Unit convenor and teaching staff |
Unit convenor and teaching staff
Zoe Wheeler
Lecturer
Emma Smith
Kelly Johnston
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Credit points |
Credit points
4
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Prerequisites |
Prerequisites
Admission to MTeach(Birth to Five Years)
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
This unit aims to cover many of the health issues that face children and families in both early childhood settings and at home. Early childhood professionals have an added duty of care that necessitates a comprehensive knowledge of likely and unlikely medical events in children's lives. It is also essential that these professionals are familiar with Australian regulations designed to protect children and ensure their optimal wellbeing.
With technology and medical knowledge increasing at an exponential rate, it is important to develop a critical awareness of controversies and differences of opinion concerning practices. An awareness of others' beliefs and levels of understanding is necessary. Debate is encouraged regarding health and medical choices and practices. |
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Extensions
It is expected that you will commence working on your learning activities at the beginning of semester. If you have had a brief illness or adverse event, the unit coordinator will request that you submit all work completed prior to the interruption in your study. If it appears that you have not completed a substantial component of the work, it is unlikely that your extension will be granted. Demonstration of work completed should be done by sending an email to the unit convenor with a word file of completed work attached or the content of your document pasted into the email.
Penalties for Late Work
3 marks will be deducted for each day the assignment is overdue (including weekends).
Requirements to Pass the Unit
In order to receive a passing grade in this unit, you must meet the following criteria:
Name | Weighting | Due |
---|---|---|
What is a Syndrome? | 10% | 23/03/15 |
Presentation | 30% | See handbook |
Essay on Indigenous Health | 30% | 07/05/15 |
Quiz | 30% | 05/06/15 |
Due: 23/03/15
Weighting: 10%
Due date: 23rd March 2015 (submit online)
Mark: 10% - graded
Word length: 500 words including in text referencing (reference list is not included in word count).
Please cover the following:
Due: See handbook
Weighting: 30%
Tutorial Presentation (in tutorial classes 2,3 and 4 for internal students, same weeks online for external students)
Mark: 30% - graded
Mark/Grade achieved for this assignment will be assessed in two ways:
Plan for approximately 20 minutes, plus 5-10 minutes for question and discussion time.
The intention is to provide experience in-group facilitation, gaining the interest of people in a group setting and imparting information in a clear way. It requires considered (rather than lengthy) research on the topic and flexible presentation skills.
The presentation format may include:
Note: A peer group ‘colloquia’ atmosphere will be encouraged. Students can be informal in the sense that this is not a ‘performance’ but rather an open scholarly exchange of information and ideas that promotes discussion. Respect for your peers during the presentation is important.
Criteria for group presentation:
Students can present in groups of three or four, all must play a role in presenting to the class.
Due date: On the day of your presentation as arranged. Final list of topics and allocation of weeks to present will be made during the first tutorial or online for the external students.
Your presentation should include the following:
Marking criteria will take into account:
Criteria for individual contribution (15%): This includes contributing at least once in each of these five ways: Your feedback to presenters, comments/reflections, answering questions, posing questions, and sparking discussion.
Note: There is no need for all students to rush in and do this task across the first 3 presentations. The aim is to give your fellow students an opportunity to elaborate on their topic, to use some critical analysis in an interactive way with your peers and to give the presenters some feedback on the messages received.
Tutorial Presentation Topics (to be chosen / allocated to groups in first week and the final title and presenters posted to ilearn)
Due: 07/05/15
Weighting: 30%
Assessment 3: Essay (30%)
Essay 30%
Due date: 7th May
Word length: 1500 words
Topic: Indigenous Health in Australia.
Question:
“The issue of maternal and child health is of great importance to parents in Aboriginal communities, many of whom understand that healthy babies can become healthy children who develop into healthy adults. There are many barriers to achieving this and the goal of healthy children remains elusive to some families” (Eades, 1998. p54)
Health workers have a number of concerns about the ‘gap’ between indigenous children’s health and other parts of the country. What are the key issues and concerns in aboriginal children’s health in remote and urban areas? Explain the relevance of the historical and/or socio-political context in causing the ‘gap’.
Choose one area from the list below to focus on. Briefly discuss the prevalence and implications for a child’s health and learning. What are some of the interventions and approaches and how effective are they?
How does this relate to working with these communities in an early childhood setting?
Nutrition
Obesity
Breastfeeding
Stressful events
Otitis Media
Alcohol consumption during pregnancy
Due: 05/06/15
Weighting: 30%
Quiz Structure: 20 multiple-choice questions (10 marks), 10 Short Answer (20 marks)
Source: Multiple-choice questions will be from lectures and required readings. Short answer questions will be from lectures and required readings.
Content: Open Book (notes, lecture overheads and papers)
Date: 5 June, portal available 12-4pm
Duration: 90 Minutes
Venue: Online
Value: 30%
The quiz is completed online and will be available from 12noon until 4pm. Once you login you will have 90 minutes to complete it. After 90 minutes the portal will be closed. This means you should log on by 2:30 at the latest. Extra time will not be granted to students who are logging on late for the quiz. Extra time is a permitted for students with a disability and have had approval from the University to allow extra time. Approval from the University is obtained by completing an Advice of Disability form, which can be obtained from, http://www.reg.mq.edu.au/academic-index.html. The form must be submitted no later than 31 March, 2015.
There is a website for this unit, which you can access using your Macquarie University password. The address for this website ishttps://ilearn.mq.edu.au/login/MQ/
This site is made available as an important unit resource. You are required to check this website at least weekly for any announcements and updates on readings.
There will be lectures on each topic pre-recorded for students to listen to each week. This series of lectures, along with accompanying lecture notes and readings, are the core study material. Tutorials (slides available online) and assessments have been developed specifically to facilitate understanding of the lectures and readings. See the lecture schedule on pages 11-12 for more details. On occasion, pre-recorded videos may be recommended by the lecturer for students to watch in their own time.
This unit has 11 core lectures in addition to a two-week study break. External students are expected to participate in online forum discussions each week. Presentations are due on Friday 1st May, Friday 15th May, and Friday 22nd May (depending on the topic allocated).
The final assessment, assessment 4, is a quiz which will be completed online by all students on the 5th June 2015. The portal will only be available on the day of the quiz. The website available for this unit contains material required for lectures, tutorials and assignments.
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Grievance Management Policy http://mq.edu.au/policy/docs/grievance_management/policy.html
Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
For help with University computer systems and technology, visit http://informatics.mq.edu.au/help/.
When using the University's IT, you must adhere to the Acceptable Use Policy. The policy applies to all who connect to the MQ network including students.
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
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This graduate capability is supported by:
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This graduate capability is supported by:
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This graduate capability is supported by:
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This graduate capability is supported by:
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As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by:
We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.
This graduate capability is supported by: