Task Assignment 3 consists of one problem question worth 10 marks. Text material which may be relevant to the question may be drawn from any of text chapters 12, 13 and 14. Question (10 marks) Answer the following: Why might an increase in government expenditure give rise to inflation? Rationale The question addresses the following learning outcome: · be able to examine critically the health of the economy as a whole through the analysis of major economic variables and advise on likely policy alternatives. Marking criteria Learning objective: Academic writing and applying economic principles and theories to labour market issues. High Distinction(85%+) Highly developed skills in expression and presentation of ideas. Fluent writing style. No major grammatical and spelling errors. All references, including recent literature, cited and used accurately. Distinction (75%-84%) Well-developed skills in expression and presentation of ideas. Fluent writing style. No spelling errors, minor grammatical errors. Relevant references cited and used accurately. Credit (65%-74%) A satisfactory standard of expression. Relatively clear and concise in expression of ideas. Few spelling and/or grammar errors. Majority of references are presented and used accurately. Pass (50%-64%) Some inconsistency in sentence structure. Clarity of expression could be enhanced by some revision. Several spelling errors and/or poor grammar. Very limited references cited and used. Fail (Less than 50%) Poor communication of ideas due to careless writing and lack of proof-reading. Too many spelling and/or grammar errors. References not included or inappropriately applied Learning objective: Research, content & knowledge of topic by analysing conditions in the Australian labour market. High Distinction(85%+)                 Skilful use of data, theoretical knowledge and ongoing debate on the issue, and they are well integrated Contains insights and awareness of deeper and more subtle aspects of the relevant theory. There is clear evidence of researched/read more widely beyond the core materials Distinction (75%-84%) Skilful use of data, theory and recent debate, but they are not well integrated. Presents issues in the broader context and demonstrates breadth and depth of understanding of most aspects of the essay topic. There is evidence of having read beyond the core materials. Credit (65%-74%) Demonstrates knowledge of principles and concepts. Demonstrates good understanding of the relevant theory presented in the texts and readings. Pass (50%-64%) Contains limited use of theoretical knowledge. Fails to demonstrate awareness of market trends. While some literature is presented they purely descriptive and they are not well integrated. Fail (Less than 50%) Fails to demonstrate knowledge of key principles and concepts. There is very little evidence of having read material presented in core texts and readings. Contains only a few ideas and they are presented uncritically in a purely d.

1. Task
Assignment 3 consists of one problem question worth 10 marks.
Text material which may be relevant to the question may be
drawn from any of text chapters 12, 13 and 14.
Question (10 marks)
Answer the following:
Why might an increase in government expenditure give rise to
inflation?
Rationale
The question addresses the following learning outcome:
· be able to examine critically the health of the economy as a
whole through the analysis of major economic variables and
advise on likely policy alternatives.
Marking criteria
Learning objective: Academic writing and applying economic
principles and theories to labour market issues.
High Distinction(85%+)
Highly developed skills in expression and presentation of ideas.
Fluent writing style. No major grammatical and spelling errors.
All references, including recent literature, cited and used
accurately.
Distinction (75%-84%)
Well-developed skills in expression and presentation of ideas.
Fluent writing style. No spelling errors, minor grammatical
errors. Relevant references cited and used accurately.
Credit (65%-74%)
A satisfactory standard of expression. Relatively clear and
concise in expression of ideas. Few spelling and/or grammar
errors. Majority of references are presented and used accurately.
Pass (50%-64%)
Some inconsistency in sentence structure. Clarity of expression
could be enhanced by some revision. Several spelling errors

2. and/or poor grammar. Very limited references cited and used.
Fail (Less than 50%)
Poor communication of ideas due to careless writing and lack of
proof-reading. Too many spelling and/or grammar errors.
References not included or inappropriately applied
Learning objective: Research, content & knowledge of topic by
analysing conditions in the Australian labour market.
High Distinction(85%+)
Skilful use of data, theoretical knowledge and ongoing debate
on the issue, and they are well integrated Contains insights and
awareness of deeper and more subtle aspects of the relevant
theory. There is clear evidence of researched/read more widely
beyond the core materials
Distinction (75%-84%)
Skilful use of data, theory and recent debate, but they are not
well integrated. Presents issues in the broader context and
demonstrates breadth and depth of understanding of most
aspects of the essay topic. There is evidence of having read
beyond the core materials.
Credit (65%-74%)
Demonstrates knowledge of principles and concepts.
Demonstrates good understanding of the relevant theory
presented in the texts and readings.
Pass (50%-64%)
Contains limited use of theoretical knowledge. Fails to
demonstrate awareness of market trends. While some literature
is presented they purely descriptive and they are not well
integrated.
Fail (Less than 50%)
Fails to demonstrate knowledge of key principles and concepts.
There is very little evidence of having read material presented
in core texts and readings. Contains only a few ideas and they
are presented uncritically in a purely descriptive manner.

