CQUniversity Unit Profile
SOCL19065 Rural Communities and Health
Rural Communities and Health
All details in this unit profile for SOCL19065 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student).
The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.
General Information

Overview

This unit will prepare you for rural practice by providing an overview of rural Australia and its socio-cultural environment. Guided by a sociological perspective, you will gain an understanding of contemporary rural Australia and rural communities, and the social structures and cultural factors that influence them. The social determinants of health for rural populations will be examined and compared with those of metropolitan areas. The health inequalities and rural 'disadvantage' will be critically examined and you will investigate the challenges in accessing health care and health professionals, social determinants, risk behaviours and occupational factors. You will learn about the meaning of ‘rurality’ and the implications of ‘rurality’ for the health of different social groups. You will be prepared for rural practice through developing an understanding of your role as professionals, and of rural health issues, including the health status of Aboriginal and Torres Strait Islander people. While the focus of this unit is rural Australia, it would be of particular interest to those planning to live and work in rural and remote Australia; including allied health practitioners, community development officers, nurses, paramedics and teachers.

Details

Career Level: Undergraduate
Unit Level: Level 2
Credit Points: 6
Student Contribution Band: 10
Fraction of Full-Time Student Load: 0.125

Pre-requisites or Co-requisites

Students are required to have completed 24 units of credit.

Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).

Offerings For Term 1 - 2021

Online

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Class and Assessment Overview

Recommended Student Time Commitment

Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Class Timetable

Bundaberg, Cairns, Emerald, Gladstone, Mackay, Rockhampton, Townsville
Adelaide, Brisbane, Melbourne, Perth, Sydney

Assessment Overview

1. Written Assessment
Weighting: 40%
2. Written Assessment
Weighting: 40%
3. Online Quiz(zes)
Weighting: 20%

Assessment Grading

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.

Previous Student Feedback

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Feedback from Unit evaluation

Feedback

Lack of content on rurality, rural community and rural health in the unit.

Recommendation

Revision of the unit content to provide stronger rural content will ensure each topic is connected to rural communities, rural health and/or professional practice in rural communities.

Feedback from Unit evaluation

Feedback

The unit needs more teaching of the sociological imagination and writing with a sociological voice.

Recommendation

A strong introductory sociology foundation at the beginning of the unit will be provided to students to equip them with the knowledge and skill to critically think and write from a sociological perspective.

Feedback from Unit evaluation

Feedback

The unit would benefit from better quality lectures and more topic content connecting the readings, unit outcomes and lectures.

Recommendation

New lecture notes and recordings to support the revised topic schedule will be produced for the unit. Weekly learning outcomes will be communicated to students to direct their reading and learning.

Feedback from Unit evaluation

Feedback

For the unit's assessment, fewer large written assessments and more smaller percentage weighted assessments are wanted.

Recommendation

There will be the removal of a main essay and replacement of the two major written assessments with a variety of smaller assessments types.

Feedback from Unit evaluation

Feedback

Students request better marking and feedback on assessments and improvement in communicating the assessment requirements by adding more detail and a clearer marking rubric.

Recommendation

The University moderation processes will be undertaken by the marking team and individualised feedback provided to students to support their improvement on future assignment performance (content, structure, referencing).

Unit Learning Outcomes
On successful completion of this unit, you will be able to:
  1. Use a sociological perspective to explain health and social issues in rural and remote Australia
  2. Explore the social determinants of health and how they may impact on rural communities in rural and remote areas
  3. Distinguish the health issues and challenges experienced by Aboriginal and Torres Strait Islander people and other social groups (e.g. new migrants, people living with disability) living in rural and remote communities
  4. Explain the unique role of the health professional working and living in rural and remote Australia.
Alignment of Learning Outcomes, Assessment and Graduate Attributes
N/A Level
Introductory Level
Intermediate Level
Graduate Level
Professional Level
Advanced Level

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4
1 - Written Assessment - 40%
2 - Written Assessment - 40%
3 - Online Quiz(zes) - 20%

Alignment of Graduate Attributes to Learning Outcomes

Graduate Attributes Learning Outcomes
1 2 3 4
1 - Communication
2 - Problem Solving
3 - Critical Thinking
4 - Information Literacy
5 - Team Work
6 - Information Technology Competence
7 - Cross Cultural Competence
8 - Ethical practice
9 - Social Innovation

Alignment of Assessment Tasks to Graduate Attributes

Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9
1 - Written Assessment - 40%
2 - Written Assessment - 40%
3 - Online Quiz(zes) - 20%
Textbooks and Resources

Textbooks

There are no required textbooks.

