- Class Number 4297
- Term Code 2930
- Class Info
- Unit Value 6 units
- Mode of Delivery Online
- Dr Fouzieyha Towghi
- Dr Fouzieyha Towghi
- Class Dates
- Class Start Date 25/02/2019
- Class End Date 31/05/2019
- Census Date 31/03/2019
- Last Date to Enrol 04/03/2019
This course introduces the student to existing and emerging paradigms for studying the relationship among health, development, and global change, including political economy, political ecology, environmental justice, and human rights perspectives. It will draw, in particular, on critical-interpretive literature in medical anthropology. Selected ethnographies and case studies from Africa, Latin America, Asia and the Pazific will illustrate the various theoretical frameworks, with emphasis on the health effects of development. The final section of the course explores health policy and activism in the context of human rights based approaches to health.
Upon successful completion, students will have the knowledge and skills to:Upon successful completion of this course, students will have the knowledge and skills to:
- Analyse how changes in the global political economy, including the promotion of free trade and other neoliberal policies, are affecting health and well-being;
- Evaluate how livelihoods and landscapes are being altered by these policies and practices and explore the health consequences of these changes;
- Analyse how structural inequalities of gender, age, ethnicity, and race contribute to health disparities in the context of globalization;
- Explore people's agency in the context of these global changes, particularly how human rights based approaches are being used to negotiate access to better health and treatment; and
- Effectively apply critical reading and writing skills.
All readings will be available through the course Wattle site or via an electronic book in the ANU library system. For distance students enrolled in the course, digital recording of the seminars will be made available online through the course Wattle site. Please make sure not to breach the copyright conditions of the course materials (personal and academic use only). I will also be sending emails periodically to students throughout the semester so please make sure that you are able to access your ANU email account and can check it regularly.
Students will be given feedback in the following forms in this course:
> Written feedback and comments on written work. In class oral feedback as well as written comments on the online forum page to the entire class-
> on analysis of assigned texts and any queries and confusion that may emerge pertaining to understanding the assigned readings and related concepts.
> Students are also welcome to meet the course convener during office/consultation hours to further clarify and discuss the assigned texts.
ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.
|Week/Session||Summary of Activities||Assessment|
|1||Introduction to the course syllabus and meeting each other||None|
|2||What is Global Health? Lecture/||Weekly reflection/ individual presentation.|
|3||Critical Medical Anthropology, Representing Lives, and the Health Costs of Neoliberal Reforms Lecture||Weekly reflection/ individual presentation.|
|4||Global Health, Global Inequality, & Legacies of Colonial Medicine Lecture||Weekly reflection/ individual presentation.|
|5||On Childbirth and Midwives from a Postcolonial Critical Frame Lecture||Weekly reflection/ individual presentation Task3A- Essay proposal toward final project is due|
|6||Reimagining Global Health: Ethics, and Priorities Lecture||Weekly reflection/ individual presentation.|
|7||The Idea of Progress and Development Lecture||Weekly reflection/ individual presentation.|
|8||Global NGOs and Global Governance Lecture||Weekly reflection/ individual presentation. 3B- Annotated Bibliography is due.|
|9||Humanitarianism Lecture||Weekly reflection/ individual presentation.|
|10||Workshop on Group Projects Lecture||Weekly reflection/ individual presentation.|
|11||Epidemics, Pandemics, and Medical Crises Lecture||Weekly reflection/ individual presentation.|
|12||Final Presentation of group projects||3C/3D Final essay and group project is due|
|Assessment task||Value||Due Date||Return of assessment||Learning Outcomes|
|Critical Reflection/Summary (15%)||15 %||05/03/2019||28/05/2019||1,5|
|Participation (10%)||10 %||05/03/2019||28/05/2019||5|
|A. Research Project: Essay proposal, 600 words (10%)||10 %||26/03/2019||02/04/2019||1, 2, 3, 4|
|B. Annotated Bibliography, 1000 words (15%)||15 %||30/04/2019||07/05/2019||1, 2, 3, 4|
|C. Research essay, 3500 words (40%)||40 %||28/05/2019||12/06/2019||1, 2, 3, 4|
|D. Conference Style Presentation, 10 minutes, with powerpoint summary (10%)||10 %||28/05/2019||12/06/2019||5|
* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details
ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:
The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the ANU Online website. Students may choose not to submit assessment items through Turnitin. In this instance you will be required to submit, alongside the assessment item itself, hard copies of all references included in the assessment item.
Moderation of Assessment
Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.
Online students are encouraged to be present via ADOBE® CONNECT during the course sessions as the class room will be set up to enable this. On the Wattle course site you will find the LINK TO CONNECT and the ADOBE® CONNECT QUICK START GUIDE explaining how to connect.
Assessment Task 1
Learning Outcomes: 1,5
Critical Reflection/Summary (15%)
A student discussion forum is set up on the course wattle site. All students are required to submit entries to this discussion board. Distance students will be required to submit entries for 6 different weeks. For on campus and online students, the week that you are presenting is not eligible for submission. There are discussion areas set up for each week so please make sure you post in the correct designated area. All entries must be posted by 2 pm on the day of the class. This allows the other students time to read your posting before the start of seminar at 4pm. Do NOT upload a word or pdf file as your posting, the posting should be typed in the forum or cut and pasted into the forum.
An entry should be at least 300 words and can consist of questions generated from your reading of the material for that particular week, a focused analysis of a specific or overarching argument made by each author, a comparison of specific points made by each author, or observations on events that are directly related to the readings. You can also relate the reading for that week to readings from previous weeks as a way to put the readings in conversation with each other. To receive credit for your posting, the entry must demonstrate that you have done the reading so you should address a specific point made in the readings and include at least one quotation and page number from the readings assigned for that week. I encourage you to use this forum as a means to engage in dialogue with your fellow students, thus, you can submit a new post or reply to another student’s posting. When you reply to another student’s post make sure to ALSO include a different quotation that may either serve to support or refute the point that you are responding to in your own posting.
