Course Information

Course Information
Semester 2, 2015
Centre for Clinical Epidemiology and

Biostatistics
School of Medicine and Public Health
Faculty of Health and Medicine
The University of Newcastle
PUBH6302
PUBH6302
Social & Ecosystem Health
- ii -
Contents
1
Course Outline................................................................................................................................................................................ 1
1.1
1.2
1.3
1.4
Course Schedule ............................................................................................................................................................................ 2

2.1
4.4
Distance Learning (WebLearn) Students [See Assessment Details in 6.1 below] ........................................................ 11
On-Campus Students [See Assessment Details in 6.2 below]....................................................................................... 12
Essays/Written Assignments ........................................................................................................................................... 13
4.3.1
Examination....................................................................................................................................................... 13
Course Evaluation and Development .............................................................................................................................. 13
Important Additional Information ................................................................................................................................................ 14

5.1
5.2
5.3
5.4
Prescribed Textbook ..........................................................................................................................................................6

Recommended Text ............................................................................................................................................................ 6
Course Readings ................................................................................................................................................................ 6
Additional resources ........................................................................................................................................................ 11
3.4.1
Course Reserves ............................................................................................................................................... 11
3.4.2
Software ............................................................................................................................................................ 11
Assessment Items ........................................................................................................................................................................ 11

4.1
4.2
4.3
Course Structure ................................................................................................................................................................ 2

2.1.1
Open Forum ........................................................................................................................................................ 2
2.1.2
Distance Learning/WebLearn Students................................................................................................................ 3
2.1.3
On-Campus Students .......................................................................................................................................... 4
Learning Resources ....................................................................................................................................................................... 5

3.1
3.2
3.3
3.4
Core Component................................................................................................................................................................. 1
Brief Course Description .................................................................................................................................................... 1
Course Objectives ..............................................................................................................................................................1
Course Content ...................................................................................................................................................................1
1.4.1
Module Topics ..................................................................................................................................................... 2
My UoN .............................................................................................................................................................................. 14
UoNline (Blackboard) ....................................................................................................................................................... 14
UoN Library ....................................................................................................................................................................... 14
UoN Policy Library............................................................................................................................................................ 15
Assessment (Details) ................................................................................................................................................................... 16

6.1
Distance Learning (WebLearn) Students ........................................................................................................................ 16
Assignment 1: Round-Robin Small Group Learning of Qualitative Research .......................................................................... 16
Assignment 2: Participation in Large Group Discussion Board ............................................................................................... 18
Assignment 3: Major Project - Equity-focused Health Impact Assessment Project ................................................................ 19
6.2
On-Campus Students ....................................................................................................................................................... 20
Assignment 1: Round-Robin Small Group Learning; Qualitative Research article presentation............................................ 20
Assignment 2: Presentations ...................................................................................................................................................... 24
Assignment 3: Major Project - Equity-focused Health Impact Assessment ............................................................................. 24
2015 The University of Newcastle, Australia
PUBH6302 Course Information
Course Outline
1.1
Core Component
This course is a Compulsory Program Component of the Master of Public Health
1.2
Brief Course Description

Understanding the social and ecosystem causes of human disease is essential for developing and
implementing effective public health policies. This course draws together two important emerging
areas of public health: social determinants of health inequality and the ecosystem health perspective
(Ecohealth). 'Sustainable' human health depends upon healthy ecosystems. Yet ecosystems around
the world are deteriorating under increasing pressure from human activity and patterns of
consumption. Analysing the links between public health, ecosystems and social/cultural contexts
offers guidance for addressing the dual threat to environmental and human health
1.3
Course Objectives
Upon completion of this course the student will be able to:
1.4
Identify the critical social factors (determinants) that form the causes of the causes of health
and health inequalities within a population;
Analyse the critical processes whereby: healthy ecosystems sustain health in populations and,
conversely, ecosystem distress undermines population health;
Understand and describe how ecosystems and social determinants interact to influence patterns
of disease within a locality;
Identify and critically appraise appropriate qualitative evidence describing the dynamic
interaction of social, cultural and environmental factors producing health in a specific locality;
Understand and relate concepts of health equity, environmental justice and sustainability
principles to environmental health, including climate change;
Design components of an equity-focused health impact assessment in relation to a planned
government project, program or policy and undertake initial steps of that assessment.
Organise, format and communicate health impact findings to decision-makers
Course Content
Topics covered include:
Health inequity
Gender & health
Qualitative critical appraisal
Social class and poverty
Indigenous health
Social support and capital
The University of Newcastle, Australia
1.4.1
Health Impact Assessment

Ecosystem health & human health
Built environment & environmental degradation
Air quality and environmental justice
Climate change & equity
Module Topics
The course comprises an introduction module and nine thematic modules as shown below.
Module 1: Introduction to social determinants of health
Module 2: Gender & health; Qualitative critical appraisal
Module 3: Social class and poverty
Module 4: Indigenous health
Module 5: Social support and capital
Module 6: Equity Focused Health Impact Assessment
Module 7: Ecosystem health & human health
Module 8: Built environment and environmental degradation
Module 9: Air quality and environmental justice
Module 10: Climate change and integrity
Course Schedule
Table 1
2.1
2.1.1
Time Commitments
Module 1
Module 2
Module 3
Module 4
Module 5
1 week
1 week
1 week
1 week
1 week
Module 6
Module 7
Module 8
Module 9
Module 10
1 week
1 week
1 week
1 week
2 weeks
Course Structure
Open Forum
All students will have access to an open forum Blackboard space where questions about the course
materials, assignments and so forth can be raised with the tutor and answered for everyone to read.
2.1.2
Distance Learning/WebLearn Students

Blackboard Discussion in General
In parallel with the on-campus students seminar discussion, much of what distance-learning
students will learn in this course depends upon the quality of the Blackboard discussion produced
by you and your colleagues. Therefore, it is important that everyone carefully reads the material for
each week and participates actively in the discussions. A real strength of this subject is the collegial
discussions, the sharing of ideas, and the opportunity to engage in critical thinking. If you take full
advantage of these opportunities, you will expand your professional knowledge and skills.
It is important that everyone contributes to the Blackboard discussion.
Please note Blackboard discussion of substance will take place in two discussion boards:
1.
Round-Robin Small Group
2.
Large Group Discussion. A Third discussion board, Open Forum, is for general or
administrative questions about the running of the course.
Distance Learning/WebLearn Students are encouraged to follow the study schedule as detailed
below.
Table 2
Study Timetable for Distance Learning/WebLearn Students

