Self-reflective blog for Week 9 Reflecting on the effectiveness and ethics of tobacco control policy GUIDELINES Due date: Before the lecture of Week 10: 4th October @ 9am Weighting: 15% In the lecture...

Self-reflective blog for Week 9
Reflecting on the effectiveness and ethics of tobacco control policy
GUIDELINES
Due date: Before the lecture of Week 10: 4th October @ 9am
Weighting: 15%
In the lecture this week, we explored different high risk sub-groups within Australia who report disproportionately higher rates of tobacco use.
These groups include:
· Individuals facing socio-economic disadvantage
· Pregnant women
· Lone parents
· Individuals with lower educational attainment
· Aboriginal and To
es Strait islander peoples
· Individuals experiencing homelessness
· Individuals in prison
· Individuals using other drugs
A first step for health promotion practitioners is to acknowledge that some tobacco-control policies may require additional support and/or further modification to increase their effectiveness. While there is evidence that some smokers may be more likely to quit in certain policy contexts, a better understanding of the complexities of promoting smoking cessation within particular sub-groups is needed.
For this blog, you need to choose one sub-group from this list of ‘at risk sub-groups’. Then use your skills in reflexivity to respond to the following questions.
· Why is tobacco control policy ineffective for this sub-group?
· Drawing on appropriate evidence, consider how this group’s smoking is related to
oader determinants of health?
· What are some other ways in which health promotion can be more supportive of, and sensitive to, this particular sub-group?
· What are some ethical issues that health promotion practitioners and policy makers should be aware of in relation to this sub-group?
To build a strong argument, use relevant and recent evidence to support your reflection in this blog.
Remember to write in full sentences, and paraphrase (i.e. write in your own words) and reference any ideas that are not your own. Be consistent in your reference style.
This blog must be written as one coherent piece, rather than a set of answers addressing each of these questions.
Submission instructions:
There should be one entry that contains your blog for that week.
No cover sheet is required.
ONE page maximum (excluding reference list).
Font size between 10-12; Times New Roman or Arial; 2cm page margins.
Use APA or Vancouver referencing style.
Marking criteria:
Blogs not submitted on time and or not submitted to a satisfactory standard (e.g. written in bullet points, or incomplete sentences) will incur a 1% penalty. Students will receive zero for each blog they do not submit.
The blogs are worth 100 points each and will be assessed based on the following criteria:
Knowledge (evidence, content, knowledge and understanding): 40
Argument (logical flow of ideas and clarity, convincing argument): 40
Adheres to conventions of written English: 10
Appropriately referenced: 10

Self-reflective Blogs Marking Cr iter ia

Criterion Standards to achieve a mark of:
XXXXXXXXXX
Knowledge:
(40%)
No self-reflection.
No demonstration of
knowledge or
insight into the topic
Little self-reflection.
Poor demonstration
of knowledge and
insight into the topic
Some self-reflection.
Limited demonstration
of knowledge and
insight into the topic
Satisfactory self-
eflection. Partial
demonstration of
knowledge and insight
into the topic
Good self-reflection.
Somewhat clear
demonstration of
knowledge and insight
into the topic
Very good self-
eflection. Mostly clear
demonstration of
knowledge and insight
into the topic
Excellent self-reflection.
Excellent demonstration
of knowledge and insight
into the topic

Argument:
(40%)
No sense of flow of
ideas and sense of
clarity, and no
evidence of
argument. No use
of examples to
demonstrate
arguments
Little sense of flow
of ideas and sense
of clarity, and little
evidence of
argument. Little use
of examples to
demonstrate
arguments
Some sense of flow of
ideas and sense of
clarity, and a partially
clear argument.
Limited use of
examples to
demonstrate
arguments
Acceptable flow of
ideas and sense of
clarity, and a partially
clear argument.
Satisfactory use of
examples to
demonstrate
arguments.
Good sense of flow of
ideas and sense of
clarity, and a
somewhat clear
argument. Good use
of examples to
demonstrate
arguments.
Mostly logical flow of
ideas and sense of
clarity, and a mostly
clear argument. Very
good use of examples
to demonstrate
arguments.
Logical flow of ideas and
sense of clarity, and a
convincing argument.
Excellent use of examples
to demonstrate
arguments.
Adheres to
conventions of
written English
(word choice,
grammar, punctuation
and spelling).
(10%)

