HLPR3001 Health Partnerships, Politics and Power Semester...

Acknowledgement of Country We respectfully acknowledge the Indigenous Elders, custodians, their descendants and kin of this land past and present.

Unit study package code: HLPR3001

Mode of study: Fully Online

Tuition pattern summary: This unit does not have a fieldwork component.

Credit Value: 25.0

Pre-requisite units: 8700 (v.0) Health Promotion Planning 281 or any previous version OR HLPR2004 (v.0) Health Promotion Planning or any previous version

Co-requisite units: Nil

Anti-requisite units: Nil

Result type: Grade/Mark

Approved incidental fees: Information about approved incidental fees can be obtained from our website. Visit fees.curtin.edu.au/incidental_fees.cfm for details.

Unit coordinator:

Title: DrName: Jonathan HallettPhone: +618 9266 7021Email: [email protected]: Building: 400 - Room: 473

Teaching Staff:

Administrative contact: Name: School of Public Health Student Support OfficePhone: +61 8 9266 7927Email: [email protected]: Building: 400 - Room: 310

Learning Management System: Blackboard (lms.curtin.edu.au)

Unit Outline

HLPR3001 Health Partnerships, Politics and Power Semester 2, 2016

Faculty of Health SciencesSchool of Public Health

HLPR3001 Health Partnerships, Politics and Power Bentley Campus 25 Jul 2016 School of Public Health, Faculty of Health Sciences

Page: 1 of 17CRICOS Provider Code 00301J

The only authoritative version of this Unit Outline is to be found online in OASIS

http://fees.curtin.edu.au/incidental_fees.cfm

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Syllabus Students will analyse processes for planning implementing and evaluating health promotion programs using a settings-based approach. Students will explore traditional settings such as schools, workplaces and health services and non-traditional settings such as the Internet, prisons and night clubs/pubs. The unit has a major focus on the State as a setting, and the legislative process. Students will also critically assess corporate influences on health, conduct stakeholder analyses and examine the role of health promotion in influencing public policy. This unit involves both a theoretical and practical understanding of contemporary political issues and their impact on health.

Introduction Welcome to HLPR3001 Health Partnerships, Politics and Power.

Health promotion is about giving people power over conditions which can influence health. It goes beyond a focus on the individual, recognising the impact which physical, socio-economic and cultural aspects of the environment can have on the health of the community. It is not enough to just encourage individuals to change their attitudes and lifestyles, when, in fact, the environment in which they live and work gives them little choice or support for making such changes. We must intervene to change those aspects of the environment which promote ill health, rather than simply deal with illness after it appears.

We recognise that there are many limitations to only considering behavioural approaches to health promotion. This unit seeks to extend your understanding of the ways in which we can promote health through the development of healthy public policy and supportive environments. To do this effectively we need to understand the power structures and decision making contexts which shape the health of our society and those that we may need to influence to improve health status.

Unit Learning Outcomes All graduates of Curtin University achieve a set of nine graduate attributes during their course of study. These tell an employer that, through your studies, you have acquired discipline knowledge and a range of other skills and attributes which employers say would be useful in a professional setting. Each unit in your course addresses the graduate attributes through a clearly identified set of learning outcomes. They form a vital part in the process referred to as assurance of learning. The learning outcomes tell you what you are expected to know, understand or be able to do in order to be successful in this unit. Each assessment for this unit is carefully designed to test your achievement of one or more of the unit learning outcomes. On successfully completing all of the assessments you will have achieved all of these learning outcomes.

Your course has been designed so that on graduating we can say you will have achieved all of Curtin's Graduate Attributes through the assurance of learning process in each unit.

On successful completion of this unit students can: Graduate Attributes addressed

1 Critically assess the implementation of health promotion programs in specific settings

2 Critique public policy and generate persuasive arguments for influencing legislation

3 Synthesise and apply settings based concepts and models to health promotion

Faculty of Health Sciences School of Public Health




Curtin's Graduate Attributes

Learning Activities The unit is divided into three sections or blocks:

1. CLASS AND CONTEXT (wherein we explore the complexity of health determinants and a framework for responding at multiple levels)

2. GOVERNMENT AND THE COMMONS (wherein we explore the structures of power and the values that underpin political decision making and policy development)

3. POWER AND INFLUENCE (wherein we explore how health practitioners can engage politicians, challenge vested interests and pursue evidence-based policy)

The main unit content will be provided through a unit workbook which contains topic information, required readings, reflection questions and activities. Completing this workbook is also part of your assessment. In addition there will be links to a range of online videos (documentaries and lectures), reports and useful information to extend your learning.

Below is an overview of the unit modules, outcomes and readings:

BLOCK 1: CLASS AND CONTEXT

Module 1: A Social Ecology of Health

Module Outcomes

By the end of this module you should be able to:

1. Conceptualise an ecological understanding of health and its determinants; 2. Describe the difference between equity, equality, social inequity, health inequalities and health gradient; and 3. Discuss the issues associated with social inequalities and their application to health outcomes.

