online learning component using
Blackboard. You are expected to contribute to and participate in the regular
tutorial discussions. To do this you will need to have read and thought about the
assigned material for each lecture/tutorial before coming to the
class/participating online.
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Course Outline
There is no need to form a consensus on the material we are discussing, you may
find that you share a position with some of the others involved in our discussions,
or maybe you will be the only person voicing a particular position. Either way, the
aim of the tutorial discussions is to share ideas and approaches to issues being
discussed and to develop a rigorous understanding of the different positions
being put forward (including the ones with which you disagree). It is unlikely that
you will fully understand every word of everything you read – the material and
approach will be new to many of you. If there are things that you do not follow, it
is useful to mark them and try to formulate questions about them. Well
formulated questions can be as useful to others as fully formed, brilliant ideas.
The group work (both in your tutorial groups and in your smaller, Conference
Presentation groups) mirrors the field of health promotion practice, which
consists of interactive, multidisciplinary application of theory and concepts. In
addition, the scheduled group work:

develops and fosters a sense of community within the class (whether online or
face-to-face);

gives you the opportunity to share analysis, exchange information and give
and receive feedback;

examines current global issues and their relevance across the span of health
promotion practice, policies and research; and

provides the opportunity for collaboration on a joint project, thus mirrors the
reality of health promotion practice in the field, which combines both research
and applied practice.
You are expected to do additional independent study of the course notes and
readings in preparation for each of the assignments. This independent work:

allows you time to reflect on what you have learnt;

provides you with the opportunity to develop and present critical analysis of
your role within the field of health promotion; and

provides you with the opportunity to develop and explore your individual
interests through original research in preparation for the final paper.
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PHCM9012 Health Promotion & Social Aspects of Health
Online learning component using UNSW Blackboard
UNSW Blackboard is a Learning Management System that supports
university learning and teaching by extending the face-to-face
learning environment to online learning spaces and providing virtual
classrooms for distance learning courses. See:
http://teaching.unsw.edu.au/elearning
EXTERNAL STUDENTS
The UNSW Blackboard component of this course provides:
10
•
Course notes with Web links to required readings.
•
Tutorial Group Discussion: You will be assigned to a tutorial group for your
online participation. There are 4 fortnightly tutorials each involving online
discussion activities. You need to actively participate in your group from
the start of semester. Students who do not contribute to the group
detract from the group, so if this is happening they may be removed from
the group and asked to do separate, solo assignments. Your contribution
is assessed. Each tutorial discussion space will be open for two weeks only,
so your contributions need to be timely.
•
Conference Presentation Group: You will be assigned to a separate, smaller
group, with other students to work on your final assignment. Each group
will have an online tutor who you can call on for specific help or guidance.
However, these groups are intended to be self-organised.
•
A “lecture” section where each week any additional information to the
course notes will be posted. Please check this as you move through each
section. This is also the space for general Q&A about the weekly lectures.
•
A Q&A facility for you to raise any questions arising during semester.
There are distinct spaces for Q&A about each of the assignments. Unless
questions are of a personal nature, please do not email course staff
directly, but raise them using this facility. Please remember this online
component is for asking general questions / issues in relation to the course.
Discussion of ideas/concepts and exchange between you and your tutorial
group should take place in the Tutorial Group Discussion area or as part of
the “lecture” discussion threads.
•
A specific section for submitting assignments.
•
A special section where course staff will post important information or
links.
•
A coffee shop facility for social chat with others enrolled in the course.
UNSW School of Public Health and Community Medicine
Course Outline
INTERNAL STUDENTS
Your interaction with course staff will occur principally within the weekly 4 hour
class time. In addition each Conference Presentation group has an online
‘document exchange’ discussion thread on Blackboard which can only be
accessed by its members. This is a place for exchanging documents, links, papers,
and resources as you are researching your assigned strategy. For internal
students, your participation on UNSW Blackboard IS NOT being assessed.
IMPORTANT NOTICE ABOUT ACCESSING BLACKBOARD IN 2013
UNSW will be upgrading to the new student information system, SIMS (Student
Information Management System), in October 2013. SIMS will provide an improved
student information system for students and staff. The earliest possible cutover
period is from the 27th September with system go-live on 8th October. However, it is
possible that the cutover might occur later in October. The final date will be
announced in mid-July 2013 and will be dependent on an assessment of system and
business readiness. In preparation for the cutover to the new system, there is a need
for a number of existing systems to be taken offline for short periods. To minimise
impact on all stakeholders the systems will be unavailable over a series of weekends.
Which systems will be unavailable?
•
•
•
•
•
•
myUNSW – Most myUNSW services will be unavailable, however, a simple
landing page will redirect students to other applications such as Moodle,
Blackboard and Library systems.
New South Student (NSS)
Human Resources (HR)
Research Annual Performance Review (APR)
Co-Curriculum Online Statements (CCOS)
Identity and Access Management (IDAM) – this means that resetting of
passwords will not be possible.
When will the systems be unavailable?
