最新糖心Vlog

Course Coordinator: Dr Shona Crabb
Phone: +61 8313 1686
Email: shona.crabb@adelaide.edu.au (email preferred)

Timetable details are located on MyUni.

1	Describe the sociological imagination framework and explain how it is relevant to contemporary health problems
2	Analyse health problems using the sociological imagination framework
3	Critically appraise the strengths and limitations of the framework to guide initiatives to improve health
4	Demonstrate a critical understanding of the WHO social determinants of health framework
5	Demonstrate an understanding of the historical positioning of Indigenous people in 最新糖心Vlogn society
6	Identify the key social determinants affecting the health of Indigenous people in 最新糖心Vlog
7	Reflect on the insights provided by the WHO framework as well as its possible limitations
8	Describe the major approaches to social and behavioural change
9	Apply social and behavioural change theories to contemporary health issues
10	Critique theoretical and practical approaches to social and behavioural change

Module 1: The sociological imagination framework in public health
The set text for this part of the course is: Willis E. The sociological quest: an introduction to the study of social life. 5th edn. Sydney: Allen and Unwin; 2011. This will be supplemented by other readings.

Module 2: The social determinants of Indigenous heath
For Module 2, a set of readings will be available to students.

Module 3: Social and behavioural change
For Module 3, a set of readings will be made available to students.

None.

We assume that you have access to student e-mail and that your address is the 最新糖心Vlog of Adelaide student e-mail address that was assigned to you on enrolment.

We will communicate to you via your official 最新糖心Vlog of Adelaide student e-mail address and via MyUni course announcements. It is your responsibility to read any messages or announcements.

MyUni is the primary entry point to online learning at the 最新糖心Vlog of Adelaide. MyUni will be used to provide students with access to course materials, announcements, and other features to assist your study.

For enquiries about online education services, access and other problems, contact MyUniSupport or phone: 8313 3000.

Within each module, there are a number of teaching and learning modes.

Lectures introduce concepts and illustrate their use, and seminars provide an interactive forum to apply concepts and clarify understanding.

Quizzes are used to confirm understanding of fundamental concepts and allow for identification of areas requiring further study prior to completing the assessments.

Assignments (1 per module) provide an opportunity for independent application and exploration of key concepts, for wider reading and for synthesis of concepts and literature.

In Module 3, group work provides the opportunity for shared exploration of a number of concepts and the presentation provides an opportunity to communicate what has been learned and share the acquired knowledge and skills.

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

Teaching in Social Foundations of Health II begins with the assumption that students are active participants in the learning
process, rather than passive recipients of information. We assume that you are willing and able to prepare fully for classes, to participate in discussions and to carry your share of the workload.

Students are expected to attend all sessions; attendance sheets will be kept.

Group work will occur throughout the course but will be emphasized in Module 3, taught in the last four weeks of the course. Part of the assessment for that Module will be a group presentation.

As a general rule, in any university course you will need to allow a minimum of three independent study hours for every hour undertaken in formal class work contact. This means that, for Social Foundations of Health II, you will have to set aside at least a further nine hours per week for reading around topics, preparation for class activities, and work on assignments.

You are urged to bear this in mind when planning your university timetable, particularly if you are also engaged in paid employment. In our experience, students may not be able to demonstrate their full capacity if they are working full-time and studying full-time.

Module 1: The sociological imagination framework in public health
An introduction to the sociological imagination framework of C Wright Mills
Detailed consideration of the historical, cultural, and structural origins of contemporary health problems
Application of the critical dimension of the framework to address health problems
Reflection on the insights provided by the framework as well as its limitations

Module 2 : The social determinants of Indigenous health
A critical introduction to the World Health Organisation’s social determinants of health framework
An introduction to the data on the social determinants of health in 最新糖心Vlog for Indigenous and non-Indigenous people
A detailed consideration of the history and the development of the social determinants of health for Indigenous people in 最新糖心Vlog since the 1901 Commonwealth Constitution
Detailed consideration of factors that contribute, or are barriers, to resolving the impact that the social determinants have on the health of Indigenous people today