Module Readings

The following are essential readings:

1. Lang, T., & Rayner, G. (2012) Ecological public health: the 21st century’s big idea? An essay by Tim Lang and Geof Rayner. BMJ, 345 :e5466.

2. Marmot, M. (2005) Social determinants of health inequalities. The Lancet, 365; 1099-104 3. Sparks, M. (2009) Acting on the social determinants of health: health promotion needs to get more political.

Health Promotion International, 24(3); 199-202.

Module 2: Healthy Places and Spaces

Module Outcomes

Apply discipline knowledge Thinking skills (use analytical skills to solve problems)

Information skills (confidence to investigate new ideas)

Communication skills Technology skillsLearning how to learn (apply principles learnt to new situations) (confidence to tackle unfamiliar problems)

International perspective (value the perspectives of others)

Cultural understanding (value the perspectives of others)

Professional Skills (work independently and as a team) (plan own work)

Find out more about Curtin's Graduate attributes at the Office of Teaching & Learning website: ctl.curtin.edu.au





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1. Describe differences between individualistic and settings-based approaches to health promotion; 2. Discuss differences and similarities between a variety of settings; and 3. Identify different settings approaches that address the contexts in which we live, work and play.

Module Readings


1. Newman, L., Baum, F., Javanparast, S., O'Rourke, K. & Carlon, L. (2015) Addressing social determinants of health inequities through settings: a rapid review. Health Promotion International, 30(S2); ii126-ii143.

2. Dooris, M. (2006) Health promoting settings: future directions. Promotion & Education, 13(1); 2-3.

Module 3: Healthy Cities and Systems

Module Outcomes


1. Describe key characteristics of urban environments that influence health; 2. Discuss a social-ecological model of health in relation to Healthy Cities; and 3. Describe the evolution of, and future directions for, the settings approach to health promotion.

Module Readings


1. Ashton, J., Grey, P. & Barnard, K. (1986) Healthy cities — WHO's New Public Health initiative. Health Promotion, 1(3); 319-324.

2. Kearns, A., Beaty, M. and Barnett, G. (2007) A social–ecological perspective on health in urban environments. NSW Public Health Bulletin, 18; 48–50.

3. Dooris, M. (2013) Expert voices for change: Bridging the silos—towards healthy and sustainable settings for the 21st century. Health & Place, 20; 39-50.

Module 4: A Political Economy of Health

Module Outcomes


1. Discuss alternative definitions of politics; 2. Describe political dimensions of public health; and 3. Describe the role of health professionals engaging in the political process.

Module Readings


1. Bambra, C., Fox, D. & Scott-Samuel, A. (2005) Towards a politics of health. Health Promotion International, 20(2); 187-193.

2. Miklós, A. (2009) Public Health and the Rights of States. Public Health Ethics, 2(2); 158-170.





BLOCK 2: GOVERNMENT AND THE COMMONS

Module 5: Democracy and the State

Module Outcomes


1. Discuss issues related to representative democracies and voting practices; 2. Identify limitations and strengths in Australian democratic processes; and 3. Discuss issues related to government accountability and committee processes.

Module Readings


1. Heywood, A. (2015) 'Chapter 3. Politics, Government and the State' in Political Theory: An Introduction. 4th Edition, Palgrave, London.

Module 6: Parliament and the Rule of Law

Module Outcomes


1. Describe the role and structure of both houses within Australia's Federal and WA State Parliaments; 2. Describe the process through which legislation is proposed and passed into law in Australia; and 3. Define public health law and discuss key tensions within this field.

Module Readings


1. Ward, I. & Stewart, R. (2010) ‘Chapter 3 - Parliament: A tale of two houses’ in Politics One. Palgrave Macmillan, South Yarra.

Module 7: Neoliberalism and Individual Freedom

Module Outcomes


1. Describe the key features of neoliberal ideology and its influence on individualistic health promotion approaches;

2. Examine concepts of fairness and justice as applied to public health and the 'common good'; and 3. Discuss the 'nanny state' and the role of government intervention in public health.

Module Readings


1. Spies-Butcher, B., Paton, J. & Chaill, D. (2012) ‘Chapter 5: States, politics and welfare’ in Market Society: History, Theory, Practice. Cambridge University Press, Melbourne.





2. Ayo, N. (2012) Understanding health promotion in a neoliberal climate and the making of health conscious citizens. Critical Public Health, 22(1); 99-105.

BLOCK 3: POWER AND INFLUENCE

Module 9: Wicked Problems and Policies

Module Outcomes


1. Discuss and critique the Policy Cycle as a rationale process for policy development; 2. Describe the characteristics of a Wicked Problem in the context of public policy; and 3. Discuss strategies for addressing wicked problems and their connections to public health principles.

Module Readings


1. Australian Public Service Commission (2007) Tackling Wicked Problems: A Public Policy Perspective, Commonwealth of Australia.

