Refer to Assessment Guideline
PHE3GHI – Global Health Initiatives Assessment 1 – Written report (Individual - 30%) Due: 9am, 13 August (Week 4) Words: 1500 +/- 10% The Sustainable Development Goals (SDGs) pertains to global aspirations for peace and a better planet and a call-for-action to improve health and education, reduce inequality, and stimulate economic growth. SDG 3: Ensure healthy lives and promote well-being for all at all ages sets out nine targets to be attained by 2030. However, to achieve this Goal also depends on achieving other SDGs including ending poverty (SDG 1). Another illustration of the inter-relatedness and inter-reliance between SGDs is the SDG 3 target on universal health coverage (UHC). Resourcing and funding to ensure quality health services and effective medicines are accessible and affordable is fundamental. This is directly inter-linked with SDG 17: Strengthen the means of implementation and revitalize the global partnership for sustainable development which addresses (amongst others) the vital role of international cooperation and collaboration needed to advance universal health coverage in developing countries. This Assessment requires you to: 1. Explain the significance of the SDGs for improving global health. (e.g., why are multiple goals, targets and indicators needed?) ~150-200 words 2. Examine the relationship between SDG 3 and four other SDGs. (e.g., how are the Goals inter- related and how can action taken for one Goal help achieve another?) 150 words each SDG 3. Analyse the role of UHC in achieving SDG 3 (e.g., how can financing, resourcing, and capacity building, etc. contribute towards achieving SDG 3). ~300-400 words. 4. Provide an example of how an action arising from Goal 17 would assist and/or contribute to achieving Goal 3. 300 words Referencing and in-text citations are required; use APA 6 PHE3GHI – Assessment 1: Written Report (1500 words) 30% Content Material A Excellent >80 B Good 70-79 C Satisfactory 60-69 D Poor 50-59 N Very poor <50 introduction [5] excellent and succinct overview of the main body of work good overview of the main body of work satisfactory overview of the main body of work poor overview of the main body of work inadequate overview of main body of work task 1: significance of the sdgs for improving global health [10] comprehensive discussion, clear links to purpose of goals, targets and indicators good discussion; links well to purpose of goals, targets and indicators satisfactory discussion and some links to purpose of goals, targets and indicators limited discussion and few links to purpose of goals, targets and indicators inadequate discussion and minimal links to purpose of goals, targets and indicators task 2: relationship between sdg 3 and four other sdgs [35] insightful and nuanced articulation of relationships between goals; benefits of integrative approach cogently presented good articulation of relationships between goals; benefits of integrative approach highlighted satisfactory articulation of relationships between goals; benefits of integrative approach broached limited articulation of relationships between goals; benefits of integrative approach lacking minimal articulation of relationships between goals; benefits of integrative approach not presented task 3: uhc in achieving sdg 3 [15] in-depth interrogation evidenced by compelling analysis of inter-play between uhc and sdg good interrogation evidenced by strong analysis of inter-play between uhc and sdg satisfactory interrogation evidenced by some analysis of inter-play between uhc and sdg limited interrogation and poor analysis of inter-play between uhc and sdg minimal interrogation and token analysis of inter-play between uhc and sdg task 4: action of sdg 17 contributing to sdg 3 [15] excellent illustration of intervention and support to achieving target(s) good illustration of intervention and support to achieving target(s) satisfactory illustration of intervention and support to achieving target(s) limited illustration of intervention and support to achieve target(s) less clear minimal coverage of intervention references (10) referencing is consistently