pubh1000 introduction to public health semester 1, 2015

Unit study package code: PUBH1000

Mode of study: Internal

Tuition pattern summary: Note: For any specific variations to this tuition pattern and for precise information refer to the Learning Activities section.

Lecture: 1 x 2 Hours Weekly Tutorial: 1 x 2 Hours Weekly

This unit does not have a fieldwork component.

Credit Value: 25.0

Pre-requisite units: Nil

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]: 400Room: 473

Teaching Staff: Name: Krysten BlackfordPhone: +618 9266 7819Email: [email protected]: 400Room: Please email to make an appointment

Name: Maria ChanmugamPhone: +618 9266 7819Email: [email protected]: 400Room: Please email to make an appointment

Name: Anne-Marie HoltPhone: +618 9266 7819Email: [email protected]: 400Room: Please email to make an appointment

Name: Rochelle TobinPhone: +618 9266 7819Email: [email protected]: 400

Unit Outline

PUBH1000 Introduction to Public Health Semester 1, 2015

Faculty of Health SciencesSchool of Public Health

PUBH1000 Introduction to Public Health Bentley Campus 24 Feb 2015 School of Public Health, Faculty of Health Sciences

Page: 1 of 12CRICOS Provider Code

WA 00301J, NSW 02637BThe only authoritative version of this Unit Outline is to be found online in OASIS

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

Room: Please email to make an appointment

Administrative contact: Name: Novena Davidson AraujoPhone: +618 9266 7927Email: [email protected]: 400Room: 310

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

Faculty of Health Sciences School of Public Health




http://lms.curtin.edu.au/

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

Syllabus Introduction to public health theory. Recent trends in public health practice. Environmental and nutritional factors that impact on health. Major causes of morbidity and mortality in Australia. National health priority areas. Indigenous health issues. Application of primary, secondary and tertiary levels of prevention in public health.

Introduction This unit is an introduction to public health theory and recent trends in public health practice. We will consider the determinants of health and priorities for action both in Australia and globally. We will explore areas of public health practice including obesity prevention, tobacco control, alcohol harm reduction, mental health promotion, cancer control, injury prevention, climate change and infectious disease.

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.

Curtin's Graduate Attributes

Learning Activities This unit involves weekly digital lectures and attendance at a weekly tutorial. The digital lecture/s may take the form of narrated slides, documentaries or interviews with public health professionals and are available for viewing on Blackboard under the Unit Materials for each week. Students should ensure that they have viewed these digitial lectures prior to attending their tutorial.

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

1 Explain the major causes of morbidity and mortality in Australia and developing countries

2 Evaluate and justify the national health priorities of Australia

3 Generate an original argument in relation to health promotion strategies to promote positive health outcomes in the Australian population

4 Discuss key issues affecting the health of Aboriginal and Torres Strait Islanders

5 Conduct a critical analysis of a major health issue

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





http://ctl.curtin.edu.au/

Learning Resources Recommended texts

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

l Keleher, H., and C. MacDougall. eds. 2011. Understanding health: a determinants approach. 3rd ed. South Melbourne: Oxford University Press.

l Jirowong, S., and P. Liamputtong. eds. 2009. Population Health Communities and Health Promotion. South Melbourne: Oxford University Press.

Other resources

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.

REPORTS

State of Preventive Health 2013 - Australian National Preventive Health Agency (2013) State of Preventive Health 2013 aims to give Australians a comprehensive overview of the health challenges facing Australians, particularly in relation to chronic disease, and the associated risk factors including tobacco consumption, harmful alcohol use and obesity.

Australia: the healthiest country by 2020 - Preventative Health Taskforce (2008) The discussion paper outlines the case for reform in our approach to the prevention of illness and the promotion of health. Major changes in the way we behave as individuals, as families, as communities, as industries, as states and as a nation will be required.

Australia's health 2014 - Australian Institute of Health and Welfare (2014) Australia’s health 2014 is the 14th biennial health report of the Australian Institute of Health and Welfare. This edition combines analytical feature articles on highly topical health issues with short statistical snapshots in the following areas: Understanding health and illness; The Australian health system; How healthy are we?; Leading types of ill health; Health behaviours and risks; Health through your life; Indigenous health; Preventing and treating ill health; Indicators of Australia’s health.