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
Referencing Style

All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)

For further information, see the Assessment Tasks.

Teaching Contacts
Susan Rockloff Unit Coordinator
s.rockloff@cqu.edu.au
Schedule
Week 1 Begin Date: 08 Mar 2021

Module/Topic

The sociological perspective and the social model of health 

Chapter

* Check the e-Reading list on the Moodle site for further readings


Germov (2018) Ch.1 Imagining health problems as social issues in Germov (2018) pp.5-22   (CQU library Ebook)


Wright & Higgs (2019) Ch.2 Health as a social construct. in Liamputtong, Fanany & Verrinder (eds), pp. 31-50. (CRO)

Events and Submissions/Topic

Week 2 Begin Date: 15 Mar 2021

Module/Topic

Rurality and rural communities in Australia


Chapter

Gray & Phillips (2001) Beyond life in 'the bush': Australian rural cultures (CRO)


Farmer et al. (2012) Culture and rural health (e-journal)

Events and Submissions/Topic

Week 3 Begin Date: 22 Mar 2021

Module/Topic

Rural health in Australia

Chapter

Hughes (2018) Ch.10 Rural health in Germov (ed) (2018), pp.205-227 (CQU library Ebook)



Events and Submissions/Topic

Week 4 Begin Date: 29 Mar 2021

Module/Topic

Rural workforce - Navigating professional practice in rural communities

Chapter

Cosgrave, Malatzky & Gillespie (2019) Social determinants of rural health workforce retention: A scoping review. (e-journal)


Malatzky & Bourke (2017) When the social meets health in rural Australia: confronting the disconnect (e-journal)


Malatzky & Bourke (2016) Re-producing rural health: challenging dominant discourses and the manifestation of power.(e-journal)

Events and Submissions/Topic

Week 5 Begin Date: 05 Apr 2021

Module/Topic

Working with Indigenous Australians and culturally and linguistically diverse people.

Chapter

McDermott (2019) "Big sister" wisdom: How might non-Indigenous speech-language pathologists genuinely, and effectively, engage with Indigenous Australians? (e-journal)


Queensland Health (2010) Aboriginal and Torres Strait Island Cultural Capability Framework 2010 -2033


Te, Blackstock, Liamputtong & Chipchase (2020) New graduate physiotherapists' perceptions and experiences working with people from culturally and linguistically diverse communities in Australia: A qualitative study. (e-journal)

Events and Submissions/Topic

Essay (2000 words) Due: Week 5 Friday (9 Apr 2021) 11:45 pm AEST
Vacation Week Begin Date: 12 Apr 2021

Module/Topic

Chapter

Events and Submissions/Topic

Week 6 Begin Date: 19 Apr 2021

Module/Topic

Social determinants of health and rural communities


Chapter

Liamputtong, Fanany & Verrinder (eds) (2012) Health, illness, and well-being: an introduction (CRO)

Events and Submissions/Topic

Week 7 Begin Date: 26 Apr 2021

Module/Topic

Indigeneity, health and inequality

Chapter

Durey & Thompson (2012) Reducing the health disparities of Indigenous Australians: time to change focus (e-journal)


Pulver, Williams & Fitzpatrick (2019) Ch.8 Social determinants of Australia's First Peoples' health in Liamputtong, Fanany & Verrinder (eds) pp. 31-50. (CQU library eBook)


Smith (2004) Ch 8. Determining health (CRO)

Events and Submissions/Topic

Week 8 Begin Date: 03 May 2021

Module/Topic

Social class, health and inequality

Chapter

Allan, Ball & Alston (2010) What is health anyway? Perceptions and experiences of health and health care from socio-economically disadvantaged rural residents. (e-journal)

Events and Submissions/Topic

Week 9 Begin Date: 10 May 2021

Module/Topic

Diversity, health and rural Australia - ethnic minorities

Chapter

Radermacher & Feldman (2015) 'Health is their heart, their legs, their back': understanding ageing well in ethnically diverse older men in rural Australia. (e-journal)

Events and Submissions/Topic

Week 10 Begin Date: 17 May 2021

Module/Topic

Gender and culture - rural women and DV

Chapter

Campo & Tayton (2015) Domestic and family violence in regional, rural and remote communities (online)


Owen & Carrington (2015) Domestic violence (DV) service provision and the architecture of rural life: An Australian case study (e-journal)


Sheach-Leith, Sutherland & Gibson (2011) Gender in Yuill & Gibson (eds), pp.45-68. (CRO)

Events and Submissions/Topic

Week 11 Begin Date: 24 May 2021

Module/Topic

'At risk' and marginalised groups and health

Chapter

Collins, Ward, Snow, Kippen & Judd (2017) Compositional, contextual, and collective community factors in mental health and well-being in Australian Rural Communities. (e-journal)


Winterton & Warburton (2011) Does place matter? Reviewing the experience of disadvantage for older people in rural Australia. (e-journal)

Events and Submissions/Topic

Portfolio (2000 words) Due: Week 11 Monday (24 May 2021) 11:45 pm AEST
Week 12 Begin Date: 31 May 2021

Module/Topic

Review of the weekly topics.

Chapter

This summary week will review how the social determinants of health influence the health of individuals and communities, and how health and human service professionals can better support those who experience social inequality and disadvantage in rural communities.

Events and Submissions/Topic

Timed online quiz Due: Week 12 Wednesday (2 June 2021) 11:45 pm AEST
Review/Exam Week Begin Date: 07 Jun 2021

Module/Topic

Chapter

Events and Submissions/Topic

Exam Week Begin Date: 14 Jun 2021

Module/Topic

Chapter

Events and Submissions/Topic

Term Specific Information

To be eligible to pass the unit, all assessment items must be submitted for marking.

Assessment Tasks

1 Written Assessment

Assessment Title
Essay (2000 words)

Task Description

The aim of this assessment is for you to write a 2000 word essay on presenting a sociological perspective and drawing on the content covered in weeks 1-5.

A sociological approach to personal situations and public issues allows us to recognise the historical, cultural and structural (social, economic) basis for individual problems in society. Health and human service delivery are based around upholding social justice, human rights, collective responsibility and respect for diversity but this can sometimes be difficult.

For this essay, you need to answer the following:

1) How can taking a sociological perspective in your role as a health or human services professional in rural Australia improve your service delivery to clients?

2) What is required by health and human service professionals to work with Indigenous Australians and other ethnic minorities as colleagues or as clients in a culturally sensitive and respectful way to provide a culturally safe environment. You can make reference to professional codes of conduct and ethics to support your discussion (e.g., Australian Social Work Education and Accreditation Standards (ASWEAS), Code of Conduct for registered health practitioners).

3) Discuss the challenges (and opportunities) for a professional working and living in rural Australia to give the reader a clear understanding of workforce retention barriers. Discuss the deficit discourse that shapes the role and experience of professionals.

You are to align with the professional area you more closely identify with when answering the question, whether this is as a health or human service professional.

You need to use the sociological imagination as a tool to think like a sociologist and to discuss the topic in a sociological way. In the essay, use and explain the relevant key concepts and basic ideas of sociology that you have learned in the term. The assignment requires you to discuss the topic from a sociological position which is different from how a layperson may think.

Instructions
You are required to write a 2000 word essay plus or minus 10%. The essay will have a Title Page, Introduction, Discussion, Conclusion, and Reference sections.

When presenting a sociological perspective you can use the sociological imagination template (History, Structure, Culture, Critique):
History: What broader historical patterns and events have impacted on the issue?
Structure: How has class, race and gender been a factor? How would life have been different if they were from a different class, race and/or gender background?
Cultural norms: What cultural norms have been a factor in this issue? 
Critique: What can be learned about looking at this social issue from a sociological perspective along with the history in this way?

Please follow the steps below to complete your assessment task:

1. View the unit recordings, lecture notes and attend the weekly Zoom tutorials and Assessment help Zoom sessions.
2. Gather the relevant resources for each of the three discussion topics using the CQU library databases and web-based searches (e.g. Google Scholar).
3. You are encouraged to use your set readings and resources in the e-Reading list for the unit.
4. Use the sociological imagination template to help you sketch out the sorts of areas you will need to look at and think about what sort of resources (websites, journal articles, books) you will need. Visit the Moodle site for discussion with your fellow students and the unit coordinator.
5. Draft your essay. What are your main arguments? Use the library databases to find references to demonstrate the key issues and support the arguments you want to make.
6. Write up the essay in detail with references - give it to someone to proof-read and then submit on the Moodle site before the due date and time.

Please do not use dot points or numbered lists in your answer. You are encouraged to discuss your ideas and resources with the unit coordinator and others in the Assessment Discussion Forum.

Literature and references
In this assessment use at least 6 contemporary references (<10 years) to support your discussion. You may also use seminal scholarly literature where relevant. Suitable references include peer-reviewed journal articles as well as textbooks and credible websites. When sourcing information, consider the 5 elements of a quality reference: currency, authority, relevance, objectivity, and coverage. Grey literature sourced from the internet must be from reputable websites such as from government, university, or peak national bodies.

Requirements
Use a conventional and legible size 12 font, such as Times New Roman or Arial, with 1.5 line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word).
Include page numbers on each page in a header.
Write in the third-person perspective.
Use formal academic language.
Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.
The word count is considered from the first word of the introduction to the last word of the conclusion. The word count excludes the reference list but includes in-text references and direct quotations.

Resources
You can use unit provided materials and other credible sources (e.g. journal articles, books, grey literature ) to reference your argument. The quality and credibility of your sources are important.
We recommend you use EndNote to manage your citations and reference list. More information on how to use EndNote is available at the CQUniversity Library website.
For information on academic communication please go to the Academic Learning Centre Moodle site. The Academic Communication section has many helpful resources including information for students with English as a second language.
Submit a draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here.


Assessment Due Date

Week 5 Friday (9 Apr 2021) 11:45 pm AEST


Return Date to Students

Week 7 Monday (26 Apr 2021)


Weighting
40%

Assessment Criteria


The marking matrix contains the assessment criteria that will be used to evaluate your assignment. You must refer to the matrix rubric when preparing your assessment.


Your assignment will be evaluated on the following criteria:

- Writing quality (10%) - Quality is evaluated on spelling, grammar and paragraph structure.

- Approach and argument (75%) - Content is evaluated based on the use of independent readings and research, the relevancy of arguments, use of supporting examples, the inclusion of relevant views and concepts, and evidence of originality.

- Referencing (15%) - Referencing quality is based on the appropriate use of references in your writing and the adherence to the required referencing style guidelines both in the body of the assignment and the reference list.









