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  1. 1. Faculty of Education and Social Work The University of Sydney EDUH 4051 Community Health Issues Unit of Study Outline Semester 2, 2007 1. Teaching Staff Details.............................................................................1 2. Timetable and Teaching Mode................................................................1 3. What is this Unit about?...........................................................................1 4. Essential Readings, Textbooks and Other Resources..............................2 5. Assessment...............................................................................................3 6. Student Feedback Mechanisms................................................................6 7. Seminar/Tutorial/Workshop Program......................................................7 8. Other Recommended Reading and Resources.........................................8 9. Specific Task Marking Criteria................................................................8 This document is protected by Australian copyright law and the law of confidentiality and the comparable laws of other countries. It contains valuable information proprietary to the University of Sydney. No part of this material may be copied, stored or transmitted in any form, electronic or otherwise, without the prior written consent of the University of Sydney. © Copyright 2010, The University of Sydney.
  2. 2. Unit of Study Outline 1. Teaching Staff Details 1.1. Unit of Study Coordinator Dr. KAREN LAMBERT Room and building ROOM 310 BUILDING A36 Phone number 903 65360 Email contact Consultation By appointment please see office door 2. Timetable and Teaching Mode There will be 1 x two hour lecture and 1 x one hour tutorial per week. You are reminded that the by-laws of the University of Sydney require 90% attendance at classes and other scheduled activities in each component of the unit. This is especially important in this unit where material in lectures and tutorials are integrated and in both modes of delivery relate to assessment components. Delivery mode will vary with students expected to engage in regular out of class research activities as part of the requirements of the unit of study. Tutorials begin in week 1. Your lecture and tutorial times/venues will be made available through your university timetable. 3. What is this Unit about? 3.1. Rationale Health is a major global social, economic, political, and environmental issue. Across the world government and non-government agencies, private institutions, and educational authorities have devoted considerable attention and resources to the exploration of the socio-cultural dimensions of health, and effective health education and health promotion methods. Whilst individuals may appear to have the final say over their health status (especially in the Western world) it is becoming increasingly obvious that for many, health is an abstract ideal and simply living day to day can be a perilous danger for some. This is especially the case for those living in Third World countries and for whom complex interplays between social, economic, political and environmental factors largely determine individual and community health status, thus impacting upon quality of life. This unit of study re-vitalises our understandings of health, health education, and health promotion by providing opportunities for in depth examinations and critical reflection upon how diversity, social justice, equity, ethics and morality influence individual and community health status and health opportunities. These considerations are situated within the context of a number of social theories which provide a lens for empathetic but critical analysis of the world in which we live. Students will explore a variety of pressing contemporary social, political, economic and environmental issues that contribute to health inequity with a specific focus on the health needs of those for whom health is a privilege not a right. This will assist students to become compassionate, empathetic, and critically responsive individuals who can equitably consider the effect of the various contexts in which health enhancing and health compromising behaviours occur and determine ways in which to contribute to a sustainable future for all. This unit of study seeks to challenge students to look humanely and conscientiously beyond our places of comfort and safety in order to develop theoretical and practical responses to the needs of ‘others’ within a world requiring healing, peace and care. -1-