Poor quality writing
impedes basic
comprehension
Many grammar,
expression and
spelling e
ors. Very
difficult to read
Some grammar,
expression and
spelling e
ors.
Confused paragraph/
sentence structure
Generally co
ect
grammar spelling or
expression e
ors.
Sound paragraph/
sentence structure
Mostly co
ect
grammar, expression
and spelling. Good
paragraph/ sentence
structure
E
or-free grammar,
expression and spelling.
Very good paragraph/
sentence structure
E
or-free grammar,
expression and spelling.
Excellent paragraph/
sentence structure and
compelling use of
vocabulary
Appropriately
eferenced –
Acknowledges
sources and adheres
to referencing
conventions, in text
and in reference list.
(10%)

No references listed
in-text. No
eference list

Inappropriate
selection of articles
and minimal in-text
eferencing and/or
many e
ors in
eferencing
Inappropriate
selection of articles.
E
ors in referencing

Acceptable selection
of peer-reviewed
articles.
Minor e
ors
eferencing

Appropriate selection
of relevant peer-
eviewed articles.
Minor e
ors in
eferencing
Good selection of
elevant high quality
peer-reviewed articles.
Very minor e
ors in
eferencing
Critical selection of high
quality relevant peer-
eviewed articles.
Meticulously co
ect
eferencing

PUBH7034 – Self-reflective blogs
An overview of self-reflective blogs
 Defining self-reflective blogs
 Tips to writing self-reflective blogs
In this course, we have three self-reflective blogs that allow students the opportunity to
eflect on their ideas and learning from this course in an alternative format.

We have chosen reflection exercises for this course because they will encourage you to
explore your experiences in a manner that leads to better understanding and appreciation
of core concepts, critical appraisal of alternate viewpoints and even improved writing
practices. All of these are critical skills for your successful performance across the MPH.

What is a self-reflective blog?
Blogging is a common means of communicating ideas online. In this course, we have used
the format of a blog to allow students the space to individually reflect on their learning in
this course. You will post your blog online via BB ‘Turnitin’ but it will not be public (i.e. no
other students will read your blog). This assessment task is designed purely for skill
development.
The blogs are called ‘self-reflective’ because they are intended to be a form of reflective
journaling about yourself and your own learning. Reflection can involve documenting your
personal analysis of an event, considering others’ perspectives that might be different to
your own, writing about what a concept means for you personally and professionally, or
exploring your response to thoughts and feelings evoked after undertaking a reading or
watching a video.
Ultimately, reflection serves as a way to clarify your own understanding of what you are
learning. Reflection requires time, effort, and an openness to question your underlying
assumptions, beliefs, and viewpoints. To this end, reflection is incredibly useful when
grappling with health promotion concepts.

Before you start the reflective exercises you may wish to spend some time thinking about
your cu
ent learning practices: do you critically appraise ideas that are offered to you? Do
you understand the ‘how’ and ‘why’ of complex concepts? More practically, do you take
notes after undertaking readings, lectures or tutorial discussions? Do you pose questions of
yourself in these notes where your assumptions have been challenged? Do you seek out
other resources to better understand ideas you are struggling with?





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PUBH7034 – Self-reflective blogs

Tips to writing self-reflective blogs?
There is no wrong or right way to write a blog. Instead, this form of writing is intended to
facilitate your own learning in this course and encourage you to reflect on various topics we
cover in class. Here are some tips to help you in writing these blogs:
 Try to avoid merely describing or summarising the topic; you also need to interpret,
analyse and synthesise your own learnings
 Don’t wo
y about achieving a clear position or conveying what you think is ‘right’ or
‘wrong’. Reflections capture shades of grey. You can be hypothetical or equivocal
 Use personal and individualised language and examples – be personal, it’s OK to use ‘I’,
‘we’ or ‘my’
 Get creative! Now is the time to think outside the box and to write outside the
constraints of formal academic writing. That being said, remember to proofread, avoid
jargon, colloquialism, and slang, provide references if you’ve drawn on other texts and
e precise with your language. The tenets of ‘good’ writing still apply
 Keep to the word limit – writing concisely is a skill that you need to hone throughout
your MPH
 Demonstrate evidence of your willingness to revise your ideas, think creatively, and to
challenge your assumptions
 Take a deep approach to the subject matter and demonstrate that you are well-
informed - seek out other resources, read widely, consider how your existing knowledge
may contribute to your understanding and provide citations if you’ve use other
materials