Australia's welfare 2013 - Australian Institute of Health and Welfare (2013) Australia's welfare 2013 is the 11th biennial welfare report of the Australian Institute of Health and Welfare. This comprehensive and authoritative report provides an overview of the wellbeing of Australians across domains of healthy living, autonomy and participation, and social cohesion. It includes information on: - population factors underpinning the demand for welfare services - particular needs and assistance provided to key groups - the resourcing of welfare services in Australia. The report is accompanied by a companion mini publication, Australia's welfare 2013 in brief.

Overview of Australian Indigenous health status, 2013 - Australian Indigenous HealthInfoNet (2014) This Overview of Australian Indigenous health status provides information about: Aboriginal and Torres Strait Islander populations; the context of Indigenous health; various measures of population health status; selected health conditions; and health risk and protective factors.

Australian Burden of Disease Study: fatal burden of disease 2010 - Australian Institute of Health and Welfare (2015) This is the first report in the Australian Burden of Disease Study series. It provides estimates of fatal burden for 2010 showing the contribution of each disease group by age and sex. The three leading disease groups were Cancer (35%), Cardiovascular diseases (23%) and Injuries (13%), and these contributed more than 70% of total fatal burden.

JOURNALS

l Health Promotion Journal of Australia l Australian and New Zealand Journal of Public Health

PROFESSIONAL ASSOCIATIONS

l Curtin Health Promotion Student Association (HPSA) l Australian Health Promotion Association l Public Health Association of Australia





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

http://www.anpha.gov.au/internet/anpha/publishing.nsf/Content/state-of-prev-health-2013

http://www.health.gov.au/internet/preventativehealth/publishing.nsf/Content/discussion-healthiest

http://www.aihw.gov.au/publication-detail/?id=60129547205


http://www.healthinfonet.ecu.edu.au/health-facts/overviews


http://www.publish.csiro.au/nid/292.htm

http://onlinelibrary.wiley.com/journal/10.1111/%28ISSN%291753-6405

https://www.guild.curtin.edu.au/Clubs/Club.aspx?CID=10

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

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

Assessment Assessment schedule

Detailed information on assessment tasks

1. CRITICAL READING ACTIVITY

INTRODUCTION

Tobacco is one of the most important public health issues internationally and claims more than 15,000 lives in Australia alone every year. It can also be controversial because it raises the issue of who is responsible for people smoking. On the one hand, some commentators argue that responsibility for whether people smoke rests with the individual and is a matter of personal choice. On the other hand, some commentators argue that responsibility lies with governments, particularly in relation to young people. The latter emphasise those factors outside the control of the individual which limit choice or prevent certain actions. Calls for governments to regulate tobacco marketing, tax tobacco and ban smoking in public places are associated with this view.

THE ASSESSMENT

This assessment on government intervention and tobacco control provides you with the opportunity to:

l critically analyse the responsibility of government in tobacco control interventions l practise effective reading strategies l demonstrate consistent and accurate use of a standard referencing system l take a position on smoking bans in public places and support it in written form.

You are required to submit:

1. Reading logs for two articles. 2. Three or four fully referenced paragraphs, written in your own words in which you present a coherent argument for

government intervention to extend public smoking bans in Western Australia. A short introduction and conclusion should also be included and altogether this short ‘essay’ should be approximately 500 words.

ASSESSMENT MATERIALS

To complete this Assessment you need the following articles which can be found by searching the Library databases.

Please note we have not used a standard referencing format to refer to these articles because we wish you to do that as part of this assessment.

