Category: Paper

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Group Report about Case Study of “Jewelmart.com”
The subject name is “Business to Business Marketing”.
DEAR WRITER, PLEASE IF YOU CAN’T DO THIS REPORT WELL AS I WANT AND REQUEST, PLEASE LEAVE IT TO ANOTHER WRITER BETTER.
DEAR WRITER, PLEASE IF YOU CAN’T DO THIS ESSAY WELL AS I WANT AND REQUEST OR YOU don’t has the major reference in this essay, PLEASE LEAVE IT TO ANOTHER WRITER BETTER YOU.

I am member of group and my task is doing these two parts:-
1- Summaries the case study: (explain important information such as 3 possible states) + mission statement and vision statement of this company, it’s provided in the company website which is http://www.jewelmart.com.au/Aspx/Aspx/List/ProductList.aspx , that is ‘Mission Statement: Jewelmart owners and staff believe in old fashioned values of integrity, reliability and excellent friendly service. Our aim is to offer unrivalled service, fast delivery, a huge choice of product models, and great backup service’.

2- Understanding competitive pressures.

Research quality: the writer must demonstrate depth of understanding of relevant marketing concepts. Also, must use of relevant references as well as correct and consistent referencing style.

You must use the marketing concepts from the MAIN REFRENCES related to this case study.
I need some tables and diagrams.

Tasks my part:-
1- Summaries the case study.
Here I need summaries the case study with illustrate the main points in the case study such as important information such as 3 possible states and talking about the mission statement and vision statement of this company.
You can find the mission statement from the website for the company.
2- Understanding competitive pressures.
Here I need a little information about this POINT. Also, here you must use references.

REFERENCES:-
Use relevant references as well as correct and consistent referencing style. You MUST Use the HARVARD style to reference in the essay and put the page number from books or articles you used. I mean you should put the page number from the book or articles you used it at quotation “text”. I need 3 References for this essay. The major reference MUST be this book “Dwyer, FR and Tanner, JF (2009) Business Marketing: Connecting Strategy, Relationships and Learning (4th edition), McGraw-Hill Irwin, New York”, and the other references must be academic journals articles, websites, books, databases, and government publications.
PLEASE DON’T FORGET: put PAGE NUMBERS from reference when a quotation.
Please find attached the “Harvard Referencing Guide” that will help you to write reference as HARVARD style in the text and reference list.

I’ve uploaded the CASE STUDY.

I NEED professional writing and high quality.

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please follow the detail very thoughroughly becuase any mistakes or indiscrepencies may cause this report to be rejected and autralian accounting standards are the opnly concepts that should be reffered to.

question is : General purpose financial reports (GPFRs) are important accountability documents. Discuss the notion of accountability in the Government and NFP sectors. How do GPFRs help these entities meet their accountability obligations?

Minor paper and presentation

Length: 1,500 words / 15 minutes

Part A
Students must select one of the topics listed below (the list is at the end of the assessment section, after assignment 3) and prepare a paper of approximately 1500 words on that topic.

Part B
Students are required to reformat the paper they prepared for part A into a presentation of about 15 minutes duration.

Format/expectations

Part A of the assignment is to be completed in the form of a report. Assistance with formatting reports and referencing is available at the Learning and Teaching Unit website http://www.unisa.edu.au/ltu/

This report must be printed in 1½ line or double spacing with 3cm left and right margins, and 2.5cm top and bottom margins. The use of headings is encouraged.

The report is to be no more than 1,500 words in length. The word limit includes in-text references but excludes the executive summary, footnotes, references/bibliography and any appendices. Penalties for assignments exceeding the maximum word limit will be imposed at 10% per 100 words or part thereof in excess of 1,500 words.

Your assignment must have both a cover sheet and a title page. The word count must be printed on the title page. Markers cannot be expected to look for the word count on cover sheets, in headers or footers or elsewhere. Marks will be deducted if the word count is not on the title page. (Note: the title page is separate to the assignment cover sheet.)

Ensure that you comply with Harvard referencing conventions in preparing this assignment and that plagiarism is not an issue.

For part B you are required to submit any material you would prepare if you were actually going to stand before an audience and present the topic. You need to think carefully about how you would undertake this task – you would not normally just read your paper for instance. You may prepare overheads and you would certainly need some kind of speaker’s notes. You may decide you want to prepare some additional material (something interesting that you couldn’t fit into the report perhaps)…the choice is yours. You also need to think about whether you would present all the material in your original paper or only parts of it.

The 2 parts of the assignment will be assessed individually – content in part A and the quality of the presentation in part B.

Important note re submission of assignment 2 All assignments must be submitted via LearnOnline, which only accepts text based documents or pdfs.

