A. Understand the concept of environmental factors influencing health, and the relevance to public health from the global to the local levels.B. Describe key agencies, institutional structures, political processes, influences on and challenges for environmental health.D. Understand the way in which globalisation and the social, economic and political determinants of health influence disease, including identification of vulnerable groups.E. Understand the concept of sustainable development.F. Identify and critique ethical elements relevant to environmental health protections, policies, and industry practices, from global to local scale.G. Critically analyse the relationships between environmental risk factors and social, economic and political determinants of illness and injury from global to local scale.
PUBH6002_Assessment 1 Brief Page 1 of 6 ASSESSMENT BRIEF Subject Code and Title PUBH6002: Global and Environmental Health Issues Assessment Assessment 1: Report - Environmental Risk Assessment Individual/Group Individual Length 1,500 words (+/- 10%) Learning Outcomes A. Understand the concept of environmental factors influencing health, and the relevance to public health from the global to the local levels. B. Describe key agencies, institutional structures, political processes, influences on and challenges for environmental health. D. Understand the way in which globalisation and the social, economic and political determinants of health influence disease, including identification of vulnerable groups. E. Understand the concept of sustainable development. F. Identify and critique ethical elements relevant to environmental health protections, policies, and industry practices, from global to local scale. G. Critically analyse the relationships between environmental risk factors and social, economic and political determinants of illness and injury from global to local scale. Submission Due Sunday following the end of Module 4 at 11:55pm AEST/AEDT* Weighting 30% Total Marks 100 marks *Please Note: This time is Sydney time (AEST or AEDT). Please convert to your own time zone (e.g. Adelaide = 11:25pm). PUBH6002_Assessment 1 Brief Page 2 of 6 Instructions: Choose a specific geographic region and one of the following environmental health issues: Water (safe drinking water or ambient/environmental water) Sanitation (wastewater control) Air quality (indoor or outdoor) Solid waste management Hazardous/toxic substances Noise Disasters Food safety Traffic accidents Vector-borne disease Climate and geography Housing and the built environment Please address the following: Part 1: Using the WHO (1999) DPSEEA framework: http://www.who.int/wssd/resources/indicators/en/ - Chapter 7 describe the driving forces, pressures, state changes, exposures and effects relevant to your chosen region and environmental health issue. Are there any social, political or economic influences on the issue that aren’t captured by the DPSEEA framework? Part 2: How is the environmental health issue currently being managed? What is the role of existing health agencies and other agencies, key stakeholders including community groups, critical infrastructure and legislative and regulatory measures at the federal and state level? What suggestions do you propose to address gaps in current policy, regulation and management for this environmental health issue? http://www.who.int/wssd/resources/indicators/en/ PUBH6002_Assessment 1 Brief Page 3 of 6 Assessment Criteria: Assignments will be assessed in terms of the extent to which students demonstrate: Knowledge and understanding of evidence-based approaches to environmental risk assessment and management (25%) Critical analysis (30% in total) o Critical analysis of the driving forces (economic, social, political, institutional, developmental) behind the environmental determinants (10%) o Critical analysis of the impact of the environmental risk upon the geographic population (10%) o Critical analysis of the impact of the environmental risk upon equity issues (10%) Analysis of evidence to recommend changes in current policy, regulation and management (25%) General Assessment Criteria (20%) o Provides a lucid introduction o Shows a sophisticated understanding of the key issues o Shows ability to interpret relevant information and literature in relation to chosen topic o Demonstrates a capacity to explain and apply relevant concepts o Shows evidence of reading beyond the required readings o Justifies any conclusions reached with well-formed arguments and not merely assertions o Provides a conclusion or summary o Correctly uses academic writing, presentation and grammar: ▪ Complies with academic standards of legibility, referencing and bibliographical details (including reference list) ▪ Writes clearly, with accurate spelling and grammar as well as proper sentence and paragraph construction ▪ Uses appropriate APA style for citing and referencing research Marking Rubric: Assessment Attributes 0-34 (Fail 2 – F2) Unaccep table 35-49 (Fail 1 – F1) Poor 50-64 (Pass -P) Functional 65-74 (Credit - CR) Proficient 75-84 (Distinction – DN) Advanced 85-100 (High Distinction – HD) Exceptional Grade Description (Grading Scheme) Evidence of unsatisfactory achievement of one or more of the learning objectives of the subject, insufficient understanding of the subject content and/or unsatisfactory level of skill development. Evidence of satisfactory achievement of subject learning objectives, the development of relevant skills to a competent