1. Changes in child exposure to environmental tobacco smoke (CHETS) study after implementation of smoke-free legislation in Scotland: national cross sectional survey by Patricia Akhter, Dorothy Currie, Candace Currie and Sally Haw published in British Medical Journal in September 2007

2. Article by Karen Jochelson called Nanny or Steward? The role of government in public health published in Public Health in 2006

3. Implications of a Public Smoking Ban by Mark Lemstra, Cory Neudorf and Johnmark Opondo in Revue Canadienne de Sante Publique in January-February 2008

4. Public support for tobacco control policy extensions in Western Australia: cross-sectional study by Michael Rosenberg, Simone Pettigrew, Lisa Wood, Renee Ferguson and Stephen Houghton in BMJ Open in February 2012

5. At the frontier of tobacco control: A brief review of public attitudes toward smoke-free outdoor places by George Thomson, Nick Wilson and Richard Edwards published in Nicotine & Tobacco Research in June 2009

Task Value % Date DueUnit Learning Outcome(s)

Assessed

1Critical reading activity 25 percent Week: Week 4

Day: Friday 27 March Time: 5pm (WST)

3,5

2Research paper 40 percent Week: Week 12

Day: Friday 22 May Time: 5pm (WST)

1,2,5

3Written examination 35 percent Week: Week 14

Day: TBC Time: TBC

1,2,3,4





6. Implementation of a Smoke-free Policy in Subsidized Multiunit Housing: Effects on Smoking Cessation and Secondhand Smoke Exposure by Barbara Pizacani, Julie Maher, Kristen Rohde, Linda Drach and Michael Stark in Nicotine & Tobacco Research in February 2012

Library information on using databases can be accessed through the following link: Search for Journal Articles <http://libguides.library.curtin.edu.au/content.php?pid=151774&sid=1288460>

TASKS

Please read the instructions carefully and have the above articles downloaded and available to refer to.

Task A – 2 x Reading Logs [10 marks (5 marks for each reading log)]

A reading log is a way of reading academic literature which uses the common structures found in the types of academic literature which your lecturers value most highly. Refereed journal articles, chapters from a sole authored book (not textbooks) and chapters from edited books (not textbooks) have a hierarchical structure which is built around an argument or hypothesis.

The reading log gives you the opportunity to learn an efficient way of reading which allows you to isolate the argument of a piece of reading and use it as a framework to separate important ideas from supporting detail.

Apply the following steps to reading the article by Karen Jochelson (Reading Log 1) AND the article by Michael Rosenberg, Simone Pettigrew, Lisa Wood, Renee Ferguson and Stephen Houghton (Reading Log 2) and present your work under the headings 1-7 listed below.

Note that your reading logs should be about 1-1½ pages long each.

1. Reference

Give the complete end text reference for the article in a standard referencing format. If you need assistance with referencing go to:

Curtin Library Referencing Guide <http://libguides.library.curtin.edu.au/content.php?pid=141214>

2. Argument or purpose

Read the abstract. Put the reading aside. In 1-2 sentences and IN YOUR OWN WORDS, write down the author’s argument or main purpose.

Now read the conclusion. In many readings you will find that the argument or purpose is restated in the conclusion. Check that you are still satisfied with what you have written or revise if necessary.

3. Academic Credibility

Write 3-4 sentences about the quality of the research on which the article is based.

To assess whether the reading is well researched and academically credible, look through the reference list. Are there references to articles in refereed journals? Journals with a volume and issue number are usually refereed. Are any books listed published by recognised academic publishers (Polity, Blackwells, Routledge, Curzon, Macmillan, Palgrave, Sage or any of the university presses such as Oxford University Press, Cambridge University Press, Princeton University Press)? Are at least some of the references relatively recent (last ten years)? This is not to suggest that material published more than ten years ago is not credible and valuable. What you are assessing is whether the writer is familiar with current research on the topic. Are reports and working papers from a variety of sources (UNAIDS, national governments, reputable non-government agencies, independent think tanks, academic research centres, and international institutions)?

4. Headings within the material

List the headings and subheadings indicating their different levels. Read over the list and try to work out what you think might be in each section. Include the list in your log but you only need to reflect on this latter part.

5. Reading a section

Go back and read over what you wrote at step 2. In a well written article all of the sections in the text will contribute to establishing the argument or purpose.

Look at the first section (Introduction/Background). Read only the first sentence of each paragraph in the section and answer the following questions:

l What does the section deal with? (1 sentence) l How does the material in the section relate to the author’s argument or purpose? (1-2 sentences)

6. Reading in depth

Using the technique above, choose one section of the article which you think is most relevant to the paragraph task (Task B





below) on government intervention and smoking. This is most likely the Introduction or the Discussion.