After considerable consultation it has been agreed that the systems will be
unavailable from 5.00pm Friday until midnight Sunday over the following weekends:
•
•
•
17th-18th August
24th-25th August
7th-8th September
Before each outage another reminder will be emailed to students and staff. These
systems will also be unavailable during the cutover period in October. If you have any
questions regarding these critical activities please contact the NextGen Business
Readiness Team via the email NextGenBRS@unsw.edu.au.
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PHCM9012 Health Promotion & Social Aspects of Health
Assessment
1. Critical summary of paper (due 29 Aug) – 30%
2. Tutorial participation (note external student deadline
10 Oct) – 15%
3. Conference presentation, PART A – Group presentation
(internals due week 11 or 12, externals due Mon 21 Oct) –
40%
4. Conference presentation, PART B – Written reflection
on individual contribution to conference presentation
(due 31 Oct) – 15%
Preparing your assignments
Please take note that at this level of study you are expected to base your critical
analysis on engagement with pertinent and relevant literature. The UNSW Library
has tutorials for searching online databases. The UNSW Learning Centre website
has resources to assist you with this and other skills which will enable you to use:
•
correct referencing practices;
•
paraphrasing, summarising, essay writing, and time management; and
•
appropriate use of, and attribution for, a range of materials including text,
images, formulae and concepts.
Individual assistance is available on request from The Learning Centre.
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UNSW School of Public Health and Community Medicine
Course Outline
1. Critical Summary of Paper
30 % of overall course grade
Due Tuesday 29 August (Week 5)
Task description
Choose one of two papers for this assignment. Links to the papers can be found in
the course notes for Week 1. Your task is to write a critical summary of the paper
you’ve chosen. The (strict) word limit is 1000 words.
More specifically, you are asked to engage with your chosen paper in the light of
the concepts we are covering in weeks 1-4. This means, you need to read the
paper with the course material in mind, including:
•
discussions about the need to differentiate between narrow notions of
“health education” and broader approaches to health promotion indicated in
the Ottawa Charter as a matter of understanding and engaging with specific
social contexts;
•
discussions about the value of engaging with the social dimensions of health;
and
•
discussions about the strengths and limitations of individualistic versus social
approaches to understanding health, as well as the concept of social practice.
Although there is an infinite number of ways you might critically engage with a
paper (e.g. on the basis of its study design or methodological strengths and
limitations) we are asking you read the paper with regard to the course material in
weeks 1-4 and to write a critical summary that demonstrates your understanding
and thinking about this. It might help to imagine your readers are colleagues
involved in trying to design and develop health promotion initiatives that are
informed by and responsive to the social aspects of health involved in the
particular domain in which you are working.
You are asked to do two things in the “critical” part of the summary.
1)
Develop and establish a clear position on the strengths and/or limitations of
the paper. Given the word limit you are advised to choose one main point you
want to make about the paper and to develop this point into your position.
Make sure that you include a clear statement about the position you are
developing in writing your critical summary, and then develop it through close
analysis of your chosen paper. Do not make a series (or list of points), we are
asking you to write an argument.
UNSW School of Public Health and Community Medicine
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PHCM9012 Health Promotion & Social Aspects of Health
2) Reflect on the implications of your position for those involved in designing
health promotion initiatives. Here you can either discuss the implications for
health promotion generally, or you can narrow your focus down to a
particular domain of health promotion.
It is not possible to pass this assignment if you simply write a summary of the
paper (see marking criteria).
Remember, to critique something does not necessarily mean to find flaws in it,
engaging critically with a paper means reflecting on the papers strengths and
weaknesses.
You are advised to employ the following structure:
1.
Summary of original paper (show your understanding of the paper and
provide a context for your critique) – suggest a 300 word limit
2. Summary of the argument or idea on which you have chosen to focus and
the position you are going to develop – a sentence or 2
3. Your critique (explain and build your position on the idea on which you
are focusing) - suggest a 350 word limit
4. The implications of your position for those involved in health promotion –
suggest a 250 word limit
5. Conclusion (sum up, explain the difference between the original
argument and the critique you have made) – suggest a 100 word limit
Writing a critical summary – General pointers (amended from the
UNSW learning centre)
Critique or critical comment is about taking a position in relation to someone
else’s work and includes your own ideas about the paper – this must be an argued
position, not just an unsupported opinion or an assertion about your feelings on
reading the paper. In developing a critical summary, you might find the following
steps useful.
1.
Start with drafting a summary which aims to identify the argument
•
•
•
•
14
locate the major points or ideas in the article
the supporting ideas and evidence for each main point
the relationships between them
In doing this, it can help to:
− start with the title
− focus on introductions and conclusions
UNSW School of Public Health and Community Medicine
Course Outline
− track headings and sub-headings
− identify topic sentences (sentences which predict and sum up the main
ideas within a paragraph)
− look for connectives (words which construct a relationship between
two or more ideas/things – e.g. but, again, finally, on the whole,
however, similarly, for example, since, indeed)
2.
Choose which points you consider important to critique
By this stage you need to have identified the main and supporting points
being made by the author/s.
3.
