- Class Number 4631
- Term Code 3250
- Class Info
- Unit Value 6 units
- Mode of Delivery In-Person and Online
- Dr Colin Wiltshire
- Dr Colin Wiltshire
- Dr Gemma Malungahu
- Class Dates
- Class Start Date 04/07/2022
- Class End Date 16/08/2022
- Census Date 15/07/2022
- Last Date to Enrol 15/07/2022
In 2020 the Covid-19 pandemic has significantly impacted global health however, the Pacific region has remained mostly unaffected with most countries largely remaining Covid free at the height of the pandemic. Paradoxically the region still has some of the poorest health outcomes in all other areas and health in the Pacific, and health of Pacific peoples, has long been a critical development concern for Pacific island governments, communities, and aid agencies, including Australia and the World Health Organization. This course examines the region's health status and policy responses at the local, national, regional and global level. Drawing on DPA’s expertise in Pacific societies and systems, and our training in political science, development studies, anthropology, population health, and indigenous health, this course is able to provide in-depth investigation of critical health issues in Pacific Island Countries. We begin by examining the health status of the region followed by analysing the health responses and health service delivery across the region with a focus on case studies at the regional, national and local level. Examples of case studies will include comparing the impacts of Covid-19 across the region, population politics, gender dimensions of health, HIV/AIDS, communicable and non-communicable diseases, mental health and addictions, climate change and food security. In each case we ask what are the key contributors, what policies are trying to address these challenges, and how do culture, development and politics shape health challenges and responses. This course is ideal for students and/or practitioners who wish to better understand the critical health challenges in the Pacific including from policy, development, cultural, and governance perspectives. Those who currently work in the Pacific or wish to do so will benefit from detailed examination and understanding of major health issues and responses, while those students who are studying health will access unique Pacific content and case studies.
Upon successful completion, students will have the knowledge and skills to:
- Identify and understand key aspects of Pacific Health Status and Trends (statistics, reliability of data, health transitions, in the region and Pacific migrant communities)
- Analyse critical contemporary challenges in Pacific health service delivery, including policy responses and interventions
- Identify different approaches to health (SDH, Public Health, Epidemiology, Pacific worldviews — culture, religion, spirituality) and apply this to case studies from the Pacific
- Evaluate Australia's role in promoting health in the region
- Demonstrate advanced skills in critical reading, thinking, writing, discussion and public presentation.
This course is taught intensively based on cases studies and research conducted by Pacific experts in the Department of Pacific Affairs in the Coral Bell School of Asia Pacific Affairs. The lectures, seminar discussions and assessments will help students to gain a better understanding of how research can be translated into evidence-based policy.
Students will be given feedback in the following forms in this course:
- written comments
- verbal comments
- feedback to whole class, groups, individuals, focus group etc
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||Approaches to health and development in the Pacific|
|2||Health trends and status|
|3||Communicable diseases and non-communicable diseases|
|4||Traditional medicine, sorcery and witchcraft||Assessment 1|
|6||Health systems and policy|
|7||Regional country comparisons|
|8||Country case studies||Assessment 2|
|Assessment task||Value||Due Date||Learning Outcomes|
|Group assessment||30 %||19/07/2022||1, 2, 3, 5|
|Research scope (1000 words)||20 %||29/07/2022||1, 2, 3, 4, 5|
|Research report (3000 words)||50 %||19/08/2022||1, 2, 3, 4, 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 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, 3, 5
Mark breakdown: Group participation (10%) Group presentation (20%) (depending on how many groups and members within each group ~a 20min presentation….)
At the end of each session students will take part in group discussions related to the session taught (participation marked throughout course).
Presentation: Each group will be asked to present on a randomly selected topic (provided on the last teaching day 19th of July, two options will be provided) related to a session that was taught within the course. In general groups will be:
1. Randomly allocated a question/statement to present on
2. As a group decide how you will approach your group presentation:
• Do you agree or disagree or have mixed views about the statement?
• Consider arguments both for and against
• Decide on the position your group will take
3. If time permits you are welcome to use:
• PowerPoint slides (have each person take turns presenting)
• Video, YouTube clip to reiterate your arguments
• One person can provide an introduction and conclusion and invite other group members to address particular aspects of your response
Assessment Task 2
Learning Outcomes: 1, 2, 3, 4, 5
Research scope (1000 words)
Part 1 of the research report where students will write a response to the four key points below:
1. Identify and provide an overview of a key health challenge impacting a Pacific country.
2. Justify why it is important to investigate your chosen key health challenge
3. Determine what data and sources will be used and why
Include what the possible research findings might be
1. Identify the role Australia has or might Australia have in addressing this health challenge
Assessment Task 3
Learning Outcomes: 1, 2, 3, 4, 5
Research report (3000 words)
The second part to the research scope (assessment 2). Each student is required to submit a 3000-word (excluding references) research report. This report should provide a critical analysis of the existing literature and data (if available) of a selected health challenge facing a Pacific Island country, or more broadly across the region.
Generally, the research case study report should identify the:
· Key health challenge(s) that's impacting the chosen Pacific country or territory
· Underlying factors contributing to the health challenge
· Possible policies, strategies and solutions to help address/mitigate/reduce the health challenge
· The role Australia has or might have in addressing the identified health challenge
· Further research that is required
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 not permitted. If submission of assessment tasks without an extension after the due date is not permitted, a mark of 0 will be awarded.
- 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.
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.
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 Colin Wiltshire
Dr Colin Wiltshire