2. Brown, A. & Brown, N. (2007) The Northern Territory intervention: voices from the centre of the fringe. Medical Journal of Australia, 187(11/12); 621-623.

3. Glasson, W. (2007) The Northern Territory Emergency Response: a chance to heal Australia’s worst sore. Medical Journal of Australia, 187(11/12); 614-616.

The following is an additional reading that is useful background information for those not familiar with the history of colonisation in Australia and the effects of Government policy on Aboriginal and Torres Strait Islander peoples:

l Dudgeon, P., Wright, M., Paradies, Y., Garvey, D. & Walker, I. (2010) ‘The Social, Cultural and Historical Context of Aboriginal and Torres Strait Islander Australians’ in Working Together: Aboriginal and Torres Strait Islander Mental Health and Wellbeing Principles and Practice., ed. Purdie, N., Dudgeon, P. & Walker, R., 25-42. Canberra, ACT : Commonwealth of Australia.

Module 8: Political Ideologies in Practice

Module Outcomes


1. Differentiate between conservative, liberal and socialist political ideologies; 2. Contrast neoliberal and social constructivist approaches to economic and social policy; and 3. Identify key ideological principles among major Australian political parties.

Module Readings


1. Willmott, J. & Dowse, J. (2004) 'Extension article: Political ideologies and Australian politics’ in Process and Participation: the Workbook, 3rd Ed. Politics Law Publishing; pp81-87.

2. Chung, H. & Muntaner, C. (2007) Welfare state matters: A typological multilevel analysis of wealthy countries. Health Policy, 80; 328-399.





Module 10: Corporate Determinants of Health

Module Outcomes


1. Discuss the 'corporation' as a determinant of health; 2. Describe strategies used by vested commercial interests in undermining public policy; and 3. Describe key regulatory measures that can address corporate influence in public health; and

Module Readings


1. Freudenberg, N. (2012) The manufacture of lifestyle: The role of corporations in unhealthy living. Journal of Public Health Policy, 33; 244-56.

2. Moodie, R., Swinburn, B., Richardson, J. and Somaini, B. (2006) Childhood obesity - a sign of commercial success, but a market failure. International Journal of Pediatric Obesity, 1(3); 133-8.

Module 11: Health in All Policies

Module Outcomes


1. Discuss ways that government can enact policy through the use of policy instruments; 2. Describe Health in all Policies and issues associated with its application; and 3. Describe a rationale for utilising coalitions and partnerships for public health advocacy.

Module Readings


1. Baum, F. E. Laris, P., Fisher, M., Newman, L. & MacDougall, C. (2013) “Never mind the logic, give me the numbers”: Former Australian health ministers' perspectives on the social determinants of health. Social Science & Medicine, 7; 138-146.

2. Kickbusch, I., McCann, W. & Sherbon, T. (2008) Adelaide revisited: from health public policy to Health in All Policies. Health Promotion International, 23(1); 1-4.

Module 12: Movements for Change

Module Outcomes


1. Discuss opportunities to engage with parliamentarians and the political process to advance public health; 2. Describe a conceptual framework for advocacy in health promotion; and 3. Discuss the role of social movements for influencing public health and equity.

Module Readings






1. Laverack, G. 'Chapter 10. The future role of health activism' in Health Activism: Foundations and Strategies, SAGE Publications, London.

2. Keefe, R., Lane, S. & Swarts, H. (2006) From the Bottom Up: Tracing the Impact of Four Health-Based Social Movements on Health and Social Policies. Journal of Health & Social Policy, 21(3); 55-69.

Learning Resources Recommended texts

You do not have to purchase the following textbooks but you may like to refer to them.

l Andrew Heywood (2012) Political Ideologies: An Introduction, 5th Edition. Palgrave Macmillan.

The fifth edition of this leading text on political ideologies provides a clear and accessible introduction to the political creeds and doctrines that have dominated and shaped world politics. Ranging from traditional nineteenth-century ideologues such as liberalism, conservatism and socialism, to so-called 'new' ideologies such as feminism, ecologism and political Islam, the author offers a clear exposition both of the historical development of each ideology and the impact each has had on contemporary political movements, parties and governments. Their distinctive ideas and values are highlighted, together with the competing, and sometimes conflicting, traditions which they have generated.

(ISBN/ISSN: 9780230367241)

l Christopher Reynolds (2011) Public and Environmental Health Law. The Federation Press.

This book outlines and discusses laws in a range of important areas including environmental health, food safety, communicable disease, obesity, tobacco and alcohol, the human health impacts of pollution control and planning law. Particular focus is given to new directions in public and environmental health law including the “risk based” approaches reflected in recent legislation and statutory duties to protect public health. New issues are also raised and discussed, including sustainability, the challenges of climate change, preparedness for pandemics and other public health emergencies and health impact assessment.

