Assessment 2: Project Written Responses (FILE 1)
Assessment 2: Project Written Responses (FILE 1)
[Write your Full Project Title here]
[Write Your Name here]
University of South Australia
-4871353340The following content should be exactly the same as the text that appears on your POSTCARD.
Do not edit the text or add/delete words.
The following content should be exactly the same as the text that appears on your POSTCARD.
Do not edit the text or add/delete words.
Behaviour-change slogan/statement (2 marks)
Copy/Paste your slogan/statement exactly as it appears on the postcard in your poster template. This is the FRONT of the postcard.
Short paragraph describing the intention of the campaign (2 marks)
Message to your target audience describing what they need to do, benefits to them, and where they could go to learn more. This must be exactly as presented on the final postcard in your poster template. This is the BACK of your postcard.
0352698The following content should be exactly the same as the text that appears on your POSTER.
Do not edit the text or add/delete words.
The following content should be exactly the same as the text that appears on your POSTER.
Do not edit the text or add/delete words.
Write the Full Title of your project here
Pilot study project proposal
-57150247378Write a short paragraph summarising what you wrote in Assessment 1: Proposal describing the environmental problem or issue you have chosen which is linked to a human behaviour that needs to be changed (e.g. littering, long showers, palm oil consumption, microplastic, single-use plastic).
Include the following:
Describe the specific problem human behaviour that is harming or impacting on your chosen species or environment
Describe the exact species or environment being negatively impacted on by the problem human behaviour
Cite at least 3 peer-reviewed journal articles or official reports by experts/scientists about the problem.
Describe how Conservation Psychology can help provide solutions to problems caused by human behaviour(s).
Cite at least 2 peer-reviewed journal articles about Conservation Psychology.
Word count: approx. 200 words.
Write a short paragraph summarising what you wrote in Assessment 1: Proposal describing the environmental problem or issue you have chosen which is linked to a human behaviour that needs to be changed (e.g. littering, long showers, palm oil consumption, microplastic, single-use plastic).
Include the following:
Describe the specific problem human behaviour that is harming or impacting on your chosen species or environment
Describe the exact species or environment being negatively impacted on by the problem human behaviour
Cite at least 3 peer-reviewed journal articles or official reports by experts/scientists about the problem.
Describe how Conservation Psychology can help provide solutions to problems caused by human behaviour(s).
Cite at least 2 peer-reviewed journal articles about Conservation Psychology.
Word count: approx. 200 words.
Human-induced problem & how Conservation Psychology can help (5 marks)
-57150247378In this section, you need to describe your idea for a pilot project and the behaviour-change tools you could use.
You will need to cite McKenzie-Mohr, Lee, Schultz & Kotlers (2012) book chapter when describing the tools you will use. In this chapter, they define a set of categories (e.g. Commitment, Prompts, Norms, Social Diffusion, Good & Services, Incentives/disincentives) that you will fit your ideas to. You do not need to have a tool for each category, but you do need to state which category each of your ideas fit into!
Be sure to define each category you will use before providing your ideas that fit that category.
NOTE: You can access this reading on the Assessment tab on the course site.
Word count: approx. 200 words.
In this section, you need to describe your idea for a pilot project and the behaviour-change tools you could use.
You will need to cite McKenzie-Mohr, Lee, Schultz & Kotlers (2012) book chapter when describing the tools you will use. In this chapter, they define a set of categories (e.g. Commitment, Prompts, Norms, Social Diffusion, Good & Services, Incentives/disincentives) that you will fit your ideas to. You do not need to have a tool for each category, but you do need to state which category each of your ideas fit into!
Be sure to define each category you will use before providing your ideas that fit that category.
NOTE: You can access this reading on the Assessment tab on the course site.
Word count: approx. 200 words.
Behaviour-change pilot project and tools for behaviour change (5 marks)
-57150247378Below, describe two projects or studies similar to your behaviour-change pilot project proposal expand on/refine what you wrote in Assessment 1: Proposal.
Make sure you give the:
name of the campaign or project,
names of the researchers and date of the published study (using APA 7th ed. referencing style)
name of the organisation running the campaign (if applicable)
Describe in one or two sentences the details of project/study (e.g. where, when, how it was conducted) and explain how each is similar or relevant to your proposal.
Word count: approx. 100 words.
Below, describe two projects or studies similar to your behaviour-change pilot project proposal expand on/refine what you wrote in Assessment 1: Proposal.
Make sure you give the:
name of the campaign or project,
names of the researchers and date of the published study (using APA 7th ed. referencing style)
name of the organisation running the campaign (if applicable)
Describe in one or two sentences the details of project/study (e.g. where, when, how it was conducted) and explain how each is similar or relevant to your proposal.
Word count: approx. 100 words.
Similar projects or studies (2 marks)
0298873This section describes the target audience and the target behaviour.
In a few sentences describe the target audience for your proposed behaviour change.
Use 1-2 sentences for each point to describe:
Who the target audience are (e.g. individuals, a group, a business)
Where target audience they live or where the business is located (e.g. village/suburb, city, country)
Why they are suitable as a group to target for a behavioural-change project.
Finish this section by writing the exact behaviour change message statement as it appears on your postcard.
This section describes the target audience and the target behaviour.
In a few sentences describe the target audience for your proposed behaviour change.
Use 1-2 sentences for each point to describe:
Who the target audience are (e.g. individuals, a group, a business)
Where target audience they live or where the business is located (e.g. village/suburb, city, country)
Why they are suitable as a group to target for a behavioural-change project.
Finish this section by writing the exact behaviour change message statement as it appears on your postcard.
Target Audience and Target Behaviour (approx. 120 words) (4 marks)
0315807Here, you will need to describe three potential barriers or obstacles that may prevent your target audience from changing their behaviour, AND three potential benefits for your target audience if they change their behaviour (i.e. whats in it for them?).
Use appropriate terminology for types of barriers and benefits. Some researchers use the terms internal and external but those do not provide enough detail. Instead, choose labels such as, psychological (emotion, memory), physical (not strong enough, unable to do activity), socio- cultural, economic, person/individual differences etc.
Each of the barriers and benefits should come from different categories (e.g. not three psychological barriers).
Here, you will need to describe three potential barriers or obstacles that may prevent your target audience from changing their behaviour, AND three potential benefits for your target audience if they change their behaviour (i.e. whats in it for them?).
Use appropriate terminology for types of barriers and benefits. Some researchers use the terms internal and external but those do not provide enough detail. Instead, choose labels such as, psychological (emotion, memory), physical (not strong enough, unable to do activity), socio- cultural, economic, person/individual differences etc.
Each of the barriers and benefits should come from different categories (e.g. not three psychological barriers).
Potential Barriers & Benefits (approx. 120 words) (6 marks)
0339725For each of the categories below, list potential stakeholders/groups/persons that you would like to partner with to achieve your goal and provide a link to their website or contact details.
Governing body or group or manager: give one example and web link (1 mark)
Researchers/Experts: give two examples and web links (2 marks)
NGOs/charity/interest group: give two examples and web links (2 marks)
Spokesperson/celebrity: give one example and web link (1 mark)
For each of the categories below, list potential stakeholders/groups/persons that you would like to partner with to achieve your goal and provide a link to their website or contact details.
Governing body or group or manager: give one example and web link (1 mark)
Researchers/Experts: give two examples and web links (2 marks)
NGOs/charity/interest group: give two examples and web links (2 marks)
Spokesperson/celebrity: give one example and web link (1 mark)
Partners & Stakeholders (wordcount NA for this section) (6 marks)
0287383It is expected that for every assignment in a Psychology Course you use APA style (7th Edition) referencing and provide sources for your ideas. All sources used to inform your work, including peer-reviewed journal articles, newspaper articles, reports, webpages etc. must be cited in text and included in your reference list.
Heading is References (centred on page)
You are also expected to be able to paraphrase, which means describing an idea in your own words.
Resources to assist with referencing can be found under the Advice and Resources section on your assessment tab.
It is expected that for every assignment in a Psychology Course you use APA style (7th Edition) referencing and provide sources for your ideas. All sources used to inform your work, including peer-reviewed journal articles, newspaper articles, reports, webpages etc. must be cited in text and included in your reference list.
Heading is References (centred on page)
You are also expected to be able to paraphrase, which means describing an idea in your own words.
Resources to assist with referencing can be found under the Advice and Resources section on your assessment tab.
References (& written expression) (4 marks)
-2540375285The following content SHOULD NOT appear on your POSTER. These responses appear in this word document only.
0The following content SHOULD NOT appear on your POSTER. These responses appear in this word document only.
Reflections (4 marks)
left673735**In this document only not to be included on the poster**
In one-two paragraphs, describe how your (human-induced) conservation problem that you chose for your proposal (Assessment 1) is linked or potentially linked to trauma for people, animals, and the environment. Trauma may be physical or psychological or both for people and animals. Remember, the wellbeing/health of the environment/people/animals are all interconnected. (2 marks)
**In this document only not to be included on the poster**
In one-two paragraphs, describe how your (human-induced) conservation problem that you chose for your proposal (Assessment 1) is linked or potentially linked to trauma for people, animals, and the environment. Trauma may be physical or psychological or both for people and animals. Remember, the wellbeing/health of the environment/people/animals are all interconnected. (2 marks)
How is the human-induced environmental problem you chose linked to trauma for people, animals and the environment? (word count NA for this section)
left647065**In this document only not to be included on the poster**
In one paragraph, reflect on why it is important to work with experts from other areas or disciplines, with industry and other stakeholders, such as community groups, to tackle human-induced environmental problems. (2 marks)
**In this document only not to be included on the poster**
In one paragraph, reflect on why it is important to work with experts from other areas or disciplines, with industry and other stakeholders, such as community groups, to tackle human-induced environmental problems. (2 marks)
Working with interdisciplinary experts, industry & other stakeholders (word count NA for this section)
POSTER PRESENTATION (5 marks)- upload as separate file
Feedback from Marker
Criteria Mark
POSTCARD
Behaviour-change slogan/statement (2 marks)
Short paragraph describing the intention of the campaign (2 marks)
POSTER/ PILOT STUDY PROJECT PROPOSAL
Human-induced problem & how Conservation Psychology can help (5 marks)
Behaviour-change pilot project and tools for behaviour change (5 marks)
Similar projects or studies (2 marks)
Target Audience and Target Behaviour (4 marks)
Potential Barriers & Benefits (6 marks)
Partners & Stakeholders (6 marks)
References (& written expression) (4 marks)
REFLECTIONS
How is the human-induced environmental problem you chose linked to trauma for people, animals and the environment? (2 marks)
Working with interdisciplinary experts, industry & other stakeholders (2 marks)
POSTER PRESENTATION (5 marks) Overall comments
Assessment 2: Project Written Responses (FILE 1)
[Write your Full Project Title here]
[Write Your Name here]
University of South Australia
-4871353340The following content should be exactly the same as the text that appears on your POSTCARD.