Month
Date
(Monday)
Academic
Week
July
27
Module 1: Introduction: Social Determinants
August
Module 2: Gender & Health; Qualitative critical

appraisal
10
Module 3: Social Class
17
Module 4: Indigenous health
24
Module 5: Social support
31
Module 6: Equity Focused Health Impact

Assessment
Module 7: Ecosystem health & human health:

Overview
14
Module 8: Built environment and environmental

degradation
September
Modules
November
(Tues) 7
Module 9: Air quality and environmental justice
12
10
Module 10: Climate change, Part A
19
11
Module 10: Climate change, Part B
26
12
Equity focused Health Impact Assessment

Project
13
Equity focused Health Impact Assessment

Project
9
16
23
Assignment 1
due: 11/9/2015
Semester Recess/Labour Day
21 Sept 5 Oct
October
Assessment
Assignment 2 Parts A&B

due:27/10/2015
Exam Period
Assignment 3 Due:
11/11/2015
2.1.3
On-Campus Students
Students enrolled as On-campus students are required to attend seminars at the HMRI building
John Hunter Hospital campus on each Tuesday at 3 pm 5 pm during the semester.
For Students attending on-campus, please check Online Services Timetables to confirm Tutorial
times and location.
On Campus Seminar Format

On campus students are expected to attend the weekly seminars, and should notify the tutor ahead
of time if they are unable to do so.
This course encourages active participation by students using a combination of seminar discussions,
problem-solving exercises, and a hands-on workshop over the term.
Students will complete the assigned readings ahead of time. The first part of the class we will review
the module discussion questions. Following this, we will typically have two student presentations:
1.
based on a module core reading
2.
based on a qualitative research case study (Round Robin Small Group Learning).
Later in the semester, time will also be set aside for problem solving in relation to students
proposed Health Impact Assessment major projects, and for oral presentation of project summaries.
Seminar Discussion in General

In parallel with the distance-learning students discussion board, much of what face-to-face students
will learn in this course depends upon the quality of the seminar discussion and debate produced by
you and your colleagues during the seminars. Therefore, everyone needs to prepare for and
participate actively in the seminars by completing all readings for that week. A real strength of this
subject is the collegial discussions, the sharing of ideas, and the opportunity to engage in critical
thinking. If you take full advantage of these opportunities, you will expand your professional
knowledge and skills.

Table 3
Seminar Schedule for On-Campus Students

Month
Date
(Tuesday)
Academic
Week
Modules
July
28
Seminar 1: Introduction: Social Determinants
August
Seminar 2: Gender & Health; Qualitative

critical appraisal
11
Seminar 3: Social Class
18
Seminar 4: Indigenous health
September
25
Seminar 5: Social support
Seminar 6: Equity Focused Health Impact

Assessment
Seminar 7: Ecosystem health & human

health: Overview
15
Seminar 8: Built environment and

environmental degradation
Assignment 1 due:
11/9/2015
Semester Recess/Labour Day
21 Sept 5 Oct
October
Assessment
Seminar 9: Air quality and environmental

justice
13
10
Seminar 10: : Climate change,

Part A
20
11
Seminar 11: Climate change,

Part B. EFHIA presentations
Assignment 2 Parts A&B

due:
27/10/2015
27
12
Seminar 12: EFHIA presentations
November
13
Seminar 13: Revision as needed
November
9 (Monday)
Exam Period
Assignment 3 Due:
11/11/2015
16
23
Learning Resources
Please ensure that you have the following.
A CDROM containing course notes with web links to a set of journal articles and readings in the
University of Newcastle Online Library. Some readings may also be available on the CDROM.
The Prescribed Textbook (Supplied)
Reliable web access
Contact GradSchool Logistics (gradschoolmaterials@newcastle.edu.au) if you have any queries

