DRUG TALK YEAR 10 ASSESSMENT TASK - SDERA
DRUG TALKYEAR 10 ASSESSMENT TASKALCOHOL AND OTHER DRUGSTASK DETAILSTITLE OF TASKCritique itTASK DESCRIPTIONIn this task students will critique one national, state or local community alcohol andother drugs campaign analysing and evaluating its key messages and strategies.Students will also propose recommendations to improve the effectiveness of thecampaign.EVIDENCE TOBE COLLECTED Written reportSUGGESTED TIMEAND ASSESSMENTCONDITIONSThree lessons of class time One lesson of class time to introduce and research the task Two lessons of planning and productionTASK PREPARATIONPRIOR LEARNING Students have prior knowledge of a variety of alcohol and other drugs campaigns thathave been conducted at national, state and local levels. These campaigns, suchas the Alcohol. Think Again Glassbody and the Parents, Young People and AlcoholI See campaign, are aimed at raising awareness and encouraging a harmminimisation approach. Students are familiar with different strategies and techniques used in campaignsto raise awareness of the health issue, influence attitudes, and promote healthybehaviours. The Body. Mind. Future. section of the Drug Talk teaching and learning activitieshas activities that relate to the social, economic and environmental factors that caninfluence health. It is recommended that these activities, and discussion aroundthem, is completed before this assessment task is attempted.RESOURCES Computer access Assessment task questions and guidelinesASSESSMENTDIFFERENTIATIONTeachers should differentiate teaching and assessment to meet the specific learningneeds of students. Where appropriate, scaffolding or extensions may be required. 2018 SDERA DRUG TALK SDERA.wa.edu.au
LINKS TO WESTERN AUSTRALIAN HEALTH AND PHYSICAL EDUCATION P-10 SYLLABUSCONTENTSub-strandContributing to healthy and active communitiesContent descriptorHealth campaigns and/or community-based activities designedto raise awareness, influence attitudes, promote healthybehaviours and increase connection to the communitySocial, economic and environmental factors that influencehealth, such as: level of education income/employment social networks and supports (family, friends andcommunity attachment) housing access to servicesPROPOSITIONS Take a strengths-based approach. Develop health literacy. Include a critical inquiry approach.LINKS TO WESTERN AUSTRALIAN ENGLISH P-10 SYLLABUSCONTENTSub-strandLanguage for interactionContent descriptorUnderstand how language use can have inclusive and exclusivesocial effects, and can empower or disempower peopleTEACHER INSTRUCTIONS1.Revise the meaning of a health promotion campaign. Health promotion campaigns include a series of plannedstrategies and/or activities which are designed to achieve a set of desired objectives. They are a coordinated andorganised approach to address a specific health issue.EXAMPLEThe Alcohol. Think Again education campaign is part of a comprehensive approach in Western Australia thataims to reduce the level of alcohol-related harm and ill-health. The campaign uses a mass reach social marketingstrategy targeting the Western Australian community.Within the Alcohol. Think Again education campaign, there have been numerous campaigns that target a specificalcohol-related harm and target audience. For example:STRONG SPIRITS STRONG MINDSTarget audiencePrimary: Aboriginal people, families and communities across Western Australia, with a particular focus onwomen of childbearing age.Secondary: Health workers who work in settings that provide services to Aboriginal women, their familiesand communities.Key messageThe safest thing to do when pregnant, planning a pregnancy or breastfeeding, is not to drink alcohol.COGSTarget audiencePrimary: Parents of young people 12 to 17 years-of-age.Secondary: Young people 12 to 17 years-of-age.Key messageUnder 18. No Alcohol. The safest choice. 2018 SDERA DRUG TALK SDERA.wa.edu.auDRUG TALK. Year 10 assessment task. 2
