PUB HLTH 1002 - Public Health IB
North Terrace Campus - Semester 2 - 2014
General Course Information
Course Code PUB HLTH 1002 Course Public Health IB Coordinating Unit Public Health Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 4 hours per week Assumed Knowledge Concepts of health & disease, principles of public health, health status of Australians, descriptive epidemiology & basic biostatistics, public health applied to infectious & chronic disease & the role of government in public health in Australia Course Description This course builds on learning attained during the first semester course Public Health 1A &, in addition to providing basic essential knowledge of disease prevention & health promotion aspects of public health, it provides a valuable foundation for subsequent health sciences & public health studies. Public Health 1B aims to introduce students to a population view of health & to the range of disciplines that contribute to a focus on the health of populations, with an orientation toward prevention, early intervention and primary care
Course Coordinator: Dr Tanya WittwerCourse Coordinator: Shona Crabb
Phone: +61 8313 1686
Location: Level 7, 178 North Terrace
Course Coordinator: Tanya Wittwer
Phone: +61 8313 0594
Location: Level 7, 178 North Terrace
Learning and Teaching Team
Phone: +61 8313 2128
Location: Level 7, 178 North Terrace
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
1 Demonstrate an understanding of the types of research evidence on which health interventions may be made; 2 Define health promotion with reference to Ottawa Charter Action Areas; 3 Demonstrate an understanding of the social determinants of health, particularly in reference to Indigenous Australians, and apply a contextual social health perspective within a health promotion framework; 4 Describe the basic principles and salient features of various disease prevention and health promotion interventions including smoking cessation, injury prevention, prevention of chronic disease and disaster preparedness; 5 Describe, at a beginner’s level, the use of some of the behaviour change models in health promotion and disease prevention programs; 6 Identify the key economic issues associated with the financing and delivery of Australia’s national health system; 7 Describe the contribution of public health sciences and program planning to public health practice; 8 Demonstrate a basic understanding that health outcomes are affected by policies in a wide range of areas; 9 Demonstrate effective research skills in locating, reading, synthesising and critiquing public health literature and the ability to communicate in clear and concise writing using appropriate terminology and references; 10 Demonstrate an ability to participate constructively in tutorials and practicals and work effectively in teams.
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 1-9 The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 1, 7, 9 An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 1, 3-5, 7-10 Skills of a high order in interpersonal understanding, teamwork and communication. 9, 10 A proficiency in the appropriate use of contemporary technologies. 1, 7, 9, 10 A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 3, 9, 10 An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 3-5, 7, 8
Required ResourcesCORE TEXTS
A hard copy of the Public Health 1B Handbook is provided to all students beginning week 1. These can be collected from the Discipline of Public Health Office. A PDF version is also available on MyUni.
Required Readings for each week are available in a hard copy Book of Readings available from the Image & Copy Centre (Level 1, Hughes Building), or electronically on MyUni.
The recommended textbook, Fleming ML, Parker E. Introduction to Public Health. 2nd ed. Sydney. Churchill Livingstone; 2012 will be available online to all students without cost, or may be purchased at UniBooks or Ramsay's Bookstore.
Recommended ResourcesAnderson, J & Poole, M 2001, Assignment and Thesis Writing, 4th Edition, John Wiley & Sons, Brisbane is an excellent guide to assignment writing at tertiary level with sections that cover planning, writing, editing and referencing your document. It is not compulsory but will assist you in your work across a range of courses.
Other useful resources are listed in Appendix II of the Handbook.
Video clips and other links posted on MyUni
Online LearningCOMPUTER LABORATORIES AND OTHER COMPUTING SERVICES
University information on computer laboratories and other computing services is available at: http://www.adelaide.edu.au/its/student_support/labs/ (accessed 18/06/12)
The Health Sciences computer laboratory is situated in Rooms 1059, 1060 and 1063 of the Plaza Building. Twenty-four hour access to computers is provided at the Barr Smith Library.
Public Health makes lecture notes and other teaching aids available electronically to students, through MyUni.
In Public Health 1B, you will be expected to use MyUni for a number of purposes:-
Accessing announcements about changes in scheduling, course information etc.
Accessing lecture notes both in pdf format and, if recording is possible in the allocated lecture theatre, in audiofile format.