Set out the steps in your own critical argument
Again, identify the main points and supporting points of your argument.
4. Decide what kind of supporting material you need to use to exemplify or
enhance your argument
Use relevant papers from this course as well as from previous study/work.
5.
Write the summary of the original author’s argument, your critique and the
implications of your position for those involved in health promotion
Marking criteria (30%)
•
Does the critical summary include full bibliographic information (Harvard,
Vancouver or APA) (3 marks)
•
Is the critical summary well structured, succinct, written lucidly and
advancing a coherent argument (consider grammar and spelling)? (5 marks)
•
Does the summary of the chosen paper demonstrate your comprehension of
the main and supporting arguments being made by the author/s? (5 marks)
•
Does the critical part of the summary include an explanation of the
particular focus you are taking and a summary of your position; is your
position well explained and supported (by drawing on broader literature
from both social sciences and health promotion where you can); in
concluding, do you review and evaluate the position you are putting
forward, including how the paper does or might inform health promotion?
(10 marks)
•
Do you make insightful connections between the position you have
developed and considerations for those involved in designing health
promotion initiatives (7 marks)
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PHCM9012 Health Promotion & Social Aspects of Health
2. Tutorial Participation
15% of overall course grade
Due date for externals: 1oth Oct (Week 10)
Task description
INTERNAL STUDENTS
As an internal student you will be assessed on your ongoing contribution to class
discussion and active participation in the course. This means you will be expected
to come to class prepared (i.e. having read and thought about assigned papers or
topics) and be ready to present your ideas and engage in meaningful discussion
with your fellow students and lecturers.
Assessment criteria for internal student tutorial participation
You are not being assessed on simply turning up to tutorials. Simply being there is
not enough to pass this assessment component, the assessment criteria are quite
specific. Your contributions are being assessed as follows:
•
Does your participation contribute to the group’s development of new
understandings based on the weekly readings and lectures?
•
Do you contribute respectfully and meaningfully to debates and ideas
presented within the class/group?
•
Do you contribute to discussion by identifying possible strengths and
weaknesses in the material/reading being discussed and by explaining your
reasons for identifying those strengths/weaknesses?
•
Do you relate your own ideas to those being articulated by others (both
others in the group discussions and other authors we are reading in this
course)?
•
Do you facilitate the articulation of other people’s ideas, by engaging with
their contribution, by asking them to explain what you cannot follow, and
by making connections between others' ideas and the course material?
EXTERNAL STUDENTS (summary due 10 October)
As an external student you will be assessed on your participation in your online
tutorial group discussions (i.e. in four fortnightly tutorial groups). This means that
you need to demonstrate an ongoing engagement with ideas and debates across the
semester. It is not a matter of simply being online each week but rather contributing
meaningfully and thoughtfully with others in your online group each week.
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Course Outline
Towards the end of the session you will submit a document that includes:
1) A summary of your online activities in tutorial groups (i.e. this does not
include your activity in lecture Q&A threads or in your discussion space for
your group work towards the conference presentation). This is simply a list
of each post; and
2) Your own “best post”. In choosing your best post select one that you
think is: a) informative (i.e. gives a good, lucid account of the paper, idea or
issue being discussed); b) demonstrates your own critical engagement
with the text, idea or issue being discussed; and c) demonstrates your
engagement with other people in the tutorial group.
Assessment criteria for external student tutorial participation:
Pass (50-65%)
- At least 4 substantive posts distributed evenly throughout course
- An adequate best post– responds to the question with basic information
about the topic but no original thought
Credit (65-74%)
- At least 6 substantive posts distributed evenly throughout course
- A good best post – responds to the questions with some thought, shows
some reading has been done on the issue, and engages with other
students’ contributions
Distinction (75-84%)
- At least 8 substantive posts distributed evenly throughout course
- A very good best post – shows some critical thinking in response to the
issue, good consideration of different sides of the argument,
demonstrates in depth understanding and insightful engagement with
other students’ contributions
High Distinction (85-100%)
- At least 9 posts distributed evenly throughout course
- An excellent best post - shows very critical thinking in response to the
issue, thoughtful consideration of different sides of the argument,
demonstrates in depth understanding and reading around the topic, and
insightful engagement with other students’ contributions
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PHCM9012 Health Promotion & Social Aspects of Health
3. Conference Presentation, Analysis of a health
promotion strategy, Part A – Group presentation
40 % of overall course grade
DUE INTERNAL STUDENTS: 17 & 24 October (weeks 11 and 12)
Internal class presentations during lecture time in weeks 11 or 12, dates for your
group will be assigned before mid-semester break.
DUE EXTERNAL STUDENTS: Monday 21 October (week 12)
Groups are to post their presentation in week 12.
The conference presentation of a health promotion strategy, Part A, is a group
project (Part B, see below is the individual component). It is expected that all
students will actively participate in the group project by contributing relevant
resource materials and developing content for at least one component of the
project and other components as agreed upon by the group. The group will
decide on how project tasks will be distributed among the members. In addition
to developing content, members are also expected to contribute in other ways
based on the strengths of group members, such as developing the presentation
approach and format, layout and formatting etc. A collective mark will be
awarded to all group members for Part A.