Do not edit the text or add/delete words.
The following content should be exactly the same as the text that appears on your POSTCARD.
Do not edit the text or add/delete words.
Behaviour-change slogan/statement (2 marks)
Copy/Paste your slogan/statement exactly as it appears on the postcard in your poster template. This is the FRONT of the postcard.
Short paragraph describing the intention of the campaign (2 marks)
Message to your target audience describing what they need to do, benefits to them, and where they could go to learn more. This must be exactly as presented on the final postcard in your poster template. This is the BACK of your postcard.
0352698The following content should be exactly the same as the text that appears on your POSTER.
Do not edit the text or add/delete words.
The following content should be exactly the same as the text that appears on your POSTER.
Do not edit the text or add/delete words.
Write the Full Title of your project here
Pilot study project proposal
-57150247378Write a short paragraph summarising what you wrote in Assessment 1: Proposal describing the environmental problem or issue you have chosen which is linked to a human behaviour that needs to be changed (e.g. littering, long showers, palm oil consumption, microplastic, single-use plastic).
Include the following:
Describe the specific problem human behaviour that is harming or impacting on your chosen species or environment
Describe the exact species or environment being negatively impacted on by the problem human behaviour
Cite at least 3 peer-reviewed journal articles or official reports by experts/scientists about the problem.
Describe how Conservation Psychology can help provide solutions to problems caused by human behaviour(s).
Cite at least 2 peer-reviewed journal articles about Conservation Psychology.
Word count: approx. 200 words.
Write a short paragraph summarising what you wrote in Assessment 1: Proposal describing the environmental problem or issue you have chosen which is linked to a human behaviour that needs to be changed (e.g. littering, long showers, palm oil consumption, microplastic, single-use plastic).
Include the following:
Describe the specific problem human behaviour that is harming or impacting on your chosen species or environment
Describe the exact species or environment being negatively impacted on by the problem human behaviour
Cite at least 3 peer-reviewed journal articles or official reports by experts/scientists about the problem.
Describe how Conservation Psychology can help provide solutions to problems caused by human behaviour(s).
Cite at least 2 peer-reviewed journal articles about Conservation Psychology.
Word count: approx. 200 words.
Human-induced problem & how Conservation Psychology can help (5 marks)
-57150247378In this section, you need to describe your idea for a pilot project and the behaviour-change tools you could use.
You will need to cite McKenzie-Mohr, Lee, Schultz & Kotlers (2012) book chapter when describing the tools you will use. In this chapter, they define a set of categories (e.g. Commitment, Prompts, Norms, Social Diffusion, Good & Services, Incentives/disincentives) that you will fit your ideas to. You do not need to have a tool for each category, but you do need to state which category each of your ideas fit into!
Be sure to define each category you will use before providing your ideas that fit that category.
NOTE: You can access this reading on the Assessment tab on the course site.
Word count: approx. 200 words.
In this section, you need to describe your idea for a pilot project and the behaviour-change tools you could use.
You will need to cite McKenzie-Mohr, Lee, Schultz & Kotlers (2012) book chapter when describing the tools you will use. In this chapter, they define a set of categories (e.g. Commitment, Prompts, Norms, Social Diffusion, Good & Services, Incentives/disincentives) that you will fit your ideas to. You do not need to have a tool for each category, but you do need to state which category each of your ideas fit into!
Be sure to define each category you will use before providing your ideas that fit that category.
NOTE: You can access this reading on the Assessment tab on the course site.
Word count: approx. 200 words.
Behaviour-change pilot project and tools for behaviour change (5 marks)
-57150247378Below, describe two projects or studies similar to your behaviour-change pilot project proposal expand on/refine what you wrote in Assessment 1: Proposal.
Make sure you give the:
name of the campaign or project,
names of the researchers and date of the published study (using APA 7th ed. referencing style)
name of the organisation running the campaign (if applicable)
Describe in one or two sentences the details of project/study (e.g. where, when, how it was conducted) and explain how each is similar or relevant to your proposal.
Word count: approx. 100 words.
Below, describe two projects or studies similar to your behaviour-change pilot project proposal expand on/refine what you wrote in Assessment 1: Proposal.
Make sure you give the:
name of the campaign or project,
names of the researchers and date of the published study (using APA 7th ed. referencing style)
name of the organisation running the campaign (if applicable)
Describe in one or two sentences the details of project/study (e.g. where, when, how it was conducted) and explain how each is similar or relevant to your proposal.
Word count: approx. 100 words.
Similar projects or studies (2 marks)
0298873This section describes the target audience and the target behaviour.
In a few sentences describe the target audience for your proposed behaviour change.
Use 1-2 sentences for each point to describe:
Who the target audience are (e.g. individuals, a group, a business)
Where target audience they live or where the business is located (e.g. village/suburb, city, country)
Why they are suitable as a group to target for a behavioural-change project.
Finish this section by writing the exact behaviour change message statement as it appears on your postcard.
This section describes the target audience and the target behaviour.
In a few sentences describe the target audience for your proposed behaviour change.
Use 1-2 sentences for each point to describe:
Who the target audience are (e.g. individuals, a group, a business)
Where target audience they live or where the business is located (e.g. village/suburb, city, country)
Why they are suitable as a group to target for a behavioural-change project.
Finish this section by writing the exact behaviour change message statement as it appears on your postcard.
Target Audience and Target Behaviour (approx. 120 words) (4 marks)
0315807Here, you will need to describe three potential barriers or obstacles that may prevent your target audience from changing their behaviour, AND three potential benefits for your target audience if they change their behaviour (i.e. whats in it for them?).
Use appropriate terminology for types of barriers and benefits. Some researchers use the terms internal and external but those do not provide enough detail. Instead, choose labels such as, psychological (emotion, memory), physical (not strong enough, unable to do activity), socio- cultural, economic, person/individual differences etc.
Each of the barriers and benefits should come from different categories (e.g. not three psychological barriers).
Here, you will need to describe three potential barriers or obstacles that may prevent your target audience from changing their behaviour, AND three potential benefits for your target audience if they change their behaviour (i.e. whats in it for them?).
Use appropriate terminology for types of barriers and benefits. Some researchers use the terms internal and external but those do not provide enough detail. Instead, choose labels such as, psychological (emotion, memory), physical (not strong enough, unable to do activity), socio- cultural, economic, person/individual differences etc.
Each of the barriers and benefits should come from different categories (e.g. not three psychological barriers).
Potential Barriers & Benefits (approx. 120 words) (6 marks)
0339725For each of the categories below, list potential stakeholders/groups/persons that you would like to partner with to achieve your goal and provide a link to their website or contact details.
Governing body or group or manager: give one example and web link (1 mark)
Researchers/Experts: give two examples and web links (2 marks)
NGOs/charity/interest group: give two examples and web links (2 marks)
Spokesperson/celebrity: give one example and web link (1 mark)
For each of the categories below, list potential stakeholders/groups/persons that you would like to partner with to achieve your goal and provide a link to their website or contact details.
Governing body or group or manager: give one example and web link (1 mark)
Researchers/Experts: give two examples and web links (2 marks)
NGOs/charity/interest group: give two examples and web links (2 marks)
Spokesperson/celebrity: give one example and web link (1 mark)
Partners & Stakeholders (wordcount NA for this section) (6 marks)
0287383It is expected that for every assignment in a Psychology Course you use APA style (7th Edition) referencing and provide sources for your ideas. All sources used to inform your work, including peer-reviewed journal articles, newspaper articles, reports, webpages etc. must be cited in text and included in your reference list.
Heading is References (centred on page)
You are also expected to be able to paraphrase, which means describing an idea in your own words.
Resources to assist with referencing can be found under the Advice and Resources section on your assessment tab.
It is expected that for every assignment in a Psychology Course you use APA style (7th Edition) referencing and provide sources for your ideas. All sources used to inform your work, including peer-reviewed journal articles, newspaper articles, reports, webpages etc. must be cited in text and included in your reference list.
Heading is References (centred on page)
You are also expected to be able to paraphrase, which means describing an idea in your own words.
Resources to assist with referencing can be found under the Advice and Resources section on your assessment tab.
References (& written expression) (4 marks)
-2540375285The following content SHOULD NOT appear on your POSTER. These responses appear in this word document only.
0The following content SHOULD NOT appear on your POSTER. These responses appear in this word document only.