(ISBN/ISSN: 9781862878327)

Online resources

l Glenn Laverack (2013) Health Activism: Foundations and Strategies. SAGE Publications.

Activism is action on behalf of a cause, action that goes beyond what is conventional or routine and is relative to the actions by others. Health activism is a growing area of interest for many who work to improve health at both national and international levels because it offers a more direct approach to achieve lasting social and political change. This book, for the first time, provides a clear foundation to the theory, evidence-base and strategies that can be harnessed to bring about change to improve the lives and health of others. For anyone working to improve the health of groups and communities, this will be thought-provoking reading. It has particular relevance for postgraduate students and practitioners in public health and health promotion.

(http://curtin.eblib.com.au.dbgw.lis.curtin.edu.au/patron/FullRecord.aspx?p=1138483)

(ISBN/ISSN: 9781446274781 )

l Nicholas Freudenberg (2014) Lethal But Legal: Corporations, Consumption and Protecting Public Health. Oxford University Press.

Lethal but Legal examines how corporations have impacted - and plagued - public health over the last century, first in industrialized countries and now in developing regions. It is both a current history of corporations' antagonism towards health and an analysis of the emerging movements that are challenging these industries' dangerous practices. The reforms outlined here aim to strike a healthier balance between large companies' right to make a profit and governments' responsibility to protect their populations.

(http://search.ebscohost.com.dbgw.lis.curtin.edu.au/login.aspx?direct=true&db=nlebk&AN=698153&site=ehost-live&ebv=EB&ppid=pp_Cover)

(ISBN/ISSN: 9780199937196)





http://curtin.eblib.com.au.dbgw.lis.curtin.edu.au/patron/FullRecord.aspx?p=1138483

http://search.ebscohost.com.dbgw.lis.curtin.edu.au/login.aspx?direct=true&db=nlebk&AN=698153&site=ehost-live&ebv=EB&ppid=pp_Cover

http://search.ebscohost.com.dbgw.lis.curtin.edu.au/login.aspx?direct=true&db=nlebk&AN=698153&site=ehost-live&ebv=EB&ppid=pp_Cover

Assessment Assessment schedule

Detailed information on assessment tasks

1. Assessment 1: Critical Reflection Workbook Workbook - Block 1 (Modules 1-4) Worth: 10% Due: Module 4 (5pm WST - Friday 26 August) Length: Variable (~150-400 words)

Workbook - Block 2 (Modules 5-7) Worth: 10% Due: Module 7 (5pm WST - Friday 23 September) Length: Variable (~150-400 words)

Workbook - Block 3 (Modules 8-12) Worth: 10% Due: Module 12 (5pm WST - Friday 4 November) Length: Variable (~150-400 words)

The Critical Reflection Workbook supplied with this unit contains your essential learning materials and provides an opportunity for you to record your reflections and complete learning activities as you progress through each module.

The workbook will be submitted at three time points during semester (one per 'Block' of content). One module will be randomly selected for marking at each time point and individually will contribute 10% of your overall mark. This means of the 12 modules you complete, three will be marked to provide 30% of your final grade.

There are several reasons why we chose to allocate the marks in this way:

l Being able to mark a module's activities out of 10 provides greater levels of feedback for you as the student and more flexibility for the marker to allocate marks;

l Students may be tempted to miss out individual modules if they are 'only' worth 2.5 marks each (30% of grade spread over the 12 modules) as this can seem like a small amount to miss out occasionally when life gets in the way. In doing so these students are at a disadvantage in engaging in the necessary learning to complete the other assessments at a high level and meet the learning outcomes effectively

Task Value % Date DueUnit Learning Outcome(s)

Assessed

1

Critical policy analysis 30 percent Week: Module 4, Module 7, Module 12 Day: Fridays 26 August, 23 September, 4 November Time: 5pm (WST)

1,2

2

Journal article 35 percent Week: Second Tuition-Free Week Day: Monday 5 September Time: 9am (WST)

1,2,3

3

Parliamentary submission 35 percent Week: Study Break Pre-Exams Day: Monday 7 November Time: 9am (WST)

1,2,3





at the end of the study period.

You will be provided an example of a completed module (#1) in the second week of your study period so that you can see the type of reflection and level of detail that we are looking for. You are encouraged to have a go at this module yourself before reviewing it.

Generally you are not expected to include references. These activities are for you to show your understanding of the key concepts in each module as your learning advances across the study period. The learning activities are usually in the form of questions asking you to describe or apply a unit concept. Some may also ask for your opinion. There will rarely be one correct answer and as the modules build on each other you should complete them in order.

While this form of writing is different to traditional essay or report writing you are still expected to write in full sentences and use a paragraph structure. Ideally you will complete the activities on a weekly basis rather than leave them all to near the due date - this allows the learnings to sink in and further reflection to occur between modules.

The workbook itself will be available on Blackboard in pdf format and is your first port of call to commence the unit content.