accurate using apa 6 style; used up-to-date academic references referencing is mainly accurate using apa 6 style; used mostly up- to-date academic references some errors in referencing using apa 6 style evident; used some up-to-date academic references many errors in referencing using apa 6 style evident; academic references not up-to-date referencing unsystematic or missing phe3ghi – assessment 1: written report (1500 words) 30% content organization (5) logical and easy to follow; ideas well connected rational organising; ideas flowed from one to another fairly organised; flow of ideas somewhat smooth content not well organized; sections not well linked to one another does not include either executive summary, introduction or conclusion quality of writing (5) mature use of vocabulary with clear and concise written communication. no errors in spelling and grammar minor errors in grammar, spelling and punctuation. fluent and succinct writing style some errors in grammar, spelling and punctuation. writing style less fluent word choice hinders comprehension. many spelling, grammatical and punctuation errors significant spelling, grammatical and punctuation errors. difficult to comprehend material presented questions about assignment: q – how many references are required? a – at least 10-15 q - i have found an article on the conversation that i would really like to use to illustrate a point for at1, but the work is not published elsewhere yet. may i reference it? i understand that i can't only use articles from the conversation, and would usually go to the source, but as you know, in times of covid, things are moving fast, and traditional peer review is a slower process. a - the conversation usually has insightful current pieces and they certainly can be used for illustration purposes. however, if there are references in the article then these should be cited. also, you may be surprised at the plethora of covid related peer review articles that have been published. q - in part 2, when we are examining the relationship between sdg and four other sdgs, am i correct to presume we should stay away from sdg 17 as it is covered in part 4? there is a great deal to say about that sdg, which is why i ask. a - yes, the 4 sdgs should not include sdg 17. q - in both parts 1 and 2, is there scope to discuss some challenges/limitations of the sdg structure? my reading so far suggests that this would need to be discussed in order to present a full picture, but it is not included in the assignment instructions. a - by all means, you can "discuss some challenges/limitations of the sdg structure". however, be mindful that these do not distract you from responding to the task at hand q - am i correct in assuming that, since this is a very large topic, it is ok to craft a narrative and use pertinent examples, without trying to cover every possible point? a - students are not expected to "cover every possible point" on the sdgs as it would be impossible to do so within the word count. nevertheless, the "narrative and pertinent examples" should be evidence-based and credible (i.e., peer reviewed articles, who reports (first author) and so forth). q – for question 2, do we need to examine the relationship in terms of goals, do we mention indicators/targets as well, or do we just state how goals help achieve one another individually? a - the focus is the inter-relatedness of the goals and how action arising for one goal can benefit a related goal. as the word count is 150 for each goal, succinct composition will be needed. q - with task 2 (regarding the relationship between sdg 3 and four other sdgs), i am curious if i am doing this correctly. is it okay that i have set it out as: (a) sdg 3 is linked to _____ because _____ (and then linking these 2 sdgs). (b) sdg 3 is linked to _____ because........... or, is it supposed to be sdg 3 and 4 others all interrelated? there is so much to say, hence i am finding breaking them down in to 4 separate associations easier. plus, with the word count i find how i have done mine a bit clearer. a - task 2 you are to examine the relationship between sdg 3 and 4 other separate sdgs. for