Reflections (4 marks)
left673735**In this document only not to be included on the poster**
In one-two paragraphs, describe how your (human-induced) conservation problem that you chose for your proposal (Assessment 1) is linked or potentially linked to trauma for people, animals, and the environment. Trauma may be physical or psychological or both for people and animals. Remember, the wellbeing/health of the environment/people/animals are all interconnected. (2 marks)
**In this document only not to be included on the poster**
In one-two paragraphs, describe how your (human-induced) conservation problem that you chose for your proposal (Assessment 1) is linked or potentially linked to trauma for people, animals, and the environment. Trauma may be physical or psychological or both for people and animals. Remember, the wellbeing/health of the environment/people/animals are all interconnected. (2 marks)
How is the human-induced environmental problem you chose linked to trauma for people, animals and the environment? (word count NA for this section)
left647065**In this document only not to be included on the poster**
In one paragraph, reflect on why it is important to work with experts from other areas or disciplines, with industry and other stakeholders, such as community groups, to tackle human-induced environmental problems. (2 marks)
**In this document only not to be included on the poster**
In one paragraph, reflect on why it is important to work with experts from other areas or disciplines, with industry and other stakeholders, such as community groups, to tackle human-induced environmental problems. (2 marks)
Working with interdisciplinary experts, industry & other stakeholders (word count NA for this section)
POSTER PRESENTATION (5 marks)- upload as separate file
Feedback from Marker
Criteria Mark
POSTCARD
Behaviour-change slogan/statement (2 marks)
Short paragraph describing the intention of the campaign (2 marks)
POSTER/ PILOT STUDY PROJECT PROPOSAL
Human-induced problem & how Conservation Psychology can help (5 marks)
Behaviour-change pilot project and tools for behaviour change (5 marks)
Similar projects or studies (2 marks)
Target Audience and Target Behaviour (4 marks)
Potential Barriers & Benefits (6 marks)
Partners & Stakeholders (6 marks)
References (& written expression) (4 marks)
REFLECTIONS
How is the human-induced environmental problem you chose linked to trauma for people, animals and the environment? (2 marks)
Working with interdisciplinary experts, industry & other stakeholders (2 marks)
POSTER PRESENTATION (5 marks) Overall comments
Assessment description
In this assessment, you will be refining and strengthening your original proposal to present in a Poster format appropriate for an academic conference. You will need to demonstrate an ability to communicate at both an academic and lay-person level across your assessment. As your poster presentation builds on your original proposal, you will be required to expand on, and combine, some of the sections from Assessment 1. You should also be considering the feedback you received from this first assessment to guide any changes you may need to make to strengthen this final submission.
This learning is important as businesses and local/state/federal governments are expected to become greener, reduce their carbon footprint and implement behaviour change in workplaces and society more generally. Employers will need expertise from social scientists including experts in conservation psychology to design and implement behaviour-change projects (e.g. to reduce energy use, increase use of public transport, reduce damage to natural environments, increase protection of native species, change diets to protect environments and health). Addressing wicked problems through design thinking utilises interdisciplinary expertise, and psychology experts are working collaboratively with other experts and community partners to encourage innovative and effective campaigns to change problem human behaviours to protect our precious natural environments and biodiversity.
IMPORTANT:DO NOT undertake the behaviour-change project in any way or collect any data (as this would require Human Research Ethics Approval, which we do not have for this course!)
Aims
This assessment aims to have you refine and strengthen your earlier proposal of a behaviour-change intervention following reflection on your feedback from Assessment 1, and to present your ideas in a mode appropriate for the broader academic community.
By completing this assessment, you will be able to:
CO2: Demonstrate an advanced understanding of psychological principles of advertising and persuasion, and principles of behaviour change, and the ethical issues related to applications of these principlesCO4: Critically evaluate current research in an area of conservation, identifying a threat or problem relevant to conservation of a species or environment that may be addressed through ethical human behaviour changeCO5: Critically evaluate a conservation issue, develop a behaviour change message related to the conservation issue, and present this message through means appropriate to the relevant audience
Criteria
PILOT STUDY PROJECT PROPOSAL: Identifies and summarises key background information relating to the specific problem and human behaviour, the proposed strategies/tools and similar projects. (25%)
TARGET AUDIENCE AND TARGET BEHAVIOUR: Justifies link between target audience and proposed behaviour change. Describes the simple, specific and reasonable target behaviour. (10%)
POTENTIAL BARRIERS/BENEFITS: Describe three possible barriers and three benefits that the target audience may experience when engaging in target behaviour. (15%)
PARTNERS and STAKEHOLDERS: Identify potential partners & stakeholders to help in successfully achieving behaviour change in target audience. (15%)
REFLECTIONS: Reflects on the human, animal, and environmental trauma of the chosen environmental issue and the importance of consulting interdisciplinary, industry, and stakeholder opinion when tackling human-induced environmental issues. (10%)
WRITTEN EXPRESSION AND REFERENCING: The written expression in the proposal is of high quality (free from spelling, grammar and language errors), and is organised and structured in a logical fashion. Correctly formats references using the APA 7thedition conventions. (10%)
VISUAL PRESENTATION: The presentation of the poster is visually appealing in terms of layout and includes both sides of the postcard. It would be suitable to present at a conference. (10%)
INFORMATION FROM POSTCARD AND SHORT PARAGRAPH: The logo/image and behavioural change message is of high quality. The short paragraph clearly describes the intention of the campaign, behaviour, benefits and includes additional resources. (5%)
Students please note:The word count isapproximately 800 words allocated to the poster; 800 words to the word document and 400 words for the self-reflection, with an overall word count of 2,000 words +/- 10%. Ensure that the poster is legible, looks professional, the content is identical in the word version, and that insight is shown in the reflective exercise.
Mark as doneInstructions
There are several components to this second assessment.Be sure to read the instructions carefully so you include all parts.
1.Download theWritten Responses Template(Word).
2.Read through the detailed instructions and word counts included in the Written Responses template. Use these to guide your preparation of the required responses.
3.Once you have completed your responses to each of the sections in theWritten Responses Template, download one of thePoster Templatefiles(templates can be found in Week 4)and begin putting your poster together. Most of the written sections from the Word document will need to be copied across into the poster.
You can edit the formatting of the text (e.g. size) as required on the poster, but DO NOT add/edit/remove any of the written text. Thetext must be exactly the samein both the Word file and PowerPoint Poster file.
4.Submit your completed Written Responses Template (Word) and Poster (PowerPoint) files via the submission link below.You will need to submit BOTH files.NOTE:You can submit your document using the submission link as many times as you need PRIOR to the due date. This will allow you to check your Turnitin report and adjust your assessment if needed. Once the due date has passed though, the link will close, and no further submissions/changes can be made.
How to created poster
https://youtu.be/_WnhoIbfcoM
Assessment two Zoom_default
Host Kingsley Norris
Workspace UNISA
Length 1:02:14
Start Time 5:11 PM on Nov 7, 2023
Exported 8:11 PM on Nov 7, 2023
Highlights 0
Recording Link https://grain.com/share/recording/a2582bea-1874-4e37-812d-2c93aaf9cc16/UFevQepm4mhuBf5AxTmEHcH8hBi6fIGeE24mqstA
Participants
Transcription
Speaker 100:04All right, I'm back. I'm going to quickly reclaim the host. Annie, I hope the power hasn't gone to your head.
Speaker 200:13No, I was thinking what I could do.
Speaker 300:15What could do?
Speaker 100:17Well, if you want to run the zoom, you're probably going to do a better job than I am at this point. Yes. Success. Okay, it. Can everybody see my screen? Amazing. All right, let's get this show on the road, shall we? Okay, so the assignment, I'm going to go through the instructions bit by bit, but I did just want to first address probably the most asked question and component of the forum we've been getting, and that is about the word count. And so I came up with this little graphical explanation, which I'm hoping will be a very nice accompaniment, because quite often when I try and explain this, I butcher the words and it becomes more confusing. And I can post this on the forum if it's helpful for everybody. So, as part of this assignment, there are two elements. You'll submit two files when you complete this assessment. One is a word template and one is a PowerPoint poster. And so the overall point of this assessment is to put in practice what we've been learning about CBSM and behavior change, but also what we've been learning about some of the more practical elements of research. And that is presenting at a conference with a conference poster. And so this assignment kind of combines both of those things in that you will be answering the template, but the idea is that you'll be presenting it as a poster. And so the point of having the poster and the word template, as I think in the past turn it in, has had some trouble with assessing different file types like PowerPoint. And so it's just basically easier to have two files so that Turner in can properly scan it. And also, it's a lot easier for markers to leave track changes, feedback and comments on a word template than it is on a PowerPoint. So it's a lot easier for you to receive clear feedback on a word file. That's essentially the reason why. And so to get into the word count side of it. So, got a lot of questions about the postcard element, and it says na there for the word count. And so that means for this section, that counts as zero words. That's not counting your word count at all. At all. Sorry. Because even if you include it as text on your template, your word template, it'll be an image form on the poster. And so it doesn't make sense to counter as words for one and then not as the other. So that is null and void zero. That whole first page of the template is basically zero words. What is zero words? And so now in the word template and on the poster, there are a number of headings that you need to fill out your responses to. A lot of this is quite similar to the assessment one, and that's what I'm about to go through in a minute. And so basically, the sum of all of these should be around 800 words. If you go through and add up each of the sections, it equals 740, which leaves around 60 words, give or take, for the partners and stakeholders, because that is just basically a dot point list. Sometimes it's more confusing to assign a word count to sections like that, because then how long is a piece of string? It should just be dot points and a few words for each one, basically. But I'll go through that in detail when I get to that section on the instructions. And so the main point with this is that all of these headings that you're answering on the template, you will copy and paste and format to the poster template. So these should be identical. You shouldn't be cutting it down or anything like that to fit on the poster, they have to be exactly the same. And so we'll be checking that the text matches, and if it doesn't, you'll have marks deducted. This is basically following, like I was saying before, pretty much putting our theory and skills in practice here and trying to make a conference post. And so a lot of the time, conference posts are around 800 words. And so it's really about kind of taking these complex ideas and kind of summarizing them in a concise way and then presenting them like we would at a conference to the public. Obviously, in a normal conference situation, you'd probably have graphs and charts and figures and stuff like that, which we don't have here. There is a minor difference there, but that is, in essence, the idea. And so these both count as 800 words, but they are 800 of the exact same words. And so really, you're getting up with a bit of a discount here, because you're getting 1600 words worth of content, but only writing 800. And so this is the maths here. 800. 800 of the identical text is 1600. And then if you scroll down to the bottom of the word template, which is very important, because I've actually had students in the past just not even scroll down to the bottom of the word template, and they've missed the reflections entirely. So make sure you do answer these. So there'll be two prompts there, and you need to answer both of them. And just by doing our maths, there's a maximum workout of 2600 from these. That leaves us with about 400 words there to answer these reflective prompts. Again, these are kind of estimates. If you find.