Therefore you will need to either:
•Convert part B to a .pdf if you have prepared a PowerPoint presentation, or
•Copy and paste part B into a Word document if you have prepared a PowerPoint presentation, or
•Prepare part B as a Word document.
Marking Criteria- assignment 2 part a

Report content
•Executive summary – appropriate and effective in providing a summary of the paper – 10 marks

•Introduction – to the topic and the purpose of the report – 5 marks

•Discussion – Addresses the question (including evidence of analysis and use of concepts) – 50 marks (The specifics will depend on the topic chosen. It is important that all aspects of the question have been covered.)

•Conclusion to the paper – must relate back to the question – 5 marks

•Style and organisation of report Presentation and structure (must be report format) (Spelling, grammar, the structure, organisation and presentation of ideas; the appropriate use of tables, figures and charts; and format – including headings and subheadings.) – 15 marks

•Research Evidence of appropriate research; Appropriate use of resources and referencing – 15 marks
Marking Criteria – assignment 2 part b

Effectiveness and creativity of approach:

•appropriateness of the media used, quality of materials – 20 marks

•Coherence and ‘flow’ of the presentation (including clarity of presentation) – 20 marks

•Structure of presentation (including the choice of material to be included) – 20 marks

•Extent to which ideas and concepts were related – 20 marks

•Summary of key points – 20 marks

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1. The essay’s requirement is in the attachment.
2. Topic: Should the research, development, and use of genetic enhancement be allowed?
3. Sources only come from 3 essays and 1 movie in the attachment(Genetic Enhancement, On Human Bioenhancements, Choosing Our Genes, and Playing God — BBC Horizon)

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ALL THE REFERENCES MUST FROM INTERNET(GOOGLE),NO reference from books or magzines. ALL MUST FROM 2000 TO 2012. MUST HAVE INTEXT REFERENCES.MUST HAVE 3 CASE STUDIES. And the other details please check page 4 assighment 3 in the file that i uploade. The topic is:Using photographs, illustrations, images and/or multimedia, create a portfolio of three cultural entrepreneurs. Analyse the economic impact of the cultural entrepreneurs with reference to theory.

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The purpose for this paper would be to emphasize on the advantages and disadvantages of employee racial diversity in the advertising industry.

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Dear:

I want the writer to choose one patchwork text from 7 patchwork texts that been given by the tutor,
you wil fined every thing relate to the work in attached also there is some additional Doc to help you.

The Module Name: Organizational Transformation in Practice.

Key text :

Manfred F. R. Kets de Vries (2011) Reflections on Groups and Organisations: On the Couch with Manfred Kets de Vries. Jossey Bass

Manfred F. R. Kets de Vries (2004) Organizations on the Couch, European Management Journal, Vol 22 (2), pp.183-200

**please no more than 4 web sit suers as the tutor asked us.

**below there is some helpful sours given by the tutor.

Patchwork text references:

Akister, J. (2005). Using a Patchwork Text to assess family therapy students. Journal of Family Therapy, 27(3), 276-279

Illes K. (2003). The Patchwork Text and Business Education: rethinking the importance of personal reflection and co-operative cultures. Innovations in Education & Teaching International, 40(2), 209-215.

McKenzie J. (2003). The student as an active agent in a disciplinary structure: introducing the Patchwork Text in teaching sociology. Innovations in Education & Teaching International, 40(2), 152-160.

Ovens P. (2003). Using the Patchwork Text to develop a critical understanding of science. Innovations in Education & Teaching International, 40(2), 133-143.

Parker J. (2003). The Patchwork Text in teaching Greek Tragedy. Innovations in Education & Teaching International, 40(2), 180-193.

Quinn J. (2003). Patchwork Text – example one: becoming a science specialist teacher. Innovations in Education & Teaching International, 40(2), 144-151.

Ramsden, P. (1992). Learning to Teach in Higher Education, Routledge: London.

Smith L. & Winter R. (2003). Applied epistemology for community nurses: evaluating the impact of the Patchwork Text. Innovations in Education & Teaching International, Volume 40(2), 161-173.

Winter, R. (2003). Contextualizing the Patchwork Text: Addressing Problems of Coursework Assessment in Higher Education, Innovations in Education and Teaching International, 40(2), 112-122.