Posting questions. Neither the course coordinators nor the tutors will respond to emails sent to their university email address containing questions of an academic nature (e.g., about assignments), the answers to which would be of interest to other students. Such questions must be posted to the Discussion Board. Only questions of a more personal nature such as requests for extension should go directly to the coordinators.
In addition you can access digital copies of the readings and links to other resources.
MyUni is the primary entry point to online learning at Adelaide University. MyUni provides students and staff with access to course materials, discussion forums, announcements, online and many other features to help manage your study or teaching. You can connect to MyUni on or off campus from an internet connected computer using a Web browser. The URL is: http://myuni.adelaide.edu.au
Login to MyUni using your Username and Password. Once logged on to MyUni, you will find the information displayed is customised to present only details relevant to you and the online content for courses that you are studying.
For enquiries about online education services, what is available and access, contact the Online Education Helpdesk:
Phone: (08) 8313 3335
The Helpdesk is available for extended hours during the week or through voicemail.
Learning & Teaching Activities
Learning & Teaching ModesThe course is structured to provide sequential scaffolding for learning, from basic concepts through to higher order thinking, with each component being essential. Lectures, with interactive components, provide basic factual information and concepts about public health, and may be preceded by online learning. Lectures are followed by interactive tutorials designed to develop and clarify topics covered in lectures. Practical classes provide a problem-oriented investigation of some of the key course concepts and information. Online quizzes provide an opportunity to revise content, a Small Group Discovery Experience and Assignments provide contrasting opportunities to undertake in depth analysis of some key concepts of the course. Finally, the exam will assess the extent to which students have developed their understanding through the course.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.The information below is provided as a guide to assist students in engaging appropriately with the course requirements. As a 3 unit course, PH1B will require approximately 12 hours of work per week including attendance at lectures (2 hours), attendance at tutorial (1 hour), attendance at practical (1 hour). Eight of the 12 hours per week is private study, which is study outside of your regular classes.
Eight non-contact hours per week should be private study including:
Pre-reading (lecture material) - 1 hour
Tutorial tasks - 1-2 hours
Completion of assignments and revision - 6 hours
Learning Activities Summary
Week Topic Lecture Week 1 Improving Australia's Health Introduction
Public health interventions: Disease prevention, promotion and protection
Week 2 Evidence-based public health What is evidence?
Thinking again about the evidence
Week 3 Ottawa Charter Framework for health promotion
Awareness and skills for health
Week 4 Addressing health issues Levels of prevention
Health intervention cycle
Week 5 Behaviour Change Smoking cessation: casse study
Models of behaviour change for health
Week 6 Additional Considerations Health intervention cycle
Week 7 Health economics
Primary health care integration
Week 8 Indigenous Health Painting the picture
What brought us to this point?
Week 9 Disaster preparedness Disaster preparedness Week 10 Further case studies Health in All Policies
Week 11 Injury prevention Frameworks for injury prevention
Injury prevention case study
Week 12 Prevention, promotion, protection Applying the frameworks to an area of health
Week 13 If requested: further exam revision
Small Group Discovery ExperiencePlease see under 5.3 assessment detail
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Task Assessment Type Weighting Learning Outcome(s) being addressed Critique of evidence in media presentation on public health Summative 10% 1, 9 Major essay on disease prevention Summative 20% 1-5, 7, 8, 9 Tutorial participation Summative 10% 9, 10 Quiz 1 Summative 2.5% 2-4 Quiz 2 Summative 2.5% 5-8 Small Group Discovery Experience Summative 15% 1-10 Exam Summative 40% 1-9
Assessment Related RequirementsMarking of tutorial participation
Attendance and participation at all tutorials is required and an expectation; 10% of your overall mark is based on your tutorial participation. Tutorials will extend and apply the material presented in lectures and in the readings. The examination will test understanding of tutorial topics.
The criteria for attendance and participation marks are as follows: for ten of the weeks in the semester 1 mark is allocated for attending and actively participating in one tutorial. If a student is absent, he/she will receive 0 for that tutorial. Participation only, without preparation, may receive 0.5 marks for that tutorial. A tutorial which is not attended but for which the student submits a medical certificate will not be counted for marking.