Please note, individuals not contributing to the group work will be withdrawn
from the group and given an individual assignment to complete as an alternative
(e.g. in the past this has involved individually preparing a presentation on an
assigned health promotion strategy).
Task description
Part A: Group Assignment – Analysis of a Health Promotion Strategy
Within the first two weeks of the semester, your group will be allocated one of
the Health Promotion strategies covered in the course notes as your topic for
analysis and presentation. You will be assessed for both the material your group
develops, and for how creatively you present this material. In your group,
whether online or campus-based, we are asking you to share the task of
dissecting and interpreting the strategy. You are asked to develop and support
your position through your use of and critical engagement with relevant
literature.
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UNSW School of Public Health and Community Medicine
Course Outline
Aims
•
Explain the conceptual underpinnings and main characteristics of common
health promotion strategies.
•
Identify the social aspects of health that are relevant in the specific context of
particular health promotion initiatives.
•
Critically analyse the ways in which health promotion initiatives can target
individual behaviour, social practice and/or social determinants to effect change.
•
Critically analyse the application of a particular health promotion strategy in
Australia and in a low/middle-income country context.
•
Apply best practice health promotion principles in critically appraising a
health promotion strategy intervention in practice in Australia and in a
low/middle income country.
Task description
This is a group assignment and involves the following tasks:
1. First narrow down and clarify a specific aspect of your strategy. For
example if your allocated strategy is education for better health, you may
choose to narrow your focus to patient education or to education for
empowering communities; if you are allocated healthy settings you may
narrow down more specifically to healthy cities or to health promoting
workplaces etc.
2. Do a search of printed or electronic journals and publicly available project
documents, for an example of the application of the strategy in Australia
and in a low/middle-income country. Ensure that your examples focus on
the same health issue. Use these examples to describe the strategy and to
critically analyse the application of the strategy in Australia and in a low or
middle income country context.
3. Do a search of peer-reviewed social science literature on the health issue
or field (e.g. patient education, empowering communities) that you have
chosen to focus on, to establish what is understood (or debated, or gaps in
knowledge) about the behaviours, social practices and/or social change
involved in the particular applications you have selected. Use this literature
to inform your analysis of the ways in which the applications target
individual behaviour, social practice and/or social determinants.
4. Based on your search results, prepare a short presentation of 20 minutes
duration and present it to the class. The presentation needs to focus on
the following areas:
a.
Description of the conceptual or theoretical underpinnings involved in
the generic strategy (in more depth than in the course notes);
b. Description of the values and assumptions justifying the approach as
an accepted strategy;
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19
PHCM9012 Health Promotion & Social Aspects of Health
c.
Describe an application of your strategy within the Australian context:
•
•
•
•
Discuss the social aspects of health that are most pertinent here
and critically analyse the ways in which the application targets
individual behaviour, social practice and/or social determinants to
effect change;
Critically appraise how the conceptual underpinnings and values
and assumptions are reflected – or not – in the example you chose;
Discuss how the intervention reflect best practice, or where it falls
short; and
Discuss the challenges to meeting best practice in regards to this
strategy within the Australian context as illustrated in the example
you chose.
d. Describe an application of your strategy within a low or middle –
income country:
•
•
•
•
Discuss the social aspects of health that are most pertinent here
and critically analyse the ways in which the application targets
individual behaviour, social practice and/or social determinants to
effect change;
Critically appraise how the conceptual underpinnings and values
and assumptions are reflected – or not – in the example you chose;
Discuss how the intervention reflect best practice, or where it falls
short; and
Discuss the challenges to meeting best practice in regards to this
strategy within the low or middle –income country context as
illustrated in the example you chose.
Presenting and submitting the assignment
INTERNAL
This is a 20 minute oral presentation in class, supported by a PowerPoint slide
presentation or transparencies or other creative format. The audience is your
peers. You must choose how many of the group will participate in the oral
presentation. But all should contribute to the research and compilation of the
presentation and be prepared to answer questions.
EXTERNAL
Each online group will post your presentation in the form of a PowerPoint slide
presentation or other creative format on Blackboard. For more detailed
explanation of the slides you can add explanations in the notes section of the
PowerPoint slides.
20
UNSW School of Public Health and Community Medicine
Course Outline
Assessment criteria, Part A
The assignment will be marked on the basis of the extent to which the following
criteria are addressed.
Thirty-five (out of 40) percentage points will be allocated for:
1.
2.
3.
4.
5.
6.
7.
8.
9.
How well do you describe the strategy and its application to your
examples?
How well do you explain the conceptual and theoretical underpinnings of
the strategy and how these are reflected – or not – in your examples?
Do you clearly identify and critically reflect on the values, and assumptions
justifying its development as an effective strategy and how these values
and assumptions are reflected – or not- in your examples?
Do you clearly identify and critically reflect on the most pertinent social
aspects of health that the applications (Australian and low/middle income
country) you have chosen would be expected to engage with?