  3. 3. Unit of Study Outline 3.2. Learning outcomes At the successful completion of this unit of study students should be able to: 1. Reflect upon and discuss important and meaningful aspects of their own lives which effect the ways in which they view the world and participate in it (2.1.1, 2.1.4, 4.1.3, 6.1.1) 2. Explain and ‘feel’ social justice, equity, morality, and ethics in relation to health, health status, and health enhancement (2.1.1, 2.1.4, 4.1.3, 6.1.1) 3. Critically analyse the relationship between socio-cultural, political, economic and environmental factors and the health status of individuals and communities (1.1.1, 2.1.1) 4. Critically analyse the ways in which popular culture presents health oriented issues in terms of inequity and social justice (1.1.1, 2.1.1, 5.1.1-5.1.3) 5. Develop a deeper understanding, appreciation and empathy for the ways in which lives are lived, experienced and lost (2.1.1, 5.1.1-5.1.3, 6.1.1) 6. Devise methods of gathering, interpreting and communicating information related to social justice, equity, ethics, morality, and health to others (1.1.1, 2.1.1, 4.1.1-4.1.5) 7. Explore and critically analyse a series of social health issues that have at there core issues around social justice, equity, ethics and/or morality (1.1.1, 2.1.1, 4.1.1-4.1.5, 5.1.1-5.1.3, 6.1.1) 8. Review a variety of texts and express insightful and respectful readings of these texts in a variety of settings (1.1.1, 2.1.1, 4.1.1-4.1.5, 5.1.1-5.1.3, 6.1.1) 9. Investigate and report upon a social health issue via critical text analysis, the refinement of personal views, and the informed construction of a personal response (1.1.1, 2.1.1) 10. Reflect upon the various ways in which they have suitably, sensibly and sensitively contributed to their own learning and the learning of others in this unit of study (6.1.1) 11. Work effectively as part of a cooperative team in order to prepare, coordinate and present high quality student led workshops and tutorials that are engaging and facilitate greater depth of understanding of the key concepts under investigation (1.1.1, 2.1.1, 6.1.4-6.1.8) 12. Display a range of Generic Attributes and skills in ICT, research and communication skills suitable for the students’ stage of professional development (All) 3.3. Topics . • Social justice and equity • Ethics and morality • 21st Century health issues: obesity; HIV/AIDS; Indigenous health; genocide; war; identity; young people • Factors influencing health: culture; economics; politics; geography; poverty • The sustainable planet: water; climate change and biodiversity 4. Essential Readings, Textbooks and Other Resources There will be a list of prescribed readings emailed to students in week 1 of this unit of study. They will be available through the library under the name lecturers name and unit of study name. The following film texts are compulsory ‘viewing’ for this unit of study: * David, L., Bender, L. & Burns, S.Z. (Producers) & Guggenheim, D. (Director). (2006). An Inconvenient Truth. [Motion Picture]. USA: Paramount Classics & Participant Productions. -2-
  4. 4. Unit of Study Outline * George, T. & Kitman-Ho, A. (Producers) & George, T. (Director). (2005). Hotel Rwanda. [Motion Picture]. USA: Various Companies. Matthews, N. & Smith, K. (Producers) & Thalluri, M. K. (Director). (2006). 2:37. [Motion picture]. USA: Kojo Productions. * Sharp, J., Hart, J., Kolodner, E., Vachan, C. (Producers) & Peirce, K. (Director). (1999). Boys Don’t Cry. [Motion picture]. USA: 20th Century Fox. Singh, A. & Spring, H. (Producers) & Roodt, D. (Director). (2004). Yesterday. [Motion picture]. South Africa: Distant Horizons. * Spurlock, M. (Producer & Director). (2004). Supersize Me. [Motion picture]. USA: Magna Pacific Pty. Ltd. * Winter, J. (Producer) & Noyce, P. (Director). (2002). Rabbit Proof Fence. [Motion picture]. Australia: Australian Film Finance Corp. Ltd., The Premium Movie Partnership, South Australian Film Corp. & Jabal Films Pty. Ltd. *Denotes available at University libraries 5. Assessment 5.1. Assessment policies in Education and Social Work All assessment in this Unit of Study occurs in conformity with the policies of the Faculty of Education and Social Work, which is outlined on the web site of the Faculty of Education and Social Work. Please refer to these policies for such matters as: • Marking and grading • Questioning a mark • Submitting an Assignment • Exams • Seeking an extension • Penalties for late submission of work • Plagiarism and academic honesty • Seeking special consideration • Seeking leave of absence • Student appeals process All students enrolled in this unit of study are expected, without exception, to make themselves familiar with these policies. They are available at the following website: All assignments must be submitted in lecture time (unless otherwise notified) with the Faculty -3-
  5. 5. Unit of Study Outline cover sheet attached and fully completed. This is available from the above website, or from the Office of the Faculty on Level 3 of the Education Building (A35). The University has adopted severe but fair procedures for dealing with plagiarism. It is imperative that students understand what constitutes plagiarism. The threat of being accused of plagiarism is generally relieved by expert referencing of your assignments. If you are unsure on how to reference well, please refer to the publications of the Faculty mentioned above, and also the following website: 5.2. Assessment tasks in this Unit of Study Task Weighting Word count Outcomes Finding the passion/Sharing the passion Nil One page 1, 2, 5, 6 (compulsory) Peer led critical analysis & discussion 25% N/A 1, 3, 4, 5, 6, 7, 8, Tutorial peer/self assessment 