2. Assessment 2: Journal Article Worth: 35% Due: 9am WST - Monday 5 September 2016 Length: 2000 words + 200 word Abstract

This assessment provides you the opportunity to explore the features and contribution to public health of the Health Cities movement. This will be written up in the form of a review article for an academic journal requiring academic writing and extensive searching of the relevant literature.

Why are you writing this as a journal article?

This is an opportunity to practice a form of writing that you should be very used to reading by now! A journal is a scholarly publication in a specific discipline or field of study containing articles written by researchers and practitioners. Unlike newspapers and magazines, journals are intended for an academic or technical audience, not general readers. There are two main types of journal article:

1. The most common type of journal article you will find in the health sciences deals with primary research. These articles describe an original experiment or analysis that adds to current knowledge a particular topic. These articles will include background information, the methods the scientist used, a description of the results, and an analysis of what the results mean in the context of current knowledge.

2. Review articles on the other hand do not report on collected data but instead synthesise current research on a specific topic. Often an article will summarise past research, identify important people in the field, outline recent advances, and point out gaps in a body of knowledge. Some review articles are also known as commentaries depending on their purpose.

You will be writing your assessment in the form of the latter - a review article.

How will you structure your journal article?

We want you to write your assessment in the form of a review article for the Health Promotion Journal of Australia. It should be approximately 2000 words (including in-text citations but not your abstract, reference list or any tables/figures) and you should utilise a minimum of 15 peer-reviewed references (some are provided below).

Please see this article as an example to assist you in structuring it:

l Lowe, M., Boulange, C. & Giles-Corti, B. (2014) Urban design and health: progress to date and future challenges. Health Promotion Journal of Australia, 25(1); 14-18.

Please note that you should submit the article as a Word document with traditional assessment report formatting. This means that while you should look at the example article above for ideas on how to write the article and structure the ideas and discussion (the language and flow) but you should NOT use it to guide the





http://www.publish.csiro.au/paper/HE13072.htm

http://www.publish.csiro.au/paper/HE13072.htm

http://healthsciences.curtin.edu.au/wp-content/uploads/sites/6/2015/11/CHAS_BOOKLET_2014-16112015.pdf


formatting (i.e. don't use two columns). Use the article above, report writing guidelines, the suggested sections below and the marking key to assist you in achieving a high mark.

The following sections should be included in your assessment:

Abstract

l A single paragraph of about 200 words maximum that is a summary of your article covering your main point/s from each section in a succinct way. This should summarise the entire article's main discussion points and indicate the main conclusions or interpretations (it is not an introduction to the article). Ideally it will inspire the reader to continue on to the full article.

Introduction/Background

l Define the Healthy Cities movement l Identify and define any relevant terms (i.e. socio-ecological model of health, ecology, urban planning,

environmental justice) l How does the movement intersect with public health, social determinants of health and/or equity

concerns? l Include an aim for your article (what is the overall purpose? What will the reader get out of reading it?) l Approximately 500 words

Healthy Cities Movement (Use your own 2-3 headings for this section)

l How did the Healthy Cities movement come about? What are its origins? l What are the social/ecological/political issues that it is responding to or attempting to grapple with? l What are its aims and how does it propose to achieve them? l Approximately 1000 words

Contribution to Public Health

l What contribution has the Healthy Cities movement made to policy/practice related to public health, social determinants of health and/or equity?

l Approximately 250 words

Conclusion and any recommendation/s

l Summarise your main points l Articulate any recommendations for public health practitioners that arise from your discussion above l Approximately 250 words

Try and think of an interesting title for your article that will entice the reader.

It is expected that your article will have up to a minimum of 15 peer-reviewed references (or published reports from reputable organisations and health promotion authorities) and a maximum of 30. Use as many references as are necessary to justify the statements that you make. The word limit of 2000 must be strictly adhered to (the abstract word count is not included in this).

You will find the content of the following modules particularly useful to prepare for this assessment:

l Module 1: A Social Ecology of Health l Module 2: Healthy Places and Spaces l Module 3: Healthy Cities and Systems

Additional information is available on Blackboard.

3. Assessment 3: Parliamentary Submission Worth: 35% Due: 9am WST - Monday 7 November 2016 Length: 1500 words

This assessment provides you the opportunity to conduct an in-depth analysis of a specific policy reform in which you will aim to persuade political decision makers to adopt the reform. The format is as a submission to a parliamentary committee using long-form evidence-based writing (with references) but aiming to avoid too much academic jargon.





What is a parliamentary committee?

Parliamentary Committees exist both at Federal and State/Territory level and are groups of politicians appointed by one or both Houses of Parliament and frequently comprise members of multiple political parties. Committees provide a useful tool for undertaking detailed work that is more easily achieved in smaller groups and offer several advantages including the ability to carry out investigations, travel, and gather evidence and information. Committees function as a connection between Parliament and the community in that they facilitate views of the public being heard and reported to the Parliament. As such, committees can contribute to better informed policy-making and legislative process as well as strengthen accountability of government.

