Community analysis and policy intervention project (30%)
This major project has three parts:Drawing on course theory, your own literature review, and available sources of statistical and other information:
(i) What does a community need in order to maximise the well-being of its people and enable them to attain their full potential?
(ii) How does the local or regional community to which you belong measure up in terms of meeting that standard?
(iii) What social policy interventions would you prioritise for your community and through what process would you seek their adoption?You will be assisted in the development of this study through a seminar information sharing process in which you will prepare a brief (3 –4 minute) summary of one journal article or book chapter pertinent to your project each week. This will be presented several times per seminar to different groups to which you will belong, and you will hear and discuss what others in your groups have read. In this way we will share readings and develop and ideas for this project throughout the semester
Attach as Materia are some lecture note and course reading.
Additional note of the HUSE3006 final assessment The purpose of lectures is to introduce us to new material and the purpose of tutorials is to provide opportunities to discuss, ask questions and clarify understanding of that material. What seems to happen though, is that people who don’t attend tutes get to the point of tackling an assessment, and then realise they don’t understand the material, they email the lecturer asking for it to be explained to them. In a class with large number of students, it becomes impossible to keep up with the requests. The time to have sought the clarification was in the tute they didn’t attend. I personally still endeavour to respond but it is often unavoidably delayed. So in order to help as best I can, I have drafted this note to provide another overview of the final assessment that I have outlined in the tutes so far. If this does not make sense, I suggest attending the remaining tutes and asking for clarification there. Drawing on course theory, your own literature review, and available sources of statistical and other information: (i) What does a community need in order to maximise the well-being of its people and enable them to attain their full potential? The intention here is to draw upon empirically-based major international reports that point to standards of social planning and development to which we should aspire. While acknowledging several in a broad sense, you may wish to focus your attention in some key areas. For example, the social indicators of health as set out in the UN ‘Closing the Gap’ report; UN reports on climate change; the disaster management literature on community resilience; all point to specific policy objectives that are grounded in social justice, human rights and other frameworks. There are also standards of community engagement in decision making processes promoted by international agencies that set standards for impact assessments and inclusive community engagement, etc. So in answering this question it is not sufficient to just say, for example, ‘a good public transport service’, but to at least make some gesture of acknowledgement of substantial global standards required for a civilised, democratically engaged, socially just, healthy, thriving community. (ii) How does the local or regional community to which you belong measure up in terms of meeting that standard? Your ‘community’ may be defined as narrowly as your SA2, or as wide as the region or state. You need to find evidence (statistics, social indicators, published research on your ‘community’, local and other government publications, etc) to describe some aspect or aspects of the condition of your community (eg., unemployment, substance abuse, poverty, homelessness, levels of community participation and engagement, public transport usage, etc) and determine if it does or does not meet the standard(s) you have identified in question 1. An important issue to discuss will be the adequacy of local governance processes in your community (perhaps the levels of community engagement in consultative planning processes). (iii) What social policy interventions would you prioritise for your community and through what process would you seek their adoption? The expectation here is that your recommendations will be grounded in authoritative literature, such as peer-reviewed journal articles, or based on verifiable examples from different places or at different periods in time. The community development literature and recommendations by agencies that promote participative democracy, social impact assessment, community integration through placemaking, etc, may be sources of ideas. If you are rushing this paper do not try to propose something for which there are no comparable examples or serious literature. Another point The lectures and reading materials cover what is required to do this assessment. In essence If you are going to make a case for improving some aspect or aspects of a community’s living conditions, it will help if you can empirically (factually) establish that it does not presently meet internationally recognised standards, and that there is a plausible policy solution for improving them. Additional note of the HUSE3006 final assessment The purpose of lectures is to introduce us to new material and the purpose of tutorials is to provide opportunities to discuss, ask questions and clarify understanding of that material. Wh at seems t o happen though, is that people who don’t attend tutes get to the point of tackling an assessment , and then realise they don’t understand the material, they email the lecturer asking for it to be explained to them. In a class with large number of students, it becomes impossibl e to keep up with the requests. The time to have sought the clarification was in the tute they didn’t attend. I personally still endeavour to respond but it is often unavoidably delayed. So in order to help as best I can, I have drafted this note to provi de another overview of the final assessment that I have outlined in the tutes so far. If this does not make sense, I suggest attending the remaining tutes and asking for clarification there. Drawing on course theory, your own literature review, and avail able sources of statistical and other information: (i) What does a community need in order to maximise the well - being of its people and enable them to attain their full potential? The intention here is to draw upon empirically - based major international r eports that point to standards of social planning and development to which we should aspire. While acknowledging several in a broad sense, you may wish to focus your attention in some key areas. For example, the social indicators of health as set out in the UN ‘Closing the Gap’ report; UN reports on climate change; the disaster management literature on community resilience; all point to specific policy objectives that are grounded in social justice, human rights and other frameworks. There are also standa rds of community engagement in decision making processes promoted by international agencies that set standards for impact assessments and inclusive community engagement, etc. So in answering this question it is not sufficient to just say, for example, ‘a good public transport service’, but to at least make some gesture of acknowledgement of substantial global standards required for a civilised, democratically engaged, socially just, healthy, thriving community. (ii) How does the local or regional communit y to which you belong measure up in terms of meeting that standard? Your ‘community’ may be defined as narrowly as your SA2, or as wide as the region or state. You need to find evidence (statistics, social indicators, published research on your ‘community ’, local and other government publications, etc) to describe some aspect or aspects of the condition of your community (eg., unemployment, substance abuse, poverty, homelessness, levels of community participation and engagement, public transport usage, Additional note of the HUSE3006 final assessment The purpose of lectures is to introduce us to new material and the purpose of tutorials is to provide opportunities to discuss, ask questions and clarify understanding of that material. What seems to happen though, is that people who don’t attend tutes get to the point of tackling an assessment, and then realise they don’t understand the material, they email the lecturer asking for it to be explained to them. In a class with large number of students, it becomes impossible to keep up with the requests. The time to have sought the clarification was in the tute they didn’t attend. I personally still endeavour to respond but it is often unavoidably delayed. So in order to help as best I can, I have drafted this note to provide another overview of the final assessment that I have outlined in the tutes so far. If this does not make sense, I suggest attending the remaining tutes and asking for clarification there. Drawing on course theory, your own literature review, and available sources of statistical and other information: (i) What does a community need in order to maximise the well-being of its people and enable them to attain their full potential? The intention here is to draw upon empirically-based major international reports that point to standards of social planning and development to which we should aspire. While acknowledging several in a broad sense, you may wish to focus your attention in some key areas. For example, the social indicators of health as set out in the UN ‘Closing the Gap’ report; UN reports on climate change; the disaster management literature on community resilience; all point to specific policy objectives that are grounded in social justice, human rights and other frameworks. There are also standards of community engagement in decision making processes promoted by international agencies that set standards for impact assessments and inclusive community engagement, etc. So in answering this question it is not sufficient to just say, for example, ‘a good public transport service’, but to at least make some gesture of acknowledgement of substantial global standards required for a civilised, democratically engaged, socially just, healthy, thriving community. (ii) How does the local or regional community to which you belong measure up in terms of meeting that standard? Your ‘community’ may be defined as narrowly as your SA2, or as wide as the region or state. You need to find evidence (statistics, social indicators, published research on your ‘community’, local and other government publications, etc) to describe some aspect or aspects of the condition of your community (eg., unemployment, substance abuse, poverty, homelessness, levels of community participation and engagement, public transport usage,