3. Learning objective: Quality of arguments & analytical skills in
evaluating labour market policies, and use of evidence.
High Distinction (85%)
Provides well-argued articulated statements with supporting
evidence. Evidence of originality and independent thought. Has
highly developed analytical skills and consistently demonstrates
high levels of critical analysis. Demonstrates ability to reflect
on conclusions and their policy implications.
Distinction (75%-84%)
Provides well-argued and articulated statements, but the use of
supporting evidence is not very recent. Evidence of independent
thought. Has good analytical skills and is capable of good levels
of critical analysis. Able to justify conclusions. Able to
synthesise and draw conclusions from multiple perspectives.
Credit (65%-74%)
Well-reasoned arguments based on broad evidence from theory
and practice. Demonstrates some evidence of critical analysis
and evaluation. Able to apply fundamental concepts and to draw
and justify conclusions.
Pass (50%-64%)
Arguments based on limited evidence. Demonstrates some
evidence of analytical and evaluative skills but development of
arguments is limited. Able to apply fundamental concepts and to
draw and justify conclusions.
Fail (Less than 50%)
Little demonstrated evidence of ability to construct clear and
coherent arguments. Little (or no) evidence of analytical and
evaluative skills. Fails to draw on fundamental concepts and to
justify conclusions.
Presentation
Answers should be typed and diagrams must be clear and neat
and preferably drawn electronically. Hand-drawn diagrams are
acceptable. The answer to the question should be divided into

4. three parts:
Part 1: Introduction
The introduction sets up your response by succinctly stating
your understanding of the issues, what think is the best way to
analyse the situation – including choice of theory and sources of
evidence, what type of findings you expect and what potential
applications you expect there to be.
Part 2: Analysis
The analysis will represent the bulk of your work. Here you will
provide your answer in detail by drawing upon the literature,
the theory and the evidence to come up with an answer to the
question posed. You may find that you want to break this
section up into a number of sub-parts – one for a detailed
discussion of the issues including your non-technical response,
one for a detailed analysis of the tools of analysis you will use
(theory), one for your extensive consideration of the evidence,
one where you draw together your information and findings
along with their implications.
Part 3: Conclusion
In the conclusion you briefly and succinctly review what you
have done in answer to the question and indicate what further
issues there might be to be considered.
Hubbard, G., Garnett, A., Lewis, P. and O’Brien, T.
(2015) Essentials of Economics, Pearson Australia: Frenchs
Forest.
and
MyEconLab (to accompany above).
This attached diagram u have to show and explain according to
ques

5. Format :
Introduction
Analysis
Conclusion
ABC Company Employee
Health Needs Assessment
Survey Results
Survey date: January 2015
Report compiled by: Health Promotion Specialist, ABC
Company
Overview
This report describes the results from the health needs
assessment conducted with employees at ABC Company in
January 2015. The needs assessment survey asked questions
related to the employee demographics, overall general health,
smoking behavior, eating behavior, alcohol use, physical
activity, prevention behaviors, and work and health. The
assessment was completely anonymous. All ABC Company
employees were emailed a link to the survey and asked to
complete it online. All employees who completed the survey
were entered into a raffle to win one of five year-long gym
memberships and 20 one month gym passes. Approximately
85% (100/125) of the staff participated in the survey. Survey
questions and results are described below.
Demographics
Age range
Female
Male
Under 25
3
2

6. 25-34
10
12
35-44
8
15
45-54
12
11
55-64
15
10
65 and over
2
0
Total
50
50
Race/Ethnicity
Female
Male
Asian or Pacific Islander
8
9
Black
10
5
Hispanic or Latino/a
3
9
Multi-ethnic
12
11
White
15

