1: Seminar Reading Response and Participation 

Weight:  20%  Due:  Weekly Reading Responses: To facilitate seminar discussion, you are required to submit a typed reflection on the reading. 

There are ten seminar reading responses required for full credit, which are to be submitted at the seminar in which the reading is discussed.  Use the reading response to help formulate questions and examples to discuss during the seminar.  The seminar mark will be awarded both on the basis of the written work as well as on seminar participation.

Each reading response will be assessed according to the quality and accuracy of the description, critique, and/or analysis. Your questions will be evaluated according to how thoughtfully they are formed and how relevant they are to the readings and/or weekly theme. There are two parts to the reading response. First, review and respond to the week’s materials. That is, describe and/or discuss one or more significant themes, ideas, or findings (either for a specific reading or, ideally, for themes across all). These can be things that struck you as important, not necessarily what the author says is important. After discussing a theme (or themes) of importance, you may make links to current events, connect with your personal experiences, or describe how this material might be useful (be used in your career). 

At the end of the guide, offer one or more developed questions based on the readings and/or weekly themes that can be used to initiate a seminar discussion (I might call on you to offer these). The questions need to be meaningful. There is no word limit or maximum; however, attempt to limit your reading responses to roughly 400-500 words. 

Each reading response will be assessed according to the quality and accuracy of the description, critique, and/or analysis. Your questions will be evaluated according to how thoughtfully they are formed and how relevant they are to the readings and/or weekly theme. 

Each guide will receive a mark between 1 and 10. Papers that receive a mark between 8 and 10 will explore the implications of arguments in insightful or original ways, clearly represent the author(s) arguments, offer compelling analysis and/or critique, and are clearly written. Papers between 5 and 7 demonstrate a basic to good grasp of the material, present identifiable themes/issues, and attempt to offer original analysis or critique. A ‘5’ or lower indicates that your reading response was inadequate. You might have demonstrated only a basic grasp of the material, inadequately presented identifiable themes/issues, and did not attempt to offer original analysis or critique. A zero means you didn’t do it or you did a poor job.

Seminar Participation: Students are expected to be active participants and demonstrate that they have engaged with the readings and material presented. Participation also means contributing to a general atmosphere of scholarly enquiry and showing respect for the opinions of others. 

If you are having trouble speaking up in class discussion, please speak with the course convenor or tutor and together we can find ways to facilitate your contribution. A good strategy would be to prepare summaries of sub-themes that you find especially compelling for each reading, and raise specific questions to clarify some aspect of those readings. Look for and bring in related outside ideas and material. Take notes on what you read and write out questions or comments in advance—this is indeed what the reading responses are for.

You are permitted to miss two seminars without an excuse. Do not submit a special consideration request unless you have already used your two free absences. Nobody likes bureaucracy and this will help reduce both of our paperwork loads. Attendance is vital and please arrive on time.

Seminar attendance is required to pass the unit (it’s a ‘hurdle task’). For every unexcused absence beyond the first two you will receive a 5% reduction in your final seminar mark. If you miss five or more seminars you will fail the unit regardless of accumulated marks.

2: Mid-semester Take-Home Exam

Weight: 30% Due:  Sunday, 15 September at 11:59pm

Students will complete a set of short essays (amounting to no more than 2000 words) that cover the key concepts within the readings, lectures, and discussions from the first half of the semester.  Success in this assignment necessitates seminar attendance, taking careful notes, and completing the readings.  The questions will be provided well in advance of the deadline.  Submit via Turnitin.  More details will be provided later in the semester.  

3: Presentation

Weight:  10% Due: Weeks 12 & 13

Students will be expected to complete a 5-10 minute oral presentation on the research they conducted for their essays.  This presentation should clearly explain the background to the topic being explored in the essay, the main argument(s) of the essay and demonstrate how the essay includes the required components stated below for that assignment.  Notes are permitted for this exercise but powerpoint presentations are not.  The objective in this assignment is to offer students an opportunity to practice speaking about a topic that they have researched.  This exercise will help students build confidence in public speaking and provide them with an opportunity to practice explaining concepts and research findings to others. 

4: Essay: Global Health Issue

Weight: 40% Due:  Tuesday, 13 November at 11:59pm

Select a global health problem of interest to you and write a review and analysis of the health problem. In your paper, include the following components:  

1) A description of the health problem and people’s experiences of it. Define the problem and consider the experience or “face” of the patient with the problem. 

2) An introduction to the epidemiology of the health problem and/or why this is a significant global health issue. What are the causes of the problem? How have people studied or learned about the causes of the problem? What gaps exist in our knowledge of and prevention and treatment approaches to the problem?

3) A description of the approaches to the problem (policy, public/global health and anthropological). What are the ways in which such studies have led to increased understanding of the problem, or ways in which anthropologists and global health professionals/researchers have helped to improve public health education or interventions? 

4) A critical evaluation of the historical or contemporary interventions and efforts; essentially, an evaluation of why some programs did not work or a critique of the assumptions enmeshed within programs. What programs are effective in preventing the problem? What types of interventions have been done to learn what works? What are the challenges and opportunities for closing the gap between science and practice? What ethical, social, or political issues exist?

5) A concluding section that suggests future directions for anthropologists, global health, and/or public health practitioners in addressing the problem at hand. 

You are limited to 3,000 words.  MRes students will be expected to attain a higher level of sophistication in their research and writing. 

Seminar Structure: This course involves lectures, discussion and films/multimedia material. This course is designed to be highly interactive and students will benefit the most if they actively participate and prepare carefully before each class meeting.

All necessary materials needed to successfully complete this unit (required and recommended readings, web links, videos etc) are available on iLearn or through the Macquarie University library.