Assessment 1 Marking Rubric T1 2021

HD D C P F
Writing quality (10%)
4.23-5 Consistently accurate with spelling, grammar and paragraph structure. (5%) 3.73-4.22 Minimal (2-3) critical errors in spelling, grammar or paragraph structure. 3.23-3.72 Few (3 - 4) critical errors with spelling, grammar or paragraph structure. 2.48-3.22 Several (4-5) critical errors with spelling, grammar or paragraph structure. 0-2.47 Many (>6) errors with spelling, grammar or paragraph structure.
4.23-5 Clear and succinct introduction that presents the topic and outlines the direction of the paper. Clear and succinct conclusion that provides closure to the topic. (5%) 3.73-4.22 Clear and appropriate introduction that presents the topic and outlines the direction of the paper. The conclusion provides a clear and appropriate closure to the topic and outlines the final direction of the paper 3.23-3.72 Appropriate introduction that presents the topic and outlines the direction of the paper Appropriate conclusion to the topic that somewhat outlines the final direction of the paper An introduction is apparent although consists only of a list of the contents of the paper. Topic not clearly presented. The conclusion is apparent although consists of only a brief closure of the topic. Topic not clearly concluded 0-2.47 No recognisable introduction— the topic is not presented and/or there is no direction offered in respect of the paper. No recognisable conclusion or the conclusion content is not reflective of the discussion.
Approach and Argument (75%)
21.12-25 Presents a sociological perspective Content provides a clear and succinct description of the sociological imagination framework and how it helps in a health and human service professional role. (25%) 18.65-21.11 Content provides a clear description of the sociological imagination framework and how it helps in a health and human service professional role. 16.15-18.6 Content provides an appropriate description of the sociological imagination framework and how it helps in a health and human service professional role. 12.4-16.12 Content provides an adequate description of the sociological imagination framework and how it helps in a health and human service professional role. 0-12.35 Content provides inadequate or no description or use of the of the sociological imagination framework and how it helps in a health and human service professional role.
21.12-25 Work to provide cultural safety Content provides comprehensive and critical sociological discussion of your issue and supported by readings, examples and evidence of originality. (25%) 18.65-21.11 Content provides a strong sociological discussion of your issue and how it helps solve social problems. It is supported by readings, examples and evidence of originality. 16.15-18.6 Content provides an appropriate sociological discussion of your issue and how it helps solve social problems. It is supported by some readings, examples and evidence of originality. 12.4-16.12 Content provides an adequate sociological discussion of your issue and is supported by a few readings, examples and some evidence of originality. 0-12.35 Content provides inadequate sociological discussion of your issue and there is little or no readings, supporting examples and very limited evidence of originality.
21.12-25 Explains the challenges & opportunities for professionals & the influence of the deficit discourse. Content provides comprehensive and critical discussion about the challenges & benefits for professionals & understanding of the deficit discourse. (25%) 18.65-21.11 Content provides a strong discussion of what can be done about the challenges & benefits for professionals & understanding of the deficit discourse. 16.15-18.6 Content provides an appropriate discussion of what can be done about the challenges & benefits for professionals & understanding of the deficit discourse. 12.4-16.12 Content provides an adequate discussion of what can be done about the challenges & benefits for professionals & understanding of the deficit discourse. 0-12.35 Content provides inadequate discussion of what can be done about the challenges & benefits for professionals & understanding of the deficit discourse.
Referencing (15%)
4.23-5 Consistently integrates references to support and reflect all ideas, information and quotations. Consistently accurate with in-text referencing. (5%) 3.73-4.22 Generally, integrates references to support and reflect ideas, information and quotations with 1 or 2 exceptions. 1-2 consistent in-text referencing errors identified. 3.23-3.72 Frequently integrates references to support and reflect ideas, information and quotations, with 3 or 4 exceptions. 3-4 consistent in-text referencing errors identified. 2.48-3.22 Occasionally integrates references to support and reflect ideas, information and quotations, with 5 or 6 exceptions. 5-6 inconsistent in-text referencing errors identified. 0-2.47 Fails to or infrequent attempts (6 or more errors) to integrate references to support & reflect ideas, information & quotations. Referencing is inconsistent with APA style. >6 inaccuracies with in-text referencing.
4.23-5 A minimum of 9 up-to-date references used. (5%) 3.73-4.22 A minimum of 8 up-to-date references used. 3.23-3.72 A minimum of 7 up-to-date references used. 2.48-3.22 A minimum of 6 up-to-date references used. 0-2.47 The required minimum number of 6 up-to-date references not used, or none are up-to-date.
4.23-5 Reference list appears in alphabetical order and fully adheres to reference list presentation guidelines. (5%) 3.73-4.22 Reference list appears in alphabetical order and consistently adheres to reference list presentation guidelines. 3.23-3.72 Reference list appears in alphabetical order and frequently adheres to reference list presentation guidelines. 2.48-3.22 Reference list appears in alphabetical order and occasionally adheres to reference list presentation guidelines. 0-2.47 Reference list does not appear in alphabetical order and does not adhere to reference list presentation guidelines.


Referencing Style

Submission
Online

Submission Instructions
Submit your assessment via the unit Moodle site in Microsoft Word format only.

Learning Outcomes Assessed
  • Explain the unique role of the health professional working and living in rural and remote Australia.


Graduate Attributes
  • Communication
  • Critical Thinking
  • Information Technology Competence
  • Cross Cultural Competence
  • Ethical practice

2 Written Assessment

Assessment Title
Portfolio (2000 words)

Task Description

In this assessment you need to apply your sociological understanding by answering three portfolio questions. In your answers, you need to demonstrate understanding of the sociological imagination template, the social determinants of health and the cause of social inequalities and health disparities in rural communities. The three portfolio questions are focused on understanding why rural communities experience greater health inequalities relative to urban populations and how some socio-cultural groups' health and wellbeing are shaped by social, economic and political forces in rural Australia.


Instructions

You are required to submit a portfolio containing three 660 word answers. Each question will be marked out of 25%, with 15% for referencing and 10% for writing quality overall to reach a total of 100%. Please see the Assessment 2 marking rubric.


You need to answer all three questions:

1. Using a sociological perspective, argue how some social issues (e.g. poverty, suicide, unemployment) in rural communities occur at a higher rate and are experienced by different groups as a result of social inequality, marginalisation and oppression. Use relevant examples to support your argument.