7. 13
Other/Unknown
2
3
Total
50
50
Occupational group
Female
Male
Administrative/Clerical
13
9
Client support
17
17
Maintenance
5
5
Management
8
9
Tech support
5
7
Other/Unknown
2
3
Total
50
50
General Health
How is your health in general? (Percent responding very good
or good)

8. Sex
Female
86%
Male
80%
Age range
Under 25
98%
25-34
91%
35-44
89%
45-54
77%
55-64
70%
65 and over
50%
Race/Ethnicity
Asian or Pacific Islander
95%
Black
75%
Hispanic or Latino/a
82%
Multi-ethnic
84%
White
87%
Other/Unknown
100%
Are your day-to-day activities limited because of a health

9. problem or disability which has lasted, or is expected to last, at
least 12 months? (Percent responding yes)
Sex
Female
14%
Male
20%
Age range
Under 25
0%
25-34
6%
35-44
15%
45-54
23%
55-64
38%
65 and over
17%
Race/Ethnicity
Asian or Pacific Islander
5%
Black
18%
Hispanic or Latino/a
11%
Multi-ethnic
9%
White
14%
Other/Unknown
25%

10. Overall, how satisfied are you with life nowadays? (Average
score on a scale of 0-10, where 0 is not at all satisfied and 10 is
completely satisfied)
Sex
Female
8.2
Male
8.9
Age range
Under 25
9.2
25-34
8.4
35-44
7.5
45-54
7.2
55-64
8.9
65 and over
9.1
Race/Ethnicity
Asian or Pacific Islander
8.5
Black
8.8
Hispanic or Latino/a
7.5
Multi-ethnic
8.0
White
8.2

11. Other/Unknown
8.6
Overall, how happy did you feel yesterday? (Average score on a
scale of
0-10, where 0 is not at all happy and 10 is completely happy)
Sex
Female
7.6
Male
8.3
Age range
Under 25
8.9
25-34
8.1
35-44
7.2
45-54
7.9
55-64
8.3
65 and over
8.8
Race/Ethnicity
Asian or Pacific Islander
7.4
Black
8.2
Hispanic or Latino/a
8.5
Multi-ethnic
7.9

12. White
8.0
Other/Unknown
8.3
Overall, how anxious did you feel yesterday? (Average score on
a scale
of 0-10, where 0 is not at all anxious and 10 is completely
anxious)
Sex
Female
7.1
Male
4.3
Age range
Under 25
3.3
25-34
5.2
35-44
7.5
45-54
7.1
55-64
6.0
65 and over
4.6
Race/Ethnicity
Asian or Pacific Islander
8.1
Black
6.9

13. Hispanic or Latino/a
6.4
Multi-ethnic
6.0
White
5.3
Other/Unknown
7.1
Overall, to what extent do you feel the things you do in your
life are worthwhile (Average score on a scale 0-10 where 0 is
not at all worthwhile and 10 is completely worthwhile)
Sex
Female
8.3
Male
7.4
Age range
Under 25
9.2
25-34
7.6
35-44
6.5
45-54
7.7
55-64
8.6
65 and over
8.8
Race/Ethnicity
Asian or Pacific Islander
8.6

14. Black
7.5
Hispanic or Latino/a
7.0
Multi-ethnic
7.2
White
8.0
Other/Unknown
7.4
Smoking
Ever smoked a cigarette, a cigar, or a pipe (%)
Current smoker (%)
Sex
Female
25
9
Male
44
16
Age range
Under 25
17
8
25-34
22
17
35-44
26

15. 13
45-54
29
19
55-64
37
15
65 and over
41
6
Race/Ethnicity
Asian or Pacific Islander
36
16
Black
22
7
Hispanic or Latino/a
16
9
Multi-ethnic
19
11
White
42
18
Other/Unknown
21
14
Healthy Eating
Average number of portions of fruit eaten on a typical day
Average number of portions of vegetables eaten on a typical day

16. Sex
Female
2.2
1.9
Male
1.4
1.1
Age range
Under 25
2.6
2.8
25-34
2.1
1.4
35-44
1.8
1.2
45-54
1.3
1.4
55-64
2.2
1.9
65 and over
2.5
2.6
Race/Ethnicity
Asian or Pacific Islander
2.1
3.2