example, sdg 3 and sdg 2. the key point is to demonstrate how the inter-relatedness nature is mutually beneficial. q - is it okay if we refer to and reference the un website a lot? i am finding a majority of my information there (as well as other references!). a - there are ample peer reviewed articles and un related websites are only a starting point. readings/useful resources for assignment for all questions: who world health statistics 2020: monitoring health for the sdgs - https://www.who.int/gho/publications/world_health_statistics/2020/en/ the sustainable development goals and health equity in epidemiology - https://journals.lww.com/epidem/fulltext/2018/01000/the_sustainable_development_goals_and_health.2.aspx the sustainable development goals one-health in the world’s development agenda - file:///c:/users/pc/downloads/jvp150189.pdf sustainable development goals for health promotion: a critical frame analysis in health promotion international - https://academic-oup-com.ez.library.latrobe.edu.au/heapro/article/34/4/847/5004390 for q3: health workers are vital to sustainable development goals and universal health coverage - https://www-bmj-com.ez.library.latrobe.edu.au/content/bmj/356/bmj.j1357.full.pdf who framing the health workforce agenda for the sustainable development goals - https://www.who.int/hrh/resources/bienium-report_16-17/en/ introduction to global health initiatives image by gerd altmann from pixabay quote: “it is health that is real wealth and not pieces of introduction="" [5]="" excellent="" and="" succinct="" overview="" of="" the="" main="" body="" of="" work="" good="" overview="" of="" the="" main="" body="" of="" work="" satisfactory="" overview="" of="" the="" main="" body="" of="" work="" poor="" overview="" of="" the="" main="" body="" of="" work="" inadequate="" overview="" of="" main="" body="" of="" work="" task="" 1:="" significance="" of="" the="" sdgs="" for="" improving="" global="" health="" [10]="" comprehensive="" discussion,="" clear="" links="" to="" purpose="" of="" goals,="" targets="" and="" indicators="" good="" discussion;="" links="" well="" to="" purpose="" of="" goals,="" targets="" and="" indicators="" satisfactory="" discussion="" and="" some="" links="" to="" purpose="" of="" goals,="" targets="" and="" indicators="" limited="" discussion="" and="" few="" links="" to="" purpose="" of="" goals,="" targets="" and="" indicators="" inadequate="" discussion="" and="" minimal="" links="" to="" purpose="" of="" goals,="" targets="" and="" indicators="" task="" 2:="" relationship="" between="" sdg="" 3="" and="" four="" other="" sdgs="" [35]="" insightful="" and="" nuanced="" articulation="" of="" relationships="" between="" goals;="" benefits="" of="" integrative="" approach="" cogently="" presented="" good="" articulation="" of="" relationships="" between="" goals;="" benefits="" of="" integrative="" approach="" highlighted="" satisfactory="" articulation="" of="" relationships="" between="" goals;="" benefits="" of="" integrative="" approach="" broached="" limited="" articulation="" of="" relationships="" between="" goals;="" benefits="" of="" integrative="" approach="" lacking="" minimal="" articulation="" of="" relationships="" between="" goals;="" benefits="" of="" integrative="" approach="" not="" presented="" task="" 3:="" uhc="" in="" achieving="" sdg="" 3="" [15]="" in-depth="" interrogation="" evidenced="" by="" compelling="" analysis="" of="" inter-play="" between="" uhc="" and="" sdg="" good="" interrogation="" evidenced="" by="" strong="" analysis="" of="" inter-play="" between="" uhc="" and="" sdg="" satisfactory="" interrogation="" evidenced="" by="" some="" analysis="" of="" inter-play="" between="" uhc="" and="" sdg="" limited="" interrogation="" and="" poor="" analysis="" of="" inter-play="" between="" uhc="" and="" sdg="" minimal="" interrogation="" and="" token="" analysis="" of="" inter-play="" between="" uhc="" and="" sdg="" task="" 4:="" action="" of="" sdg="" 17="" contributing="" to="" sdg="" 