How well do you critically analyse the ways in which the Australian
application targets individual behaviour, social practice and/or social
determinants to effect change?
How well do you discuss how your example relates to best practice, within
the Australian context?
How well do you critically analyse the ways in which the low/middle
income country application targets individual behaviour, social practice
and/or social determinants to effect change?
How well do you discuss how your example relates to best practice, within
the low/middle-income country context?
Provide a table of how you allocated tasks (what tasks were done by
whom, including sections of the project and who contributed in what way
to each section).
Five (out of 40) percentage points will be allocated for:
1. Presentation, including
•
•
•
•
•
Clarity and coherence of the PowerPoint/presentation format – how
well does it communicate the key messages?
Clarity, logic and coherence of oral presentation (Only for internal);
Appropriate use of media (visuals, graphs, video, colour, font etc);
Appropriate length, style and format for the intended audience; and
Use of literature – how well do you critically engage with relevant
literature and use appropriate and consistent referencing style.
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21
PHCM9012 Health Promotion & Social Aspects of Health
4. Conference Presentation, Part B – Written
reflection on individual contribution to
conference presentation
15 % of overall course grade
Due 31 October
Task
Prepare a short account of and reflection on your individual contribution to the
group presentation. This should include:
1) An abstract of the content you contributed to the project (100 words);
2) A full list of the resources you have contributed to project: Include full
bibliographic details and 2 – 3 dot points per resource outlining the
relevance of the resource to the group project; and
3) A short personal reflection on your contribution: In not more than 300
words explain how you contributed to the group project. Note how your
contributions enhanced the group project and suggest how your
contributions could have been strengthened.
Assessment criteria, Part B
Pass (50-65%)
- At least 1 relevant resource contributed to project
- An adequate reflection of your contribution to the group project – outlines
what was contributed
- Adequate contribution of content to one section of group project.
Credit (65-74%)
- 1 – 2 relevant resources contributed to project
- A good reflection of your contribution to the project – outlines what was
contributed and how contribution enhanced the group project
- A good contribution of content to one section – content appropriate and
relevant to the section, provides some critical engagement
Distinction (75-84%)
- 3 relevant resources contributed to project
- A very good reflection of your contribution to group project: outlines how
contributions enhanced group project and considers critically how
contribution could have been strengthened
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UNSW School of Public Health and Community Medicine
Course Outline
-
-
A very good contribution of content to one section – appropriate and
relevant content presented succinctly and well supported with key
literature, demonstrates adequate critical engagement with key literature
covered in the course and wider literature
Contribution to other sections either in terms of content or in other ways
High Distinction (85-100%)
- More than 3 relevant resourced contributed to project
- An excellent reflection – critically reflects on contributions to the project,
thoughtful discussion of how contributions enhanced the project, and
critical discussion of how contribution could have been strengthened
- An excellent contribution of content – appropriate and relevant content
succinctly and well supported with significant literature that goes beyond
what was covered in the course, demonstrates a high level of critical
engagement making clear links between best practice principles and how
these are reflected in the components of the example presented in the
project
- Good contribution to other sections in terms of content, editing etc.
UNSW School of Public Health and Community Medicine
23
PHCM9012 Health Promotion & Social Aspects of Health
Submitting your assignments
1.
You are required to submit your assignment electronically via UNSW
Blackboard. This course will use the Turnitin similarity detection software in
Blackboard. All assignments must be submitted electronically via the
Turnitin Assignment drop-box available in Blackboard course site by the due
date.
(Turnitin is an originality checking and plagiarism prevention tool that enables
submitted written assignments to be checked for plagiarism including improper citation
or misappropriated content. Each assignment submitted to Turnitin is checked against
the submitted assignments of other students as well as the Internet and key resources
selected by the course convenor. Student assignments submitted to Turnitin will remain
in the Turnitin database for an unknown period.)
If you are unfamiliar with the Turnitin software, a demonstration can be
found on the UNSW Blackboard Support Pages > Students > Assessments
http://teaching.unsw.edu.au/students
2.
Only use your student ID to identify yourself in your assignment (DO NOT
INCLUDE YOUR NAME). All assignments submitted to the Turnitin database
will be used to determine whether other students in your course, and in the
future, have plagiarised or inappropriately included work that is not their
own. Therefore, personal details (such as your name and/or contact details
which can be used to identify you) should be removed from your papers to
protect your privacy.
3.
You will need to include your Student ID, course code, date and assignment
title in the header or footer on every page, and in the file name.
4.
You are no longer required to submit the coversheet with your assignment.
Instead, you will need to review and acknowledge the declaration in
Blackboard prior to each submission. The Turnitin Assignment drop-box will
become available in the Assessments folder for each of the Assessment
tasks after the declaration has been read and acknowledged – you will need
to click on a button ‘Mark Reviewed’ before you can see the Turnitin dropbox and submit your assignment. Please note that this step will replace the
requirement of attaching a coversheet.
5.