17. Black
1.7
2.5
Hispanic or Latino/a
1.9
2.2
Multi-ethnic
1.6
2.4
White
1.2
0.9
Other/Unknown
1.8
1.7
Alcohol
Frequency of drinking in last 12 months (% drinking one or
more times per week)
Frequency of drinking in last week (% drinking in last week)
Average number of drinks in last week, of those who drank
Sex
Female
55%
32%
2.5
Male
72%
51%
5.7
Age range

18. Under 25
68%
58%
7.4
25-34
73%
61%
6.5
35-44
76%
43%
4.3
45-54
61%
33%
4.1
55-64
55%
25%
2.2
65 and over
42%
18%
1.8
Race/Ethnicity
Asian or Pacific Islander
33%
22%
5.4
Black
21%

19. 7%
3.3
Hispanic or Latino/a
42%
36%
6.7
Multi-ethnic
36%
28%
4.6
White
87%
61%
8.7
Other/Unknown
76%
59%
5.1
Physical Activity
Average number of days in last week doing a total of 30 minutes
or more of moderate or intensive physical activity.
Sex
Female
2.3
Male
3.8
Age range
Under 25
4.5
25-34
3.1
35-44
1.2

20. 45-54
1.1
55-64
2.4
65 and over
1.9
Race/Ethnicity
Asian or Pacific Islander
3.2
Black
1.4
Hispanic or Latino/a
1.9
Multi-ethnic
3.1
White
2.6
Other/Unknown
2.2
Work and Health
In general, how satisfied are you with (Percentage responding
very dissatisfied or somewhat dissatisfied):
Your job
The social environment at work
The physical environment at work
Sex
Female
17%
24%
17%

21. Male
21%
17%
11%
Age range
Under 25
6%
8%
5%
25-34
10%
17%
15%
35-44
18%
27%
18%
45-54
26%
22%
21%
55-64
12%
15%
27%
65 and over
8%
5%
30%
Race/Ethnicity

22. Asian or Pacific Islander
4%
16%
8%
Black
17%
29%
12%
Hispanic or Latino/a
19%
27%
9%
Multi-ethnic
20%
29%
10%
White
27%
12%
19%
Other/Unknown
22%
20%
15%
Average number of days in last month felt sick/ill
Average number days in last month when sick/ill taken off of
work
Percent with any illness, disability or other physical or mental
problem that was caused or made worse by job or work
Sex
Female

23. 2.1
1.2
18%
Male
1.4
0.7
11%
Age range
Under 25
0.2
0.2
3%
25-34
0.6
0.4
7%
35-44
1.3
0.5
9%
45-54
1.7
1.1
14%
55-64
2.2
1.7
17%
65 and over
2.4
2.1
22%
Race/Ethnicity

24. Asian or Pacific Islander
0.6
0.1
5%
Black
1.7
0.5
12%
Hispanic or Latino/a
1.1
.3
15%
Multi-ethnic
1.4
.7
13%
White
2.7
2.2
19%
Other/Unknown
1.7
.9
14%
In general, how stressful do you find your job? (Percent
responding very or extremely stressful)
Percentage receiving the flu shot in past year
Percent who had the flu in the past year
Sex

25. Female
63%
76%
9%
Male
43%
64%
12%
Age range
Under 25
32%
42%
14%
25-34
44%
45%
18%
35-44
64%
63%
11%
45-54
70%
78%
7%
55-64
32%
89%
4%
65 and over
23%
92%

26. 1%
Race/Ethnicity
Asian or Pacific Islander
31%
65%
10%
Black
36%
54%
12%
Hispanic or Latino/a
45%
38%
14%
Multi-ethnic
57%
45%
9%
White
50%
82%
4%
Other/Unknown
47%
77%
5%
Percent interested in taking part in each of the following
programs if they were offered at work
Health checks/know your numbers
53%
Healthy eating/weight management
42%

27. Smoking cessation
12%
Physical activity
75%
Alcohol/drugs
9%
Stress & mental well-being (emotional resilience)
61%
Immunizations (flu, etc.)
88%
Health Needs Assessment Questionnaire
About you
What is your age?
Under 25 35-44 55-64 25-34 45-54 65 and over
What is your sex?
Male Female
What is your race/ethnicity?
Asian or Pacific Islander Black Hispanic or Latino/a
White Multi-ethnic Other
What is your occupational group?
General health
How is your health in general?
Very good Good Fair Bad Very bad
Are your day-to-day activities limited because of a health
problem or disability which has lasted, or is expected to last, at
least 12 months? (Include problems related to ageing)
Yes limited a lot Yes, limited a little No
Overall, how satisfied are you with life nowadays? (on a scale
of 0-10, where 0 is not at all satisfied and 10 is completely