about delivery of materials.
3.1
Prescribed Textbook
Keleher, H., MacDougall, C. Understanding health (3rd Edition). South Melbourne: Oxford
University Press, 2011.
3.2
Recommended Text
Fleming, ML & Parker, E. Introduction to public health, 2nd Edition. Elsevier Australia, 2012.
3.3
Course Readings
In addition to the core module readings, a collection of optional readings is included with each
Module. The articles have been selected to provide further perspective and a starting point for
discussion. Further readings are referenced throughout the course content.
You will be expected to read extensively from the relevant literature. This is by no means an
exhaustive list but rather a starting point.
Note: Readings with
are for the Round Robin Small Group Learning Assignment.
Module 1
Textbook reading
University Press, 2011, Chapter 1, Concepts of health & health care (pp. 3-16); Chapter 3,
Understanding the determinants of health (pp. 33-45).
Reading
Whitehead M, Dahlgren G. Concepts and principles for tackling social inequities in health: Levelling
up Part 1. Copenhagen: WHO 2007.
Optional reading
Braveman P, Gruskin S. Defining equity in health. Journal of Epidemiology and Community Health
2003; 57:254-258.
Module 2
Readings
Connor L, Treloar C, Higginbotham, N. How to perform transdisciplinary research: Qualitative
study designs and methods. In: Higginbotham N, Albrecht, G, Connor L. Health Social Science: A
Transdisciplinary and Complexity Perspective, OUP, South Melbourne. pp. 256-264.
CSDH (WHO) Closing the gap in a generation: health equity through action on the social
determinants of health. Final Report of the Commission on Social Determinants of Health.Geneva,
World Health Organization. 2008. Chapter 13, pp.145-146.
Keleher, H., MacDougall, C. Understanding health: A determinants approach (2nd Edition). South
Melbourne: Oxford University Press, 2009, Chapter 22, Determinants of womens health and wellbeing (pp. 333-351) (Note: This is not found in current textbook)
Krieger N. Gender, sexes, and health; what are the connections-and why does it matter?
International Journal of Epidemiology. 2003;32:652-7.
Sen G, stlin P. Gender inequity in health: why it exists and how we can change it. Global Public
Health. 2008;3(S1):1-12.
Palmer, C. Rapid appraisal of needs in reproductive health care in southern Sudan: Qualitative
study. BMJ, 319, 18 Sept, 1999, 743-748.
Susser, I & Stein, Z. Culture, sexuality, and womens agency in the prevention of HIV/AIDS in
Southern Africa. American Journal of Public Health, 2000, 90, 7, 1042-1048.
Van Hollen, C. (2010) HIV/AIDS and the gendering of stigma in Tamil Nadu, South India. Culture,
Medicine & Psychiatry, 34, 633-657. NB: Read only Part I p. 641-648.
Module 3
Textbook reading
University Press, 2011. Chapter 14 (pp. 193-201).
Readings
Germov, J. Second Opinion. South Melbourne: Oxford University Press, 2014. Chapter 5, The Class
Origins of Health Inequality (pp. 81-102).
Nation M (1986) [Excerpt] In: Higginbotham N, Albrecht, G, Connor, L. Health Social Science: A
Transdisciplinary and Complexity Perspective, OUP, South Melbourne. pp. 12-14.
Module 4
Textbook reading
University Press, 2011, Chapter 10 (pp. 143-155).
Readings
Albrecht G, Higginbotham N, Freeman S. Transdisciplinary thinking in health social science:
definition, rationale, and procedures. In: Higginbotham N, Albrecht, G, Connor L. Health Social
Science: A Transdisciplinary and Complexity Perspective, OUP, South Melbourne. pp.76-78.
Kunitz SJ. Disease and social diversity: The European impact in the health of non-European. New
York: Oxford University Press, 1994, pp. 12-13.
Thompson SJ, Gifford SM. Trying to keep a balance: The meaning of health and diabetes in an urban
Aboriginal community. Social Science & Medicine 2000;51:1457-1472.
Module 5
Berkman LF, Melchior M. The shape of things to come: How social policy impacts social integration
and family structure to produce population health. In Siegrist J, Marmot M, Social inequalities in
health: New evidence and policy implications. Oxford: Oxford University Press, 2006. p. 55-72.
Eriksson, M, Dahlgren, L, Emmelin, M. Understanding the role of social capital for health promotion
beyond Putnam: A qualitative case study from northern Sweden. Social Theory & Health 2009; 7(4),
318-338.
Umberson, D. and Montez, J.K. Social relationships and health: A flashpoint for health policy.
Journal of Health and Social Behaviour 2010; 51(S): S54-S66.
Ziersch AM, Baum F, MacDougall C, Putland C. Neighbourhood life and social capital: The
implications for health. Social Science & Medicine, 60 (2005) 71-86.
Additional Resource
Sydney South West Area Health Service. Duke Social Support Inventory. Short Form [nd].
Module 6
Harris, P., & Harris-Roxas, B. (2010). Assessment of human health and wellbeing in project
environmental assessment. In Bhattacharya, J. (Ed). Project Environmental Clearance: Engineering
and Management Aspects of Mineral Production and Processing Industry. Pgs 357-365.
Harris, P., Harris-Roxas, B., Harris, E, & Kemp, L. Health impact assessment: A practical guide.
Sydney: Centre for Health Equity Training, Research and Evaluation, University of New South
Wales, August, 2007. Available from: http://hiaconnect.edu.au/old/nsw_hia_project.htm
Mahoney, M., Simpson, S., Harris, E., Aldrich, R., & Stewart Williams, J. Equity Focused Health
Impact Assessment Framework. The Australasian Collaboration for Health Equity Impact
Assessment (ACHEIA), 2004. Available from: http://hiaconnect.edu.au/old/acheia_efhia.htm
Note: The following two reports are also available on your course CD, through Short Loans OnLine and via
the organisations websites.
Centre for Health Equity Training, Research and Evaluation. Equity Focused HIA Report: South
Australian ABHI School and Community Initiatives. Sydney: UNSW, 2008. Available from:
http://hiaconnect.edu.au/old/reports/SA_EFHIA_of_ABHI.pdf
Harris, E., Harris, P., Kemp, L. Rapid equity focused health impact assessment of the Australia
Better Health Initiative: Assessing the NSW components of priorities 1 & 3. Sydney: UNSW,
Research Centre for Primary Health Care and Equity, November, 2006. Available from:
http://notes.med.unsw.edu.au/CPHCEWeb.nsf/resources/CHETREreports11to15/$file/Rapid_EFHIA
_of_ABHI.pdf
Module 7
Textbook reading
University Press, 2011, Chapter 11 (pp. 157-170). Natural environments as determinants of health.
Reading
Joshi DD, Sharma, M and Waltner-Toews, D. (2012). Rebuilding urban ecosystems for better
community health in Kathmandu. In DF Charron (Ed). Ecohealth Research in Practice: Innovative
applications of an ecosystem approach to health. Ottawa: Springer: pp 191-201.
Neudoerffer RC, Waltner-Toews D, Kay JJ, Joshi DD and Tamang MS (2005) A diagrammatic
approach to understanding complex eco-social interactions in Kathmandu, Nepal. Ecology and
Society, 10(2);12-36. [Only review first 14 pages] Available from:
http://www.ecologyandsociety.org/vol10/iss2/
Optional reading
Millennium Ecosystem Assessment. Ecosystems and Human Well-being: A Framework for
Assessment. 2003. Ch 2 pp. 49-70. Available at: http://www.unep.org/maweb/en/Framework.aspx
Module 8
Readings
Melbourne: Oxford University Press, 2009, Chapter 9 (Built Environments) and Chapter 10 (Nature
and Health).
Connor L., Abrecht G, Higginbotham N, Freeman S, Smith W. Environmental change and human
health in the Upper Hunter communities of New South Wales, Australia. EcoHealth, 2004, 1(Suppl.
2), 47-58.
Optional readings
Rogan R., OConnor M, Horwitz P. Nowhere to hide: Awareness and perceptions of environmental
change, and the influence on relationships with place. Journal of Environmental Psychology, 2005,
25, 147-158.
Tait, P., McMichael, A., Hanna, E. (2014). Determinants of health: The contribution of the natural
environment. Australian and New Zealand Journal of Public Health, 38, 2, 104-107.
Module 9
Readings
Boyce, JK, Pastor, M (2013). Clearing the air: Incorporating air quality and environmental justice into
climate policy. Climate Change, DOI 10.1007/s10584-013-0832-2
Castleden, WM, et al (2011). The mining and burning of coal: Effects on health and the environment.
Medical Journal of Australia, 105(6), 333-335.
10
Higginbotham N, Freeman S, Connor L, Glenn Albrecht Environmental injustice and air pollution in
coal affected communities, Hunter Valley, Australia. Health & Place 2010, 16 (2), 259-266.
Optional reading
Burt E, Orris P and Buchanan S. Scientific evidence of health effects from Coal use in energy
generation. 2013. Health Care without Harm, University of Illinois, Chicago.
Module 10 Part A
Readings
Friel, S, Marmot, M, McMichael, AJ, Kjellstrom, T, Vagero, D. (2008) Global health equity and
climate stabilisation: A common agenda. www.thelancet.com, 372, Nov 8, 1677-1683.
Kjellstrom, T, McMichael, A. (2013). Climate change threats to population health and well-being: The
imperative of protective solutions that will last. Global Health Action, 6: 20816.
Lancet, University College London. (2009). Managing the health effects of climate change.
www.thelancet.com, 373, May 16, 1693-1708.
McCoy, D., Montgomery, H., Arulkumaran, S, Godlee, F. (2014). Climate change and human
survival. BMJ, 348: g2351.
Optional reading
The Climate Commission. (2013). The Critical Decade: Extreme weather. Australian Department of
Climate Change and Energy Efficiency. Available at:
http://www.climatecouncil.org.au/uploads/1bb6887d6f8cacd5d844fc30b0857931.pdf
Head, L, Adams, M, McGregor, HV, Toole, S. (2014). Climate change and Australia. WIREs Climate
Change, 5:175197. doi: 10.1002/wcc.255
Module 10 Part B
Crate, S.A. (2009). Gone the Bull of Winter? Contemplating climate changes cultural implications in
Northeastern Siberia. In S.A. Crate & M. Nuttal (Eds.). Anthropology and climate change. Walnut
Creek, CA: Left Coast Press, 139-152.
Crate, S.A. (2008). Gone the Bull of Winter? Grappling with the cultural implications of and
anthropologys role(s) in global climate change. Current Anthropology, 49 (4), 569-595.
(Supplementary information on Crates field methods)
Lipset, D. (2013). The New state of nature; Rising sea-levels, climate justice, and community-based
adaptation in Papua New Guinea (2003-2011). Conservation and Society, 11(2), 144-157.
ONeill, C., Green, D., Lui, W. (2012). How to make climate change research relevant for Indigenous
communities in Torres Strait, Australia. Local Environment: The International Journal of Justice and
Sustainability. DOI: 10.1080/13549839.2012.716405
Younger, M, Morrow-Almeida, Vindigni, SM, Dannenberg, AL. (2008) The built environment,
climate change and health: Opportunities for co-benefits. American Journal of Preventive Medicine,
35 (5), 517-526.
3.4
11
Additional resources
Northeastern Siberia. PowerPoint Presentation.
3.4.1
Course Reserves
http://encore.newcastle.edu.au/iii/encore/plus/C__Spubh6302__Orightresult__U__X0?lang=eng&suit
e=cobalt
3.4.2
Software
There is no specialised software required for this course.
Assessment Items
4.1
Distance Learning (WebLearn) Students [See Assessment Details in 6.1 below]