2.Discuss the objectives of health promotion campaigns including to: raise awareness of the potential harms from a specific health behaviour improve knowledge influence attitudes promote healthy behaviours increase connection in the community.3.Ask students what alcohol and other drugs campaigns they are familiar with eg Don’t turn a night out into anightmare (alcohol), Meth can take control (methamphetamine), Make smoking history (tobacco), Cogs (alcohol),I See (alcohol).4.Choose one of the above examples and view a sample of the campaign materials. For example:ALCOHOL. THINK AGAINI SEE /Campaign/ArticleID/13/ArtMID/4755.Discuss the key message of the campaign.KEY MESSAGEThe campaign’s key message is that no one should supply alcohol to under 18s. This is based on the NationalHealth and Medical Research Council’s (NHMRC) guideline that for children and young people under 18 years ofage, not drinking alcohol is the safest option. Limiting alcohol availability to young people is important. Youngpeople who drank in the last week, as reported in the Alcohol trends in Western Australia: Australian schoolstudents alcohol and drug survey 2014, stated that the primary sources of alcohol were friends (30.5%), parents(30.4%) and siblings (8.7%) (Mental Health Commission, d-alcohol-bulletin.pdf6.Watch two or three of the short television commercials from the campaign I -andAlcohol-I-See7.After watching the commercials discuss the following: how the campaign uses slogans, key statements or phrases, and language to convey key messages and/orfacts(eg “I see ”) how the campaign appeals to the target audience (Primary target audience is parents/guardians/carers. Arange of experts including a paediatrician, paramedic and school psychologist all discuss the harms causedby alcohol consumption for young people that they have witnessed) how language used is inclusive and empowering (“We all want to see our children reach their full potential”) how the viewer is encouraged to act/take action (eg “No one should supply alcohol to under 18s”). This isknown as a ‘call to action’.8.Review additional campaign resources used in the I See campaign including: information sheets flyers A3 posters infographics fact sheets and booklets Leavers’ Support Kit. 2018 SDERA DRUG TALK SDERA.wa.edu.auDRUG TALK. Year 10 assessment task. 3
9.Discuss why these different resources are used to convey the key message(s) of the campaign. For example, to: address the needs of the different sub-groups within the target audience(s) increase the potential reach of the campaign (so more people are exposed to the message(s)) highlight the variety of risks and consequences of alcohol reinforce the campaign’s key message(s).Discuss the language used in the resources and how it has been used to engage, to be inclusive, and to empower theviewer/reader/listener.10. Finally, discuss how the campaign (including all of its resources) seeks to raise awareness, improve knowledge, andchange the attitudes and behaviours of the target audience within the community. Discuss if there is a secondarytarget audience for this campaign eg young people under the age of 18, and what message(s) they would receivefrom this campaign.11. Introduce the assessment task. 2018 SDERA DRUG TALK SDERA.wa.edu.auDRUG TALK. Year 10 assessment task. 4
TASK DESCRIPTIONIn this task you will critique one national, state or local community alcohol and other drugs campaign analysing andevaluating its key messages and strategies. You will also propose recommendations to improve the effectiveness of thecampaign.There are three parts to this task.PART A – JUSTIFICATION Write a justification to explain why it is important to have alcohol and other drug campaigns in communities. Provide two examples of evidence to support your justification.PART B – ANALYSIS AND EVALUATION Choose one Australian alcohol and other drugs campaign. The campaign can be a local community, state-based ornational campaign. Analyse the campaign. Name the campaign Explain the purpose of the campaign. Identify the key message(s). Define the target audience (primary and secondary target audiences, as relevant) Identify and explain two strategies used to communicate the key message(s). Evaluate the campaign. Explain the potential impact of the campaign on the target audience. In your response refer to whether youthink the campaign messages will have any impact on the knowledge, attitudes and behaviour of the targetgroup.HINTApply your knowledge of how social, economic, and/or environmental factors may influence whether campaignmessages are adopted by sub-groups within the target audience.EXAMPLEFor example, the five socio-cultural factors of family, peer, religion, media and culture impact health andhealth decision-making. The family is usually