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In week 2, there was a strong focus on collaborative work to convey key ideas and topics
present in health education. I felt that my group had a creative way to present our topic of
Social Medicine and Public Health. In the group, I wanted to reinforce the idea of social
medicine and public health over time, along with how difficult it was for the different
classes to receive treatment in the early stages of medicine (Germov, 2014). After week 4s
workshop and reflecting on this presentation, I can see that my character was suffering
from what I believe to be problems with his health and indirectly, his well-being. At the
time, we did not put much thought into the setting, but now I would explain that it was in
Australia in the early twentieth century where, according to the textbook, Second Opinion,
public health had become part of the nation-building project in Australia (Germov, 2014,
p. 11) and despite disagreement from doctors, public health became a priority for all classes
Also in week 2, we were asked questions about society and I came to realise that I am
slightly disappointed in the way society is in todays world as I described our society to be
that of high privilege and technology driven. Two things that I believe were not as relevant
in the past and we were better off with less of. We discussed questions about puppetry and
strings, which I immediately saw to have a strong correlation with society and todays world.
This, in turn made me think about the way the evolution of medicine has been controlled by
the governments of the time where people who may or may not have adequate medical
resources available are like puppets controlled by the government and professionals who
to a popular topic of health. Reflecting, I thought about my life and saw that my values and
beliefs through my family are very strong within me and my lifestyle. I find sociological
health seems confusing. The historical and structural factors would be straightforward for
students but when I address the cultural and critical factors of health for teenagers,
diversity scales endlessly with the way that classrooms have become so different in terms of
culture and up-bringing (Germov, 2014). However, thinking critically, during the workshop
addressing global health. In my opinion global health and the social model of health or new
public health (Germov, 2014, p. 16) would need to be addressed in the classroom and
would link into unfair working conditions in foreign countries. With that though, how are
teenagers supposed to learn about this when it is influenced by so many other factors that
accessibility to health care, power, culture and economy? Especially, as I have learned from
chapter 3 in the textbook, when terms such as well-being and wellness (Heil, 2014, p.
41), which would be applied to those people in struggling global health situations, are so
Germov, J. (2014). Imagining Health Problems as Social Issues. In J. Germov (Ed.), Second
Opinion: An Introduction to Health Sociology (4th ed., pp. 5-22). Melbourne, Vic: Oxford
University Press.
Heil, D. (2014). Well-Being and Wellness. In J. Germov (Ed.), Second Opinion: An Introduction
to Health Sociology (4th ed., pp. 40-58). Melbourne, Vic: Oxford University Press.
Broom, A. & Germov, J. (2014). Global Public Health. In A. Broom & J. Germov (Eds.), Second
Opinion: An Introduction to Health Sociology (4th ed., pp. 63-80). Melbourne, Vic: Oxford
University Press.