Assessment Task 2
Learning Outcomes: 5
Each student will select a day to present and lead discussion of the readings assigned for that day. Your presentation must includeat least 10 quotationsthat you believe represent the critical points from the readings. Discussion questions should help to illuminate the subject matter and contribute to connecting themes of the articles to other themes in the course or related issues at large. Thus, “what do you think about this?” does not constitute a substantial question. In addition, when you present the material, you must also present at least one outside example to help illustrate the themes for that session. The example can be a short video clip, a newspaper article, a published research study, a case study from a particular region, etc. You are free to use powerpoint or create a handout to distribute to the class. You can also design exercises for the class to serve as further illustration of the topics under discussion. Online students unable to be present during the class session are required to send their recorded presentation including, the powerpoint or video presentation by noon on the date of their presentation. Given enrollment numbers for this course, on certain days more than one student will present. Presentation by student will begin on the second week of the course session.
Assessment Task 3
Learning Outcomes: 1, 2, 3, 4
A. Research Project: Essay proposal, 600 words (10%)
A. Essay proposal, 600 words (10%) [Learning Outcomes 1, 2, 3, 4]
Please provide me a 600 words summary of your proposed final research project. No more than a page What topic related to this course would you like to investigate further? See Assessment Task 5 Description for details regarding final project for this course. This assignment is designed to deepen your engagement with the course material and to provide you an opportunity to research a course related topic in greater depth. Further instruction for this assignment will be
provided in class.
Assessment Task 4
Learning Outcomes: 1, 2, 3, 4
B. Annotated Bibliography, 1000 words (15%)
Write a 1000 words annotated bibliography of the resources for understanding this global health and development issue. This bibliography should include books, journal articles, films, organizational websites, policy papers, etc. There should be at least 20 items and each annotation should be a 200-word summary using your own words. DO NOT COPY the abstract provided in the journal article to serve as your summary. This is part of your group assignment toward the final project in this course, see Assessment Task 5 for details.
[Further guidelines on writing an annotated bibliography will be provided to you in class].
Assessment Task 5
Learning Outcomes: 1, 2, 3, 4
C. Research essay, 3500 words (40%)
This activity is designed to deepen your engagement with the course material and provide you an opportunity to research a course related topic in greater depth.
Students will be divided into groups of 4 (2 on campus and 2 online students) and work throughout the semester to create a web-based information portal on a global health and development issue. *This project is designed to deepen your engagement with the theoretical material and challenge students to collaborate and to communicate the importance of a particular global health and development topic to the general public. You must employ your research skills and critical thinking skills to design an educational forum that is informative, compelling, creative, and original.* The basic components of the information portal should include:
A. Annotated Bibliography: See Assessment Task 4.
B. Students are responsible for researching the topic and developing material that will inform the general public about the issue. The group needs to create modules that explain the topic from a historical, political, economic, and social perspective based on your research. Make sure to address the critical elements of this issue and apply a critical medical anthropology approach to help the public understand the complexity of global health and development efforts. You can embed clips and newstories in addition to your modules, but they do not replace your modules. Final project will be more than 3500 words, so that each individual in the group is responsible for writing 3500 words.
C. Advocacy activities that members of the public can engage in to produce change and become more involved in the issue because global health and development affects everyone not just people in distant locations such as the so-called “third world.” Depending on the issue, you can address these advocacy issues for children, adults, organizations, etc. Think broadly about mobilization efforts for various groups.
D. All this needs to be uploaded to a website of the group’s design and be publicly accessible as an informational resource.
Assessment Task 6
Learning Outcomes: 5
D. Conference Style Presentation, 10 minutes, with powerpoint summary (10%)
This activity is designed to help you succinctly demonstrate your understanding of core concepts and methods in medical anthropology and the effective integration of anthropological theories and concept in the design of your global health thematic website. It is also designed to enable you to practice public presentation and succinctly and confidently orally articulate your critical thinking skills. It is an opportunity to demonstrate your understanding of the relationship between anthropological theories, public health, and social policy as well as the relationship between theoretical and applied research.
In-person mode: Presentation in class
Online mode: either live presentation to class via videoconferencing, or audiovisual recording of presentation and written response to any written questions from the class
[Further details of these sub-tasks will provided to you by week 9]
Academic integrity is a core part of our culture as a community of scholars. At its heart, academic integrity is about behaving ethically. This means that all members of the community commit to honest and responsible scholarly practice and to upholding these values with respect and fairness. The Australian National University commits to embedding the values of academic integrity in our teaching and learning. We ensure that all members of our community understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with. The University has policies and procedures in place to promote academic integrity and manage academic misconduct. Visit the following Academic honesty & plagiarism website for more information about academic integrity and what the ANU considers academic misconduct. The ANU offers a number of services to assist students with their assignments, examinations, and other learning activities. The Academic Skills and Learning Centre offers a number of workshops and seminars that you may find useful for your studies.
You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) as submission must be through Turnitin.
For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.
Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.
Accepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.
Extensions and Penalties
Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. The Course Convener may grant extensions for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.
Distribution of grades policy
Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.
Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.
Support for students
The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).
- ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
- ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
- ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
- ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
- ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
- ANUSA supports and represents undergraduate and ANU College students
- PARSA supports and represents postgraduate and research students
Dr. Fouzieyha Towghi https://researchers.anu.edu.au/researchers/towghi-f
Dr Fouzieyha Towghi