Speaker 105:53If you find you got a little bit over here, that just means you need to go under here. And that's the kind of decisions that you need to make about your assessment and where you feel comfortable, I guess maybe going over in one section and under in another. Yeah, so either way. So the 1600 from the both those plus the 400 reflection equals 2000. And like in the other assessment, there is a 10% allowance in addition. So there's an absolute max here of 2200. I will actually break my rule here and stop and ask if anyone has any questions about that while we're going through this. Has the visual run through been helpful or more confusing? Okay, excellent. I will talk a little bit about word counts and stuff as well as I'm going through the assessment template.
Speaker 106:58Okay, speaking of the level. So this is the assessment template, very similar to the first one and every other UA template. Delete the boxes, fill in the blanks, essentially. And so there have also been quite a few questions about this first page here with the postcard. So I have done up a little bit of an example just because quite a few of the responses to some questions are kind of whatever you think or whatever you feel. And I know sometimes if you're stressing about something, that can actually be worse advice. So I'm just going to show you actually what that might look like in practice. And so obviously on your assessment, these will probably fit on the same page once you've deleted this text and this box and stuff like that. But I've just kept them on here just so we can see the instructions quite clearly. So on the first page of the template, we will be adding to the postcard logo image that we made in assessment one. And so it says copy paste your slogan or statement exactly as it appears on the postcard and your poster. This is the front of the postcard. And so just like it says, you can just have the text here. You don't need to include the image as a personal preference. I like seeing the image there. I think it gives just a bit more context and it means I don't have to go swapping back and forth between this template and the PowerPoint all the time. I could just see it all in front of me. So that's my personal preference. You won't lose marks if you just include text or just include the image. As long as there's a space for a marker to make a comment and give you feedback, then it's fine. As I said, it's just a personal preference me that I like to see both here, but that's totally up to you. And so the front of the postcard will just be exactly that. You don't need to write anything more as long as it's whatever's on the front and it matches and it's identical. That's good. Of course, taking into account any feedback you might have received in the first assessment to maybe any modifications you needed to make to your logo for your postcard. And then again, just a reference here for the image, the same as assessment one. And so this is the new element of this one. And so here is where wE're crafting the back of the postcard. And if you think back to assessment one, I described it as basically imagine you're targeting shoppers at a supermarket and you are being one of those people who stands out the front and tries to build your case to customers walking inside for whatever cause it is. This is something you can imagine that you'd be giving members of your target audience just to give them an idea of what you're trying to do. You're trying to raise awareness about this thing. You're trying to get them to engage in a behavior or disengage in a different behavior, whatever it may be. This is what you can imagine you're handing out to people, your target audience. And so on the back of this postcard, you're writing a message to your target audience describing what it is they need to do, benefits to them and where they can go to learn more. And so again, this is meant to be identical to what will be presented in your poster, and it is the back of the postcard. And so I've just made up one here as an example. That's fake text, so don't stress about that. But essentially, I haven't included it here. But there's been a few questions before about phrasing and how we word this and what we're meant to say and that type of thing. So again, this is meant to be something you'd hand out to your target audience. So it should be messaged, and the messaging style should be aimed at whoever your audience is. If your audience is children, you can write it in a way that you would want to advertise something to children. It can be adaptive, or it should be adaptive to your audience. And so you can be a bit less academic here, be a bit more casual in your phrasing. You can use contractions and you might want to use a rhyme or a pun or something. That's really attention grabby. You don't have to do those things. If you're worried about creativity here, the point is that you're covering these points here. You're telling these people what it is they need to do. And the important thing here is benefits to them. So we keep harping on about this when it comes to behavior change, that a lot of people don't want to change their behaviors. And so until there is something waved in front of their face that tells them this is going to benefit you. And so this is where you'd really want to highlight that to people. Like, oh, I'm walking into to the supermarket and there's somebody telling me I need to do this or I need to do that. Oh, hang on. This thing they've given me told me it's going to save me money or it's going to save me time or it's going to be more efficient, convenient. That's the type of thing we're thinking. We're trying to get those naysayers on board here by telling them how this might benefit them. And so these don't need to be new benefits. They are expected to do the benefits you've already come up with, but it's just perhaps presenting them in a way that's a bit more conversational. And so where they can go to learn more. So you should include a link at the bottom here, just a sample website here to somewhere they can go to learn more. And this could mean several things. So this could be where they could go to learn more about the environmental issue that you're focusing on more broadly. For example, this would be where they can go to learn more about deforestation in Australia, or it could also be a link to go to learn more about the behavior change you're wanting them to make. And so it could also be a link to meet free Monday's website or something like that. So the learn more part here is kind of up to you. What you are suggesting that the audience go and learn about. We won't really be looking too closely into that. It's just more important that it's relevant in the context of what you've written here on the back and the context of your project. So yes, there should be a link to a real resource. We're quite loose here with what that can be. It could be a peer reviewed study if that's what you want. But think more practically, like we're handing this out to people, laypeople, general people on the street. Do they want to go and read a peer reviewed paper? Probably not. Sometimes it's more effective to give them a link to a website or a blog or an organization report or something like that. That maybe is a bit easier to understand. And so that's the type of resource we're looking for here. So it should be real. And I guess the overall essence of this is just speak conversationally, try and be a bit, I guess, persuasive in your messaging as well, that type of thing. It doesn't have to be long, just like a few sentences, a paragraph, demos. Again, just covering these main points in the context of your project. And so you might see here, again, I've got both the image and the same text, just because that is personally how I prefer to see it. But if that's not your vibe, you don't have to do that at all.
Speaker 114:01Okay, so first section here, this will be quite similar to the intro you did in assessment one, but you will notice that this section is still approximately 200 words. But we have an added thing to talk about here. And so that means you're probably going to have to take what you wrote in your original intro and concise it down a little bit, condense it a little bit, which should be fine. Again, this is mostly what you've written in the assessment one, of course, taking account of any feedback you received as well. Of course, most of the feedback is probably more detail needed, more detail needed. Now you're being told to condense it again, one of the beauties and challenges of these assignments. And so just like the first assessment, you're covering the same main points here, which is talking about a specific problem that comes from human behavior, that is having some harm on an environment or species. Again, you do need to highlight the exact species or environment that is being impacted when you're describing this. There is a slight change here as well, and I'll point these out in this zoom. There's quite a few small changes that we'll be keeping an eye on, very small. Like now we need three peer reviewed references here instead of two and stuff like that. And so make sure you're just keeping an eye on these as well. So same as you've written assessment one, but maybe just more of an overview or summary in a more condensed manner here, because then at the bottom, we're going to lead into something New, which is describe how conservation psychology can help provide solutions to problems caused by human behavior. And so I had a good question on the forum this morning about this, that this wording is quite general. Do we want to see describe how conservation psychology can help provide solutions generally? How does it work? Or do we want you to talk about how conservation psychology can help to fix deforestation specifically? Again, like a few of the other points, this is really going to be up to you and how you presented your introduction and what you feel flows on best. I said in the forum, you might wish to say, because you've just spoken about all this environmental issue, and you might then use to lead into the conservation psychology part by saying one way to fix deforestation is conservation psychology. Conservation psychology is. And then talk about it more broadly or generally. That's just one example I can think of that kind of touches on both. There you've incorporated the environmental issue and you're speaking generally. But the main point here is that it demonstrates an understanding of conservation psychology as a field and how it can be applied to fix environmental issues in general or in your specific circumstance of your chosen environmental issue. So either of those are fine. It's mostly about just demonstrating that you know what you're talking about. This section will need two peer reviewed journal articles specifically about conservation psychology. So you might like to go back to week one and just have a look at some of the recommended readings we've included there, and they'll probably be your best bet for kind of general resources about conservation psychology.
Speaker 117:12All right, so we're hopping straight into the project and the tools. So again, this would be very similar to assessment one, except in this assessment you need to start, and this often gets missed. You'll need to start with describing your idea for the pilot project and then getting into the tools. So a very brief one or two sentences just to orientate the reader about what your project is. Because if we're following this in the template format, you're talking about your problem behavior and the environmental issue and then going straight into the tools markers. Unfortunately, don't memorize every single assignment. And so we do need to be reorientated here about what your project actually is. And so this will be where you say, to fix the problem of deforestation, members of RSL Club are being asked to go meet free on Mondays, once a week. That's pretty much all you need here to set the scene in the context, which will help really improve understanding of the tools. It's a lot easier to understand the tools if we know the context. Of course, I could just go and scroll down and read and orientate myself. But this is easier. So yeah, just one or two sentences here, just reorientating the reader to the context of what your project is and the idea behind it basically doesn't have to be detailed. Just set the scene a little bit. And so then you'll get into the tools here that you came up with in assessment one. Of course, taking on any feedback, again, you need to cite this source. It should be the same one that you cited in assessment one and list the tools. This can be dot point or whatever format you choose. I know quite a few people have been struggling with the 200 word approximation here. So whatever format you think I guess gets your point across and sticks within the word limit is fine. Importantly, I know a few students had really great tools, but didn't label them as how they are in Mackenzie Moore, which is fine in assessment one, but in assessment two now we should be using the correct terminology and language. So you are fitting your ideas into these categories. So you don't need to have a tool for every category there, but you need to state which category each of your idea falls under. And very importantly here is now we also need to be defining each category before providing your ideas that fit into that category. I've also had a really good question on the forum from Mitch about that, about how you might go about formatting that in the tight word count here. Basically, this doesn't need to be super detailed either. Again, just showing that you actually know what the tool is and how it's applied. And so you might say, again, club members of an RSL are going meet free on Monday, and then I'll go into my tools and I might use dot points and say, prompt. A prompt is a reminder to blah blah blah blah. A prompt will be used in this way. That's like the most bare bones, basic way of doing it, but it ticks the boxes there. So you just need to be sure you are defining what these things are when you're giving your example of how that will be used in your project. My example to Mitch was especially if you have perhaps some more complex strategies that incorporate more than one tool as part of the strategy. You may wish to just define them all in a beginning paragraph at the top and then list them. It doesn't really matter as long as the definition is there with the explanation of what your tool is.