Module 3 : Social and behavioural change in public health
An introduction to the key principles of social and behavioural change
An overview of commonly utilised models of behaviour change in public health
Consideration of contrasting modes of social change in public health, including both legislative/policy options and grassroots approaches
The relevance and application of theories of social and behavioural change to  improving health
Reflection on the strengths and weaknesses of different approaches to social and behavioural change

None

Assessment Task	Assessment Type	Weighting	Learning Outcome(s) being addressed
Quizzes	Summative	10%	1, 2, 4-6, 8, 9
Module 1 - written assignment	Summative	30%	1-3
Module 2 - written assignment	Summative	30%	4-7
Module 3 - group work, culminating in group presentation (10%) and brief written submission (5%)	Summative	15%	8-10
Module 3 - written assignment	Summative	15%	9-10

Students are expected to attend and participate in all classes; attendance sheets will be kept.

Quizzes - Quiz questions will cover core concepts addressed in the lectures, seminars, and reading material; the format of the quizzes will vary between modules.

Written assignments - For Modules 1 and 2, students will be required to submit a 2,000 word assignment. The details of the assignment are determined by the lecturer leading the Module and will be available at the start of the Module. In general the assignment will include a literature review, application and integration of key concepts from the Module with literature, and drawing conclusions. For Module 3, the assignment will be around 1,000 words, in view of the group work task.

Group work - In Module 3, group work will be based around the application of key theories of social and behavioural change, with groups required to give a 10 minute presentation in the last weeks of the course. Students will also make a brief individual written submission (300-400 words) on the topic of their group presentation, and their role in the group.

Extensions
All extensions for assignments must be requested, at the latest, by the last working day before the due date of submission.   Extensions will generally be granted only on medical or genuine compassionate grounds. Supporting documentation must be  provided at the time a student requests an extension. Without documentation, extensions will not be granted. Late requests for extension will neither be accepted nor acknowledged.

Only the Course or Module Co-ordinator may grant extensions.

Supporting documentation will be required when requesting an extension. Examples of documents that are acceptable include: a  medical certificate that specifies dates of incapacity, a police report (in the case of lost computers, car & household theft etc.), a  letter from a Student Counsellor, Education and Welfare Officer (EWO) or Disability Liaison Officer that provides an assessment of  compassionate circumstances, or a letter from an independent external counsellor or appropriate professional able to verify
the student’s situation. The length of any extension granted will take into account the period and severity of any incapacity or impact on the student. Extensions of more than 10 days will not be granted except in exceptional circumstances.

Late submission
Marks will be deducted when assignments for which no extension has been granted are handed in late.

All assignments, including those handed in late, will be assessed on their merits. In the case of late assignments where no  extension has been granted, 5 percentage points of the total marks possible per day will be deducted. If an assignment that is 2  days late is awarded 65% on its merits, the mark will then be reduced by 10% (5% per day for 2 days) to 55%. If that same  assignment is 4 days late, the mark will be reduced by 20% (5% per day for 4 days) to 45%, and so on.

The School of Public Health reserves the right to refuse to accept an assignment that is more than 7 days late.

Assignments submitted after the due date may not be graded in time to be returned on the listed return dates.
 
Students submitting examinable written work who request (and receive) an extension that takes them beyond the examination  period are advised that there is no guarantee that their grades will be processed in time to meet usual 最新糖心Vlog deadlines.

Resubmission
If a student is dissatisfied with an assessment grade they should follow the Student Grievance Resolution Process 
</student/grievance/process/>. Students who are not satisfied with a particular assessment result should raise their concerns with Course Co-ordinator in the first instance. This must be done within 10 business days of the  date of notification of the result. Resubmission of any assignment is subject to the agreement of the Course Co-ordinator and  will only be permitted for the most compelling of reasons.