2. Health disparities in rural communities are driven by multiple social determinants of health. Explain this statement and use at least two examples to show some of the contributing social factors that impact health, such as access to healthy food.

3. What are some of the issues and challenges for migrants and Indigenous Australians in accessing and receiving quality health care services in rural areas? Explain why.


Please do not use dot points or numbered lists in your answer. You are encouraged to discuss your ideas, case studies and resources with the unit coordinator and others in the Assessment Discussion Forum.

A brief, concisely written answer to the question is more effective than a long, winded general comment. Where appropriate, you should refer to the literature to support your discussion and provide an in-text citation for any sources that you use. If you do use a direct quote, it should only be included if you then comment on what the author has said. If you use a direct quote as part of your discussion it must be indicated as such and you will need to provide full reference details in APA referencing style.


Please follow the steps below to complete your assessment task:

1. Read the relevant set and supplementary readings for the unit, and view the weekly topic resources on the Moodle site and in the e-Reading list.

2. Familiarise yourself with the key concepts, perspectives and the sociological imagination covered in the unit.

3. Search the CQU library and databases for useful references for each of the three questions and undertake further reading.

4. Draft an outline for each of the three answers before writing your response. Use examples to illustrate your applied understanding.

5. Provide intext citations to support your discussion and add a single reference list at the end of your portfolio.


Literature and references

In this assessment use at least 6 contemporary references (<10 years) to support your discussion. You may also use seminal scholarly literature where relevant. Suitable references include peer-reviewed journal articles as well as textbooks and credible websites. When sourcing information, consider the 5 elements of a quality reference: currency, authority, relevance, objectivity, and coverage. Grey literature sourced from the internet must be from reputable websites such as from government, university, or peak national bodies.


Requirements

Use a conventional and legible size 12 font, such as Times New Roman or Arial, with 1.5 line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word).

Include page numbers on each page in a header.

Write in the third-person perspective.

Use formal academic language.

Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.

The word count is considered from the first word of the introduction to the last word of the conclusion. The word count excludes the reference list but includes in-text references and direct quotations.


Resources

You can use unit provided materials and other credible sources (e.g. journal articles, books, grey literature ) to reference your argument. The quality and credibility of your sources are important.

We recommend you use EndNote to manage your citations and reference list. More information on how to use EndNote is available at the CQUniversity Library website.

For information on academic communication please go to the Academic Learning Centre Moodle site. The Academic Communication section has many helpful resources including information for students with English as a second language.

Submit a draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here.


Assessment Due Date

Week 11 Monday (24 May 2021) 11:45 pm AEST


Return Date to Students

Review/Exam Week Friday (11 June 2021)


Weighting
40%

Assessment Criteria

The marking matrix contains the assessment criteria that will be used to evaluate your assignment. You must refer to the matrix rubric when preparing your assessment.


Your assignment will be evaluated on the following criteria:

- Writing quality (10%) - Quality is evaluated on spelling, grammar and paragraph structure.

- Approach and argument (75%) - Content is evaluated based on the use of independent readings and research, the relevancy of arguments, use of supporting examples, the inclusion of relevant views and concepts, and evidence of originality.

- Referencing (15%) - Referencing quality is based on the appropriate use of references in your writing and the adherence to the required referencing style guidelines both in the body of the assignment and the reference list.