You can view the Originality Report of your submission and resubmit as
often as you wish until the assignment due date. This will help you in selfreviewing and revising your submission until the due date. Please note that
draft assignments submitted in this way will be regarded as the final version
at the due date if you have not uploaded a subsequent, finalised version
(each file uploaded overwrites the previous version). No resubmissions will
be allowed after the due date and time of the assignment.
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UNSW School of Public Health and Community Medicine
Course Outline
IMPORTANT: The first submission generates and Originality Report
immediately (within10 minutes). For Originality Reports for the second or
subsequent submissions there is a 24 hour delay between time of
submission and before the Originality Report begins processing. You will
need to allow for 24 hours before your assignment due date and time, if you
want to see an originality report before submitting the final version.
6.
7.
While an Originality Report is being generated, the Originality Report icon
will appear greyed out. After you submit your file, Turnitin will display a
digital receipt on the screen. If you can't see a receipt it means that you
have not successfully submitted your file.
Please also ensure the following formatting guidelines are followed:
Spacing: either 1.5 or double-spaced typescript.
Font: Font size not less than 11-point (and 10-point for footnotes) in a legible font.
Margins: Margins of at least 1” (25 mm) on either side and top and bottom.
Footer and header: Page numbers and student name and ID number on either the
footer or header.
Reference format: Harvard of APA styles preferable, though any style can be used
so long as there is consistency in use.
File name: If electronically submitted, file name must contain student ID or name,
Assignment number and date of submission.
8. See School website for more information on Assessment Guidelines
www.sphcm.med.unsw.edu.au/current-students/student-resources
Late submission of work
We realise that there may be times when unforseen circumstances do not enable you
to submit assignments by the due date. You must notify course staff prior to the due
date if you are having difficulty meeting the date. Unless you make arrangements in
advance, there will be a penalty deduction of marks applied to all late assignments.
In addition, assignments more than 1 week late will not receive comments.
Feedback on assessment
You will be provided with individualised feedback on your assignment. You will be
marked according to the marking criteria listed earlier. The aim of any feedback is
to help you to identify your strengths and weaknesses, and to improve your
academic writing skills.
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25
PHCM9012 Health Promotion & Social Aspects of Health
Referencing
It is your responsibility to learn one of the accepted academic methods for
acknowledging sources of information (citing references). Guidelines for
acknowledging sources of information can be found on the following websites:
Faculty of Medicine
http://web.med.unsw.edu.au/infoskills/cite.htm
SPHCM
www.sphcm.med.unsw.edu.au/current-students/student-resources
The Learning Centre
www.lc.unsw.edu.au/olib.html#Referencing
Academic honesty and plagiarism
At UNSW plagiarism is a form of academic misconduct and is viewed very
seriously. The following notes describe what plagiarism is and where you can
obtain additional information about it. It is part of your responsibility as a student
of UNSW to ensure that you understand what plagiarism is, so that you avoid it in
any of your assignments and other academic work.
What is Plagiarism?
Plagiarism is using the words or ideas of others and presenting them as your own.
Plagiarism is a type of intellectual theft. It can take many forms, from deliberate
cheating to accidentally copying from a source without proper acknowledgement,
that is referencing.
The basic principles are that you should not attempt to pass off the work of
another person as your own, and it should be possible for a reader to locate
information and ideas you have used by going to the original source material.
Acknowledgement should be sufficiently accurate to enable the source to be
located quickly and easily. If you are unsure whether, or how, to acknowledge
your source material, consult your lecturer or visit The Learning Centre.
UNSW groups plagiarism into the following categories: *
•
26
Copying: using the same or very similar words to the original text or idea
without acknowledging the source or using quotation marks. This also
applies to images, art and design projects, as well as presentations where
someone presents another person’s ideas or words without credit
UNSW School of Public Health and Community Medicine
Course Outline
•
Inappropriate paraphrasing: changing a few words and phrases while
mostly retaining the original structure and information without
acknowledgement. This also applies in presentations where someone
paraphrases another’s ideas or words without credit. It also applies to
piecing together quotes and paraphrases into a new whole, without
referencing and a student’s own analysis to bring the material together
•
Duplication: submitting your own work, in whole or in part, where it has
previously been prepared or submitted for another assessment or course at
UNSW or another university
•
Collusion: working with others but passing off the work as a person’s
individual work. Collusion also includes providing your work to another
student before an assignment is due, or for the purpose of them
plagiarising at any time, paying another person to perform an academic
task, stealing or acquiring another person’s academic work and copying it,
offering to complete another person’s work or seeking payment for
completing academic work.
The School recognises and encourages the need of external students to have
contact with each other and where possible collaborate in their studies. However,
there have been instances where students have copied each other's material and
submitted it as their own – this is an example of collusion. Lecturers are alert to
this practice. You should not work with any other student to answer assignment
questions and submit the same or very similar work as someone else unless it is a
group assignment. Also, is it not acceptable to submit an assignment which has
been submitted by a student in a previous year or submit an assignment which is
substantially similar to one you have submitted for another course.
*These categories are adapted from by Oxford Brookes University (UK) Plagiarism Information Skills, Oxford Brookes University
Library Skills Resource www.brookes.ac.uk/library/skill/plagiarism.html
Where can I find more information?