3="" [15]="" excellent="" illustration="" of="" intervention="" and="" support="" to="" achieving="" target(s)="" good="" illustration="" of="" intervention="" and="" support="" to="" achieving="" target(s)="" satisfactory="" illustration="" of="" intervention="" and="" support="" to="" achieving="" target(s)="" limited="" illustration="" of="" intervention="" and="" support="" to="" achieve="" target(s)="" less="" clear="" minimal="" coverage="" of="" intervention="" references="" (10)="" referencing="" is="" consistently="" accurate="" using="" apa="" 6="" style;="" used="" up-to-date="" academic="" references="" referencing="" is="" mainly="" accurate="" using="" apa="" 6="" style;="" used="" mostly="" up-="" to-date="" academic="" references="" some="" errors="" in="" referencing="" using="" apa="" 6="" style="" evident;="" used="" some="" up-to-date="" academic="" references="" many="" errors="" in="" referencing="" using="" apa="" 6="" style="" evident;="" academic="" references="" not="" up-to-date="" referencing="" unsystematic="" or="" missing="" phe3ghi="" –="" assessment="" 1:="" written="" report="" (1500="" words)="" 30%="" content="" organization="" (5)="" logical="" and="" easy="" to="" follow;="" ideas="" well="" connected="" rational="" organising;="" ideas="" flowed="" from="" one="" to="" another="" fairly="" organised;="" flow="" of="" ideas="" somewhat="" smooth="" content="" not="" well="" organized;="" sections="" not="" well="" linked="" to="" one="" another="" does="" not="" include="" either="" executive="" summary,="" introduction="" or="" conclusion="" quality="" of="" writing="" (5)="" mature="" use="" of="" vocabulary="" with="" clear="" and="" concise="" written="" communication.="" no="" errors="" in="" spelling="" and="" grammar="" minor="" errors="" in="" grammar,="" spelling="" and="" punctuation.="" fluent="" and="" succinct="" writing="" style="" some="" errors="" in="" grammar,="" spelling="" and="" punctuation.="" writing="" style="" less="" fluent="" word="" choice="" hinders="" comprehension.="" many="" spelling,="" grammatical="" and="" punctuation="" errors="" significant="" spelling,="" grammatical="" and="" punctuation="" errors.="" difficult="" to="" comprehend="" material="" presented="" questions="" about="" assignment:="" q="" –="" how="" many="" references="" are="" required?="" a="" –="" at="" least="" 10-15="" q="" -="" i="" have="" found="" an="" article="" on="" the="" conversation="" that="" i="" would="" really="" like="" to="" use="" to="" illustrate="" a="" point="" for="" at1,="" but="" the="" work="" is="" not="" published="" elsewhere="" yet.="" may="" i="" reference="" it?="" i="" understand="" that="" i="" can't="" only="" use="" articles="" from="" the="" conversation,="" and="" would="" usually="" go="" to="" the="" source,="" but="" as="" you="" know,="" in="" times="" of="" covid,="" things="" are="" moving="" fast,="" and="" traditional="" peer="" review="" is="" a="" slower="" process.="" a="" -="" the="" conversation="" usually="" has="" insightful="" current="" pieces="" and="" they="" certainly="" can="" be="" used="" for="" illustration="" purposes.="" however,="" if="" there="" are="" references="" in="" the="" article="" then="" these="" should="" be="" cited.="" also,="" you="" may="" be="" surprised="" at="" the="" plethora="" of="" covid="" related="" peer="" review="" articles="" that="" have="" been="" published.="" q="" -="" in="" part="" 2,="" when="" we="" are="" examining="" the="" relationship="" between="" sdg="" and="" four="" other="" sdgs,="" am="" i="" correct="" to="" presume="" we="" should="" stay="" away="" from="" sdg="" 17="" as="" it="" is="" covered="" in="" part="" 4?="" there="" is="" a="" great="" deal="" to="" say="" about="" that="" sdg,="" which="" is="" why="" i="" ask.="" a="" -="" yes,="" the="" 4="" sdgs="" should="" not="" include="" sdg="" 17.="" q="" -="" in="" both="" parts="" 1="" and="" 2,="" is="" there="" scope="" to="" discuss="" some="" challenges/limitations="" of="" the="" sdg="" structure?="" my="" reading="" so="" far="" suggests="" that="" this="" would="" need="" to="" be="" discussed="" in="" order="" to="" present="" a="" full="" picture,="" but="" it="" is="" not="" included="" in="" the="" assignment="" instructions.