Speaker 120:52All right, so the similar projects or studies, again, this is quite similar to the first assessment. A lot of you can and will keep the same elements here. Basically as the first one, this section now in this assignment has opened up a little bit and now can include peer reviewed studies or government reports or something like that. You don't have to go out and look for a peer reviewed study. You can absolutely keep the same campaigns and projects you use in assessment one, if they worked for you, if you were happy with them, you can absolutely keep them. It's just important. If you are switching up and finding a study or a report, it does need to have this appropriate APA information, which you should have given most of that with the campaign before anyway. But obviously, if it's a peer reviewed study, it probably has more information than some website campaign or something. So that does need to be included if you are using a study here. But again, if you are just using a website campaign, you can just keep the same information you had before. Again, it is still two here, and you do still need to describe in one or two sentences how it is similar to your proposal and then any additional details, especially if it was a study, where it was conducted, when it was conducted, and how some, again, website or organizational campaigns might not have this information available. And if they don't, you should mention this quite clearly. So it's demonstrated to us that you have tried to find that information and it just isn't there. It's much better than not including that information and then having us assume that you just haven't looked for it.
Speaker 122:43Target audience and behavior so again, this would be very similar to the first assessment. It's only 120 words, though, so you need to be concise here. So again, you'll be describing your target audience again, including some justification and specificity here about who your audience is, why they were chosen, why they're relevant. Most of this section will be taken up by the target audience. You only need to very briefly mention what your behavior change is when you're writing your behavior change message. And so again, you might have written here, my target audience are club members at the local RSL where I live, or whatever. They're relevant because they have sit down meals here once a week. They're a captive audience, basically, blah, blah, blah. Justify your audience there. And then at the end, I would say the behaviors that RSO club members are being asked to do is go meet free once a week at their club meals. And then I would write the behavior change message. You just want it to be really clear here what you're actually asking people to do. This should be clear in the behavior change statement as well, but just, I guess, double insurance. I would write it both ways.
Speaker 124:02Okay. Barriers and benefits again, we've been through this before in assessment one, except now there are a few changes for this one that are a bit tricky, so you need to keep your eyes peeled. There are now three barriers and three benefits needed. So before I think it was just two, and now it is three.
Speaker 124:25Again, we need to be using appropriate terminology, just like an assessment one. And so go a bit further than just internal or external. Give them appropriate labelings such as psychological, physical, sociocultural, et cetera. And a very important point here. This should probably be highlighted as well. Each of the barriers and benefits should come from different categories and that wording can be a bit confusing. This doesn't mean that you can't have a physical barrier and a physical benefit. You absolutely can. I would consider barriers and benefits as separate for this. So basically you need to have three barriers of different kinds and then three benefits of different kinds. There can be overlap between the barriers and benefits. So basically you don't need six different categories. You can get away with three, but just they can't all be the same in the barriers and all be the same in the benefits, if that makes sense.
Speaker 125:29Partners and stakeholders. Again, this will be very similar to assessment one, but there are some tricks thrown in here for those who are keen eyed. So for now, in the researchers and experts and NGO charity interest group sections, you needed to give two examples here instead of one. So in assessment one, you would have given one expert for each category. Now you're giving two in the researcher and organization sections, again, this word count has na. This is what I was talking about before, because it's just dot points and like a couple of words or a few words for each one. It's quite hard to assign a word count here, but with the rest of the, again, if you add up all of these ones, it equals 740. So that technically leaves 60 words here. But again, these are approximations. So if you're a bit over, a bit under, it doesn't matter as long as the total is under 2200, excluding headings and references. As I gave advice in assessment one here, if you're trying to save words, quite often the government body and the NGO can literally just be the name and a link. But quite often for the researcher and the spokesperson or celebrity, there needs to be just a very brief qualifier here explaining why they're relevant. And so, for example, researcher expert, you could just write Dr. Aaron Skinner, being generous here. Dr. Aaron Skinner. But I don't know who Dr. Aaron Skinner is. I don't know why they would be relevant to your topic. And so again, for your study, you might like to say Dr. Aaron Skinner, and then in brackets write microplastics researcher. Just something very small that gives us a little bit of insight into why they're relevant here. Again with the celebrity. So you might like to put Leonardo DiCaprio, and then in brackets, actor and climate activist. Again, just giving a tiny bit of insight to why they're appropriate here. You don't want your markets to be assuming things. You want to lead them straight to the point. So it's in front of their face. And again, a lot of the time, the government body and the NGO, it'll be in the name what they are, like Department of Climate Change, Energy and Water. That's kind of intuitive. Why it's relevant to a lot of people's projects, or like, meet free Mondays. It's in the name. So if you're really, really looking to cut words there, you don't need a qualifier there. But I would definitely keep it in for the celebrity and the researcher just because quite often it's not as common.
Speaker 128:18Okay, so references and written expression. Again, references should be to APA style seven. If you're having trouble with your referencing or, you know, in the past you've had trouble with your referencing, please reach out on the form or via email. I've got a million and one handy resources that I even still use every single day to help me with my referencing, and I would love to share them. So please reach out if that's something that's relevant to you. Written expression was not marked in assessment one and it will be marked in assessment two. So just something to keep an eye on if maybe you received a lot of feedback in assessment one about written expression. Just that. Yeah. This will now be part of the marking criteria for this assessment.
Speaker 129:04And this is what I mean, you have to keep going because there's more. So it says brightly here in red up the top that the reflections do not go on the poster. So if you've been stressing, thinking how you're going to fit everything on there, maybe it's a little bit of reprieve to know that you don't need the reflections on there. I know it's quite tight, even without them. Okay, so the reflections, there's two prompts, and you do need to answer both of them. So the first one is, how is a human induced environmental problem you chose linked to trauma for people, animals and the environment? And so again, I had received a good question about this on the forum, because a lot of the time, the environmental problem might be multifactorial. The example on the forum was that the broader problem was urbanization and urban density. The specific problem was native pollinators. So destruction of habitat for bees and other pollinators. And so which topic do I talk about here? That was the question. And so again, one of those annoying answers, it's up to you. If you see urbanization as the true issue here and you feel quite passionate about that, talk about that. If you've spent this whole time, though, really narrowly focusing on destruction of habitat or habitat planting for native pollinators and you think that you're happy talking about that, talk about that. The important thing here is that you're showing reflection and answering the prompt. We won't be critical if, unless you're talking about a topic here that isn't related to your environmental issue that you've talked about in the whole assessment, it's fine. And so in one to two paragraphs, describe how your human induced Conservation problem is linked or potentially linked to trauma for people, animals and the environment. So trauma does not only mean physical, it can be psychological for both people and animals. So remember the well being and health of the environment. People and animals are all interconnected. And so that's a good hint there. So if you think my environmental issues solely impacts an ecosystem that is animal and plant life only, you have to think of maybe a bit more broadly about how human well being depends on the existence of animals and plant life anyway. And so that's what we mean by interconnected here. Even if your problem might seem far removed from humans, we're all connected in a circle, in a cycle, in its ecosystem. And so in one way or another, these environmental issues do impact human well being.
Speaker 131:53So it says one to two paragraphs, but this is 400 words for all of it, so that I know it's going to be quite tight here. So just keep that in mind. And they're also worth two marks each. And so while these questions are really juicy, and I feel like if you're passionate about this topic, you could probably, like me, go on forever about the impacts of these issues. Just keep that in mind if you're getting stress here. Is it worth it if you're going over the word count for two marks and two marks when other sections are six marks? Just a bit of perspective there. So the second prompt is working with interdisciplinary experts, industry and other stakeholders. And so in one paragraph, reflect on why it is important to work with experts from other areas or disciplines, with industry and other stakeholders, such as community groups. That's a very long sentence to tackle human induced environmental problems. So pretty straightforward there for this one doesn't necessarily need to be in the context of your behavior change issue. You can be speaking Generally here. But again, if you wish to center this on your issue and why in your context this is important, then that's absolutely fine. I will in a moment just direct us to the rubric, just because there are some good insights from the rubric about the reflection section. I know in some other courses there are specific styles of reflective processes and reflective cycles that can be employed. We aren't looking for that here. Again, they're very short. Like this is one paragraph, this is one to two paragraph. They're quite short. If that's what you feel like you've been trained in, though, and that's how you automatically go to approach your reflections. Absolutely, go for it. But we won't be looking for that per se. But again, if that's how you find yourself naturally approaching reflective activities from now on, then go for it. And if you feel like it gives you a better reflection, go for it. But yeah, we won't be looking to see if you've ticked all four of the reflective cycles in this reflection or not. That's not something we cover in this course. If you look on the rubric, the very high level responses, the HD level in this section, it talks about critical evaluation. And so this is kind of where we might want to see some resources. I'll go through that more in a second, but yeah, just to keep that in mind, it's not necessarily just a personal reflection, although I always really value seeing a bit of personal reflection in reflections because that's what they are. Integration between existing research and personal learnings I think is the optimal for here. But again, I'll just get into that in a minute. And so the poster presentation part is down here. And this is where you will receive feedback for your poster. So you'll only receive one file back in your marking, and so you might receive a comment here. Great poster, blah blah blah blah blah. And it'll tell you if there's any feedback on your poster here that you need to know about how it's influenced your marks. And then at the bottom here, get a Nice lovely massive breakdown of all of the marks. And so I'm just going to stop sharing for 1 second
Speaker 135:27before I share again.
Speaker 135:34Sorry, I feel like I'm speeding through it a little bit, but I did waste about a good ten minutes at the start with my technical issues.