level, and adequate interpretation and critical analysis skills. Evidence of a good level of understanding, knowledge and skill development in relation to the content of the subject or work of a superior quality on the majority of the learning objectives of the subject. Demonstration of a high level of interpretation and critical analysis skills. Evidence of a high level of achievement of the learning objectives of the subject demonstrated in such areas as interpretation and critical analysis, logical argument, use of methodology and communication skills. Evidence of an exceptional level of achievement of learning objectives across the entire content of the course demonstrated in such areas as interpretation and critical analysis, logical argument, creativity, originality, use of methodology and communication Exhibits knowledge and understanding Knowledge and understanding of evidence-based approaches to environmental risk assessment and management (25%) Limited understanding of required concepts and knowledge Knowledge/understandin g of the field or discipline. Resembles a recall or Thorough knowledge/understanding of the field or discipline/s. Supports personal opinion Highly developed understanding of the field or discipline/s. skills. A sophisticated understanding of the field or discipline/s. summary of key ideas. and information Discriminates between Systematically and Key components of the substantiated by evidence assertion of personal critically discriminates assignment are not Often conflates/confuses from the research/subject opinion and between assertion of addressed. assertion of personal materials. information personal opinion and opinion with information substantiated by information substantiated by Demonstrates a capacity robust evidence from substantiated by evidence from the to explain and apply the research/course robust evidence from research/subject relevant concepts. materials and the research/course materials. extended reading. materials and Page 4 of 6 PUBH6002_Assessment 1Brief Page 5 of 6 Well demonstrated capacity to explain and apply relevant concepts. extended reading. Mastery of concepts and application to new situations/further learning. Critical reasoning, presentation and defence of an argument and/or position Critical analysis of the driving forces (economic, social, political, institutional, developmental) behind the environmental determinants (10%) Critical analysis of the impact of the environmental risk upon the geographic population (10%) Critical analysis of the impact of the environmental risk upon equity issues (10%) Specific position (perspective or argument) fails to take into account the complexities of the issue(s) or scope of the assignment. Makes assertions that are not justified. Specific position (perspective or argument) begins to take into account the issue(s) or scope of the assignment. Justifies any conclusions reached with arguments not merely assertion. Specific position (perspective or argument) takes into account the complexities of the issue(s) or scope of the assignment. Others’ points of view are acknowledged. Justifies any conclusions reached with well-formed arguments not merely assertion. Specific position (perspective or argument) is expertly presented and accurately takes into account the complexities of the issue(s) and scope of the assignment. Justifies any conclusions reached with well-developed arguments. Specific position (perspective or argument) is presented expertly, authoritatively and imaginatively, accurately taking into account the complexities of the issue(s) and scope of the assignment. Limits of position are acknowledged. Justifies any conclusions reached with sophisticated arguments. Analysis and application with synthesis of new knowledge Analysis of evidence to recommend changes in current policy, regulation and management (25%) Limited synthesis and analysis. Limited application/recommendat ions based upon analysis. Demonstrated analysis and synthesis of new knowledge with application. Shows the ability to interpret relevant information and literature. Well-developed analysis and synthesis with application of recommendationslinked to analysis/synthesis. Thoroughly developed and creative analysis and synthesis with application of pretested models and / or independently developed models and justified recommendations linked to analysis/synthesis. Highly sophisticated and creative analysis, synthesis of new with existing knowledge. Strong application by way of pretested models and / or independently developed models. Recommendations PUBH6002_Assessment 1Brief Page 6 of 6 are clearly justified based on the analysis/synthesis. Applying knowledge to new situations/other cases. General assessment criteria (20%) *General assessment criteria shown below Poorly written with errors in spelling, grammar. Demonstrates inconsistent use of good quality, credible and relevant research sources to support and develop ideas. There are mistakes in using the APA style. Is written according to academic genre (e.g. with introduction, conclusion or summary) and has accurate spelling, grammar, sentence and paragraph construction. Demonstrates consistent use of credible and relevant research sources to support and develop ideas, but these are not always explicit or well developed. There are no mistakes in using the APA style. Is well-written and adheres to the academic genre (e.g. with introduction, conclusion or summary). Demonstrates consistent use of high quality