What is a parliamentary submission?

Parliamentary committees are a particularly useful opportunity to provide feedback on legislation or policy issues. For example, public health professionals may be called before a committee to present evidence. Alternatively, practitioners can write parliamentary submissions to committees to advocate for particular policy objectives - which is exactly what you are going to do for this assessment. This system of public input into legislative proposals is an important element in the parliamentary process and in the democratic life of a citizen. It provides the public with an opportunity to put forward their views on issues and may ultimately result in new laws.

In the real world there is no standard form for a submission to a parliamentary committee. Submissions may be in the form of a letter, a short document or a more substantial paper. They may include appendices and other supporting documents. However for this assessment we have some specific requirements outlined below.

How will you write and structure your submission?

For the purposes of this assessment we want you to write your submission in the form of an academic report of 1500 words (including in-text citations but not your reference list or any tables/figures) and you should include a minimum of 15 peer-reviewed references.

When writing your submission you should also include an opening paragraph with a summary of your main points (this is not an introduction but a summary of your submission). This is particularly important for long submissions as busy parliamentarians may not read it in its entirety so make sure that your most salient points are outlined in this summary!

You are required to think critically, examine a variety of viewpoints and develop an argument based on the available evidence. Your submission should present your information, point of view and supporting evidence or reasons clearly, precisely and as succinctly as possible.

Your submission should be in third person. As your arguments should be based on evidence the following statements may be useful for you to model:

l The evidence suggests that... l A study of this approach in New Zealand found an increase in... l The legislation may result in... according to... l The implications of this aspect of the reforms could be...

Please use standard research paper formatting in conjunction with the instructions above and the marking key to assist you in achieving a high mark.

What policy reform will you write about?

There are three topics available and you should select ONE topic in the first week of study to ensure that you can commence research on it right away. These topics have been selected as they are located outside of the traditional healthcare system (i.e. welfare, environment, justice) but have direct implications for public health:

l Topic 1: Social Security for All: The case for a Universal Basic Income l Topic 2: Fossil Fuel Black Out: A moratorium on new coal mines l Topic 3: Ending the War on Drugs: Legalisation of cannabis

There is further detail about each of these topics on Blackboard which you are encouraged to skim through to help you in selecting your topic and then reviewing in detail when you commence work on your submission. This further information includes:






l Overview of the policy reform l Background information to familiarise yourself with the topic l Bibliography of peer-reviewed articles to get you started

You will find the content of the following modules particularly useful to prepare for this assessment:

l Module 1: A Social Ecology of Health l Module 4: A Political Economy of Health l Module 6: Parliament and the Rule of Law l Module 7: Neoliberalism and Individual Freedom l Module 10: Health in All Policies

Additional information is available on Blackboard.

Pass requirements

1. Students must achieve a Final Mark of 50 or greater to pass this unit. 2. All pieces of assessment must be attempted to pass this unit. Failure to submit assessments will result in a

Fail. 3. Students will be penalised by 10% of the total mark for the assessment per calendar day for a late assessment

if there is no prior negotiation with the relevant Unit Coordinator.

Fair assessment through moderation

Moderation describes a quality assurance process to ensure that assessments are appropriate to the learning outcomes, and that student work is evaluated consistently by assessors. Minimum standards for the moderation of assessment are described in the Assessment and Student Progression Manual, available from policies.curtin.edu.au/policies/teachingandlearning.cfm

Late assessment policy

This ensures that the requirements for submission of assignments and other work to be assessed are fair, transparent, equitable, and that penalties are consistently applied.

1. All assessments students are required to submit will have a due date and time specified on this Unit Outline. 2. Students will be penalised by a deduction of ten percent per calendar day for a late assessment submission

(eg a mark equivalent to 10% of the total allocated for the assessment will be deducted from the marked value for every day that the assessment is late). This means that an assessment worth 20 marks will have two marks deducted per calendar day late. Hence if it was handed in three calendar days late and given a mark of 16/20, the student would receive 10/20. An assessment more than seven calendar days overdue will not be marked and will receive a mark of 0.

Assessment extension

A student unable to complete an assessment task by/on the original published date/time (eg examinations, tests) or due date/time (eg assignments) must apply for an assessment extension using the Assessment Extension form (available from the Forms page at students.curtin.edu.au/administration/) as prescribed by the Academic Registrar. It is the responsibility of the student to demonstrate and provide evidence for exceptional circumstances beyond the student's control that prevent them from completing/submitting the assessment task.

The student will be expected to lodge the form and supporting documentation with the unit coordinator before the assessment date/time or due date/time. An application may be accepted up to five working days after the date or due date of the assessment task where the student is able to provide an acceptable explanation as to why he or she was not able to submit the application prior to the assessment date. An application for an assessment extension will not be accepted after the date of the Board of Examiners' meeting.