Books:

Psychodynamics and organisational change:

Armstrong, D. (2005) Organization in the Mind: Psychoanalysis, Group Relations, and Organizational Consultancy. London: Karnac Books.
Bion, W. R. (1961) Experiences in Groups and Other Papers. New York, Tavistock, Routledge.
Bion, W. (2004) Attention and Interpretation. Oxford, Rowman and Littlefeld.
Bowlby, J. (1998) Separation: Anxiety and Anger. London, Pimlico
Bowlby, J. (1998) Loss: Sadness and Depression. London. Pimlico.
Bowlby, J. (1997) Attachment. London Pimlico.
C. Huffington, D. Armstrong, W. Halton (2004), L. Hoyle and J. Pooley (Eds.), Working Below the Surface: The Emotional Life of Contemporary Organisations, Karnac: London.
Gould, L., Stapley., Stein, M. The Systems Psychodynamics of Organizations: Integrating the Group Relations Approach, Psychoanalytic, and Open Systems Perspectives. New York: Karnac Books, 2001
Jung, C. G. (1981) Freud and psychoanalysis. Kegan Paul
Jung, C. G. (1981) Aion :researches into the phenomenology of the self, Routledge and Kegan Paul.
Jung, C. G. (1991) Psychological Types. London, Routledge.
Jung, C. G. (2001) Modern man in search of a soul. Kegan Paul.
Kets De Vries, F. R. (1991). Organizations on the couch: handbook of psychoanalysis and Management. New York: Jossey-Bass.
Kets de Vries, M.F.R., (2001), The leadership mystique, Prentice Hall, London.
Ketys de Vries, M. F. R. (2006) The Leader on the Couch: A Clincial Approach to changing people and organisations. John Wiley and Sons.
Kets de Vries, M.F.R., (2007), Coach and couch, Palgrave, London.
Kets de Vries, M. F. R. (2009) Reflections on Character and Leadership. John Wiley and Sons.
Kets de Vries, M.F.R. and Konstantin Korotov (2010) Leadrship Development. Edward Elgar.
Klein, M. (1935, 1981). A contribution to the psychogenesis of manic-depressive states.
Love, Guilt and Reparation, and Other Works: 1921-1945. London: The Hogarth
Press.
Kubler Ross, E. (2009) On death and dying :what the dying have to teach doctors, nurses, clergy and their own families. Londo, Routledge
Marris, P., (1986) Loss and Change. Routledge.
Western, Simon (2008) Leadership: A Critical Text. London, Sage
Menzies Lyth, I. (1998) Containing Anxiety in Institutions. Free Association Press
Menzies, Lyth, I. (1989) The Dynamics of the Social. London, Free Association Books
Stapley, L. (2006). Individuals, Groups, and Organizations Beneath the Surface. London:
Karnac Books.
Weatern, S. (2007) Leadership: A Critical Text. Sage Publications
Zaleznik, A. (2009) Executive’s Guide to Understanding People. New York, Palgrave MacMillan.

Emotions and change:

Fineman, S. (2008) The Emotional Organisation: Passions and Power. Malden, Mass, Oxford, Blackwell.
Fineman, S. (2003) Understanding Emotion at Work. London, Sage.
Fineman, S. (2000) Emotion in Organizations. London, Thousand Oaks, Calif Sage Publications.

Bowkett, S. (2008) Emotional Intelligence. Stafford, Network Continuum Education.
Goleman, D. (2004) Primal Leadership: Learning to Lead with Emotional Intelligence. Boston, Mass, Harvard Business School.

Organisational change and development:

Cameron, E. and Green, M. (2009) Making Sense of Change Management. Kogan Page

Cummings T. G. and Worley, C.G. (2008)
Organization development and change. 9th ed. Mason, OH: South-Western Publishing.

Stacey, R. D. (2007) Strategic management and organisational dynamics :the challenge of complexity to ways of thinking about organisations. Financial Times, Prentice Hall.

Organisational change methods:

Argyris, C., & Schön, D. (1974). Theory in practice: Increasing professional effectiveness. San Francisco: Jossey-Bass
Bolman, L. G. and Deal (2008) T. E. Reframing Organizations: Artistry, Choice and Leadership, 4th edition. San Francisco: Jossey-Bass.
Lewin, K. (1997) Resolving Social Conflicts: Field Theory in Social Science. Washington D. C. American Psychological Association.
Morgan G. (2006) Images of Organization. Thousand Oaks, Sage Publications.
Morgan, G. (1993) Imaginization: The Art of Creative Management. Sage.
Michael Reynolds & Russ Vince (eds.),(2006) Experiential Learning and Management Education. Oxford University Press
Weick, K. (2009) Making Sense of the Organisation: Volume 2: The Impermanent Organisation. Chichester, Wiley.
Weick, K. (2001) Making Sense of the Organisation. Oxford, UK and Malden MA, Blackwell.