Speaker 235:56Is it question Time? Because I just muted you for a minute while I sorted my children out. Did you just say it's question time?
Speaker 136:02No, not yet. Sorry. I'm just about to show a couple more things.
Speaker 236:06Oh, sorry, I'll mute myself.
Speaker 136:07No, you're all good.
Speaker 136:13I usually have all of my tabs up, but I had to close my chrome to restart it.
Speaker 136:33Okay, I'm just going to share again.
Speaker 136:38All right, so here is the rubric.
Speaker 136:44And I just wanted to direct your attention specifically to the reflections part. And so I don't know, I wouldn't take the rubric as gospel, and I don't know if that's controversial to say, but I said this in assessment one as well. If you're thinking, oh, do I follow the rubric? Do I follow the template? The template is the most up to date resource. So that is your holy grail. This is a guide, more so, to show kind of the differences between grade bands and what might be expected at different levels. And the reason I say I wouldn't take this as gospel is because there are some sections in the template that aren't in this rubric. I don't know why. So take that. Take that with a grain of salt. But the reflection section in this rubic is very handy. And I think I have been suggesting all students take a look just because it is a good guide to the different levels of reflection that we'll be looking at here. Again, we won't be following a specific reflective cycle. And so the real HD level here involves a critical analysis of how the human induced environmental problem is linked to the content and contributed to students understanding. And so the critical analysis part here, I would expect to involve references. And so there has been some questions about if references are expected. You don't need to have references to pass this section, but if you are aiming for the high level here, I would expect the real HD levels of reflections here to include critical evaluation of existing literature, as well as some of the more personal reflection here contributed to students understandings.
Speaker 138:38Yeah, and that just talks about kind of the second one there. So that's just what I wanted to point out specifically on the rubric about the reflections. You can access the rubric under the assessments tab. It's there for everyone to see and take a look again. There are some quite good things here about, I guess, just the differences between what we'd expect at each grade band here when talking about the poster and whatnot. There have been a lot of questions about poster presentation, and so I just wanted to show as well, that, much like the logo, we aren't allocating grades based on how pretty the posters are. And so you don't need to get caught up in whether it's super creative or aesthetic or anything like that. We're mainly looking for clarity here and if it would be appropriate to present at a conference, basically. And so there were the templates available on the course page. I'm hoping most people have had a look at those or downloaded them or maybe start. And so you can follow those templates and absolutely get a five out of five score there, easy. Some students who are perhaps more creatively inclined can go on canva and make their own. The important thing is that the headings are the same and that the structure is basically the same. I wouldn't deviate too far from the structure, broad structure of the template. And again, that's only for students who really like. What I'm trying to get across here is that you won't get extra marks if you go away and do that. And so if you're struggling with time here, it might not be worth it. If that's just going to cause you stress. You can absolutely get a great grade just using the template from the website. That being said, I'm just going to show you that visually here, I've got a few examples. And so this is a student's poster from conservation Psych Internal this year, and so they've gone off and designed their own, and I think it looks quite good. The important thing here is that everything's very clear, it's very orderly, it's very organized, the white background, black font, very easy to read. The fonts are reasonable size, they've organized their references quite well. They've got all of the correct things. I will just add quickly, if you're looking at this, the content of what's written isn't marked on the poster, that's marked on the template. So this. I'm purely looking at this visually, I'm not looking at what they've got written. It's more so how it's written, how it's presented. Can I read it? Is it white font on a yellow background? That's just impossible to read. So, yeah, this would be very typical of something you might see at a conference. Again, normally conference posters would have, like, graphs and figures and tables. Of course, we can't have that in this assignment. There's no need for it. There's no room for it. So this is the next best thing. I will just point out the references. Oh, no, spinning Wheel of death. Okay. The references here, they're quite small. I've given out a few tips about how to fit references because that seems to be coming up a lot. What's important here is that the content is identical. There aren't penalties if you don't use hanging indentation on the poster. Sometimes that can be really finicky on PowerPoint. And so what's important is that you've just got the same references. They don't need to be hanging indentation or anything like that. They still need to be alphabetical order, they still need to have italics where italics are needed. And that type of thing still needs to be the APA in that respect. Just don't stress if you are having trouble getting the hanging indentation, because sometimes it just is really finicky and just doesn't work. So that isn't an issue. The I've told students they can minimize the referencing font too far. Too far, minimizing the referencing font as much as they can to fit it on theRe, because we do have some lenience here. The body text needs to be reasonable. That needs to be a reasonable font size that you would expect to be able to read. The references, though I'm a bit more lenient, and they can be quite small. They can be zoomable to read. Basically, some students do what this student has and put it into columns. I'm not sure if that actually equates to more space. I don't know. Some people prefer it though. So if you want to put it in columns, you absolutely can. If you use references for your reflection section, those references don't need to be on the poster. You can format them in one reference list on your word template, or you can format them in two reference lists. If you want to have another reference list after reflections, just be really clear. That's up to you. But yeah, any references you use in the reflections don't need to be on the poster, if that helps as well. And so, yeah, this was quite a good poster here. And I'll just show you. This is another poster. This one's from the templates. This one's called the exact same grade as the other one. And so that's just to show you that you can still get a really good grade from this if you are just downloading the template from the website. So hopefully that gives people a bit of confidence there. I will give you an example as well of one that received a bit of critique, and that is cure. And so this student has gone away and made their own. But there are quite a few elements here that detract from the clarity of the poster. And so the font is quite small and a lot of the time it goes right to the edges there and it's quite hard to read. The lines are not very wide. This cross hatch background. Sometimes a lot of people don't like that on their eyes either. The postcards are very different in sizing, and this is not to the appropriate dimensions. That's what's really important. If you're going away and making your own somewhere, it needs to be the same dimensions as a normal Powerpoint. Otherwise it's not fair to other students. If you're going away and making a massive poster that can fit more things onto it, that's just not fair. And so, yeah, this isn't to 16 X nine dimensions as it would be a standard PowerPoint as well. That's really important. The references are, like I said, I'm happy to Zoom, but I literally can't read that. And so this is what we're talking about. It's really about clarity. And so hopefully that kind of exemplifies the difference there between something that's easy to read and then something that's not. Again, it's not about looks, it's not about creativity, it's about readability, basically. I will quickly go through
Speaker 146:08canva quickly in case anyone was interested in that avenue. And so just on Canva's website, there is a presentation template here that is the correct sizing of a standard PowerPoint. So this would be the same size as if you downloaded the template off the website. And so you can just create a blank one.
Speaker 146:34Or there are lots of templates that you can choose, mainly for background purposes, obviously, because we need to follow the same headings and structure. Anyway, the point is, I've got to add something to her also won't let me do it. You can download these as a PowerPoint
Speaker 146:59like that. It's a little bit difficult to find because it's not in the normal download section. It's down. I just lost it, just down here. So if that's something you're looking at when you are going to download it, it's not under download, it's under more. And then you scroll down and that allows you to save it as a PowerPoint file. You can upload PDF files as well, if for whatever reason you choose to. But for most students it would just be a Powerpoint file. I believe that is everything. So if you have questions, now is your time.
Speaker 247:47I have a question. In my proposal, I used an image that I found through some sort of Google search. It might have been when I was looking at I'm doing birds, my behavior changes. Planting native plants that support native bird populations. And I don't know where I found the picture and I can't find it again.
Speaker 148:09Right.
Speaker 248:10And I had my husband yesterday searching on his phone while he was doing things with the kids because I can't find it. So I found something else and I want to use it and I'm worried it's not as good. But is that okay to have a different image?
Speaker 148:26Yeah, that's totally fine. Oh, that's so unfortunate though. It's really elusive image.
Speaker 248:32I spent over 2 hours yesterday just trying to go back through all the journal articles that I've read and so.
Speaker 148:39Try to find something like that. Yeah, no, that's fine. As long as, again, just the same kind of factors that we considered before. As long as it's clear and it's whatever.
Speaker 248:50Then it was just a really good picture of a bird in grass anyway. And it was like all soft and.
Speaker 148:58Are you familiar with reverse image search?
Speaker 249:01Yeah, my husband's a software engineer and he was doing all that yesterday.
Speaker 149:06He's a bit more advanced than reverse image search. Wow. If a software engineer can't find it, I think it's been scrubbed from the Internet.
Speaker 249:13I'm sorry, I cannot. Anyway, the other thing I wanted to ask was in our reflections.
Speaker 149:21Like, we.
Speaker 249:24Don'T move out of third person, do we? We stay in third person.
Speaker 149:29Great question.
Speaker 249:32Because normally when we do reflective pieces in other subjects, we have to put in. If we follow the frameworks that we've been introduced to, we normally have to talk about it from our personal perspective a little bit, or how the content or the learning has influenced our perspective.
Speaker 149:49Yeah, I generally follow the same rule there in that it's a reflection. So you can go into that first person, especially if you're talking about your personal Understanding or personal learnings or experiences or whatever that may be. Sometimes that comes off as just weird. If you're talking to third person, one can imagine.
Speaker 250:08The other question I've got is around the Introduction, because I am struggling to introduce the problem behavior, the population, or the thing that's being impacted by the behavior, and then talk about conservation, psych, and how that can help because I feel like I need to put in some of the. For mine, it's about people having a little sign that they can put in their garden. Because there's heaps of people around here that have my garden putting native bees or something. So it's kind of similar to that. Am I supposed to talk about the actual plan in the introduction, the birds, the native plants, and then how conservation site can help to change behaviors and then also say what the proposal includes?
Speaker 151:04No. So you can speak very generally here about conservation psychology. Can help by understanding the knowledge, attitudes and behaviors that lead people to engage in environmentally friendly behavior or whatever. You can keep it very general. You don't need to go into exactly what your conservation psychology approach is. Okay.
Speaker 251:28So of the 200 words, how much of it would be spent discussing conservation? Psych.