Assessment extensions:

The Application for Assessment Extension form can be found at the following link:





http://policies.curtin.edu.au/policies/teachingandlearning.cfm

http://students.curtin.edu.au/administration/

http://students.curtin.edu.au/administration/documents/Application_forAssessmentExtension.pdf

NO Application for Assessment Extension will be considered without relevant supporting documentation (as per instructions on the form).

Applications for Assessment Extensions can be sent to:

l Directly to the Unit Coordinator - for requests for up to 5 days extension. l School of Public Health Teaching Support Office ([email protected]) – where the extension is

for more than 5 days or the final piece of assessment.

The outcome of your Application for Assessment Extension will be notified to you by the Official Communication Channel (OCC) as per the Assessment and Student Progression Manual (refer to Section 13). http://policies.curtin.edu.au/findapolicy/docs/Assessment_and_Student_Progression_Manual.pdf

Appeals:

For details on the student appeals process please refer to the Assessment and Student Progression Manual. http://policies.curtin.edu.au/findapolicy/docs/Assessment_and_Student_Progression_Manual.pdf

Deferred assessments

Supplementary assessments

Supplementary assessments are not available in this unit.

Reasonable adjustments for students with disabilities/health circumstances likely to impact on studies

A Curtin Access Plan (CAP) is a document that outlines the type and level of support required by a student with a disability or health condition to have equitable access to their studies at Curtin. This support can include alternative exam or test arrangements, study materials in accessible formats, access to Curtin’s facilities and services or other support as discussed with an advisor from Disability Services (disability.curtin.edu.au). Documentation is required from your treating Health Professional to confirm your health circumstances.

If you think you may be eligible for a CAP, please contact Disability Services. If you already have a CAP please provide it to the Unit Coordinator at the beginning of each semester.

Referencing style

The referencing style for this unit is APA 6th Ed.

More information can be found on this style from the Library web site: http://libguides.library.curtin.edu.au/referencing.

Copyright © Curtin University. The course material for this unit is provided to you for your own research and study only. It is subject to copyright. It is a copyright infringement to make this material available on third party websites.

If your results show that you have been granted a deferred assessment you should immediately check OASIS for details.





http://students.curtin.edu.au/administration/documents/Application_forAssessmentExtension.pdf

mailto:[email protected]

http://policies.curtin.edu.au/findapolicy/docs/Assessment_and_Student_Progression_Manual.pdf

http://policies.curtin.edu.au/findapolicy/docs/Assessment_and_Student_Progression_Manual.pdf

http://life.curtin.edu.au/health-and-wellbeing/CAP.htm

http://life.curtin.edu.au/health-and-wellbeing/disability_services.htm

http://life.curtin.edu.au/health-and-wellbeing/disablity_services_eligibility.htm#/health-and-wellbeing/10126.htm

http://life.curtin.edu.au/health-and-wellbeing/contact_disability_services.htm

http://libguides.library.curtin.edu.au/referencing

Academic Integrity (including plagiarism and cheating) Any conduct by a student that is dishonest or unfair in connection with any academic work is considered to be academic misconduct. Plagiarism and cheating are serious offences that will be investigated and may result in penalties such as reduced or zero grades, annulled units or even termination from the course.

Plagiarism occurs when work or property of another person is presented as one's own, without appropriate acknowledgement or referencing. Submitting work which has been produced by someone else (e.g. allowing or contracting another person to do the work for which you claim authorship) is also plagiarism. Submitted work is subjected to a plagiarism detection process, which may include the use of text matching systems or interviews with students to determine authorship.

Cheating includes (but is not limited to) asking or paying someone to complete an assessment task for you or any use of unauthorised materials or assistance during an examination or test.

From Semester 1, 2016, all incoming coursework students are required to complete Curtin’s Academic Integrity Program (AIP). If a student does not pass the program by the end of their first study period of enrolment at Curtin, their marks will be withheld until they pass. More information about the AIP can be found at: https://academicintegrity.curtin.edu.au/students/AIP.cfm

Refer to the Academic Integrity tab in Blackboard or academicintegrity.curtin.edu.au for more information, including student guidelines for avoiding plagiarism.

Information and Communications Technology (ICT) Expectations Curtin students are expected to have reliable internet access in order to connect to OASIS email and learning systems such as Blackboard and Library Services.

You may also require a computer or mobile device for preparing and submitting your work.

All assessments should be submitted in Microsoft Word format. If using a Mac computer please ensure that you export the file in Word format. DO NOT submit in the following formats: Pages, Publisher, PDF.

For general ICT assistance, in the first instance please contact OASIS Student Support: oasisapps.curtin.edu.au/help/general/support.cfm

For specific assistance with any of the items listed below, please contact The Learning Centre: life.curtin.edu.au/learning-support/learning_centre.htm

l Using Blackboard, the I Drive and Back-Up files l Introduction to PowerPoint, Word and Excel

Additional information Core Competencies for Health Promotion Practitioners

This is a set of health promotion core competencies for health promotion practitioners, organisations, employers, and educators. It identifies competencies for health promotion at beginner practitioner level.