Management:

Tony Watson (2001) In Search of Management. In Search of Management, (Reissued Edition), London, Thomson Learning

Leadership:

Cameron, E. and Green, M. (2008) Making Sense of Leadership. Kogan Page.
Grint, K. (2010) Leadership: A very Short Introduction. Oxford, Oxford University Press.
Grint, K. (2005) Leadership: Limits and Possibilities. Basingstoke, Plagrave MacMillan.
Grint, K. (2001) The Arts of Leadership. Oxford, Oxford University Press.
Heifetz, R. & Linsky, M. (2002). Leadership on the line. Boston, MA: Harvard Business
School Press.
Hickman, G. (2010) Leading Organizations: Perspectives for a new era. Thousand Oaks: Sage Publications.
Kotter, J. (2010) Leading Change. London Harvard Business, McGraw Hill.
Kotter, . P. (2002) The Heart of Change: Real- life Stories of how People Change their Organisation. Boston, Mass, Harvard Business School.

Management and leadership development: methods:
.
Pedler, M. Burgoyne, J. and Boydell, T. (2010) A Manager’s Guide To Leadership – An Action Learning Approach. Maidenhead, McGraw Hill.

Schon, D. A. (1991) The Reflective Practitioner: How Professionals Think in Action. Aldershot, Ashgate.

Journals:

Academy of Management Executive
Community Development
Ephemera
Group Analysis: The Journal of Analytic Psychotherapy
Group Dynamics
Harvard Business Review
Journal of Management Studies
Journal of Change Management
Journal of Organizational Change Management
Journal of Applied Behavioural Science
Journal of Applied Psychology
Journal of Managerial Psychology
Leadership
Leadership Quaterly
Learning Organization
Management Learning
Organization
Organizational Dynamics
People Management
Social Science and medicine
Journal of Leadership Studies
Journal of Leadership and Organisational Studies

Nursing journals

Clinical Nurse Specialist
Journal of Advanced Nursing
Journal of Clinical Nursing
Nursing Inquiry

Specific journal articles.

Reading and carrying:

Turnbull James, K. and Arroba, T. (2005), “Reading and Carrying: A framework for learning about emotion and emotionality in organisation systems as a core aspect of leadership”, Management Learning, 36(3), pp. 299-315.

Frans Cilliers A SYSTEMS PSYCHO-DYNAMIC INTERPRETATION
OF COACHING EXPERIENCES

Role analysis:

Krantz, J. and Maltz, M. (1997) “A Framework for Consulting to Organizational Role,” Consulting Psychology Journal, Vol. 49, No. 2, 137-151.

Gosling J, Mintzberg H. (2003) “The five minds of the a manager”, Harvard Business Review,
November: 54-63

Resilience:

[PDF] Motivation, Meaning and Resilience – Triad Consulting Group LLC
triadllc.com/pdf/Motivation.pdfFile Format: PDF/Adobe Acrobat – Quick View
industry (Freeman) and then in post 9/11 World Trade Center organizations (Freeman,. Hirschhorn, Maltz, 2005, 2006) have shown organizational resilience to …

Jung, organisational change and individuation:

Adrian Carr, (2002) “Jung, archetypes and mirroring in organizational change management: Lessons from a longitudinal case study”, Journal of Organizational Change Management, Vol. 15 Iss: 5, pp.477 – 489

Cécile Rozuel and Nada Kakabadse (2010) Ethics, spirituality and self: managerial perspective and leadership implications, Business Ethics: A European Review, Volume 19, Issue 4, pages 423–436, October 2010

Charles Smith, Michael Elmes, (2002) “Leading change: insights from Jungian interpretations of The Book of Job”, Journal of Organizational Change Management, Vol. 15 Iss: 5, pp.448 – 460

PDF] Why I wrote the article and what it means for the field of Personal Development
[PDF] from metizo.comB Aubrey – metizo.com
… In this book, Gallo distinguishes six leadership competencies that are specific to the Confucian
tradition 12. … 13. For Carl Gustav Jung, individuation was a process of psychological differentiation,
having for its goal the development of the individual personality. …

Websites:

http://www.ketsdevries.com/author/articles/

http://triadllc.com/publications.html

Laurence Gould

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Topic: The films made by Palestinian directors demonstrate the impossibility of a ?Palestinian National Cinema? until after the emergence of an independent Palestinian state. Do you agree? Answer with reference to at least two films studied on the module.

: Waltz with Bashir (Ari Folman, Israel, 2008)

The Time That Remains (Elia Suleiman, Palestine, 2009)

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This is basically an assignment about explaining and comparing two religions. The lecturer keeps mentioning that when we write the assignment, we have to show we have researched, read and fully understand the topic. He said that we can argue and show our understanding. It is basically writing an essays in Philosophy.

i will upload 6 files. 1st file is my Passport photo I.D.