the most intimate relationship a person has and can have ahuge influence on attitudes towards health and the value placed on health which can influence behaviouralchoices relating to protective and risk behaviours. Peers influence each other by creating environments whereindividuals seek to fit into a group by adapting their behaviours. This can be positive, if the peer group has lotsof protective behaviours that they engage in, or negative, if the behaviours increase risk. The media plays alarge role in shaping health – overtly in health campaigns or covertly through subliminal messaging. A sense ofconnection and belonging to a culture can have a positive influence on health, especially if that culture valueshealth. For some, religion positively impacts health providing a purpose for life and promoting self-worth.Developers of health campaigns should be aware of how social, economic and/or environmental factorsmay influence the up-take of campaign messages. Various modes of delivery (TV ads, radio ads, social media,brochures, bus signage, Instagram ads, infographics etc) and campaign resources should be used to share thekey message(s) to increase the reach across the entire Australian population.PART C – RECOMMENDATIONS Recommend ways to improve the effectiveness of the campaign. State and justify two additional recommended strategies and/or resources for the campaign that will supportthe key message(s) of the campaign, and positively influence the target group(s) to maintain or adopt healthybehaviours.12. Students should use accurately cited research* to support their justification in Part A of the task.*Consistent with the referencing policy/guidelines used within the school. 2018 SDERA DRUG TALK SDERA.wa.edu.auDRUG TALK. Year 10 assessment task. 5
DRUG TALKYEAR 10 ASSESSMENT TASKALCOHOL AND OTHER DRUGSSTUDENT NAME:CRITIQUE ITTASKCritique one Australian national, state or local community alcohol and other drugs campaign analysing andevaluating its health messages and strategies.Follow the steps below.PART A – JUSTIFICATION (9 marks)Write a justification to explain why it is important to have alcohol and other drug campaigns in communities.Provide two examples of evidence to support your justification.PART B – ANALYSIS AND EVALAUTION (18 marks)Choose one Australian alcohol and other drugs campaign. The campaign can be a local community, state-based ornational campaign. Check the suitability of your selected campaign with your teacher.Analyse the campaign. Name the campaign Explain the purpose of the campaign. Identify the key message(s). Define the target audience (primary and secondary target audiences, as relevant) Identify and explain two strategies used to communicate the key message(s).Evaluate the campaign. Explain the potential impact of the campaign on the target audience. In your response refer to whether youthink the campaign messages will have any impact on the knowledge, attitudes and behaviour of the targetgroup.HINTApply your knowledge of how social, economic, and/or environmental factors may influence whether campaignmessages are adopted by sub-groups within the target audience. 2018 SDERA DRUG TALK SDERA.wa.edu.auDRUG TALK. Year 10 assessment task. 6
PART C – RECOMMENDATIONS (8 marks)Recommend ways to improve the effectiveness of the campaign. State and justify two additional recommended strategies and/or resources for the campaign that will supportthe key message(s) of the campaign, and positively influence the target group(s) to maintain or adopt healthybehaviours.WHAT YOU NEED TO HAND IN Written report with headings (use the headings provided in Parts A, B and C).List of references used in Part A of the task.TIPS FOR PRESENTATION Present information clearly and logically.Use present tense eg. The campaign demonstrates , Key messages are Use descriptive, evaluative language eg It can be argued that this campaign , In determining the reach of thiscampaign , The campaign’s key message made sense to me as a member of the target audience because .Where possible, use references that are current/up to date and Australian. 2018 SDERA DRUG TALK SDERA.wa.edu.auDRUG TALK. Year 10 assessment task. 7