Speaker 151:34You're probably not going to like my answer to that. No, it's really up to you. I would say probably not half, maybe like a third, I think. Yeah, maybe two thirds. And this is just kind of based on experience of reading lots of these assignments in the past. I would say typically it's about two thirds dedicated to the problem and the environmental ecosystem or species being harmed, and then one third, maybe to the conversation psychology.
Speaker 252:08Okay, that makes sense to me. All right, thank you.
Speaker 152:12That was Erin. Erin, got a question. I'm a bit confused about where we can use dot points.
Speaker 252:23Obviously, dot points are good because they're.
Speaker 152:25Very concise and you don't take a word. I've written down here, target audience and.
Speaker 252:31Target behavior, dot points, question mark. Obviously the introduction and that we're going.
Speaker 152:37To be in paragraphs. But is there a set plan on where we can use. Yeah, I could probably give you that again, just based on. It doesn't say in the template, but just based on reading a lot of these. Again. Yeah. Like you said, the introduction, no paragraphs,
Speaker 153:06the behavior changed. Pilot and tools. So again, we want a couple of sentences at the start, just explaining what your project is that should be in sentence form. Your tools can be in dot points with the definitions. Without the definitions, however, you end up formatting that they can be dot points. The similar projects or studies can be dot points. A lot of these are sentences as dot points. Sometimes dot points just take away a couple of words here and there that are like starting words. And so they're still sentences, but they're just getting rid of some of those old little connecting words that you don't need when you have dot points, the target audience and behavior. I would expect the target audience to be in sentences. I know it's confusing because in the template it's got dot points, but I'd expect that to be very similar to how it was presented in the first assessment. So just the sentences there. And then again, the behavior part of it is literally just a sentence. So you can have that as a dot point if you really want, but I don't think it'll make much difference. The word count there, the barriers and benefits can absolutely be dot points. That's how you write it. And sometimes you might write these things and then go to put them on your PowerPoint and realize they look a lot better as dot points. That happens a lot with the barriers and benefits, so that's totally fine as well. You might find that once you've gone to put it all together, some sections look better as dot points. On the poster. I will say if you've just got them as like sentence and then in the poster they're dot point. If they're still the exact same text, that's fine. You're not going to lose marks because one has a dot point in front of it and one doesn't. Does that makes sense? And the partners and stakeholders, that should be dot points as well. So really it's just the target audience and the description of the project and the introduction that a text form. Thank you. Realistically, I wouldn't expect you to lose very many marks. If you did have things as Dot points that weren't meant to be, you'd probably lose more marks just because you might have skimped out in some detail there that was missing. But that's just something to keep in mind.
Speaker 355:31Can I just ask a question about refining the target audience section? Because in the first assessment I'd put how the organization that I'd selected was chosen and I'd put through convenience sampling due to a lot of the employees exhibiting this behavior. Would that still be relevant here or would I have to get rid of that because I'm trying to cut down words and I don't know where to cut them from.
Speaker 155:55Yeah, that's always a challenge here because.
Speaker 356:00I've cut down the target behavior significantly, but it's just the audience here.
Speaker 156:04Yeah. Again, we'd still expect justification here for why that audience has chosen. And so if you still feel like you've got appropriate justification there and you can trim down on that, that's fine. The convenience sampling part of it as well. It shows great understanding of scientific and psychological principles, but it's not entirely necessary here. And so if you felt like that was an area you can cut, I feel like you'd be pretty safe to do that given you've got other justification as well. Okay, no worries.
Speaker 356:34Thank you.
Speaker 156:35Fine.
Speaker 156:39Were there any other questions
Speaker 156:47in line with that?
Speaker 356:48Does the target behavior need a justification? Or is it literally just a sentence stating what the target behavior is?
Speaker 156:57No. So in this one, you won't need to justify it. You just need to have what it is.
Speaker 257:03Okay.
Speaker 157:06Hopefully if you're struggling with words, you can cut down a bit there.
Speaker 357:09Yeah, that's helpful.
Speaker 157:17Okay, if there aren't any more burning questions, and feel free to interrupt me right now if they are. If there are. Sorry.
Speaker 357:26Yes, I have another question.
Speaker 157:27Go for it. I knew it. I was actually just stalling.
Speaker 357:31Thank you. Appreciate that. Regarding the visual presentation aspects of the poster,
Speaker 357:43how do I summarize this? I might be thinking too literally about this, so feel free to say that if I am the suggested resource on the assessment two page with the academic poster video.
Speaker 158:05Yeah.
Speaker 358:07In that, see, I couldn't figure out if those suggestions were correct, Apa or not. But she mentioned that the referencing on an academic poster should be as short as possible. Just like name, date and title of Journal and the DOI number. And I tried to check that against the APA website. I just couldn't find anything.
Speaker 158:37Yeah, I'm not sure about officially when attending conferences in that context, but definitely for the assessment. No, it should adhere to APA above all else because again, it should be identical to the word template. And so you can't have correct APA on the word template and then you've got rid of half the information on the poster because that would be getting rid of words, which is a big no no.
Speaker 359:05Yeah, that's. Yeah.
Speaker 259:06Okay.
Speaker 359:07Yeah, that makes sense. I just thought that that would cut down a lot of.
Speaker 359:14Also, will any marks be allocated to sponse and line spacing and stuff like that?
Speaker 159:23No. So the APA for the assessment refers only to referencing and. No, that's it, I think. Yeah. So no, you don't need to use like line indentation or two line spacing or anything like that. If you prefer to, that's fine. The only time I could see line spacing coming into it is perhaps on the poster if for some reason it's really hard to read. And maybe a bit of line spacing would help that if you have room. Most people won't, but I haven't really come across that as a major issue in the past. Anyway.
Speaker 31:00:01Yeah. Okay, cool. I think that's it. The only other thing was in the introduction for the references, the required referencing for the first part, decide at least three. The official reports. Does that include gray literature?
Speaker 11:00:23The official reports should be from organizations or government reports.
Speaker 31:00:29Government? Yeah.
Speaker 11:00:31Okay.
Speaker 31:00:31Yeah, I had a few government ones.
Speaker 11:00:33And I was fine. That's fine. In that context, I think it says peer reviewed all reports, so that includes government reports as well. So that will count towards that. But things like websites and stuff. Yes.
Speaker 21:00:47Cool.
Speaker 31:00:48Okay, thank you.
Speaker 11:00:52Did that prompt any more questions for anyone else?
Speaker 11:00:58No? Well, we do still have two more zooms for this week with Sarah and Jillian, so if you do come up with some more questions, please do attend one of those and have a chat about it. Otherwise, as usual will be all over the forums and the emails if anything crops up again. I would just reiterate here, if you know that referencing is a sticky point for you and you're a bit concerned about it, for the assessment, please flick me or the course email abuzz and I would love to help you out on that. I would love to help you out on any questions, so flick them through. Yeah, just mindful that we are going overtime now because of my delays at the start. Thank you all for sticking by during some technical difficulties. I promise I have used a computer before, so thank you for coming along, keeping me company tonight. I won't see anyone face to face before the assignment is due, so best of luck from me again. Just reach out if you have any more questions. But yeah, good luck in the meantime and enjoy the rest of your evenings.
Assessment 1: Proposal
Safeguarding Coral Reefs: Investigating Human Behavior and Shaping Conservation Strategies
Kingsley Norris
University of South Australia
Safeguarding Coral Reefs: Investigating Human Behavior and Shaping Conservation Strategies
Introduction
Coral reefs are among the most biodiverse and valuable marine ecosystems on Earth, but they are facing an unprecedented decline due to human activities. Overfishing, agricultural runoff pollution, and the widespread use of chemical sunscreens containing oxybenzone and octinoxate are all contributing to the degradation of coral reefs (Fabricius et al., 2005; Hughes et al., 2003).
This proposal aims to investigate the profound environmental repercussions of these behaviorsbehaviours on coral reefs, shedding light on the urgent need for intervention and behavioralbehavioural change. One of the most pressing concerns is the use of chemical sunscreens containing oxybenzone and octinoxate. When swimmers apply these sunscreens and then enter the water, the chemicals wash off and enter the marine environment. Even small amounts of oxybenzone and octinoxate can be harmful to coral reefs, and these chemicals can accumulate in coral tissues over time.
Oxybenzone and octinoxate have been linked to a number of detrimental effects on coral reefs, including bleaching, impaired growth, and increased susceptibility to diseases (Danovaro et al., 2008; Downs et al., 2016). In fact, several countries, including Hawaii and Palau, have banned the sale of sunscreens containing these chemicals in an effort to protect their coral reefs.
To address the multifaceted challenge of coral reef conservation, this proposal advocates for a comprehensive approach involving the promotion of reef-safe sunscreens in coastal regions. Ultimately, this study seeks to inform policy and public awareness efforts, emphasizing the crucial role of behavioral change in coral reef conservation.
By understanding the human behaviors that are impacting coral reefs and promoting sustainable practices, we can help to protect these vital ecosystems for future generations.
Target Audience and Target Behaviour
The target audience for the proposed behavior change project , "Safeguarding Coral Reefs: Investigating Human Behavior and Shaping Conservation Strategies," primarily includes individuals residing in coastal regions and tourists who visit these areas. Coastal regions, encompassing villages, suburbs, and cities in proximity to coral reefs, are particularly suitable for targeting behavioral change. These individuals are suitable because they directly interact with coral reef ecosystems through activities like swimming and sunbathing, making them key stakeholders in the conservation efforts. Tourists, drawn to these picturesque coastal destinations, have the potential to significantly impact coral reef health through sunscreen use. Hence, focusing on both residents and tourists in these coastal areas is crucial to fostering awareness and fostering behavioral change to protect coral reefs.
The specific behavior we aim to encourage among our target audience, including residents and tourists in coastal regions, is the adoption of reef-safe sunscreens. This behavior entails choosing and applying sunscreens that are free from oxybenzone and octinoxate, the harmful chemicals detrimental to coral reefs. Individuals are encouraged to read sunscreen labels and actively seek out products that are labeled as reef-safe or oxybenzone/octinoxate-free. By adopting this simple and environmentally responsible behavior, our target audience can significantly reduce the release of toxic chemicals into the ocean, thereby contributing to the protection and conservation of coral reefs.