Assignment 1: Round-Robin Small Group Learning of Qualitative Research
This assignment is worth 25% of the overall mark. Distance learning students will be assigned to
small groups of four or five students each who will communicate using the Blackboard chat
function.
Assignment 2: Participation in Large Group Discussion Board

This assignment is worth 20% of the overall mark. This assignment is divided into two parts: Core
Readings Discussion and Health Impact Assessment Discussion. Students will submit their top
four discussion board contributions (based on module discussion questions) over the semester for
assessment.
Assignment 3: Major Project - Equity-focused Health Impact Assessment Project

This assignment is worth 55% of the overall mark. Students will undertake a desk-based exercise of
preliminary Health Impact Assessment (HIA) stepsscreening, scoping, identification,
assessmentto form draft recommendations about a planned program or policy in a specific local
area. *N.B. Extension requests for this final assignment will only be considered in relation to
Adverse Circumstances Applications
12

Table 4 Assessment Schedule Distance Learning/WebLearn Students
Assessment Item
Due Date
Relevant
course
aims/objectives
Returnable
Item
(Yes/No)
Assignment 1

Learning re: Qualitative Research
25
11/9/2015
Addresses
course
objectives 2,4,5
Yes
(Online)
Assignment 2
Part A: Participation in Large

Group Discussion Board: Core
readings
10
27/10/2015
Addresses
course
objectives 1 & 3
Yes
(Electronic)
Part B: Participation in Large

Group Discussion Board: Health
Impact Assessment topic
10
27/10/2015
Addresses
course
objectives 5 & 6
Yes
(Electronic)
Major Project: Equity-focused

Health Impact Assessment Project
55
11/11/2015
Addresses all
course
objectives
Yes
(Electronic)
Assignment 3
4.2
Marks/
Weighting
On-Campus Students [See Assessment Details in 6.2 below]

Each on-campus student will give three seminar presentations: one as part of Assignment 1, one as
part of Assignment 2 Part A and one as part of Assignment 2 Part B. See Section 3 for assessment
details.
Assignment 1: Round-Robin Small Group Learning: Qualitative Research article oral

presentation
This assignment is worth 25% of the overall mark. From a list of qualitative case study articles
included in the Modules 2-5 & 7-10, each student will choose one reading and then guide the
seminar groups discussion and analysis of the articles contents and methods.
Assignment 2: Core Reading and Health Impact Assessment oral presentations