28. satisfied)
Not at all satisfied 0 1 2 3 4 5 6 7 8 9 10 Completely satisfied
Overall, how happy did you feel yesterday? (on a scale of 0-10,
where 0 is not at all happy and 10 is completely happy)
Not at all happy 0 1 2 3 4 5 6 7 8 9 10 Completely Happy
Overall, how anxious did you feel yesterday? (on a scale of 0-
10, where 0 is not at all anxious and 10 is completely anxious)
Not at all anxious 0 1 2 3 4 5 6 7 8 9 10 Completely anxious
Overall, to what extent do you feel the things you do in your
life are worthwhile (on a scale 0-10 where 0 is not at all
worthwhile and 10 is completely worthwhile)
Not at all worthwhile 0 1 2 3 4 5 6 7 8 9 10 Completely
worthwhile
Smoking
Have you ever smoked a cigarette, a cigar, or a pipe?
Yes No
If yes, do you smoke at all nowadays?
Yes No
Healthy eating
A portion of vegetables approximately equals one handful or 3
serving spoons of vegetables or salad vegetables. A portion of
fruit equals approximately a tablespoon of dried fruit, 1 medium
sized piece of fruit (e.g. apples), 2 small pieces of fruit (e.g.
kiwi fruit, apricot) or a 125ml glass of pure fruit juice.
How many pieces of fruit, of any sort, do you eat on a typical
day? _______
How many portions of vegetables, excluding potatoes, do you
eat on a typical day? _________

29. Alcohol
Thinking about all kinds of drinks, how often have you had an
alcoholic drink of any kind during the last 12 months? PLEASE
CHOOSE ONE
Almost every day
5 or 6 days a week
3 or 4 days a week
Once or twice a week
Once or twice a month
Once every couple of months
Once or twice a year
Not at all in the past 12 months
Have you had an alcoholic drink in the seven days ending
yesterday? Yes No
If yes, how many of each of these types of drink have you had
during the last seven days? Please include drinks that are drunk
in or out of the home.
No. of drinks in last 7 days
Pints or bottles of normal strength beer, bitter, lager or cider
Pints or bottles of extra strong beer, bitter, lager or cider
Single measures of spirits or liqueur such as whisky, gin, vodka,
etc.
Standard glasses of wine (175ml)
Single glasses of martini, sherry or port (not wine)
Bottles of Alcopops/designer drinks or alcoholic lemonade such
as Red, Reef, Hooch, Bacardi Breezer, Smirnoff Ice, etc.

30. Other alcoholic drinks
Low/non alcohol drinks
Physical activity
In the past week, on how many days have you done a total of 30
minutes or more of moderate or intensive physical activity?
This includes any activities done to the point where you were
slightly sweaty, breathing faster than usual and your heart was
beating faster than usual, and which can be done in sessions of
10 minutes or more.
0 1 2 3 4 5 6 7
Work and health
In general, how satisfied are you with: (please tick one box in
each row)
Very
dissatisfied
Somewhat
dissatisfied
Neither
satisfied nor
dissatisfied
Somewhat
satisfied
Very
satisfied
Your job

31. The social environment at work
The physical environment at work
In the last month, how many days did you feel sick/ill? _____
Of those days that you felt sick/ill in the last month, how many
of them did you take off from work? _____
Within the last 12 months have you suffered from any illness,
disability or other physical or mental problem that was caused
or made worse by your job or by work you have done in the
past?
Yes No
In general, how do you find your job?
not at all stressful
mildly stressful
moderately stressful
very stressful
extremely stressful
In the past year, did you receive the flu shot?
Yes No
In the past year, were you diagnosed by a medical provider as
having the flu?