The 2nd file contains the question on the assignment. Please read every page carefully as it will guide you exactly what my Lecturer is expecting in the assignment. It is important to follow the structure of the assignment too. Every detail is given in the first file. PLEASE remember to to have CITATIONS as it is very important. REFERENCING IS VERY IMPORTANT. Thank You

The other 4 files is just my lecture notes on Buddhism and Hinduism. It may help you.

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NO REFERENCES ARE NEEDED FOR THIS ESSAY.
Please please please follow the instructions. Last two experiences my son and I both had through this service, the writers did not follow instruction and danced around the questions. Needless to say that was even WITH revision requests. Poor grades were received.

I will upload the image that this paper is over but it can also be googled under 54 degrees 40 minutes of fight.

For your fourth writing assignment, you must write an essay of about 500 words in length. It should be double spaced in a 12 point font. Margins should be 1 inch all around the page.
Topic:
Open the folder titled Chapter 14 Images. You will see a link that will take you to images for Chapter 14. Click on that link.
You will see a number of images related to the material in chapter 14. Scroll down to the image titled “54 degrees 40 minutes or fight”. (There are two images with very similar titles. You can actually use either one of them)
You can enlarge the image by clicking on it.
For your writing assignment, interpret that image. What does it mean? What was its purpose? How effective do you think it might have been in the 1840s? Did the author of the image support or oppose President Polk? Immediately under the image there is a link titled “Worksheet”. You might want to click on that image to get some ideas to help you focus your essay.

Also, here is the worksheet the instructor discusses using that may be helpful…???

Image Worksheet:

Observation:
Which individual items within the image are drawn to your attention?

List the characters, objects, and / or action.

Expression:
What is your overall impression of this image?

What is this image attempting to convey to the viewer?

Connection:
What does this image tell you about this period in America History?

THANK YOU SO MUCH and have a blessed day!

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Please do follow the instructions in the unit outline and use the prescribed textbook as well as recommended book for the essay.For 60 marks essay, we need atleast 8-10 references. Thanks.