This assignment is worth 20% of the overall mark. Part A - Core Reading Presentation: This oral
presentation will be an outline and critique of an assigned core seminar reading. Part B - Health
Impact Assessment oral presentation: Students are to present the final or near final summary of their
Equity Focused Health Impact Assessment Project.
Assignment 3: Major Project - Equity-focused Health Impact Assessment

This written assignment is worth 55% of the overall mark. Students will undertake a desk-based
exercise of preliminary Health Impact Assessment (HIA) stepsscreening, scoping, identification,
assessmentto form draft recommendations about a planned program or policy in a specific local
area. *N.B. Extension requests for this final assignment will only be considered in relation to
Adverse Circumstances Applications
13
4.3
Essays/Written Assignments
Students may be required to provide written assessment items in electronic form and as hard copy.
For details of assessment see Section 3 below.
Submission of Essays and Assignments

All essays and assignments must be submitted online through the links provided in Blackboard.
Table 5 Assessment Schedule On-Campus Students
Assessment Item
Marks/
Weighting
Due Date
Relevant course
aims/objectives
Returnable
Item (Yes/No)
Assignment 1

Learning re: Qualitative
Research
25
11/9/2015
Addresses
course objectives
2, 4 & 5
Yes (Online)
Assignment 2
Part A: Core reading

Presentation
10
27/10/2015
Addresses
course objectives
Yes
1&3
Assignment 3
4.3.1
Part B: Health Impact

Assessment report
presentation
10
Major Project: Equity-focused

Health Impact Assessment
Project
55
27/10/2015
Addresses
course objectives
Yes
5&6
11/11/2015
Addresses all
course objectives
Yes
(Electronic)
Examination
There is no examination for this course.
4.4
Course Evaluation and Development

Each year feedback is sought from students and other stakeholders about the courses offered in the
University for the purposes of identifying areas of excellence and potential improvement. The key
themes of previous feedback and any major changes that were made as a consequence of this are
outlined below:
1.
Major revisions to the introductory material of most modules, particularly the introductory,
gender, air quality and climate change modules. Division of Module 10 into two parts.
2.
Update several qualitative research case studies to more recent studies.
3.
Update several core readings to current coverage of topics, particularly climate change area
where information is developing at a rapid rate.
Important Additional Information
5.1
My UoN
14
Log on via:
https://sso.newcastle.edu.au/cas/login?service=https%3A%2F%2Fmyuon.newcastle.edu.au%2Fpaf%
2Fauthorize
This portal contains all your essential online systems:
5.2
Email
UoNline
Mylibrary
myHub
Student Forms (eg Application for Adverse Circumstances, disability support etc)
UoNline (Blackboard)
Log on via: https://uonline.newcastle.edu.au/webapps/portal/frameset.jsp (Firefox browser
recommended)
This portal contains:
Your online course material and course outline

Online submission to Turnitin
Grade Centre
Help for students: Other useful information you can link to:
5.3
Student services
Assessment and examination information
Academic and student expectations
Complaints
Dean of students
Rules governing awards
UoN Library
(http://www.newcastle.edu.au/library)
Course Reserves (formerly Short Loans): http://www.newcastle.edu.au/library/borrow/coursereserves-short-loans

NewCat+ Library Catalogue: http://encore.newcastle.edu.au/iii/encore/?lang=eng
Referencing and Style Guide: http://libguides.newcastle.edu.au/referencing
Endnote: http://libguides.newcastle.edu.au/endnote
InfoSkills: An online information literacy tutorial that will introduce you to the basics of
planning research, finding and evaluating information, library research, academic writing,
avoiding plagiarism and using information ethically.
http://www.newcastle.edu.au/Resources/Divisions/Academic/Library/informationskills/infoskills/index.html
5.4
UoN Policy Library

http://www.newcastle.edu.au/policy/
The University's Policy Library contains a range of policy documents that detail the rules and
requirements for a broad range of matters that concern students.
15
16
6 Assessment (Details)
6.1
Distance Learning (WebLearn) Students
Assignment 1: Round-Robin Small Group Learning of Qualitative Research

25% of final mark
Distance learning students will be assigned to small groups of four or five students each who will
communicate using the Blackboard chat function. Each small group will analyse two articles. The
round-robin format involves:
1.
A lead student reading one of the designated qualitative case study articles included in
Modules 2-5 & 7-10, and posing a set of two or three questions to the other students in his
or her group related to the articles content and methods.
2.
The three or four answering students replying to the lead students questions.
3.
All group members then comment on & discuss issues arising from the questions and
replies. Each small group will choose two leaders and the two articles for group analysis.
The lecturer will assess the quality of the questions and answers across the two articles and a
total group mark will be assigned to the members out of 25 marks. However, if it is clear
that a group member is not contributing equally, he or she will receive a lower mark.
NB: IT IS ESSENTIAL FOR YOU TO MAKE CONTACT WITH YOUR OTHER GROUP MEMBERS AS SOON
AS YOU KNOW WHO THEY ARE AND PREPARE FOR THE ROUND ROBIN COMMUNICATIONS!
Module 2 contains readings to prepare students for undertaking critical appraisal of qualitative
research articles. This perspective will help guide students views of the research articles discussed
on Blackboard through the Round-Robin format.
Assessment will be based on qualities such as: clarity of understanding and insights shown about
the article; linking article to textbook and other readings; linking of issues to personal/professional
experience as well as public health practice; efforts to apply qualitative critical appraisal framework
as appropriate (Hint: do not base all your discussion on the qualitative critical appraisal!).
Generally, to what extent is the group able to engage in a critical and analytical professional
discussion around the chosen four readings?
Qualitative Research Article Discussion

This Round Robin discussion engages the social/cultural analyses of health and health inequalities.
The articles are drawn from the medical anthropology or health sociology literatures, and generally
offer a case study of a specific culture, location and people.
The discussion leader will guide the group's analysis and discussion of the articles content and the
methods. This means all members of the Round Robin discussion group must read and critically
examine the assigned material prior to the online discussion so they are prepared to discuss and
critique it. To lead the discussion, the group leader will need to read the material with special care.
17
During the second week, a brief guide for critical appraisal of qualitative research articles will be
posted. The tutor will give feedback to the first Round-Robin discussion outcome for each group
aiming to help their second round-robin activities.
Hints for Discussion Leadership