Read the first paragraph and then put the article aside. In your own words think of a full grammatical sentence which expresses the main idea of the paragraph. Write the sentence in the margin next to the relevant paragraph or in your notes. Repeat the process for each paragraph in this section. You should write only ONE SENTENCE for each main idea.

Read over the sentences looking to see how they are connected to each other and the argument of the article. In your log, combine the sentences into a paragraph.

Note:

l We want the main idea of the paragraph and not just the general topic. For the difference between topic and main idea follow the link: Topic and Main Idea

l If you want some practice and feedback on isolating the main idea of a paragraph follow the link to: Paragraph Structure

Now look over the paragraph you have written and see if the sentences follow on logically from each other. Do they support the overall argument that you identified at step 2 (you should reflect on this - no answer needs to be provided in text)?

7. Review

Now that you have completed the log, look back at your original statement of the argument and think carefully if the main ideas support it. Ask yourself how you will use the material you have just read to complete the paragraph task. (You do not need to write anything for this part.)

TASK B – Paragraph writing [15 marks]

Based on your reading of the articles we have provided above, we would like you to present a coherent argument for government intervention to extend public smoking bans. Present your argument and support it from the above literature in three or four well structured, fully referenced paragraphs (plus a short introduction and conclusion).

You are not required to source additional references or material. Please only use the references we have provided you above.

Include a reference list with the full reference for your paragraphs using the APA 6th referencing system. Use the format for a journal article to provide your reference.

Referencing is tedious and requires patience and discipline but it is not difficult. Do not try to remember how to reference. Always have your referencing guide by you when you are writing a reference and make sure you follow it exactly. The alternative is to use Endnote.

2. RESEARCH PAPER

This assessment requires you to prepare a report justifying why a specific health issue should be a priority for prevention in Australia. The word count is 1500 words.

For this report, you must select ONE specific preventable health issue that is connected to ONE of the National Health Priority Areas (NHPA) listed below. For example breast cancer is a specific health issue in the NHPA ‘Cancer control’; depression is a specific health issue in ‘Mental Health’.

Only select a topic from the NHPA listed below. Please DO NOT choose obesity or dementia.

l arthritis and musculoskeletal conditions l asthma l cancer control l cardiovascular health l diabetes mellitus l injury prevention and control l mental health

You should ensure that you choose a health issue that can be prevented. This assessment requires you to focus on primary prevention; not secondary or tertiary prevention.

Your report should justify with evidence why your selected health issue is one of the NHPAs, i.e. why is it important for us to focus on addressing it? It is expected you will use appropriate references throughout this report. It should include a Table of Contents which includes at a minimum the headings outlined below. Note that the 1500 total word count does NOT include the title page, table of contents, reference page and any tables or graphs that you might include.

Below is an overview of each section and what is required to obtain high marks.

1.0 Introduction (5%)





In this section you should introduce your topic, describe what your report is about, and define any necessary terms. At the end of the introduction, include a clear statement of purpose. You will need one to two paragraphs (~150 words).

2.0 Overview of health issue (15%)

In this section you should clearly outline the details of your chosen health issue and what causes it (~250 words).

3.0 Rationale for health issue as a NHPA (30%)

In this section you should describe who the health issue affects, how many it affects and how badly it affects them. Justify reasons for selecting this health issue with factual data, making sure you avoid overly emotive language. You should include statistics (where appropriate) such as:

l trends of the health issue over at least 8–10 years (is this issue increasing or decreasing in severity?) l data from other countries (how does this data compare with Australia?) l gender and/or age differences.

Consider whether a table, graph or image would be useful. Ensure that tables or graphs are properly labeled and the source identified. Sources may include journal articles, publications from government and semi-government bodies, and research statistics. Consider your chosen health issue in the context of definitions of health, public health and health promotion as well as the social determinants of health (~750 words).

4.0 Intervention (20%)

In this section you should describe ONE health promotion intervention that is used to prevent this health issue and detail how it relates to one or more of the Ottawa Charter Action Areas. An intervention is a specific approach or strategy used to change someone’s behaviour or reduce their risk of disease. Take the intervention's target group into consideration and think about their needs carefully (~250 words).