32. Yes No
How interested would you be in taking part in each of the
following programs if they were offered to you at work
Extremely
interested
Fairly
interested
Not
interested
Undecided/
Not applicable
Health checks/know your numbers
Healthy eating/weight management
Smoking cessation
Physical activity
Alcohol/drugs

33. Stress & mental well-being (emotional resilience)
Immunizations (flu, etc.)
This fictitious report is adapted from: East Midlands Public
Health Observatory. (2012). Health, Work and Wellbeing.
Defining the priorities: Workplace Health Needs Assessment for
Employers. Retrieved from
http://www.empho.org.uk/Download/Public/12735/1/Workplace
_HNA_for_Employers%20Feb2012.pdf
ABC Company Employee
Health Needs Assessment
Survey Results
Survey date: January 2015
Report compiled by: Health Promotion Specialist, ABC
Company
Overview

34. This report describes the results from the health needs
assessment conducted with employees
at ABC Company in January 2015.
The needs assessment survey asked questions related to the
employee demographics, overall general health, smoking
behavior, eating b
ehavior, alcohol
use, physical activity, prevention behaviors, and work and
health. The assessment was
completely anonymous.
All ABC Company employees were emailed a link to the survey
and
asked to complete it online. All employees who completed the
survey
were entered into a raffle
to win one of
five
year
-
long gym memberships and 20 one month gym passes
. Approximately
85%
(100/125)
of the staff participated in the survey. Survey questions and
results are
described below.
Demographics
Age
range

35. Female
Male
Under 25
3
2
25
-
34
10
12
35
-
44
8
15
45
-
54
12
11
55
-

36. 64
15
10
65 and over
2
0
Total
50
50
Race/Ethnicity
Female
Male
Asian or Pacific Islander
8
9
Black
10
5

37. Hispanic or Latino/a
3
9
Multi
-
ethnic
12
11
White
15
13
Other/Unknown
2
3
Total
50
50
Occupational group

38. Female
Male
Administrative/Clerical
1
3
9
Client support
1
7
17
Maintenance
5
5
Management
8
9
ABC Company Employee
Health Needs Assessment
Survey Results
Survey date: January 2015
Report compiled by: Health Promotion Specialist, ABC

39. Company
Overview
This report describes the results from the health needs
assessment conducted with employees
at ABC Company in January 2015. The needs assessment survey
asked questions related to the
employee demographics, overall general health, smoking
behavior, eating behavior, alcohol
use, physical activity, prevention behaviors, and work and
health. The assessment was
completely anonymous. All ABC Company employees were
emailed a link to the survey and
asked to complete it online. All employees who completed the
survey were entered into a raffle
to win one of five year-long gym memberships and 20 one
month gym passes. Approximately
85% (100/125) of the staff participated in the survey. Survey
questions and results are
described below.
Demographics
Age range Female Male
Under 25 3 2
25-34 10 12
35-44 8 15
45-54 12 11
55-64 15 10
65 and over 2 0
Total 50 50
Race/Ethnicity Female Male
Asian or Pacific Islander 8 9
Black 10 5
Hispanic or Latino/a 3 9
Multi-ethnic 12 11

40. White 15 13
Other/Unknown 2 3
Total 50 50
Occupational group Female Male
Administrative/Clerical 13 9
Client support 17 17
Maintenance 5 5
Management 8 9
Required Resources
Required Text
1. McKenzie, J. F., Neiger, B. L., & Thackeray, R. (2017).
Planning, implementing, & evaluating health promotion
programs: A primer (7th ed.). Retrieved from
https://www.vitalsource.com/
a. Chapter 9: Community Organizing and Community Building
b. Chapter 11: Marketing: Developing Programs That Respond
to the Wants and Needs of the Priority Population
Article
1. Wallerstein, N., & Duran, B. (2010). Community-based
participatory research contributions to intervention research:
The intersection of science and practice to improve health
equity. American Journal of Public Health, 100, S40-6.
Retrieved from
· This article discusses how community-based participatory
research uses community engagement and social action to
increase health equity.
Multimedia
1. BHC Del Norte County and Adjacent Tribal Lands. (2012,
July 3). The sunset high student organizing committee: A youth
leadership success story (Links to an external site.) [Video file].
Retrieved from
http://www.youtube.com/watch?v=heEDiJ376TM&list=UUGiSs
XMkmpylCW5XMuwJfzw&feature=c4-overview
· This video discusses a grass-roots community development