All practical material is examinable and you are expected to participate actively. An attendance sheet will be completed every week. More importantly, the practicals provide an opportunity for you to process and assimilate the material from the lectures and readings, and apply your learning to specific situations. Active participation will not only lead to greater enjoyment and learning, but will definitely assist you in the exam.
Each student will be assigned to a group within their practical class, and each group will make a presentation to the class at least once during the semester. Participation in the group process and the presentation will together constitute 15% of the assessment for the semester.
Conduct in tutorials and practicals
In tutorials and practicals it is expected that all students should contribute to discussion.
Public health can be controversial therefore opinions may be expressed that are counter to our own. You are expected to be respectful of others' points of view even though they may differ from your own. Each student has the right to hold and express views that are not conventional, provided that they are not personal attacks on individual students and they do not vilify other groups of people (i.e. people from different ethnic or religious groups, or those with different sexual preferences).
Assessment DetailInformation sources for assignments
Information used in your assignments will be derived from government reports, scholarly articles and books – including your textbook. All work must be referenced appropriately. In addition, data used should be recent - you will be expected to access reports published between 2008-2014 unless you are examining time trends or cannot find data on your topic of interest published in this period
The Handbook contains an extended list of readings and other resources to help you with these assignments but you are encouraged to use your initiative and identify additional resources
In addition to the recommended readings for disease prevention and health promotion concepts as discussed at lectures, tutorials and practicals, the Australian Institute for Health and Welfare website is strongly recommended as an important resource for Assignment 2
On the library home page, click on the “Resource Guides” tab at the top to go to the Public Health page (from Health Sciences). In addition to many helpful general resources that Maureen Bell, the subject librarian, has gathered or developed, there are tabs at the top of that page which will guide you to specific subject areas.
There are many online resources regarding essay writing. This one may be useful if you are uncertain about what is required: www.lc.unsw.edu.au/onlib/pdf/essay.pdf (accessed 18/11/13). Monash University have a comprehensive tutorial if you are seeking even more guidance:
http://www.monash.edu.au/lls/llonline/writing/general/essay/index.xml (accessed 18/11/13).
Assessment requirements will be discussed in tutorials and lectures. Please use these opportunities to clarify any uncertainties you may have.
Referencing of written work
It is essential that you learn to reference all written work accurately and consistently. Students often find this difficult, and do not understand why it is important. We will spend some time in early lectures and tutorials explaining why good referencing is important and helping you to do it. Different disciplines use different referencing systems, reflecting the requirements of professional publications in that area.
For undergraduate courses, the Discipline of Public Health uses the Vancouver (numbered) System of referencing. This system uses:
Bracketed references using consecutive numbers in the body of the text, AND
A reference list in numerical order at the end of the assignment.
Examples in text referencing
The Vancouver System assigns a number to each reference as it is cited. A number must be used even if the author(s) is named in the sentence/text.
Example: Smith (10) has argued that…
The original number assigned to the reference is reused each time the reference is cited in text, regardless of its previous position in the text.
When multiple references are cited at a given place in the text, use a hyphen to join the first and last numbers that are inclusive. Use commas (without spaces) to separate non-inclusive numbers in a multiple citation.
Example: Recent studies (12, 15) have found a high incidence of malaria
Example: Recent studies (20-22) have found a high incidence of malaria
As a rule, reference numbers should be placed outside full stops and commas, inside colons and semicolons.
Example: Smith and Bloggs maintain “that malaria is transmitted from person to person and not mosquito to person”. (1)
Examples for the reference list
EXAMPLE OF A BOOK
Fleming ML, Parker E. Introduction to public health. 2nd ed. Sydney: Churchill Livingstone; 2012.
EXAMPLE OF A JOURNAL ARTICLE
Kelly B, Cretikos M, Rogers K, King L. The commercial food landscape: outdoor food averting around primary schools in Australia. Aust N Z J Public Health 2008; 32: 522-528.
EXAMPLE OF A REPORT (HARD COPY)
Australian Institute of Health and Welfare. Young Australians: Their health and wellbeing 2011. Cat. No. PHE 140. Canberra: AIHW.
EXAMPLE OF A REPORT (ONLINE)
Australian Institute of Health and Welfare. Young Australians: Their health and wellbeing 2011.
[cited 6 February 2012]; Available from:
EXAMPLE OF A NEWSPAPER CLIPPING
James C., Help out of reach for 7000. The Advertiser 2002 Dec 23; 1.
Further examples of Vancouver referencing can be viewed at http://www.adelaide.edu.au/library/guide/gen/essay/reference.html (accessed 18/06/13)
Notes on Vancouver Referencing
Unless an assignment is an opinion piece, or calculations or something of that nature, it will need in text referencing and a reference list. Vancouver is used for the majority of the bio-medical journals.
No italics are used, nor are quotation marks used for chapter titles.
Vancouver does allow for superscript numbers as an option. Most journals will specify whether that is acceptable, or if numbers in brackets are to be used. Round and square brackets are both acceptable, but must be consistent. We will accept each of these options.
As a general rule, numbers should be placed outside full stops and commas, inside colons and semicolons. Normally the reference list will have the number followed only by a full-stop, a space, then the written reference (i.e., no brackets).
The reference list does not revert to alphabetical order. It will be in the order in which the references first appeared. A bibliography is in alphabetical order of first author surname.
If you have both a reference list and a bibliography (works consulted but not referenced), indicate this with headings:
1. Xxxx xxxx
2. Xxxx xxx
Do not use other headings in the reference list (i.e., no “Book”, “Journal article” – those headings are listed above to show you the example of referencing for that category, not to be themselves used).
Do not use footnotes for references or for the reference list.
Ensure you appropriately reference secondary sources – better still, do not rely on secondary sources, only primary sources.
Do not reference lecture notes – you should be using sources from peer reviewed journals, government reports etc.
In text referencing citing author and year in brackets, is not Vancouver, it is Harvard referencing.
Do not use the same reference numbers given to references in a textbook, use your own numbering system.
Example of a reference list – using Vancouver style referencing:
A list of references contains details only of those works cited in the text
The references are listed in the same numerical order as they appear in the body of the text
National Health and Medical Research Council. Nutrient Reference Values for Australia and New Zealand: Including Recommended Dietary Intakes. Canberra: Commonwealth of Australia; 2006.
Eastman CJ. The status of iodine nutrition in Australia. In: Delange F, Dunn JT, Glinoer D, editors. Iodine Deficiency in Europe – A Continuing Concern. New York: Plenum Press; 1993. p. 133–9.
Department of Health and Ageing. Food and Health Dialogue [Internet]. Canberra: Commonwealth of Australia; 2009 [cited 2011 Aug 18] Available from: http://www.foodhealthdialogue.gov.au/internet/foodandhealth/publishing.nsf/Content/food-category-action-plans.
Rahman A, Savige GS, Deacon NJ, Chesters JE, Panther BC. Urinary iodine deficiency in Gippsland pregnant women: the failure of bread fortification? Med J Aust. 2011;194(5):240–3.
World Health Organization. Assessment of Iodine Deficiency Disorders and Monitoring their Elimination. Geneva: WHO; 2007.
Health Outcomes International, National Centre in HIV Epidemiology and Clinical Research, Drummond M. Return on Investment in Needle and Syringe Programs in Australia. Canberra : Commonwealth Department of Health and Ageing; 2002 [cited 2010 May 9]. Available from: http://www.health.gov.au/internet/main/publishing.nsf/Content/2C9410E4A867F2EBCA25765 m0000077B9/$File/roirep.pdf.
Assignment 1: Evidence in a Media Article(Weighting 10 %)Choose a recent article (no more than three months old) from a readily available media source (e.g., newspaper, online news such as http://www.abc.net.au/news/justin/ or http://www.adelaidenow.com.au/) which is about some aspect of public health.
Write a summary in the style of a blog, of up to 500 words, aimed at an intelligent lay reader, which:
Introduces the article
Identifies the evidence for the claims in the article
Identifies the sources of evidence being used in the article (e.g., anecdotal evidence, an announcement by a reliable authority, a published journal report)
Evaluates the evidence used, so that a reader can understand how trustworthy the evidence is as a basis for making decisions for action.