Faculty of Health Science
School of Nursing and Midwifery
CNA 126
Health Care Where People Live and Work
Semester 1, 2012
Unit Outline
Unit Coordinator
Dr Shandell Elmer
CRICOS Provider Code: 00586B
Contact Details
Unit coordinator:
Dr Shandell Elmer
Campus:
Newnham
Email:
Shandell.Elmer@utas.edu.au
Phone:
(03) 63243317
Fax:
(03) 632243952
Room number:
N-225
Mailing address
University of Tasmania, Locked Bag 1322, Launceston, TAS 7250
Consultation hours:
Appointments via email
Lecturer/s and other teaching staff:
Lecturer:
Debra Carnes
Campus:
Newnham
Email:
Debra.Carnes@utas.edu.au
Phone:
03 63243998
Room number:
N-227
Consultation hours:
Appointments via email
Lecturer:
Rosy Green
Campus:
Newnham
Email:
Rosy.Green@utas.edu.au
Phone:
03 63243016
Room number:
N-223
Consultation hours:
Appointments via email
Lecturer:
Lynette Saville
Campus:
Rozelle
Email:
Lynette.Saville@utas.edu.au
Phone:
02 85727798
Room number:
Consultation hours:
Appointments via email
Lecturer:
Joy Pertile
Campus:
Darlinghurst
Email:
Joy.Pertile@utas.edu.au
Phone:
02 83824824
Room number:
Consultation hours:
Appointments via email
Lecturer:
Patricia Bromley
Campus:
Hobart
Email:
Patricia.Bromley@utas.edu.au
Phone:
03 62264692
Room number:
B06
Consultation hours:
Appointments via email
¨Ï The University of Tasmania 2012
University Information
Expectations of Students
The University is committed to high standards of professional conduct in all activities and holds its commitment and responsibilities to its students as being of paramount importance. Likewise, it holds expectations about the responsibilities students have as they pursue their studies within the special environment the University offers.
The University.s Code of Conduct for Teaching and Learning states:
Students are expected to participate actively and positively in the teaching/ learning environment. They must attend classes when and as required, strive to maintain steady progress within the subject or unit framework, comply with workload expectations, and submit required work on time.
Work Health and Safety
The University is committed to providing a safe and secure teaching and learning environment. In addition to specific requirements of this unit you should refer to the University.s policy at: http://www.utas.edu.au/__data/assets/pdf_file/0004/113809/WHS-Policy.pdf
Generic Graduate Attributes
The University has identified the following five core generic graduate attributes, which are the qualities students develop over their time at the University that will serve graduates well in their employment and further lifelong learning, irrespective of the courses they complete.
. Knowledge
. Communication skills
. Problem-solving skills
. Global perspective
. Social responsibility
Full details are available at: http://www.teaching-learning.utas.edu.au/orientation/generic
Academic Plagiarism and Integrity
All students are required to read and abide by the University Statement on Plagiarism and Academic Integrity, located at: http://www.students.utas.edu.au/plagiarism/
School of Nursing and Midwifery Guidelines
1. All students are required to be familiar with the SNM Mandatory Functional Requirements for the purposes of regulatory compliance and professional skills development.
2. All students are required to read and abide by the following SNM guidelines, located at: http://www.utas.edu.au/nursing-midwifery/about-snm/policies-and-guidelines
. Assessment Guidelines and associated PEP Risk Management Procedure
. Communication Guidelines
. Social Media Guidelines
. Health Sciences . Infection Control Guidelines
Unit Description
This unit draws on the World Health Organisation.s Primary Health Care approach as outlined in the Alma Ata Declaration (1978), The Ottawa Charter (1986) and the Millennium Development Goals. The subject title Health Care Where People Live and Work is part of the WHO definition of Primary Health Care and will be explored literally and broadly. The unit aims to use our own health experiences and behaviours to provide the basis for enhancing our understanding(s) of health concepts for integration into health promoting activities and professional practice.
Unit Weighting
This unit has a weighting of 12.5%
Learning Outcomes
On completion of this unit you should be better able to:
1. Appreciate the meanings of health and wellbeing for individuals, groups, communities and populations.
2. Demonstrate knowledge of primary health care approaches that underpin health care practice.
3. Understand the social determinants of health that impact upon the wellbeing of individuals, groups, communities and populations.
4. Apply a public health framework to identify and examine community needs addressed by primary health care services.
5. Apply primary health care approaches to promoting the health of individuals, groups, communities and populations.
Teaching and Learning Strategies
This unit is delivered in flexible mode with a combination of face-to-face lectures and tutorials as well as content delivered online via MyLO (my learning online).
Online Learning using MyLO
MyLO is the online learning environment through which you can access unit content, communicate with lecturers and other students and, sometimes, complete assessment tasks.
It also provides a gateway to the abundant professional resources and academic literature available on the Internet.
Log in to MyLO with your username and password at:
https://mylo.utas.edu.au/webct/entryPageIns.dowebct
Learning online provides you with opportunities to network with others with similar professional interests and learning needs regardless of geographical location.
Further details about online learning and accessing student support for MyLO is available at:
http://uconnect.utas.edu.au/
General Technical Assistance
ITR Helpdesk
Please contact the Helpdesk if you have problems getting onto MyLO, accessing your UTAS email, or for help resetting your password:
Phone: (03) 6226 1818 or 1300 304 903 (Local call charge within TAS, mobiles excepted)
Email: mylo@utas.edu.au
NOTE: ITR does not have access to your course content.
Course Specific Technical Assistance
SNM Educational Technologists