41. project, and is one of the options to be used for this week’s
discussion and assignment.
· Click here for video transcript
2. Carter, M. (2006, February). Greening the ghetto (Links to an
external site.) [Video file]. Retrieved from
http://www.ted.com/talks/majora_carter_s_tale_of_urban_renew
al.html
· This video discusses a grass-roots community development
project, and is one of the options to be used for this week’s
discussion and assignment.
3. EDGE Funders Alliance, Solidago Foundation, & Kontent
Films. (2011). Where we live: The changing face of climate
activism (Links to an external site.) [Video file]. Retrieved from
http://wherewelivefilm.org/
· This video discusses a grass-roots community development
project, and is one of the options to be used for this week’s
discussion and assignment.
· Click here for video transcript
4. residentAlien. (2006). Strong threads: Stories of justice from
the Laotian Organizing Project (Links to an external site.).
Retrieved from
http://www.youtube.com/watch?v=1dF0Cc7dYn8
· This video discusses a grass-roots community development
project, and is one of the options to be used for this week’s
discussion and assignment.
· Click here for video transcript
5. Public Affairs Television. (2009, October 16). Santa Ana
Health Crusade (Links to an external site.) [Video file]. Bill
Moyers Journal. Retrieved from
http://www.pbs.org/moyers/journal/10162009/watch2.html
· This video discusses a grass-roots community development
project, and is one of the options to be used for this week’s
discussion and assignment.
Supplemental Material
1. McKnight, J. L. & Kretzmann, J. P. (1996). Mapping
Community Capacity (Links to an external site.). Retrieved

42. from http://www.abcdinstitute.org/docs/MappingCapacity.pdf
· This article, written by the developers of the community
capacity mapping process, provides an overview of how to
create needs and assets maps for a community.
Recommended Resources
Articles
1. Collins, J. C. & Chulup, D. T. (2014). The cyclical
development process of social justice allies at work. Advances
in Developing Human Resources, 16(4), 481-498. doi:
10.1177/1523422314544295. Retrieved from the Sage database.
· This article explores the importance of social justice allies’
critical perspectives regarding climates of inclusion in the
workplace, and the development of social justice allies.
2. Saguy, T., Dovidio, J. F., & Pratto, F. (2008). Beyond
contact: intergroup contact in the context of power relations.
Personality and Social Psychology Bulletin, 34, 432–445. doi:
10.1177/0146167207311200. Retrieved from the Sage database
· This study investigated how group-based power affects the
motivations and preferences that members of advantaged and
disadvantaged groups bring to situations of contact.
3. Wallerstein, N. B. & Duran, B. (2006). Using community-
based participatory research to address health disparities.
Health Promotion Practice, 7(3), 312-323. doi:
10.1177/1524839906289376. Retrieved from Sage database.
· This article focuses on mutuality of the research relationship,
provides examples of these paradoxes from work in tribal
communities, discusses the evidence that community based
participatory resources reduces disparities, and recommends
transforming the culture of academia to strengthen collaborative
research relationships.
Multimedia
1. Assets-Based Community Development Institute. (1995).
Video Training Program: Mobilizing Community Assets (Links
to an external site.). Retrieved from
http://www.abcdinstitute.org/resources/

43. · This video series is a downloadable training program based on
the book Building Communities from the Inside Out that
introduces the concept of "asset-based community development"
as a new and more effective method of community building.
Websites
1. University of Kansas, Work Group for Community Health and
Development. (2014). Organizing for effective advocacy (Links
to an external site.). Community Tool Box. Retrieved from
http://ctb.ku.edu/en/organizing-effective-advocacy
· This toolkit provides information on advocacy principles,
advocacy research, providing education, direct action
campaigns, media advocacy, and responding to opposition.
2. Northwestern University, School of Education and Social
Policy. (2009). Asset-Based Community Development
Institute (Links to an external site.). Retrieved from
http://www.abcdinstitute.org/
· The Asset-Based Community Development Institute provides a
library of community building workbooks, published scholarly
articles, books, and chapters, and developed training curricula
and other materials associated with the asset-based community
development approach.
3. Wilson, J. (2015). Allied force: A guide to showing up
without getting in the way (Links to an external site.). In
Gevinson, T. (Ed.) Rookie Yearbook Three. Retrieved from
http://www.rookiemag.com/2015/01/allied-force/
· This article discusses strategies for how people who are not a
member of an identity group working to make change can be an
effective ally in that social movement.
Required Resources
Required Text
1.