10% 10, 11, 12 Review essay & Gala Gallery display 50% Varies 1, 2, 3, 5, 6, 7, 8, Gala Gallery Peer Assessment 15% 9, 10, 12 5.2.1.Finding the passion/Sharing the passion Due date for completion: Week 1-2 (weeks commencing 23rd & 30th July ) Submission instructions: In tutorials Task description: NOTE: No marks are awarded for this task BUT it is a compulsory aspect of this course (ie it must be completed satisfactorily in order to pass) • In week 1 student’s will identify and engage with a topic or issue that they are passionate about. This issue should relate in some way to the students’ sense of ethics, morality, equity and/or social justice (examples may include: human rights, Indigenous health, animal welfare, climate change). This process will be facilitated in class. • Students will then draft a brief paper explaining why this issue is important to them and why they are passionate about it • These explanations will be shared with a ‘critical friend’ in week 2 who will provide feedback Assessment Criteria: Pass/Fail (NB: a fail in this task will require the completion of an additional task in order to meet unit of study requirements) 5.2.2.Peer led critical analysis and discussion Due date for completion: Weeks 4, 5, 6, 7, 9, 10 Submission instructions: In tutorials Task Description: -4-
  6. 6. Unit of Study Outline This task has two parts. Part A) (25 marks) • All students are required to view the prescribed texts (film & reading) set for each lecture in weeks 3-10 (available in library or at your local video store). These texts will form the basis of lecture and tutorial content and discussions during these weeks. All students must show evidence of viewing and engaging with the texts via participation in class activities • In week 1 students will be placed into small groups who will lead their peers through a 40 minute critical analysis and discussion of the prescribed texts for that week. • Please note this is NOT a presentation it is a guided analysis of the texts. Students are expected to provide numerous insightful comments and critical questions (with evidence of extra research and reading on the relevant issues under investigation) in order to facilitate a process that actively involves tutorial group members. That is it is less about you and more about them • All students are expected to ‘view’ the texts and engage with the content by involving themselves in the tutorial processes, with peer leaders taking key responsibility to ensure this occurs by providing critical commentary, guiding questions, and provocative ideas to facilitate the tutorial. Peer leaders should meet in their own time in order to plan the tutorial for maximum participant involvement Part B) (10 marks) • At the conclusion of each tutorial ALL students will provide a self assessment mark (/5) and a peer assessment mark (/5) for every member of the tutorial group. A sheet will be provided each week to do this (this will be converted to a mark /10) • When assessing self and peers students should look for: evidence of ‘viewing’ and engaging with the texts; clarity & depth of thinking, comments or ideas; active involvement in the tutorial; ability to communicate ideas and contribute to the discussion; evidence of a critical understanding of the key ideas under investigation; exploration of creative alternatives, options or ideas; evidence of further reading or a superior grasp of the topic. That means if a person does not speak during class they must get a ZERO. It is therefore imperative that the peer leaders provide all peers with opportunities to explore the issues, critically engage and participate in class, and that when assessing each other YOU do it responsibly Warning: this is not a Mickey Mouse activity where you award your mates higher marks than other students or over inflate your own marks. It is an exercise in assessment, which as future PDHPE teachers you are going to have to be able to do objectively, reliably and validly. To safe guard this process and to ensure its authenticity the lecturer will also record marks for all students in all tutorials. Any serious deviations, discrepancies or evidence of collusion will be re-viewed and dealt with as serious matters relating to plagiarism, possibly requiring the submission of additional tasks to Pass. If you are absent from class you must do a make up task to be emailed by tutorials the following week or receive ZERO for this part (ie zero in total as the series is incomplete). Students are responsible for approaching the lecturer in order to suggest an alternative task to complete Assessment criteria: See generic grade description at end of outline. A specific grade description is also provided. Students are also referred to the stated related outcomes of this task. In order to successfully complete this task students should: ‘view’ the texts, analyse the ‘texts’, and actively participate in tutorial activities and discussions -5-