Please contact either of our Educational Technologists, Bronwyn Burles or Bob Wylie, who have access to your course content and assignment drop boxes:
Phone: (03) 6324 3421
Email: SNM.Support@utas.edu.au
Specific Performance Requirements
In order to pass the unit, you must complete and submit every item of assessment and achieve an overall mark of at least 50% of the total marks available.
Learning Resources
UTAS Library resources and services will support you in completing assessment tasks: http://www.utas.edu.au/library/
If you require learning support, please consult with your lecturer, tutor or access the Learning Development website at: http://www.learningsupport.utas.edu.au/
Required texts
Keleher, H and MacDougall, C (editors) (2011), Understanding Health, 3rd edition, Oxford University Press, South Melbourne.
Recommended reading
Baum, F 2008 The New Public Health, 3rd Edition, Oxford University Press, South Melbourne.
McMurray, A & Clendon, J 2011 Community Health and Wellness: A Socioecological Approach, 4th Edition, Mosby, Chatswood.
Talbot, L & Verrinder, G 2010 Promoting Health: A Primary Health Care Approach, 4th Edition, Elsevier, Chatswood.
Key Journals
Australian and New Zealand Journal of Public Health
Australian Journal of Public Health
Australian Journal of Primary Health
Journal of Rural and Tropical Remote Health
Journal of Rural and Remote Health
Primary Health Care
Primary Health Care Research & Development
Websites
Links to websites of particular interest for topics in this unit will be provided in MyLO throughout the semester.
Study Schedule Wk. Topic Delivery Mode Assessment
Module 1: Understanding Primary Health Care
1 27/2
Lecture: Introduction to the unit; Concepts of health and wellbeing
Tutorial: Introductions; Meanings of Health
Reading: Taylor (2008) ¡°The Concept of Health¡± on MyLO
Lecture on campus
2 5/3
Lecture: Primary health care . philosophy and practice
Tutorial: Different approaches to health
Reading: Keleher & MacDougall (2011) Chapter 1
Lecture on line
3 12/3
Lecture: Primary health care . key action areas
Tutorial: PHC in Aboriginal and Torres Strait Islander Communities
Reading: Keleher & MacDougall (2011) Chapter 10
Lecture and tutorial on line
Module 2: Shaping health
4 19/3
Lecture: Determinants of health
Tutorial: Social determinants of health
Reading: Keleher & MacDougall (2011) Chapter 3
Lecture on line
5 26/3
Lecture: Health literacy
Tutorial: Food diary; assessing health literacy
Reading: Keleher & MacDougall (2011) Chapter 17
Lecture on line
6 2/4
Lecture: Health promotion
Tutorial: Working in health promoting ways
Reading: Keleher & MacDougall (2011) Chapter 4
Lecture on line
Mid-semester break 5- 12 April
Module 3: Where people live and work
7 16/4
Lecture: Public health: old and new
Tutorial: Public health case studies
Reading: Keleher & MacDougall (2011) Chapters 2 & 5
Lecture on line
Food diary due 19/4
8 23/4
Lecture: Community assessment
Tutorial: Sandshoe survey
Reading: Francis (2008) ¡°Community Assessment¡± on MyLO; Keleher & MacDougall (2011) Chapters 11 & 12
Lecture and tutorial on line
9 30/4
Lecture: Measuring Health: epidemiology and demography
Tutorial: Epidemiological data and making inferences
Reading: Keleher & MacDougall (2011) Chapter 6
Lecture on line
Module 4: Primary Health Care and Public Health Practice
10 7/5
Lecture: Health care policy and systems
Tutorial: Teamwork and integrated care; essay planning
Reading: Keleher & MacDougall (2011) Chapters 15 & 21
Lecture on line
Sandshoe survey due 10/5
11 14/5
Lecture: Community development
Tutorial: Case studies of community development
Reading: Keleher & MacDougall (2011) Chapter 19
Lecture on line
12 21/5
Lecture: Person-centred approaches
Tutorial: Empowerment, self-efficacy, advocacy
Reading: Keleher & MacDougall (2011) Chapter 13
Lecture on line
13
28/5
Lecture: Putting it all into action
Tutorial: Discussion and review
Reading: Keleher & MacDougall (2011) Chapter 22
Lecture on line
Essay due 28/5 Study Period 4th June to 8th June Exam Period 9th June to 26 June
Assessment Details
Students will be assessed against the Australian Nursing and Midwifery Council (ANMC) National Competency Standards for the Registered Nurse.
Refer to the SNM Assessment Guidelines for detailed instructions and advice relating to how to resolve any issues concerning assessment.
Please note that the SNM requires all assignments to be clearly referenced in the Harvard style. Download a Guide to Harvard from the UTAS Library website and practice with it until you have a thorough understanding of how to reference correctly: http://utas.libguides.com/content.php?pid=27520&sid=329009
Summary of Assessment Type of Task Weighting Due Date & Time Length
1
Food diary
20%
19 April 2012 3pm
Complete food diary template for 7 days; 500 word reflection
2
Sandshoe survey
20%
10 May 2012 3pm
Complete table provided (2-3 pages); 500 word discussion
3
Essay on addressing determinants of health
60%
28 May 2012 3pm
1200 word essay
Assessment Task 1: Food diary
Due date
19 April 2012 3 pm
Weighting
20%
Length
Complete food diary template for 7 days; 500 word reflection
Learning outcomes
1, 2, 3, 5
National Competency Standards
2. Practises within a professional and ethical nursing framework
3. Practises within an evidence-based framework
5. Conducts a comprehensive and systematic nursing assessment
6. Plans nursing care in consultation with individuals/groups, significant others and the interdisciplinary health care team
9. Establishes, maintains and appropriately concludes therapeutic relationships
Directions
This assessment task has two parts.
Part A:
Record the food and drink that you consume over the period of a week to assess how your intake compares with recommended dietary requirements. This requires you to:
. Download the food diary template from the MyLO site.
. Complete the food diary in as much detail as possible over a week.
. Review your diary entries to determine if your diet meets the recommended dietary requirements for the five food groups each day (see MyLO for details).
. Select one meal from the week and examine the food labels of the foods and drinks consumed.
