The first assessment task is a GROUP assignment that will involve a presentation. The purpose of the assignment is to discuss and analyze a specific example of a real health promotion campaign. The group will need to consider language and design elements. There are many references available on health promotion design that explain some basic principles of message construction, image choice, use of color, and so forth. These elements must be briefly discussed. The group must them consider the campaign from the point of view of the public, focusing on how ordinary people from various backgrounds might react to it. The strengths and weaknesses of the campaign in this context must be discussed and analyzed. You must also consider who the target audience is and whether the campaign is likely to have the desired effect on this target group.

Each group will work on ONE of the following:

1. Know the distance of distraction (Government of WA) https://www.rsc.wa.gov.au/Campaigns/Know-the-distance-of-distraction

2. Crunch and Sip (Healthy WA0 https://www.crunchandsip.com.au/parents

3. Stop smoking, start repairing (Department of Health, Government of Australia) https://www.health.gov.au/resources/publications/stop-smoking-start-repairing-health-benefits-for-women

4. Check your immunization halo (Vic Health) https://www2.health.vic.gov.au/public-health/immunisation

5. Hey Tosser (City of Ryde, NSW) https://www.ryde.nsw.gov.au/Environment-and-Waste/Waste-and-Recycling/Other-Waste-Initiatives/Litter-Prevention/Gladesville-Catchment-Litter-Reduction-Campaign

6. You may use a campaign you find yourself if approved by your lecturer.

Each group will contain five students. Each student in the group will be responsible for one slide in your presentation. A title slide is required that gives the title of the presentation and the names and ID numbers of each member of the group. You must also show an image (poster, etc) or video (TV commercial) from your campaign. Following this, each student in the group is responsible for the preparation of one slide. The accompanying text for presentation should be written out in the notes area which must also indicate the student’s name. Finally, a slide containing the references used in the presentation must be included.

The group may choose one or two students to present or each student may present his or her own slide. However, the group must stay within the maximum time limit of 10 minutes. Groups that go over this limit will be told to stop, and going overtime will affect assessment.

The presentation will be assessed on the following criteria:

The topic and its significance in the health promotion campaigns is described and discussed in terms of significance: 15%
Practical guidance as well as reference to relevant literature is made: 15%
Integration of theory and practice is shown and discussed: 20%
The individual component of the presentation shows understanding, reference to literature, and practical use: 20%
Language of the presentation (oral and written) is clear and easily understood: 10%
All work is original, all information from sources is properly referenced and any direct quotations are properly identified: 20%

The second assessment task for this unit is a case study. This is an INDIVIDUAL assignment (2000 words). Each student will choose one of the groups listed below and develop a case study that describes and analyzes the distinct communicative and cultural needs that would be relevant in developing a public health initiative or program to address a health need recognized in the community. The case study must include the following sections: overview of the status of the chosen community in Australia; review of the health status of the community with a focus on inequities that need to be addressed; description and analysis of communication and cultural factors relevant to the community; and discussion of how these communicative and cultural needs could be addressed in the context of a public health program. The case study must make reference to appropriate scholarly literature.

Students must choose one of the following groups:

1.       The Australian Indigenous community living in rural and remote areas;

2.       The Afghan refugee community living in urban areas;

3.       The Chinese-speaking community living in urban areas;

4.        Older adults of Greek or Italian origin (students must choose either the Greek or Italian community);

5.       Arabic-speaking women;

6.       School-aged children from low SES households in Australia;

7.       The LGBTI community in urban and rural Australia;

8.       Adult men in urban and rural Australia.

Appropriate writing style is essential for this assignment. The case study must be written in formal academic language with complete referencing and must demonstrate culturally sensitive phrasing and word use that reflects the professional environment and conventions of the field.

The case study will be assessed on the following criteria:

Use of a range of appropriate literature not older than five years: 20%

The nature of the community, its health status relative to the population as a whole, and any inequities experienced by its members are described and discussed in detail: 20%

A discussion and analysis of the communicative and cultural needs of the community is provided: 20%

The ways in which initiatives to address the identified health inequities could be informed by an understanding of the group's communicative and cultural needs and discussed in detail: 20%

All work is the student's own, all information is properly referenced, and any direct quotations are identified as such according to academic convention: 20%

The third assessment task for this unit is a reflective essay. This is an INDIVIDUAL assignment (1000 words). Each student will write a reflective essay based on his or her experience working in or engaging with a cross-cultural community. The student should discuss and analyse any two topics explored in this unit. Students are required to discuss not only their understanding of the topics, but also the implications for their current/future role in public health work. In addition, students should also draw from their own experience working in or engaging with cross-cultural communities and discuss the skills they need to develop further  in order for them to work effectively in multicultural communities.

This is a reflective assignment, so a more informal writing style is acceptable. However, the reflection must not be wholly descriptive. It must contain an assessment of the way in which the student’s views or thinking has changed and what he or she has learned about himself as a practitioner.

The reflective essay will be marked on the following criteria:

The essay shows evidence of understanding of selected unit topics and relevant literature : 25%

Personal learning and change is recorded and discussed: 25%

Reflexivity in linking personal experience with current/future public health work: 25%

All work is the student's own, all information is properly referenced, and any direct quotations are identified as such according to academic convention: 25%