Australian Health Promotion Association

Australia’s peak health promotion body, the Australian Health Promotion Association is the only professional association in Australia specifically for people interested or involved in the practice, research and study of health promotion.

Public Health Association of Australia

The Public Health Association of Australia is recognised as the principal non-government organisation for public health in Australia and works to promote the health and well-being of all Australians. The Association seeks better population health outcomes based on prevention, the social determinants of health and equity principles.

Enrolment

It is your responsibility to ensure that your enrolment is correct - you can check your enrolment through the eStudent option on OASIS, where you can also print an Enrolment Advice.





https://academicintegrity.curtin.edu.au/students/AIP.cfm

http://academicintegrity.curtin.edu.au/

https://oasisapps.curtin.edu.au/help/general/support.cfm

http://life.curtin.edu.au/learning-support/learning_centre.htm

http://www.healthpromotion.org.au/images/stories/pdf/core%20competencies%20for%20hp%20practitioners.pdf

http://www.healthpromotion.org.au/

http://www.phaa.net.au/

Student Rights and Responsibilities It is the responsibility of every student to be aware of all relevant legislation, policies and procedures relating to their rights and responsibilities as a student. These include:

l the Student Charter l the University's Guiding Ethical Principles l the University's policy and statements on plagiarism and academic integrity l copyright principles and responsibilities l the University's policies on appropriate use of software and computer facilities

Information on all these things is available through the University's "Student Rights and Responsibilities" website at: students.curtin.edu.au/rights.

Student Equity There are a number of factors that might disadvantage some students from participating in their studies or assessments to the best of their ability, under standard conditions. These factors may include a disability or medical condition (e.g. mental illness, chronic illness, physical or sensory disability, learning disability), significant family responsibilities, pregnancy, religious practices, living in a remote location or another reason. If you believe you may be unfairly disadvantaged on these or other grounds please contact Student Equity at [email protected] or go to http://eesj.curtin.edu.au/student_equity/index.cfm for more information

You can also contact Counselling and Disability services: http://www.disability.curtin.edu.au or the Multi-faith services: http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm for further information.

It is important to note that the staff of the university may not be able to meet your needs if they are not informed of your individual circumstances so please get in touch with the appropriate service if you require assistance. For general wellbeing concerns or advice please contact Curtin's Student Wellbeing Advisory Service at: http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm

Recent unit changes Students are encouraged to provide unit feedback through eVALUate, Curtin's online student feedback system. For more information about eVALUate, please refer to evaluate.curtin.edu.au/info/.

Recent changes to this unit include:

l A structured workbook and additional digital media have been developed for greater clarity for, and engagement of, students studying online.

l Assessments have been revised to expand on student understanding of social determinants of health and advocacy strategies.

To view previous student feedback about this unit, search for the Unit Summary Report at https://evaluate.curtin.edu.au/student/unit_search.cfm. See https://evaluate.curtin.edu.au/info/dates.cfm to find out when you can eVALUate this unit.





http://students.curtin.edu.au/rights/

mailto:[email protected]

http://eesj.curtin.edu.au/student_equity/index.cfm

http://www.disability.curtin.edu.au/

http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm

http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm

http://evaluate.curtin.edu.au/info/index.cfm

https://evaluate.curtin.edu.au/student/unit_search.cfm

https://evaluate.curtin.edu.au/info/dates.cfm

Program calendar HLPR3001 Health Partnerships, Politics and Power - Program Calendar Semester 2, 2016

COMMENCES TOPIC ASSESSMENT DUE

BLOCK 1: CLASS AND CONTEXT

1 AUG Module 1: A Social Ecology of Health

8 AUG Module 2: Healthy Places and Spaces

15 AUG Module 3: Healthy Systems and Contexts

22 AUG Module 4: A Political Economy of Health Workbook 1 (5pm WST, Fri 26 Aug)

29 AUG TUITION FREE WEEK

BLOCK 2: GOVERNMENT AND THE COMMONS

5 SEP Module 5: Democracy and the State

12 SEP Module 6: Parliament and the Rule of Law

19 SEP Module 7: Neoliberalism and Individual Freedom

Workbook 2 (5pm WST, Fri 23 Sep)

26 SEP TUITION FREE WEEK Parliamentary Submission (9am WST, Mon 26 Sep)

BLOCK 3: POWER AND INFLUENCE

3 OCT Module 8: Wicked Problems and Policies

10 OCT Module 9: Political Ideologies in Practice

17 OCT Module 10: Corporate Determinants of Health

24 OCT Module 11: Health in all Policies

31 OCT Module 12: Movements for Change Workbook 3 (5pm WST, Fri 4 NOV)

7 NOV STUDY WEEK Journal Article (9am WST, Mon 7 Nov)





HLPR3001 Health Partnerships, Politics and Power Semester...

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