- Class Number 6411
- Term Code 3160
- Class Info
- Unit Value 6 units
- Mode of Delivery In Person
- AsPr Anna Olsen
- AsPr Anna Olsen
- Class Dates
- Class Start Date 26/07/2021
- Class End Date 29/10/2021
- Census Date 14/09/2021
- Last Date to Enrol 02/08/2021
Traditional approaches to health focus on the individual but have severe limitations in that they take no account of the broader social context. This course gives students a unique opportunity to examine the central individual and structural approaches to public health and will equip them with the skills to make a reflexive examination of their own presuppositions about approaches to public health issues and the effective translation of health interventions. The course draws on a wide range of ethnographic data, particularly on data concerning the HIV/AIDS epidemic in Southeast Asia, to make a comprehensive examination of the central individual and structurally focused models directing health interventions.
Upon successful completion, students will have the knowledge and skills to:
On completion of this subject students will be able to:
• Demonstrate a critical understanding of at least two individually focused approaches towards public health interventions
• Articulate a critical understanding of the major structural approaches to public health
• Evaluate the relative efficacy of individual and structural approaches to health interventions in relation to a wide range of health issues
• Reflectively evaluate taken-for-granted approaches to the understanding of public health issues
This course is designed to provide students with an introduction to different approaches to health interventions beyond better known behavioural models. With a focus on the benefits and limitations of anthropological approaches to understanding context and structure, students will develop a more holistic understanding of health interventions. Via readings, lectures and activities students will also be exposed to contemporary anthropological and interdisciplinary research in health.
Recommended student system requirements
ANU courses commonly use a number of online resources and activities including:
- video material, similar to YouTube, for lectures and other instruction
- two-way video conferencing for interactive learning
- email and other messaging tools for communication
- interactive web apps for formative and collaborative activities
- print and photo/scan for handwritten work
- home-based assessment.
To fully participate in ANU learning, students need:
- A computer or laptop. Mobile devices may work well but in some situations a computer/laptop may be more appropriate.
- Speakers and a microphone (e.g. headset)
- Reliable, stable internet connection. Broadband recommended. If using a mobile network or wi-fi then check performance is adequate.
- Suitable location with minimal interruptions and adequate privacy for classes and assessments.
- Printing, and photo/scanning equipment
For more information please see https://www.anu.edu.au/students/systems/recommended-student-system-requirements
Students will be given feedback in the following forms in this course:
- written comments (assignments)
- verbal feedback (presentation assignment and through interaction with the lecturer)
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||Orientation to the course and introduction to health interventions|
|2||An anthropological lens – health and medicine|
|3||Individual focused models to health interventions|
|4||Individual focused models to health interventions|
|5||Structural focused models to health interventions|
|6||Structural focused models to health interventions|
|7||Case studies and class presentations|
|8||Case studies and class presentations|
|9||Case studies and class presentations|
|10||Case studies and class presentations|
|11||Designing health interventions|
|12||Evaluating health interventions|
|Assessment task||Value||Learning Outcomes|
|Weekly reflections||15 %||1,2|
* 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 Academic Integrity . In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.
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.
Assessment Task 1
Learning Outcomes: 1,2
The post should critically engage with the weekly reading and activity. Make connections between the theories and practice in class readings and the activity. You are encouraged to write about what you have learned, anything you don't yet understand, disagreement with a theory or query about a concept. You are encouraged to read and response to other student’s blog posts.
The weekly reflection should be approximately 300 words. The memos should demonstrate a critical thinking on the course content rather than merely summarising the main points.
Completed each week and reviewed weekly by the lecturer.
Assessment Task 2
Learning Outcomes: 1,2
Find an image related to your chosen health issue (media, art, public health campaign, etc). Present to your classmates a critique of this image. Identify the presuppositions underlying the image and strengths and weaknesses of the underlying approach/model. Relate your critique to the reading you are doing on your health topic. Explain to the class what your initial thoughts are about the common health interventions employed in your topic area.
This assignment is intended to help you start developing an argument for your final assignment and provide you with early feedback.
10-15 minute presentation
The presentation schedule will be compiled in the first weeks of the semester. Students will present from week 7 – 10.
Assessment Task 3
Learning Outcomes: 1,2,3
This essay brings together learning throughout the semester and students are asked to prepare a research paper on their health issue. The paper should demonstrate an argument by critiquing health interventions related to your health topic. The paper should start with the identification of a specific, real-world health issue. Review the literature on your chosen health topic with a focus on common health interventions used to improve, maintain, promote or modify the health issue. Drawing on the work covered in the course, students should identify which are individual interventions and which are structural, assess which health intervention models are most common and the strengths and weakness of these approaches. Finally, drawing on your developing knowledge of health interventions, make an argument for what has been done well in response to your health issue and what is still needed.
Academic integrity is a core part of the ANU culture as a community of scholars. At its heart, academic integrity is about behaving ethically, committing to honest and responsible scholarly practice and upholding these values with respect and fairness.
The ANU commits to assisting all members of our community to 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 be familiar with the academic integrity principle and Academic Misconduct Rule, 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 Academic Misconduct Rule is in place to promote academic integrity and manage academic misconduct. Very minor breaches of the academic integrity principle may result in a reduction of marks of up to 10% of the total marks available for the assessment. The ANU offers a number of online and in person services to assist students with their assignments, examinations, and other learning activities. Visit the Academic Skills website for more information about academic integrity, your responsibilities and for assistance with your assignments, writing skills and study.
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) 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.
Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:
- Late submission permitted. 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.
Assignments will be returned via Wattle
Extensions and Penalties
Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted 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.
Resubmission of Assignments
Resubmission of assignments is not permitted
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