Assessment 2 Marking Rubric T1  2021

HD D C P F
Writing quality (10%)
8.45-10 Consistently accurate with spelling, grammar and paragraph structure. (10%) 7.45-8.449 Minimal (2-3) critical errors in spelling, grammar or paragraph structure. 6.45-7.449 Few (3 - 4) critical errors with spelling, grammar or paragraph structure. 4.95-6.449 Several (4-5) critical errors with spelling, grammar or paragraph structure. 0-4.949 Many (>6) errors with spelling, grammar or paragraph structure.
Approach and Argument (75%)
21.12-25 Answer 1. Content provides comprehensive and critical discussion and includes: · Independent reading and research · Relevant arguments · Supporting examples · Relevant theories and concepts · Evidence of originality (25%) Covers 18.65-21.11 Content provides strong and appropriate discussion and includes: · Independent reading and research · Relevant arguments · Supporting examples · Relevant theories and concepts · Evidence of originality 16.15-18.6 Content provides adequate discussion and includes: · Independent reading and research · Relevant arguments · Supporting examples · Relevant theories and concepts · Evidence of originality 12.4-16.12 Content provides some relevant discussion and includes: · Independent reading and research · Relevant arguments · Supporting examples · Relevant theories and concepts · Evidence of originality 0-12.35 Content provides no or inadequate discussion and lacks many: · Independent reading and research · Relevant arguments · Supporting examples · Relevant theories and concepts · Evidence of originality
21.12-25 Answer 2. Content provides comprehensive and critical discussion and includes: · Independent reading and research · Relevant arguments · Supporting examples · Relevant theories and concepts · Evidence of originality (25%) Covers 18.65-21.11 Content provides strong and appropriate discussion and includes: · Independent reading and research · Relevant arguments · Supporting examples · Relevant theories and concepts · Evidence of originality 16.15-18.6 Content provides adequate discussion and includes: · Independent reading and research · Relevant arguments · Supporting examples · Relevant theories and concepts · Evidence of originality 12.4-16.12 Content provides some relevant discussion and includes: · Independent reading and research · Relevant arguments · Supporting examples · Relevant theories and concepts · Evidence of originality 0-12.35 Content provides no or inadequate discussion and lacks many: · Independent reading and research · Relevant arguments · Supporting examples · Relevant theories and concepts · Evidence of originality
21.12-25 Answer 3. Content provides comprehensive and critical discussion and includes: · Independent reading and research · Relevant arguments · Supporting examples · Relevant theories and concepts · Evidence of originality (25%) Covers 18.65-21.11 Content provides a strong and appropriate discussion and includes: · Independent reading and research · Relevant arguments · Supporting examples · Relevant theories and concepts · Evidence of originality 16.15-18.6 Content provides adequate discussion and includes: · Independent reading and research · Relevant arguments · Supporting examples · Relevant theories and concepts · Evidence of originality 12.4-16.12 Content provides some relevant discussion and includes: · Independent reading and research · Relevant arguments · Supporting examples · Relevant theories and concepts · Evidence of originality 0-12.35 Content provides no or inadequate discussion and lacks many: · Independent reading and research · Relevant arguments · Supporting examples · Relevant theories and concepts · Evidence of originality
Referencing (15%)
4.23-5 Consistently integrates references to support and reflect all ideas, factual information and quotations. Consistently accurate with in-text referencing. (5%) 3.73-4.22 Generally, integrates references to support and reflect ideas, factual information and quotations with 1 or 2 exceptions. 1-2 consistent in-text referencing errors identified. 3.23-3.72 Frequently integrates references to support and reflect ideas, factual information and quotations, with 3 or 4 exceptions. 3-4 consistent in-text referencing errors identified. 2.48-3.22 Occasionally integrates references to support and reflect ideas, factual information and quotations, with 5 or 6 exceptions. 5-6 inconsistent in-text referencing errors identified. 0-2.47 Fails to or infrequent attempts (6 or more errors) to integrate references to support & reflect ideas, factual information & quotations. Referencing is inconsistent with APA style. >6 inaccuracies with in-text referencing.
4.23-5 A minimum of 9 up-to-date references used. (5%) 3.73-4.22 A minimum of 8 up-to-date references used. 3.23-3.72 A minimum of 7 up-to-date references used. 2.48-3.22 A minimum of 6up-to-date references used. 0-2.47 The required number of 6 references not used, or none are up-to-date.
4.23-5 The reference list appears in alphabetical order and fully adheres to reference list presentation guidelines. (5%) 3.73-4.22 The reference list appears in alphabetical order and consistently adheres to reference list presentation guidelines. 3.23-3.72 The reference list appears in alphabetical order and frequently adheres to reference list presentation guidelines. 2.48-3.22 The reference list appears in alphabetical order and occasionally adheres to reference list presentation guidelines. 0-2.47 The reference list does not appear in alphabetical order and does not adhere to reference list presentation guidelines.


Referencing Style

Submission
Online

Submission Instructions
Submit your assessment via the unit Moodle site in Microsoft Word format only.