. For at least three of the products consumed, complete the food label chart (download from MyLO).
Part B:
Write a reflective discussion that:
. Briefly describes the concept of health literacy and its relationship to health outcomes;
. Reflects on your experience of reading food labels – any difficulties you encountered, unexpected food/drink content, differences between the food label and the description on the packet (e.g. fruit bars that contain less than 30% fruit)
. Makes 1-2 recommendations for improving the way that information about the content of food is conveyed to people with low health literacy
. Draws on the prescribed textbook and suggested readings (on MyLO), as well as other research sources (journal articles/books) to support your arguments; and
. Follows academic writing conventions as outlined in resource materials on MyLO.
Attach your food diary to your essay for submission.
More detailed instructions will be provided in lectures, tutorials and MyLO.
Marking Criteria
Demonstrate an understanding of health literacy.
Apply knowledge of primary health care, determinants of health and health promotion.
Communicate in academic writing.
Assessment Task 2: Sandshoe Survey
Due date
10 May 2012 3pm
Weighting
20%
Length
Complete table provided (2-3 pages); 500 word discussion
Learning outcomes
1, 2, 3, 4, 5
National Competency Standards
2. Practises within a professional and ethical nursing framework
3. Practises within an evidence-based framework
5. Conducts a comprehensive and systematic nursing assessment
Directions
This assessment task has two parts.
Part A:
Undertake a community assessment by conducting a .sandshoe survey.. This requires you to:
. Choose a particular locality;
. Walk around the chosen locality and make observations using the Community Assessment Wheel* as a guide;
. Gather additional epidemiological and demographic data to support some of your observations (for example, census data from the Australian Bureau of Statistics or health related data from the Australian Institute of Health and Welfare); and
. Record your findings on the sandshoe survey tool* provided on MyLO.
Part B:
Select ONE subsystem of the community (physical environment, health and social services, economy, transportation and safety, politics and government, communication, education and recreation) described in the sandshoe survey and prepare a discussion that:
. Briefly describes the subsystem (what it includes, its interrelationship to the whole community and the relevance to health and wellbeing);
. Identifies the ways that this subsystem influences the health and wellbeing of your chosen locality by referring to the observations and data you have gathered. You may identify the subsystem as a strength of the community or a potential problem;
. Draws on the prescribed textbook and reading*, as well as other research sources (journal articles/books) to support your arguments; and
. Follows academic writing conventions as outlined in resource materials on MyLO.
More detailed instructions will be provided in lectures, tutorials and MyLO.
*The sandshoe survey is a modified version of the Learning about the Community on Foot Survey which appears in Francis, K. (2008) Community Assessment in K. Francis, K., Y. Chapman, K. Hoare, and J. Mills, J., Community as partner: theory and practice in nursing, Australia and New Zealand edition, Lippincott Williams and Wilkins Pty Ltd, Broadway, pp166-178. A link to this chapter is provided on MyLO and the reading list).
Marking Criteria
Demonstrate an understanding of primary health care and determinants of health.
Apply a public health framework to undertake a community assessment.
Communicate in academic writing.
Assessment task 3: Essay addressing determinants of health
Due date
28 May 2012 3pm
Weighting
60%
Length
1200 words
Learning outcomes
1, 2, 3, 4, 5
National Competency Standards
2. Practises within a professional and ethical nursing framework
3. Practises within an evidence-based framework
5. Conducts a comprehensive and systematic nursing assessment
6. Plans nursing care in consultation with individuals/groups, significant others and the interdisciplinary health care team
9. Establishes, maintains and appropriately concludes therapeutic relationships
Directions
This essay builds on the work undertaken for assessment task 2, the Sandshoe Survey.
Refer to the subsystem of the community (physical environment, health and social services, economy, transportation and safety, politics and government, communication, education and recreation) that you identified as a strength or potential problem and write an essay that:
. Briefly describes the subsystem (what it includes, its interrelationship to the whole community and the relevance to health and wellbeing);
. Identifies three ways of working with the community that are based on your assessment of the subsystem as a strength or potential problem;
. Applies knowledge of primary health care, public health and/or health promotion in the development of the three strategies;
. Draws on the prescribed textbook and suggested readings (on MyLO), as well as other research sources (journal articles/books) to support your arguments; and
. Follows academic writing conventions as outlined in resource materials on MyLO.
More detailed instructions will be provided in lectures, tutorials and MyLO.
Marking Criteria
Demonstrate an understanding of the theoretical frameworks of primary health care, health promotion and public health.
Apply knowledge of the theoretical frameworks of primary health care, health promotion and public health to develop relevant strategies.
Communicate in academic writing.
Further Information and Assistance
If you are experiencing difficulties with your studies or assignments, have personal or life planning issues, disability or illness which may affect your course of study, you are advised to raise these with your lecturer in the first instance.
There is a range of University-wide services and support available to you, including Support and Equity Unit, International Services and Learning Development. Please refer to the Current Students homepage at: http://www.utas.edu.au/students/

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