We are asking you to use your own judgement in critiquing the article. This means that apart from the article itself, you do not necessarily need to find other sources to quote from and reference.
Questions markers will apply to the assignment
Is the article chosen for critique appropriate for the exercise? Is it recent? Is its main focus a public health issue?
Has the evidence been correctly identified?
Is the summary written in a way that could be understood by an intelligent non-expert?
Does the summary unpack the use of evidence in a way that demonstrates an understanding of how appropriate it is in the context of the article?
Use 1.5 line spacing
Use 12-point Times New Roman font, margins of 2.5cm for top, bottom, and both sides
Include a link to the original article; other relevant links may be included in the “blog”
No more than 500 words
Reference your work according to the guide on page 20 - 23 of this Handbook (it may be that you only have one reference, being to the article you are critiquing)
Please include a word count (excluding footnotes, endnotes and reference list)
Please take care with your writing style and referencing
Due date TBA
Weighting 10% of total marks for the semester
Submission Electronically via MyUni. Please ‘Submission of Assignments’, for details on submission.
Marks will be deducted for inappropriate referencing and if source article is not linked / included
Marks will be deducted for late submission
Marks will be deducted if an assignment is over the word limit
Assignment 2: Public health actions regarding disease prevention(Weighting 20%)Write an essay of 1,200-1,500 words - specific topic and details to be provided
Use 1.5 line spacing
Use 12-point Times New Roman font, margins of 2.5cm for top, bottom, and both sides
Reference your work according to the guide above
Please include a word count (excluding footnotes, endnotes and reference list).
It is important that you take care with your writing style and referencing. This Assignment is to be more formally written than Assignment 1. Here are some resources that may help if you haven’t had much experience in essay writing: http://www.adelaide.edu.au/writingcentre/learning_guides/ (Writing Essays – near the bottom of the page); http://www.lc.unsw.edu.au/onlib/Essay.html
Due date TBA
Weighting 20% of total marks for the semester
Submission Electronically via MyUni. Please see page 29, ‘Submission of Assignments’, for details on submission.
Marks will be deducted for inappropriate referencing.
Marks will be deducted for late submission.
Marks will be deducted if an assignment is over the word limit.
ONLINE QUIZZESOnline Quiz 1 (Weeks 1-4 lecture, practical and tutorial content)(Weighting 2.5%)Online quizzes are accessed and submitted online via MyUni. You will be advised when the quiz is available on MyUni. Please complete it in your own time, before 11.59 pm on the due date.
Due date TBA
Weighting 2.5% of total marks for the semester
Online Quiz 2 (Weeks 5-10 lecture, practical and tutorial content)(Weighting 2.5%) Due Friday 18 October, 2013Online quizzes are accessed and submitted online via MyUni. You will be advised when the quiz is available on MyUni. Please complete it in your own time, before 11.59 pm on the due date.
Due date TBA
Weighting 2.5% of total marks for the semester
Small Group Discovery Project(Weighting 15%)Process
In your practicals, you will be required to complete a group project. Each group will be assigned an academic mentor, who will also engage in the discovery experience.
You will need to work with your group outside of the Practicals. Determine how you will do this: e.g., determine a regular time that you can meet, and arrange to use the Group Wiki on MyUni, or set up GoogleDocs, Facebook or other social networking page etc. It is essential that you set aside time for this as you will need to supplement the time available during practicals.
Each group will be working on a National Health Priority Area and will complete three tasks. For each task your group will need to submit a one page summary (online through MyUni). In addition, each group will be assigned one of the three tasks to present to the Practical group.
Task 1 involves locating appropriate data regarding a Health Priority Area. On the basis of the data choose a target group for a public health intervention addressing the health issue. Briefly summarise the data, state your target group, and justify your reasons for choosing that target group.
Task 2 involves describing an intervention suitable for the chosen target group. While we welcome originality, the group may find existing models of intervention and adapt them, or use them to think through what may be effective for their target group. The one page summary will be a simple outline of the intervention.
Task 3 will not be to do the intervention. It is entirely a hypothetical exercise.
Task 3 will be the design of an evaluation for the intervention. How will you know if it is working/has worked?
Lectures and practicals will give information about each part of the health intervention cycle, and this will assist your group work. The group work will give a practical way to apply and integrate the material presented in the lectures.