  7. 7. Unit of Study Outline 5.2.3.Review Essay and Gala Gallery display Due date for completion: Week 10 and 12 (Week commencing 1st Oct & 15th Oct ) Submission instructions: In lecture time Task description: This task has three parts Students are to find a piece of text material of relevance to an aspect studied in this unit of study. Suggested texts include: films/video/movie; songs/band; piece of art/artist; fiction or non-fiction novels (not textbooks); a play or theatrical performance. After ‘viewing’ and analysing the material students are to: Part A) (Due week 10) • Write a critically informed review essay about the text (the lecturer will provide information on this style of writing but students are also encouraged to check out this kind of essay in quality research journals). This essay should draw on reliable support literature in order to substantiate the students’ synopsis of the text (marks negotiable 15-35)* (15=1000, 25=1500, 35=2000 words) Part B) (Due week 12) • Generate and produce a ‘creative response’ to the text material reviewed. This may be a: piece of artwork, written text (eg poem, short story, novel, song), a performance piece/play/ music, photographic display, cartoon, or any other creative idea. This is open to negotiation with the lecturer and is open to your own interpretation • Students should be prepared to ‘show’ their responses along with a brief (one page 16 font 1.5 spaced) synopsis/explanation/justification of the piece at a class Gala gallery event in week 12 (marks negotiable 15-35)* * Negotiable marks: students have the opportunity to allocate the marks they wish to have each of these tasks out of. The total of the two must be 50 marks with nothing below 15 or above 35 possible for each (possible combinations are 15/35, 25/25 or 35/15 only). This provides an opportunity for student’s to display their skills in the ways in which they best show the achievement of outcomes. Students must submit their allocation by week 8. Part C) (15 marks) (Week 12) • At the gallery display all students will complete a peer assessment sheet of the student creative responses (10 marks) • Each student will also allocate themselves a mark based on their overall participation in this task (10 marks converted to /5) Assessment criteria: See generic grade description at end of outline. A specific grade description is provided. Students are also referred to the stated related outcomes of this task 6. Student Feedback Mechanisms I value student feedback on my teaching and consider your experiences to be essential mechanisms for improving my teaching and your learning. In order to develop and maintain a series of open, -6-
  8. 8. Unit of Study Outline transparent and regular mechanisms for communication between lecturer and students I commit to the following methods of providing feedback to students and for encouraging feedback from students. I also encourage students to engage with these processes in order to deepen your experience of this unit of study. I will: • Send regular emails focussing on: administrative issues; assessment issues; and reflections upon classes • Provide TIPS about how to successfully complete assessment tasks (in class and via email) • Provide relevant readings and information in order to enhance the learning experience and successfully complete assessment tasks • Maintain an ‘open door policy’ to all students • Remain open to, welcome and encourage student feedback by providing regular opportunities for students to ‘have their say’. This will be achieved by incorporating a planned series of informal student feedback mechanisms at regular intervals during semester (in class, via email, student interviews) • Distribute timely and relevant feedback to students (on an individual & group level) with regards to progress and attainment of the stated learning outcomes • Welcome any emails or conversations from students with regards to reflections upon the course material and class based activities 7. Seminar/Tutorial/Workshop Program Week LECTURE TUTORIAL Reminders Week 1 Unit of Study Outline Finding the passion Come to class! 24th July Morality, ethics & social justice Where is the Love? Working in groups Week 2 ASSESSMENT TASK TIPS Sharing the passion Task 5.2.1 30th July Critical text analysis; review essay Group action plan due Week 3 21st Century Health Issues: ‘What Peer led critical analysis & View/read text 6th Aug obesity epidemic’? discussion #1 Task 5.2.2 due Film Text 1: Supersize Me st Week 4 21 Century Health Issues: ‘Living Peer led critical analysis & View/read text 13th Aug Black’ (dispossession, colonisation discussion #2 Task 5.2.2 due & Sense of Place) Film Text 2: Rabbit Proof Fence Week 5 21st Century Health Issues: ‘An Peer led critical analysis & View/read text 20th Aug ethics of care’ discussion #3 Task 5.2.2 FB week Film Text 3: An Inconvenient Truth st Week 6 21 Century Health Issues: Peer led critical analysis & View/read text 27th Aug ‘Generating peace from what discussion #4 Task 5.2.2 due remains of loss’ Text 4: Hotel Rwanda st Week 7 21 Century Health Issues: ‘Bodies Peer led critical analysis & View/read text 3rd Sept that matter’ discussion #5 Task 5.2.2 due Film Text 5: Boys Don’t Cry Week 8 21st Century Health Issues: ‘HIV, Peer led critical analysis & View/read text 10th Sept AIDS & militancy’ discussion #6 Task 5.2.2 due Film Text 6: Yesterday -7-