If you volunteer to be a Round Robin leader:
Provide brief introductory statements that helped focus and stimulate the discussion. The
introduction/overview of the article should generally be no more than two paragraphs.
Encourage everyone to participate. (Those who dont will be penalised.)
Try to encourage the discussion in ways that make it relevant to the members of the group.
Try to get the group to identify the relevance of the reading for social or ecosystem determinants
of health?
Round Robin Qualitative Case Study articles for Round Robin Groups
Just to make it perfectly clear, over this semester, each group will choose ONLY TWO of the
following qualitative case studies. From the above readings for this course, qualitative case study
research articles that you can choose from are:
Module
Module 2
Round Robin Qualitative Case Study articles for Web Learners

Choose one of the following:
1. Palmer, C. Rapid appraisal of needs in reproductive health care in southern Sudan: Qualitative study.
BMJ, 319, 18 Sept, 1999, 743-748.
OR
2. Susser, I & Stein, Z. Culture, sexuality, and womens agency in the prevention of HIV/AIDS in Southern
Africa. American Journal of Public Health, 2000, 90, 7, 1042-1048.
OR
3. Van Hollen, C. (2010) HIV/AIDS and the gendering of stigma in Tamil Nadu, South India. Culture,
Medicine & Psychiatry, 34, 633-657 NB: Read only Part I p. 641-648.
Module 4
Module 5
Eriksson, M, Dahlgren, L, Emmelin, M. Understanding the role of social capital for health promotion beyond
Putnam: A qualitative case study from northern Sweden. Social Theory & Health 2009; 7(4), 318-338.
Module 7

1. Neudoerffer RC, Waltner-Toews D, Kay JJ, Joshi DD and Tamang MS (2005) A diagrammatic approach
to understanding complex eco-social interactions in Kathmandu, Nepal. Ecology and Society, 10(2);1236.[ONLY READ FIRST 14 PAGES] Available from: http://www.ecologyandsociety.org/vol10/iss2/
OR
2. Joshi DD, Sharma, M and Waltner-Toews, D. (2012). Rebuilding urban ecosystems for better community
health in Kathmandu. In DF Charron (Ed). Ecohealth Research in Practice: Innovative applications of an
ecosystem approach to health. Ottawa: Springer: pp 191-201.
Module 8
Connor L., Abrecht G, Higginbotham N, Freeman S, Smith W. Environmental change and human health in
the Upper Hunter communities of New South Wales, Australia. EcoHealth, 2004, 1(Suppl. 2), 47-58.
Module 9
Higginbotham N, Freeman S, Connor L, Glenn Albrecht. Environmental injustice and air pollution in coal
affected communities, Hunter Valley, Australia. Health & Place 2010, 16 (2), 259-266.

Module
Round Robin Qualitative Case Study articles for Web Learners
Module 10
18
1. Lipset, D. (2013). The New state of nature; Rising sea-levels, climate justice, and community-based
OR
2. ONeill, C., Green, D., Lui, W. (2012). How to make climate change research relevant for Indigenous
OR
3. Crate, S.A. (2009). Gone the Bull of Winter? Contemplating climate changes cultural implications in
Northeastern Siberia. In S.A. Crate & M. Nuttal (Eds.). Anthropology and climate change. Walnut Creek,
CA: Left Coast Press, 139-152.
(N.B. Supplementary information on Crates field methods is found in: Crate, S.A. (2008). Gone the Bull of
Winter? Grappling with the cultural implications of and anthropologys role(s) in global climate change.
Current Anthropology, 49 (4), 569-595.
Thus, you have seven modules from which to choose the two qualitative case studies that will be the
focus of your two round robin group discussions.
Assignment 2: Participation in Large Group Discussion Board

Distance learning students will also be assigned to a large discussion group with about 20 members.
Students will submit their top four discussion board contributions (based on module discussion
questions) over the semester for assessment. These top four must include:
1.
Any two postings submitted in Part A: Core Readings Discussion
2.
Their own Health Impact Assessment project idea posting
3.
Comments on other students Health Impact Assessment projects (Part B) (this can be a
combination of your comments on other students but may not exceed the word limit)
As a general guide, each of the four postings submitted for assessment should not be greater than
400 words, unless there is a good reason for doing so. Postings should be appropriately referenced.
Note:
Postings should be completed by the Sunday of the week that the module was assigned
except for the Health Impact Assessment materials, which begin after Week 6.
Part A: Core Readings Discussion

Mark: 10% of final mark
The purpose of this task is to encourage students to:
regularly share their ideas

comment on each others ideas about the core readings and textbook chapters
Students are expected to be active contributors to this discussion board by:

1.
Posting answers to one or two of the discussion questions listed in each of the modules
2.
Commenting on or expanding other students answers
3.
Sharing professional experiences related to the module topics
4.
Connecting course information to potential public health practices
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Part B: Health Impact Assessment Discussion

The purpose of this task is to encourage students to:
regularly share their ideas
present and give feedback to others about the Health Impact Assessment project
1.
Sharing ones plans for the Health Impact Assessment major assignment (required posting)
2.
Advising others and commenting on their Health Impact Assessment topic (e.g., Screening,
Impact Identification steps of the major assignment) (required posting)