Each group will submit 1 summary for each of the 3 tasks. (Due TBA)
Each group will present a presentation on at least one of the 3 tasks. Groups will be allocated the date of presentation and the task to be presented.
Each student will submit a one page reflection on the group process. (Due TBA)
Presentations will take place in practical sessions in Weeks TBA. All groups (including those presenting) will need to submit the one page summary by 11.59 pm on:
· TBA - Task 1
· TBA - Task 2
· TBA - Task 3
And the personal reflection on Monday November 3.
Weighting 15% of total marks for the semester
In addition to the information provided in your practical sessions, and readings recommended for lectures, this section of the text book may be useful to guide your planning:
Parker M. Chapter 9: Planning and evaluation. In: Fleming ML, Parker E. Editors. Introduction to public health. 2nd edition. Sydney: Churchill Livingstone; 2012. P.199-219.
The Public Health section of the Library Resources page provides an excellent starting point for research on the National Health Priority Area (see Appendix II of the Handbook).
End of semester examination(Weighting 40%) In the fortnight beginning 8 November 2014
Details will be provided during Week 12 revision sessions. All aspects of the course are examinable: lectures, tutorials, practicals, group presentations, assignments, the textbook and other readings from the course. Students will be expected to integrate information and critically analyse public health issues. The objectives of the course should be used as a guide to the content of the examination. Weighting 40% of the total mark
SubmissionAssignments 1 and 2 will be submitted via MyUni, using Turnitin. Instructions about how to lodge assignments will be provided on MyUni.
Assignments 1 and 2 will be due at 11.59pm on the due date (a Friday), with an automatic extension until 11.59pm on the Sunday night following the due date. Assignments submitted at/after 12.00am (midnight) on the Sunday night will be considered late, and because the Friday is the actual due date, no circumstances that arise on the weekend can be taken into account. Students should allow sufficient time before the deadline to allow for potential electronic issues. When assignments are submitted successfully, students will receive an email acknowledging receipt of submission via Turnitin. Please check that you have received this email. We may ask for evidence that you have received this if there is a problem with your submission.
Students should retain a printed and electronic copy of the assignment submitted.
Please ensure you keep a copy of the assignment in case we need to ask for it. If you encounter issues when submitting electronically, you should send your assignment to Ms Stephanie Champion as an email attachment, and in the email include an explanation, and your tutor’s name.
No assignment will be accepted by mail, email or fax without prior written agreement from one of the course coordinators.
Written feedback will be provided on the assignments. They will be returned during tutorials; student who miss the tutorial are requested to collect their assignment from the Discipline of Public Health front office after the day on which the papers were returned in the tutorial.
It is not possible to resubmit, redeem or substitute work once assignments have been submitted.
All extensions for assignments must be requested, at the latest, by the last working day before the due date of submission.
In 2014, the final dates for submitting requests for extensions for PH1B written assignments are TBA.
Extensions will generally be granted only on medical or genuine compassionate grounds.
Late requests for extension will neither be accepted nor acknowledged.
Only the course coordinators may grant extensions.
Documentary supporting evidence such as a medical certificate or a police report (in the case of lost computers, car and household theft etc.) will be required when requesting an extension.
Marks will be deducted when assignments for which no extension has been granted are handed in late. The procedure is as follows:
All assignments, including those handed in late, will be assessed on their merits. In the case of late assignments, marks will then be deducted from the mark awarded, at the rate of 5 percentage points of the total possible per day. This policy will apply to assignments submitted after the period of automatic extension described above
E.g., if an assignment which is 2 days late is awarded 65% on its merits, the mark will then be reduced by 10 (5 marks per day for 2 days) to 55%. If that same assignment is 4 days late its mark will be reduced by 20 (5 marks per day for 4 days) to 45% etc.
The Discipline reserves the right to refuse to accept an assignment that is more than 7 days late.
Assignments submitted after the due date may not be graded in time to be returned on the listed return dates.
Students submitting examinable written work who request (and receive) an extension that takes them beyond the examination period are advised that there is no guarantee that their grades will be processed in time to meet usual University deadlines.
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
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- Student Grievance Resolution Process
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.
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