  9. 9. Unit of Study Outline Week 9 NO SCHEDULED CLASS: 17th Sept Movie Review Time and Gala Gallery/Essay Preparation 24th Sept SEMESTER BREAK Week 10 21st Century Health Issues: ‘Young Peer led critical analysis & View/read text 1st Oct people, homelessness & the law’ discussion #7 Task 5.2.2 due (guest speaker) Task 5.2.3 A) Film Text 7: 2:37 due Week 11 Changing the World: ‘Precarious Peer assessment criteria Email 8th Oct Life, Agency & Advocacy’ Unit evaluation references Week 12 Gala Gallery display Task 5.2.3 B) 15th Oct & C) due 8. Other Recommended Reading and Resources I’d like us to work together to generate an up-to-date and highly relevant list of references for this unit of study. We will be sharing references in week 11 9. Specific Task Marking Criteria TASK ASSESSED: 5.2.2 Peer led critical analysis and discussion Self & peer tutorial assessment OUTCOMES ASSESSED: 1, 3, 4, 5, 6, 7, 8, 10, 11, 12 MARKS: /35 In addition to addressing the outcomes of the task the following guidelines will assist you to prepare your work. When leading the tutorial, and assessing self and peers students should look for: A HIGH QUALITY PEER LED CRITICAL ANALYSIS & DISCUSSION WILL: • Be critically informed by extra research and a deep understanding of the issue(s) under investigation in the prescribed texts • Provide critical commentary, guiding questions, and provocative ideas and activities to facilitate the tutorial process and to actively involve tutorial group members • Generate a well informed & respectful discussion of the issue(s) under investigation in the prescribed texts • Be well coordinated with evidence of team cohesiveness, cooperation, and joint direction WHEN ASSESSING SELF AND PEERS STUDENTS SHOULD LOOK FOR: • Evidence of ‘viewing’ and engaging with the prescribed texts • Clarity & depth of thinking, comments or ideas • Active involvement in the tutorial • Ability to communicate ideas and contribute to the discussion • Evidence of a critical understanding of the key issue(s) under investigation • Exploration of creative alternatives, options or ideas -8-
  10. 10. Unit of Study Outline • Evidence of further reading or a superior grasp of the topic -9-
  11. 11. Unit of Study Outline TASK ASSESSED: 5.2.3 Essay Review and Gallery Display OUTCOMES ASSESSED: 1, 2, 3, 5, 6, 7, 8, 9, 10, 12 MARK: /65 In addition to addressing the outcomes of the task the following guidelines will assist you to prepare your work. Characteristics of a high quality review essay and creative response include: REVIEW ESSAY (15-35 marks) • The text chosen is highly suitable showing strong relevance to the areas studied in this unit of study. The text has obvious and clear links to issues of: social justice, ethics, morality and equity with regards to health (individual and/or community) • The review essay is critically informed by up-to-date, reliable and comprehensive research and/or literature. It is free from overly ‘personal’ responses to the text. The essay is not descriptive, rather it provides a convincing and well thought out analysis/critique of the text. There is evidence that other review essays have been used to guide the review process • The student displays that they clearly understand the text as well as the fundamental social, economic, political and/or environmental issues which underpin it. • The student displays that they appreciate the process of writing a review essay by providing a strong academic synopsis of the text which may be biased and at times personal, but must be supported in these biases and personal commentaries • Students must display that they have addressed the outcomes through their review essay CREATIVE RESPONSE (15-35 marks) • There is evidence of deep engagement with the text displayed in the students’ creative response. • The response is very well thought out, planned, prepared, developed and presented, and choice of method/medium of response is congruent to the original text. Whilst this task is not a measure of artistic talent the degree to which the piece is able to provoke others shows deep and critical thought and expression. Therefore well prepared and creative responses have the potential to attract viewer interest • The written synopsis clearly and briefly explains why and how the student has responded to the original text in the way they have. It provides a naïve reader with a picture of both the original text and the creative response to it, especially the reasons why and how the response came about (MUST be one page 16 font 1.5 spaced) • Students must display that they have addressed the outcomes through their creative response Peer assessment/ Self assessment (15 marks) • We will discuss and prepare this together in tutorial Week 11 • Students will circulate on Gala Gallery Day with a marking sheet of student numbers only. They will view, read, analyse and synthesise what they have seen and award a mark to each of their peers after consulting the prescribed marking criteria • Students will also provide themselves with a mark on the overall peer assessment mark sheet - 10 -
  12. 12. Unit of Study Outline - 11 -