In many cases, plagiarism can be the result of inexperience or poor academic
skills, rather than the deliberate intention to deceive. The University has adopted
an educative approach to plagiarism and developed a range of resources to
support students, which are outlined below.
The University has also developed a clear set of procedures for managing serious
and repeat instances of plagiarism. These require a set of formal processes be
undertaken to investigate students’ academic standards. A range of penalties can
be applied by the University if a student is found to have plagiarised.
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27
PHCM9012 Health Promotion & Social Aspects of Health
1. UNSW’s Plagiarism & Academic Integrity Website
This site aims to address three issues that often result in plagiarism: unfamiliarity
with the concept of plagiarism; knowing how it occurs, and developing the
necessary academic skills to avoid plagiarism. As a student, you will be able to use
this collection of resources (worked examples, activities and links) to improve
your all-round academic literacy and, consequently, reduce the possibilities for
plagiarism. More information is available at: www.lc.unsw.edu.au/plagiarism. UNSW
has also produced a booklet to assist you with essential information for avoiding
plagiarism: https://my.unsw.edu.au/student/academiclife/Plagiarism.pdf
2. The Learning Centre
The Learning Centre provides a range of programs and resources for students
including website materials, workshops, individual tuition and online tutorials to
aid students in:
•
•
•
correct referencing practices and citation practices;
paraphrasing, summarising, essay writing, and time management;
appropriate use of, and attribution for, a range of materials including text,
images, formulae and concepts.
Individual assistance is available on request from The Learning Centre
(www.lc.unsw.edu.au).
Students are also reminded that careful time management is an important part of
study and one of the identified causes of plagiarism is poor time management.
Students should allow sufficient time for research, drafting, and the proper
referencing of sources in preparing all assessment items.
3. The Elise Study Skills tutorial
ELISE (Enabling Library & Information Skills for Everyone) is an online tutorial to
help you understand how to find and use information for your assignments or
research. It will help you to search databases, identify good quality information
and write assignments. It will also help you understand plagiarism and how to
avoid it.
The Elise Study Skills tutorial (subjectguides.library.unsw.edu.au/elise) is highly
recommended to Postgraduate students in their first semester of study. On
completion, students will be able to:
•
•
•
28
Understand the need for citing information and be able to use appropriate
referencing styles
Conform with conventions and requirements relating to the access and use
of information
Understand and abide by copyright laws
UNSW School of Public Health and Community Medicine
Course Outline
4. Turnitin
Turnitin is an originality checking and plagiarism prevention tool that enables
submitted written assignments to be checked for plagiarism including improper
citation or misappropriated content. Each assignment submitted to Turnitin is
checked against the submitted assignments of other students as well as the
Internet and key resources (including library databases, text-book publishers,
digital reference collections, subscription-based publications, homework helper
sites and books) as selected by the course convenor.
Some courses may require all students in that course to submit their work into
Turnitin when they submit their work. However, academics can also use it to
check an individual student’s assignment when they are marking it. You can find
out more about Turnitin here: http://teaching.unsw.edu.au/blackboard-students.
Addressing plagiarism and academic misconduct
As a postgraduate student you need to be aware that any allegation of plagiarism
needs to be investigated by the School and that if the allegation is proven, the
student is placed on the UNSW Student Plagiarism and Misconduct Register.
Plagiarism varies in its extent and seriousness and procedures are in place that
deal with plagiarism through education and referral to the Learning Centre to
more formal reprimands and penalties depending on the seriousness of the
plagiarism and previous history of the student. Penalties for students found guilty
of repeated plagiarism can include a reduction in marks, failing a course, or for
more serious matters, suspension or exclusion from the University.
For more information on academic misconduct you can refer to:
www.gs.unsw.edu.au/policy/documents/studentmisconductprocedures.pdf
How to adopt a critical approach to your assignments
It is important that you adopt a critical approach to your assignments, to the
material that you obtain for assignments, to the required readings, and to other
information with which you are presented in this course.
A critical approach means that you do not absorb what you are reading in a passive
way and that you do not accept without question what may often seem to be
authoritative pronouncements by authors and commentators. It involves analysing
what you read or hear, and drawing on ideas and material that you are reading or
discussing to think about it. It means that you think about and evaluate the material
which you are reading and writing about in assignments. It means that you attempt
to cast aside your assumptions and biases and attempt to assess the logic,
consistency and underlying concepts and values evident in the material, all the time
drawing on supporting evidence. Wide reading on a topic facilitates this process.
UNSW School of Public Health and Community Medicine
29
PHCM9012 Health Promotion & Social Aspects of Health
Readings and resources
There is no compulsory text for this course outside of the readings indicated in
the course notes. However additional recommended learning resources for this
course consist of the following:
1.
2.
Specific recommended readings:
•
Baum, F. (2002). The New Public Health. (2nd ed.). Melbourne: Oxford
University Press.