Project
To gain practical experience in a core area of public health practice, all students will complete a
project involving an equity-focused health impact assessment (HIA) of a program or policy plan of
the students own choosing. Students will undertake a desk-based exercise of preliminary HIA
stepsscreening, scoping, identification, assessmentto form draft recommendations about a
planned program or policy in a specific local area.
In some cases, students may be able to meet with stakeholders (government, community or
industry) in relation to a planned project, in order to gain insight and perspective on the HIA. This is
an opportunity for students to apply the knowledge and skills that they have acquired during the
course to an existing proposal; one that may be highly contested by a range of stakeholders.
The central aim is to make clear whether the proposal will differentially impact on different groups,
especially whether negative impacts (e.g., locating a new factory, removing transport subsidies for
school children) may be felt more strongly by one group and not others. Distance learning students
are required to share progress on their project via Blackboard with members of their large
discussion group. (See report guidelines detailed in Module 6).
Students are strongly advised to begin thinking about your major project early on in the course.
This assignment is required to be submitted through Turnitin. Please see the Turnitin section in the
end of this Course Information Book for more information.
Word limit is 4000-4700 words, not including references.
6.2
20
On-Campus Students
A set of Issues for Discussion accompany each module based on the chapter readings. Prior to each
seminar, on-campus students are expected to have considered these questions and arrive prepared
to actively participate in discussions.
Each on-campus student will give three seminar presentations. One as part of Assignment 1, one as
part of Assignment 2 part A and one as part of Assignment 2 part B. Material in each presentation
should be appropriately referenced.
Assignment 1: Round-Robin Small Group Learning; Qualitative Research

article presentation
Mark: 25% of final mark (suggest use PowerPoint)
From a list of qualitative case study articles included in the Modules 2-5 & 7-10, each student will
choose one reading and then guide the seminar groups discussion and analysis of the articles
contents and methods. This presentation (worth 25%) requires stimulating and guiding lively group
discussion and debate of the article for 30 minutes. Students may introduce the article (5 mins max),
but this will not take a lecture format.
All students in the seminar are expected to actively participate in the discussion, commenting on
and debating issues arising from the article and the leaders questions.
Assessment for on-campus presentations

Qualitative Research Article Seminar Facilitation
This seminar strand engages the social/cultural analyses of health and health inequalities. The
articles are drawn from the medical anthropology or health sociology literatures, and tightly focused
using a case study of a specific culture, location and people.
As seminar leader, you will guide the group's analysis and discussion of the articles content and the
methods. This means all members of the seminar must read and critically examine the assigned
material prior to the seminar so they are prepared to discuss and critique it. To lead the discussion,
the group leader will need to read the material, and any supporting material, with special care.
During the second seminar, an introduction will be given showing how to undertaking critical
appraisal of qualitative research articles. This perspective will help guide students views of the
research articles presented later. Two students will present qualitative cases.
Assessment of Leadership
Below are criteria for assessing seminar leadership.
Did the leader provide brief introductory remarks that helped focus and stimulate the
discussion? The introduction/overview of the article should generally be no more than five
minutes.
Did the leader facilitate the discussion by: Keeping it on the topic? Getting everyone to
contribute to the discussion? Insuring the group engaged in a critical and analytical professional
discussion?
21
Knowledge and Understanding
Did the leader encourage the discussion in ways that made it relevant to the members of the
group, including personal/professional experience as well as public health practice?
Did the leader get the group to identify the relevance of the reading for social or ecosystem
determinants of health?
Was the leader able to respond appropriately and professionally to ideas suggested by members
of the group and use evidence from this and other readings, professional experience, and logic
to support their position?
Did the leader draw upon the qualitative critical appraisal framework in encouraging discussion
of the article as appropriate?
Face to Face Student Reading Choices for In-class Presentations

Face to face students need to choose one core reading and one qualitative case study from among the
following choices.
Module 2
Readings
Melbourne: Oxford University Press, 2009, Chapter 22, Determinants of womens health and wellbeing (pp. 333-351) (Note: This is not found in current textbook)
Palmer, C. Rapid appraisal of needs in reproductive health care in southern Sudan: Qualitative study.
BMJ, 319, 18 Sept, 1999, 743-748.
Van Hollen, C. (2010) HIV/AIDS and the gendering of stigma in Tamil Nadu, South India. Culture,
Medicine & Psychiatry, 34, 633-657. NB: Read only Part I p. 641-648.
Module 3
Textbook reading
Readings
Germov, J. Second Opinion. South Melbourne: Oxford University Press, 2014. Chapter 5, The Class
Origins of Health Inequality (pp. 81-102).
Module 4
Textbook reading
Readings
22
Module 5
Berkman LF, Melchior M. The shape of things to come: How social policy impacts social integration
and family structure to produce population health. In Siegrist J, Marmot M, Social inequalities in
health: New evidence and policy implications. Oxford: Oxford University Press, 2006. p. 55-72.
Eriksson, M, Dahlgren, L, Emmelin, M. Understanding the role of social capital for health promotion
beyond Putnam: A qualitative case study from northern Sweden. Social Theory & Health 2009; 7(4),
318-338.
Umberson, D. and Montez, J.K. Social relationships and health: A flashpoint for health policy.
Journal of Health and Social Behaviour 2010; 51(S): S54-S66.
Module 6
Harris, P., & Harris-Roxas, B. (2010). Assessment of human health and wellbeing in project
environmental assessment. In Bhattacharya, J. (Ed). Project Environmental Clearance: Engineering
and Management Aspects of Mineral Production and Processing Industry. Pgs 357-365.
Module 7
Textbook reading
University Press, 2011, Chapter 11 (pp. 157-170). Natural environments as determinants of health.
Readings
Neudoerffer RC, Waltner-Toews D, Kay JJ, Joshi DD and Tamang MS (2005) A diagrammatic
approach to understanding complex eco-social interactions in Kathmandu, Nepal. Ecology and
Society, 10(2);12-36. [Only review first 14 pages] Available from:
http://www.ecologyandsociety.org/vol10/iss2/
Joshi DD, Sharma, M and Waltner-Toews, D. (2012). Rebuilding urban ecosystems for better
community health in Kathmandu. In DF Charron (Ed). Ecohealth Research in Practice: Innovative
applications of an ecosystem approach to health. Ottawa: Springer: pp 191-201.
Module 8
Readings
Melbourne: Oxford University Press, 2009, Chapter 9 (Built Environments) and Chapter 10 (Nature
and Health).
Connor L., Abrecht G, Higginbotham N, Freeman S, Smith W. Environmental change and human
health in the Upper Hunter communities of New South Wales, Australia. EcoHealth, 2004, 1(Suppl. 2),
47-58.
Rogan R., OConnor M, Horwitz P. Nowhere to hide: Awareness and perceptions of environmental
change, and the influence on relationships with place. Journal of Environmental Psychology, 2005, 25,
147-158.
23
Module 9
Boyce, JK, Pastor, M (2013). Clearing the air: Incorporating air quality and environmental justice into
climate policy. Climate Change, DOI 10.1007/s10584-013-0832-2
Castleden, WM, et al (2011). The mining and burning of coal: Effects on health and the environment.
Medical Journal of Australia, 105(6), 333-335.
Higginbotham N, Freeman S, Connor L, Glenn Albrecht Environmental injustice and air pollution in
coal affected communities, Hunter Valley, Australia. Health & Place 2010, 16 (2), 259-266.
Module 10 Part A
Readings
Friel, S, Marmot, M, McMichael, AJ, Kjellstrom, T, Vagero, D. (2008) Global health equity and
climate stabilisation: A common agenda. www.thelancet.com, 372, Nov 8, 1677-1683.
Kjellstrom, T, McMichael, A. (2013). Climate change threats to population health and well-being: The
imperative of protective solutions that will last. Global Health Action, 6: 20816.
Lancet, University College London. (2009). Managing the health effects of climate change.
www.thelancet.com, 373, May 16, 1693-1708.
McCoy, D., Montgomery, H., Arulkumaran, S, Godlee, F. (2014). Climate change and human
survival. BMJ, 348: g2351.
Module 10 Part B
Northeastern Siberia. In S.A. Crate & M. Nuttal (Eds.). Anthropology and climate change. Walnut
Creek, CA: Left Coast Press, 139-152.
Crate, S.A. (2008). Gone the Bull of Winter? Grappling with the cultural implications of and
anthropologys role(s) in global climate change. Current Anthropology, 49 (4), 569-595. (Supplementary
information on Crates field methods)
Lipset, D. (2013). The New state of nature; Rising sea-levels, climate justice, and community-based
ONeill, C., Green, D., Lui, W. (2012). How to make climate change research relevant for Indigenous
Younger, M, Morrow-Almeida, Vindigni, SM, Dannenberg, AL. (2008) The built environment,
climate change and health: Opportunities for co-benefits. American Journal of Preventive Medicine,
35 (5), 517-526.
Additional resources
Northeastern Siberia. PowerPoint Presentation.
24
Assignment 2: Presentations
Part A - Core Reading Presentation
This presentation will be an outline and critique of an assigned core seminar reading. The
presentation should be 15-20 minutes in length followed by a class discussion. A brief written and
referenced version of the presentation (400-500 words) should be handed out during the tutorial.
Part B - Health Impact Assessment presentation