Simple Message
Protect Our Reefs, Choose Reef-Safe Sunscreens.
Behaviour-change strategy, tools, and partners
Here are four potential behavior change strategies or tools that could be employed to achieve the goal of encouraging the adoption of reef-safe sunscreens and protecting coral reefs:
Public Awareness Campaigns: Launch a comprehensive public awareness campaign targeting both residents and tourists in coastal regions. Utilize various media channels, including social media, radio, and local newspapers, to disseminate information about the harmful effects of oxybenzone and octinoxate on coral reefs and promote the use of reef-safe sunscreens (McKenzie-Mohr et al., 2012).
Reef-Safe Sunscreen Certification: Collaborate with environmental organizations and sunscreen manufacturers to establish a certification system for reef-safe sunscreens. Products meeting specific criteria can carry a recognizable seal, making it easier for consumers to identify and choose these products (McKenzie-Mohr et al., 2012).
Beachside Education Stations: Set up educational stations at popular beaches and coastal destinations where tourists can access information about the importance of reef-safe sunscreens. These stations can provide pamphlets, samples of reef-safe products, and demonstrations on how to apply sunscreen responsibly.
Partnerships with Tourism Industry: Partner with hotels, resorts, and travel agencies in coastal regions to promote the use of reef-safe sunscreens among tourists. Encourage these businesses to offer reef-safe sunscreen options in their gift shops and provide incentives for visitors who choose these products.
Local Government Regulations: Advocate for local government regulations that restrict the sale of sunscreens containing oxybenzone and octinoxate within sensitive coral reef areas, similar to legislation implemented in certain regions like Cairns and Townsville.
These strategies and tools encompass a mix of educational, promotional, and regulatory approaches to effectively engage individuals, businesses, and organizations in the mission to protect coral reefs by adopting reef-safe sunscreen practices.
Governing Department/Group: The Department of Environment and Energy, Government of Australia, is a key stakeholder for this project, as it oversees environmental policies and regulations at the national level. Partnering with them could facilitate the development and implementation of regulatory measures related to the use of reef-safe sunscreens and coral reef conservation (DCCEEW, 2022).
Non-Government Organization (NGO): The Coral Reef Alliance (CORAL) is an NGO that specializes in coral reef conservation. Collaborating with CORAL could provide valuable insights, resources, and support for promoting reef-safe sunscreens and coral reef protection. (Threats to Coral Reefs, n.d.)
Scientific Expert: Dr. Mark Eakin, Coordinator of NOAA's Coral Reef Watch program, is a prominent scientific expert on coral reefs and climate change. His expertise would be invaluable in providing scientific credibility and guidance for the project. Dr. Mark Eakin, NOAA's Coral Reef Watch (Medals, n.d.)
Celebrity Advocate: Cate Blanchett, the renowned Australian actress and environmental advocate, could serve as a celebrity ambassador to promote the message of reef-safe sunscreens and coral reef protection to a global audience. Cate Blanchett (Climate of Change with Cate Blanchett and Danny Kennedy Launches Second Season, n.d.)
Engaging with these stakeholders and individuals would enhance the project's reach and impact, facilitating the adoption of reef-safe sunscreen behaviors and the protection of coral reefs.
Similar projects/campaigns and possible barriers/benefits
Campaign 1: "Reef Safe Sunscreen Campaign"
Organization/Group: The Surfrider Foundation
Website: Reef Safe Sunscreen Campaign (This Summer Opt for Reef Friendly Sun Protection, n.d.)
Relevance: This campaign by The Surfrider Foundation aligns with our project proposal as it focuses on raising awareness about the environmental impact of traditional sunscreens and encourages the use of reef-safe alternatives, which is a crucial aspect of our behavioral change goal.
Campaign 2: "Protect Our Coral Reefs"
Organization/Group: World Wildlife Fund (WWF)
Website: Protect Our Coral Reefs (Coral Reef Rescue, n.d.)
Relevance: WWF's campaign to protect coral reefs shares the goal of our project, which is to safeguard coral reefs. Their campaign emphasizes the importance of reducing human impacts on coral reefs, including the use of harmful sunscreens and overfishing, aligning with our behavior change objectives.
Barriers and Benefits for Target Audience:
Barriers:
Lack of Awareness: Some individuals may be unaware of the harmful effects of traditional sunscreens on coral reefs, hindering their willingness to switch to reef-safe alternatives.
Perceived Inconvenience: Target audiences may perceive reef-safe sunscreens as less convenient to acquire or use compared to their conventional counterparts.
Cost: Reef-safe sunscreens can sometimes be slightly more expensive, discouraging cost-conscious consumers.
Benefits:
Environmental Preservation: Participants in the behavior change will contribute to the preservation of coral reefs and marine ecosystems.
Personal Health: Reef-safe sunscreens are often healthier for the skin, offering a personal benefit to users.
Sustainability: Adopting reef-safe practices aligns with broader sustainability goals, promoting a sense of environmental responsibility among individuals and fostering a sense of pride and accomplishment.
Potential Barriers for your target audience if they change their behaviour:
Economic Barrier (Socio-Cultural): A potential economic barrier for individuals in adopting reef-safe sunscreen behavior is the perception that these sunscreens are more expensive than traditional ones. This socio-cultural factor might discourage those who prioritize cost savings over environmental concerns.
Psychological Barrier (Psychological): A psychological barrier could be the inertia or resistance to change sunscreen habits. People may resist switching to reef-safe sunscreens because they are accustomed to their current products, and changing habits can be challenging, even if they understand the environmental impact.
Potential Benefits for your target audience if they change their behaviour:
Environmental Benefit (Socio-Cultural): Adopting reef-safe sunscreen behavior offers the benefit of actively contributing to coral reef conservation, which can provide a sense of environmental responsibility and pride. Knowing that one is helping protect these vital ecosystems can be a powerful motivator.
Health Benefit (Physical): Reef-safe sunscreens are often formulated with safer ingredients, reducing the risk of skin irritation and allergic reactions. The benefit of improved skin health and comfort can motivate individuals to make the switch, especially if they have experienced skin issues with traditional sunscreens.
Simple message (logo/picture and words)
Protect Our Reefs, Choose Reef-Safe Sunscreens.
References
Cinner, J. E., McClanahan, T. R., Daw, T. M., Graham, N. A., Maina, J., Wilson, S. K., & Hughes, T. P. (2009). Linking social and ecological systems to sustain coral reef fisheries. Current biology : CB, 19(3), 206212. https://doi.org/10.1016/j.cub.2008.11.055
Climate of change with Cate Blanchett and Danny Kennedy launches second season. New Energy Nexus. (n.d.). https://www.newenergynexus.com/news/climate-of-change-season-2-cate-blanchett-danny-kennedy/#:~:text=She%20is%20a%20Global%20Goodwill
Coral Reef Rescue. WWF. (n.d.). https://wwf.panda.org/discover/our_focus/oceans_practice/coral_reef_rescue/
Danovaro, R., Bongiorni, L., Corinaldesi, C., Giovannelli, D., Damiani, E., Astolfi, P., Greci, L., & Pusceddu, A. (2008). Sunscreens cause coral bleaching by promoting viral infections. Environmental health perspectives, 116(4), 441447. https://doi.org/10.1289/ehp.10966
De'ath, G., Fabricius, K. E., Sweatman, H., & Puotinen, M. (2012). The 27-year decline of coral cover on the Great Barrier Reef and its causes. Proceedings of the National Academy of Sciences of the United States of America, 109(44), 1799517999. https://doi.org/10.1073/pnas.1208909109
Downs, C. A., Kramarsky-Winter, E., Segal, R., Fauth, J., Knutson, S., Bronstein, O., Ciner, F. R., Jeger, R., Lichtenfeld, Y., Woodley, C. M., Pennington, P., Cadenas, K., Kushmaro, A., & Loya, Y. (2016). Toxicopathological Effects of the Sunscreen UV Filter, Oxybenzone (Benzophenone-3), on Coral Planulae and Cultured Primary Cells and Its Environmental Contamination in Hawaii and the U.S. Virgin Islands. Archives of environmental contamination and toxicology, 70(2), 265288. https://doi.org/10.1007/s00244-015-0227-7
Hoegh-Guldberg, O., Mumby, P. J., Hooten, A. J., Steneck, R. S., Greenfield, P., Gomez, E., Harvell, C. D., Sale, P. F., Edwards, A. J., Caldeira, K., Knowlton, N., Eakin, C. M., Iglesias-Prieto, R., Muthiga, N., Bradbury, R. H., Dubi, A., & Hatziolos, M. E. (2007). Coral reefs under rapid climate change and ocean acidification. Science (New York, N.Y.), 318(5857), 17371742. https://doi.org/10.1126/science.1152509
Hughes, T. P., Baird, A. H., Bellwood, D. R., Card, M., Connolly, S. R., Folke, C., Grosberg, R., Hoegh-Guldberg, O., Jackson, J. B., Kleypas, J., Lough, J. M., Marshall, P., Nystrm, M., Palumbi, S. R., Pandolfi, J. M., Rosen, B., & Roughgarden, J. (2003). Climate change, human impacts, and the resilience of coral reefs. Science (New York, N.Y.), 301(5635), 929933. https://doi.org/10.1126/science.1085046
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Feedback from Marker
Criteria Mark
Introduction (4 marks)
Target audience & Target behaviour (4 marks)
Behaviour-change strategy, tools, and partners (4 marks)
Similar projects/campaigns and possible barriers/benefits (4 marks)
Simple message (logo/picture and words) (2 marks)
References (2 mark) 3/4
3/4
2/4
1.75/2
1.25/2
= 14/20
Overall comments Great work. This assignment is well-written, however some changes are required regarding the target audience, and barriers/benefits. Please see comments throughout for specific feedback and guidance.