44. McKenzie, J. F., Neiger, B. L., & Thackeray, R.
(2017).
Planning, implementing, &
evaluating health promotion programs: A primer
(7th e
d.).
Retrieved from
https://www.vitalsource.com/
a.
Chapter 9: Community Organizing and Community Building
b.
Chapter 11: Marketing: Developing Programs That Respond to
the Wants and
Needs of the Priority Population
Article
1.
Wallerstein, N., & Duran, B. (2010).
Community
-
based participatory research

45. contributions to intervention research: The intersection of
science and practice to improve
health equity.
American Journal of Public Health, 100
, S40
-
6. Retrieved from
o
This article discusses how community
-
based pa
rticipatory research uses
community engagement and social action to increase health
equity.
Multimedia
1.
BHC Del Norte County and Adjacent Tribal Lands. (2012, July
3).
The sunset high
student organizing committee: A youth leadership success story
(Links to an external
site.)
[Video file]. Retrieved from
http://www.youtube.com/watch?v=heEDiJ376TM&list=UUGiSs
XMkmpylCW5XMuwJf
zw&feature=c4
-
ove

46. rview
o
This video discusses a grass
-
roots community development project, and is one of
the options to be used for this week’s discussion and
assignment.
o
Click here for
video transcript
2.
Carter, M. (2006, February).
Greening the ghetto
(Links to an external site.)
[Video file].
Retrieved from
http://www.ted.com/talks/majora_carter_s_tale_of_urban_renew
al.html
o
This video discusses a
grass
-
roots community development project, and is one of
the options to be used for this week’s discussion and

47. assignment.
3.
EDGE Funders Alliance, Solidago Foundation, & Kontent
Films. (2011).
Where we live:
The changing face of climate activism
(Links to an external site.)
[Video file]. Retrieved
from http://wherewelivefilm.org/
o
This video discusses a grass
-
root
s community development project, and is one of
the options to be used for this week’s discussion and
assignment.
o
Click here for
video transcript
4.
res
identAlien. (2006).
Strong threads: Stories of justice from the Laotian Organizing
Project

48. (Links to an external site.)
. Retrieved from
http://www.youtube.com/watch?v=1dF0Cc7dYn8
o
This
video discusses a grass
-
roots community development project, and is one of
the options to be used for this week’s discussion and
assignment.
o
Click here for
video transcript
Required Resources
Required Text
1. McKenzie, J. F., Neiger, B. L., & Thackeray, R. (2017).
Planning, implementing, &
evaluating health promotion programs: A primer (7th ed.).
Retrieved from
https://www.vitalsource.com/
a. Chapter 9: Community Organizing and Community Building
b. Chapter 11: Marketing: Developing Programs That Respond
to the Wants and
Needs of the Priority Population
Article
1. Wallerstein, N., & Duran, B. (2010). Community-based
participatory research
contributions to intervention research: The intersection of
science and practice to improve

49. health equity. American Journal of Public Health, 100, S40-6.
Retrieved from
o This article discusses how community-based participatory
research uses
community engagement and social action to increase health
equity.
Multimedia
1. BHC Del Norte County and Adjacent Tribal Lands. (2012,
July 3). The sunset high
student organizing committee: A youth leadership success story
(Links to an external
site.) [Video file]. Retrieved from
http://www.youtube.com/watch?v=heEDiJ376TM&list=UUGiSs
XMkmpylCW5XMuwJf
zw&feature=c4-overview
o This video discusses a grass-roots community development
project, and is one of
the options to be used for this week’s discussion and
assignment.
o Click here for video transcript
2. Carter, M. (2006, February). Greening the ghetto (Links to an
external site.) [Video file].
Retrieved from
http://www.ted.com/talks/majora_carter_s_tale_of_urban_renew
al.html
o This video discusses a grass-roots community development
project, and is one of
the options to be used for this week’s discussion and
assignment.
3. EDGE Funders Alliance, Solidago Foundation, & Kontent
Films. (2011). Where we live:
The changing face of climate activism (Links to an external
site.) [Video file]. Retrieved
from http://wherewelivefilm.org/
o This video discusses a grass-roots community development
project, and is one of

50. the options to be used for this week’s discussion and
assignment.
o Click here for video transcript
4. residentAlien. (2006). Strong threads: Stories of justice from
the Laotian Organizing
Project (Links to an external site.). Retrieved from
http://www.youtube.com/watch?v=1dF0Cc7dYn8
o This video discusses a grass-roots community development
project, and is one of
the options to be used for this week’s discussion and
assignment.
o Click here for video transcript