5.0 Conclusion (5%)

In this section you should remind the reader of the overall content and purpose of the report. Reiterate why your health issue is part of the NHPAs. Include information regarding who is most at risk and who the intervention should be aimed at in the future (e.g. whole population or a particular target group). Don’t include any new information in the Conclusion.

6.0 References (5%)

You should use a minimum of five peer-reviewed journal articles (published later than the year 2005) although you may require more to ensure that all of your statements are justified. Also consider authoritative sites on the Internet such as the Australian Institute for Health and Welfare, Australian Indigenous HealthInfoNet and the Australian Bureau of Statistics. However, these should not make up more than 20% of your references. Peer-reviewed journal articles should be your main source of information.

Other assessable criteria

Adding the marks for each of these six sections together gives you 80%. The other 20% of the marks apply to the report overall and are divided into the following four areas. The explanation from the ‘excellent’ category in the marking guide is included here to make clear you know what to do in order to get full marks.

Paraphrasing, citing and referencing (5%)

Paraphrases well and references well. No errors with citing and referencing.

Organisation (5%)

Demonstrates the ability to structure an argument very effectively: Sections flow on from each other, and paragraphs within sections flow. Links the content throughout the different sections in the report very well.

Writing style: grammar, spelling and use of language (5%)

Uses a wide range of grammar and vocabulary naturally and with accuracy; rare minor errors.

Formatting (5%)

Title page, table of contents, page numbers and headings all included and neatly formatted with no errors. Only one Word document for the entire assessment is submitted.

3. EXAMINATION

The exam will be a collection of short answer and multiple choice questions based on unit content from throughout the study period including the electronic lectures, readings and tutorial discussions (Blackboard discussions for external students). Example questions are provided throughout the study period within your tutorials and discussion activities but you should not rely on these alone.





The exam is focused on the major concepts covered in each module. If you have watched all of the electronic lectures, read all of the readings and participated in the discussion questions on Blackboard you are well placed to achieving a high mark on the exam. As a starting point you are encouraged to ensure you have reviewed the following areas for revision (covered in various formats during semester):

l Ottawa Charter for Health Promotion l Social Determinants of Health l Primary, secondary and tertiary prevention l Rural health issues l Indigenous cultural security l Millennium Development Goals l Effects of globalisation on public health l Gender equality and health l Prevention measures for tobacco use, alcohol-related harm and obesity l Barriers to fruit and vegetable consumption l Cardiovascular disease l Cancer l Public policies for improving mental health l Haddon’s Matrix l Climate change and public health l Causes of emerging infectious disease threats

Pass requirements

Students must attempt all assessments in order to pass the unit. Failure to submit any item of assessment will result in a Fail grade.

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.

Deferred assessments

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

Deferred examinations/tests will be held from DD/MM/YY to DD/MM/YY . Notification to students will be made after the Board of





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

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

Examiners’ meeting via the Official Communications Channel (OCC) in OASIS.

Supplementary assessments

Supplementary assessments are not available in this unit.

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: library.curtin.edu.au.

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.

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

Additional information 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.

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





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

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

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

Recent unit changes We welcome feedback as one way to keep improving this unit. Students are encouraged to provide unit feedback through eVALUate, Curtin's online student feedback system (see evaluate.curtin.edu.au/info/).

Recent changes to this unit include:

An assessment has been introduced to expand student's ability to read critically and to enhance their ability to construct robust arguments in written form. Some of the assessment instructions have been revised to increase clarity for students of the assessment requirements.

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





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

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

http://evaluate.curtin.edu.au/

Program calendar

WEEK BEGINS MODULE ASSESSMENTS

Orientation 23 Feb Orientation Week

1 02 Mar Health + Determinants

2 09 Mar Health Promotion + Illness Prevention

3 16 Mar Populations + Risk

4 23 Mar Global Health A1: Critical Reading Due

5 30 Mar Australian Health Priorities

6 06 April Tuition Free Week

7 13 April Tuition Free Week

8 20 April Obesity Prevention

9 27 April Tobacco Control

10 04 May Alcohol Harm Reduction

11 11 May Cancer Control

12 18 May Mental Health Promotion A2: Research Paper Due

13 25 May Preventing Injury + Promoting Physical Activity

14 01 June Climate Change + Emerging Diseases A3: Exam





pubh1000 introduction to public health semester 1, 2015

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