Learning Outcomes Assessed
  • Use a sociological perspective to explain health and social issues in rural and remote Australia
  • Explore the social determinants of health and how they may impact on rural communities in rural and remote areas
  • Distinguish the health issues and challenges experienced by Aboriginal and Torres Strait Islander people and other social groups (e.g. new migrants, people living with disability) living in rural and remote communities


Graduate Attributes
  • Communication
  • Critical Thinking
  • Information Technology Competence
  • Cross Cultural Competence

3 Online Quiz(zes)

Assessment Title
Timed online quiz

Task Description

This time online multiple choice quiz is set to test your understanding of fundamental concepts, methods, theoretical perspectives and facts covered by the textbook, recommended readings and lectures covered in the term.


Instructions

There will a total of 40 multiple choice questions and you must answer the questions in 40 minutes. Each correct answer is worth 0.5 marks.


This is a timed online quiz that must be completed by the due date and time. You will have a two day period to complete and submit your quiz. The quiz will open at 8 AM (AEST) on Tuesday, 1 June 2021 and close on Wednesday, 2 June at 11.45 PM AEST. If you have an Accessibility Plan that requires adjustment to your assessment, please contact me at the start of term.


There will be only one correct or best answer to each question, and you need to select the option corresponding to this answer. There are four answer options. There are no penalties for incorrect answers. While you will be able to refer to the textbook or other resources while you are taking the quiz, you cannot afford to do this for every question because of the time limit. You need to have a good understanding of the unit content before taking the quiz. Each student will receive a customised quiz, chosen at random from the test bank, so that collusion will not be possible.


Here is an example of how the quiz questions and answers will be presented -

Q. Which theorist developed ‘power elite’ theory?

a. Robert Merton

b. Emile Durkheim

c. Erving Goffman

d. C. Wright Mills *

The correct answer is (d) C. Wright Mills—this is the one you need to select.


A practice quiz will be made available during term for you to familiarise yourself with the format and process.


Please follow the steps below to complete your assessment task:

1. The quiz will be delivered through the ‘Assessment’ section of the Moodle site, and will only become visible and available on the due date.

2. You will need to have access to a stable Internet connection to complete the quiz. It is your responsibility to make time to sit the quiz.

3. Before you take the quiz, make sure that you are ready (i.e. a proper revision has been done) and choose a time and computer/place with minimum distraction to sit for the quiz (i.e. do not have external disturbances from people, pets, etc).

4. Be conscious of the time limit while taking the quiz—make sure you have a clock in front of you and note down your starting time. Do not wait until the last minute to complete the quiz as it will time out once the time limit is reached (i.e. at 11.45 PM the quiz will close regardless of your start time. To have the full time allocation you should start the quiz no later than 11 pm on the Wednesday the quiz closes.

5. The presentation of questions is one page at a time with 5 questions per page. You must complete each page before you go on to the next one. Attempts to backtrack to previous pages are not allowed.

6. If you experience a problem with your quiz or the Moodle site while completing the quiz, please contact the CQU Technology and Services Assistance Centre (TASAC) during their opening hours of 7.30 am – 6 pm on ph: 1300 666 620. It is recommended that you complete the quiz during office hours.

7. Your quiz score will be provided the next day after the quiz has closed.

8. Undertaking this quiz is a requirement of the unit to be eligible to pass. Please contact the Unit Coordinator immediately if you are unable to complete the quiz.


Requirements

You need a computer with a stable internet connection and 40 minutes of uninterrupted time.


Resources

You can use unit provided materials and other credible sources during the quiz.

We recommend that you adequately prepare before the quiz day and take the practice quiz.


Submission

Submit your completed quiz when you answer the 40 questions or the 40 minute time allowance lapses. The quiz will be set to submit your quiz at the end of the 40 minutes.


Number of Quizzes


Frequency of Quizzes

Other


Assessment Due Date

Week 12 Wednesday (2 June 2021) 11:45 pm AEST


Return Date to Students

Week 12 Thursday (3 June 2021)


Weighting
20%

Assessment Criteria

No Assessment Criteria


Referencing Style

Submission
Online

Learning Outcomes Assessed
  • Use a sociological perspective to explain health and social issues in rural and remote Australia
  • Explore the social determinants of health and how they may impact on rural communities in rural and remote areas


Graduate Attributes
  • Communication
  • Critical Thinking
  • Information Technology Competence

Academic Integrity Statement

As a CQUniversity student you are expected to act honestly in all aspects of your academic work.

Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.

When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.

Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.

As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.

What is a breach of academic integrity?

A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.

Why is academic integrity important?

A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.

Where can I get assistance?

For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.

What can you do to act with integrity?