DRUG TALKYEAR 10 ASSESSMENT TASKALCOHOL AND OTHER DRUGSSTUDENT NAME:CRITIQUE ITSAMPLE MARKING KEYDESCRIPTIONMARKSPART 1 - JUSTIFICATION STATEMENT (9 marks)STATEMENT (5 marks)Comprehensive and well-researched justification that includes all relevant information4-5Clear justification that includes relevant information2-3Brief justification with minimal information or explanation1EXAMPLES (4 marks)Examples of evidence to support the justification1-4(maximum of twomarks for each example)PART 2 – ANALYSIS AND EVALUATION (18 marks)ANALYSIS (10 marks)Clear explanation of the purpose of the campaign1-2Accurate identification of the key message1-2Clear definition of the target audience1-2Clear identification and explanation of two strategies used to communicate the key message(s)1-4(maximum of twomarks for each example)EVALUATION (8 marks)Comprehensive and insightful explanation; provides multiple compelling reasons related tothe adoption of messages and impact on target audience7-8General explanation; provides some valid reasons related to the adoption of messages andimpact on the target audience5-6Brief and/or unsubstantiated explanation; provides minimal reasons related to the adoptionof messages and impact on the target audience3-4Poor explanation; provides one or two reasons1-2PART 3 – RECOMMENDATIONS (8 marks)Comprehensive and well-justified strategies/resources to support the campaign7-8Well thought out strategies/resources to support the campaign5-6One or two valid but brief explanation of strategies/resources to support the campaign withsimple justification3-4One or two valid strategies/resources with limited or no explanation or justification1-2TOTAL MARKS 2018 SDERA DRUG TALK SDERA.wa.edu.au/35 marksADV109659
TASK DAEILOFACAIOriAtFquACAIn thisaikudiad TASK DETAILS TITLE OF TASK Critique it TASK DESCRIPTION In this task students will critique one national, state or local community alcohol and other drugs campaign analysing and evaluating its key messages and strategies.
member requests a refill of the drug, at which time the member will receive a 60-day supply of the drug. If the Food and Drug Administration deems a drug on our formulary to be unsafe or the drug’s manufacturer removes the drug from the market, we will immediately remove the drug from our formulary and provide notice to members who take the drug.
If the Food and Drug Administration deems a drug on our formulary to be unsafe or the drug’s manufacturer removes the drug from the market, we will immediately remove the drug from our formulary and provide notice to members who take the drug. Other changes. We may make other changes that affect members currently taking a drug. For
(drug-drug interaction), food, beverages, dietary supplements the person is consuming (drug-nutrient/food interaction) or another disease the person has (drug-disease interaction). A drug interaction is a situation in which a substance affects the activity of a drug, i.e.
the construction of drugs, drug users, drug producers and drug traffickers as ‘the antagonistic drug Other’ (Herschinger, 2011) or existential threat. Initially the ‘Other’ was seen to be drug users, however gradually drug trafficking organisations (DTOs) and then ‘narco-terrorists’ became seen as the most dangerous drug ‘Other .
Free drug (a) Tumor Drug-loaded NPs (b) F : Schematic contrast of drug biodistribution a er injection of free drug (a) and drug-loaded NPs (b). self-assembly), targeted drug delivery processes, and the current state of NP computational modeling. Directions for future research are also discussed. 2. Self-Assembled Nanoparticles as Delivery Vehicles
Drug- Drug Interactions Need to understand: The disposition or handling of each drug The therapeutic window of each drug . ARV Co-Med TOXICITY . TFV HIV FDA Center for Drug Evaluation and Research. Clinical Pharmacology & Biopharm Rev 2014 Gupta SK, et al. IAS 2015. Vancouver, CA; #TUAB0103.
potential for a drug to be a substrate, inhibitor, or inducer of that process, we can predict the potential for drug interactions. In Vitro models/Tools Reza Fassihi Ph.D. 20 The integration of in vitro and in vivo (both animal and human) data can identify the role of transporters in drug‐drug interactions.
Drug approval process in USFDA involves submitting of an Investigational New Drug Application, followed by submission of New Drug Application. The applications are reviewed and agency officials examine the drug's safety and efficacy data and the drug is approved. EU establishes 4 different drug approval processes: 1) Centralized Procedure