Toward the end of the semester, seminar time will be allocated for students to present the final
report or near final report of their Equity Focused Health Impact Assessment Project. These
summaries will take approximately 15 minutes. Earlier in the semester, time will be set aside for
progress reports on these projects and opportunities made available for problem solving.

To gain practical experience in a core area of public health practice, all students will complete a
project involving an equity-focused health impact assessment (HIA) of a program or policy plan of
the students own choosing. Students will undertake a desk-based exercise of preliminary HIA
stepsscreening, scoping, identification, assessmentto form draft recommendations about a
planned program or policy in a specific local area.
In some cases, students may be able to meet with stakeholders (government, community or
industry) in relation to a planned project, in order to gain insight and perspective on the HIA. This is
an opportunity for students to apply the knowledge and skills that they have acquired during the
course to an existing proposal; one that may be highly contested by a range of stakeholders.
The central aim is to make clear whether the proposal will differentially impact on different groups,
especially whether negative impacts (e.g., locating a new factory, removing transport subsidies for
school children) may be felt more strongly by one group and not others. On-campus students will
have classroom time to share progress on their project. (See report guidelines detailed in
Module 6).
Students are strongly advised to begin thinking about your major project early on in the course.
This assignment is required to be submitted through Turnitin.
Word limit is 4000-4700 words, not including references.

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Centre for Clinical Epidemiology and

Course Schedule ............................................................................................................................................................................ 2

Important Additional Information ................................................................................................................................................ 14

Prescribed Textbook ..........................................................................................................................................................6

Assessment Items ........................................................................................................................................................................ 11

Course Structure ................................................................................................................................................................ 2

Learning Resources ....................................................................................................................................................................... 5

Assessment (Details) ................................................................................................................................................................... 16

2015 The University of Newcastle, Australia

PUBH6302 Course Information

This course is a Compulsory Program Component of the Master of Public Health

Brief Course Description

The University of Newcastle, Australia

PUBH6302 Course Information

Health Impact Assessment

The University of Newcastle, Australia

PUBH6302 Course Information

Distance Learning/WebLearn Students

Round-Robin Small Group

Study Timetable for Distance Learning/WebLearn Students

Module 1: Introduction: Social Determinants

Module 2: Gender & Health; Qualitative critical

Module 3: Social Class

Module 4: Indigenous health

Module 5: Social support

Module 6: Equity Focused Health Impact

Module 7: Ecosystem health & human health:

Module 8: Built environment and environmental

Module 9: Air quality and environmental justice

Module 10: Climate change, Part A

Module 10: Climate change, Part B

Equity focused Health Impact Assessment

Equity focused Health Impact Assessment

The University of Newcastle, Australia

Semester Recess/Labour Day

Assignment 2 Parts A&B

PUBH6302 Course Information

On Campus Seminar Format

based on a module core reading

Seminar Discussion in General

The University of Newcastle, Australia

PUBH6302 Course Information

Seminar Schedule for On-Campus Students

Seminar 1: Introduction: Social Determinants

Seminar 2: Gender & Health; Qualitative

Seminar 3: Social Class

Seminar 4: Indigenous health

Seminar 5: Social support

Seminar 6: Equity Focused Health Impact

Seminar 7: Ecosystem health & human

Seminar 8: Built environment and

Semester Recess/Labour Day

Seminar 9: Air quality and environmental

Seminar 10: : Climate change,

Seminar 11: Climate change,

Assignment 2 Parts A&B

Seminar 12: EFHIA presentations

Seminar 13: Revision as needed

Contact GradSchool Logistics (gradschoolmaterials@newcastle.edu.au) if you have any queries

The University of Newcastle, Australia

PUBH6302 Course Information

are for the Round Robin Small Group Learning Assignment.

The University of Newcastle, Australia