•
Kelleher, H., McaDougall, C., Murphy, B. (2007). Understanding health
promotion. Chapter 1 in H. Kelleher, C. MacDougall, B. Murphy,
Understanding Health Promotion. Melbourne: Oxford University Press.
•
Slama, K., Callard, C., Saloojee, Y. & Rithiphakdee, B. (2007). Effective
health promotion against tobacco use. Chapter 10 in D. McQueen and
C. Jones (Eds.), Global perspectives on health promotion effectiveness
(pp. 151-161). New York: Springer Publishing.
•
Moodie, R. & Hulme , A. (2007 (Eds.). Hands-on Health Promotion.
Melbourne: IP Communications.
The UNSW Library supports us with an excellent Subject Guide which can be
accessed at http://subjectguides.library.unsw.edu.au/
Suggested further reading
Additional readings will be recommended to you throughout the course of the
class to assist you to further explore the issues we engage with in class.
Continual course improvement
Periodically student evaluative feedback on both courses and teaching is
gathered. The UNSW's Course and Teaching Evaluation and Improvement (CATEI)
Processes are used along with student focus groups, student forums, and at times
additional evaluation and improvement instruments developed in consultation
with the Faculty of Medicine's Program Evaluation and Improvement Group.
Student feedback is taken seriously, and continual improvements are made to the
course based in part on such feedback. Evaluation activities across the Faculty are
strongly linked to improvements and ensuring support for learning and teaching
activities for both students and staff.
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UNSW School of Public Health and Community Medicine
Course Outline
Additional support to students
IT requirements for UNSW students
Our courses have online components which have been developed and are taught
on the assumption that all students meet the UNSW IT Requirements Policy.
Viewable online at: www.it.unsw.edu.au/students/policies/index.html
UNSW IT Service Desk (UNSW Blackboard support)
The IT Service Desk is your central point of contact for assistance and support
with UNSW Blackboard, UniPass, zPass, UniMail, UniWide, zMail and Anti-virus
software. Contact them directly for assistance with IT related matters, including
UNSW Blackboard:
Website:
Tel:
Email:
Location:
www.it.unsw.edu.au/index.html
+61 (2) 9385 1333
itservicecentre@unsw.edu.au
UNSW Library
UNSW library support
Staff at the library can help you:
•
•
•
find information resources for your assignments
access electronic resources & databases
advise you on library and information services.
Information about UNSW library assistance is available at:
Library Homepage:
Postgraduate Services:
Tel:
Location:
www.library.unsw.edu.au
www.library.unsw.edu.au/servicesfor/PGandH.html
02 9385 2650
UNSW Library, Level 2 Service desk
Library resources
Online training and resources
There are a variety of online tutorials and resources available to Postgraduate
students to help equip you with the information skills you will need to get started
in your program such as: searching databases (which include videos and screen
captures), evaluating different types of resources like peer-reviewed journals and
websites, and citing references. These resources are designed to help students
learn more about: searching for information to complete assignments and
projects, and self-directed learning. It is highly recommended that students
complete the Online Information Skills Tutorial prior to commencing their studies
and assignments. http://subjectguides.library.unsw.edu.au/eliseplus
UNSW School of Public Health and Community Medicine
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PHCM9012 Health Promotion & Social Aspects of Health
Subject guides
Use these guides as a quick and easy pathway to locating resources in your
subject area. These excellent guides bring together the core web and print
resources in one place and provide a one click portal into the online resources.
UNSW Library Subject Guides: http://subjectguides.library.unsw.edu.au/
Public Health and Community Medicine Subject Guide:
http://subjectguides.library.unsw.edu.au/publichealth
Learning Centre
The Learning Centre provides a wide range of workshops and study skill resources
to students enrolled in degree programs at the University. Students can access
information on: Essay and assignment writing, Exam skills, Reading and writing
skills, Referencing and plagiarism, Organisation skills, Oral presentations. See:
www.lc.unsw.edu.au
Administrative matters
All administrative matters are covered comprehensively on the SPHCM Website.
Check for details on how to access email, obtain your zPass etc. at:
www.sphcm.med.unsw.edu.au/current-students
See the school website for information on school assessment guidelines:
www.sphcm.med.unsw.edu.au/current-students/student-resources
If you do not have a prospectus you can pick one up from the Postgraduate
Coursework Office, Level 2 Samuels Building or download if from the web.
http://sphcm.med.unsw.edu.au/sites/sphcm.cms.med.unsw.edu.au/files/sphcm/About_SPHCM/SPHCM_
Prospectus.pdf
For any further assistance, you can contact:
Postgraduate Office
School of Public Health and Community Medicine
The University of New South Wales
Level 2, Samuels Building
UNSW Sydney NSW 2052, Australia
T: + 61 (2) 9385 1699
F: + 61 (2) 9385 1526
E: postgrad-sphcm@unsw.edu.au
Other matters
Health & Safety: www.ohs.unsw.edu.au/ohs_students/index.html
Complaints procedures: https://my.unsw.edu.au/student/atoz/Complaints.html
Equity & Diversity: www.studentequity.unsw.edu.au
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UNSW School of Public Health and Community Medicine