="" a="" -="" by="" all="" means,="" you="" can="" "discuss="" some="" challenges/limitations="" of="" the="" sdg="" structure".="" however,="" be="" mindful="" that="" these="" do="" not="" distract="" you="" from="" responding="" to="" the="" task="" at="" hand="" q="" -="" am="" i="" correct="" in="" assuming="" that,="" since="" this="" is="" a="" very="" large="" topic,="" it="" is="" ok="" to="" craft="" a="" narrative="" and="" use="" pertinent="" examples,="" without="" trying="" to="" cover="" every="" possible="" point?="" a="" -="" students="" are="" not="" expected="" to="" "cover="" every="" possible="" point"="" on="" the="" sdgs="" as="" it="" would="" be="" impossible="" to="" do="" so="" within="" the="" word="" count. ="" nevertheless,="" the="" "narrative="" and="" pertinent="" examples"="" should="" be="" evidence-based="" and="" credible="" (i.e.,="" peer="" reviewed="" articles,="" who="" reports="" (first="" author)="" and="" so="" forth). ="" q="" –="" for="" question="" 2,="" do="" we="" need="" to="" examine="" the="" relationship="" in="" terms="" of="" goals,="" do="" we="" mention="" indicators/targets="" as="" well,="" or="" do="" we="" just="" state="" how="" goals="" help="" achieve="" one="" another="" individually?="" a="" -="" the="" focus="" is="" the="" inter-relatedness="" of="" the="" goals="" and="" how="" action="" arising="" for="" one="" goal="" can="" benefit="" a="" related="" goal.="" as="" the="" word="" count="" is="" 150="" for="" each="" goal,="" succinct="" composition="" will="" be="" needed.="" q="" -="" with="" task="" 2="" (regarding="" the="" relationship="" between="" sdg="" 3="" and="" four="" other="" sdgs),="" i="" am="" curious="" if="" i="" am="" doing="" this="" correctly.="" is="" it="" okay="" that="" i="" have="" set="" it="" out="" as: ="" (a)="" sdg="" 3="" is="" linked="" to="" _____="" because="" _____="" (and="" then="" linking="" these="" 2="" sdgs).="" (b)="" sdg="" 3="" is="" linked="" to="" _____="" because...........="" or, is="" it="" supposed="" to="" be="" sdg="" 3="" and="" 4="" others="" all="" interrelated?="" there="" is="" so="" much="" to="" say,="" hence="" i="" am="" finding="" breaking="" them="" down="" in="" to="" 4="" separate="" associations="" easier.="" plus,="" with="" the="" word="" count="" i="" find="" how="" i="" have="" done="" mine="" a="" bit="" clearer.="" a="" -="" task="" 2="" you="" are="" to="" examine="" the="" relationship="" between="" sdg="" 3="" and="" 4="" other="" separate="" sdgs.="" for="" example,="" sdg="" 3="" and="" sdg="" 2.="" the="" key="" point="" is="" to="" demonstrate="" how="" the="" inter-relatedness="" nature="" is="" mutually="" beneficial.="" q="" -="" is="" it="" okay="" if="" we="" refer="" to="" and="" reference="" the="" un="" website="" a="" lot?="" i="" am="" finding="" a="" majority="" of="" my="" information="" there="" (as="" well="" as="" other="" references!).="" a="" -="" there="" are="" ample="" peer="" reviewed="" articles="" and="" un="" related="" websites="" are="" only="" a="" starting="" point.="" readings/useful="" resources="" for="" assignment="" for="" all="" questions:="" who="" world="" health="" statistics="" 2020:="" monitoring="" health="" for="" the="" sdgs="" -="" https://www.who.int/gho/publications/world_health_statistics/2020/en/="" the="" sustainable="" development="" goals="" and="" health="" equity in="" epidemiology="" -="" https://journals.lww.com/epidem/fulltext/2018/01000/the_sustainable_development_goals_and_health.2.aspx="" the="" sustainable="" development="" goals="" one-health="" in="" the="" world’s="" development="" agenda="" -="" file:///c:/users/pc/downloads/jvp150189.pdf="" sustainable="" development="" goals="" for="" health="" promotion:="" a="" critical="" frame="" analysis in="" health="" promotion="" international="" -="" https://academic-oup-com.ez.library.latrobe.edu.au/heapro/article/34/4/847/5004390="" for="" q3:="" health="" workers="" are="" vital="" to="" sustainable="" development="" goals="" and="" universal="" health="" coverage="" -="" https://www-bmj-com.ez.library.latrobe.edu.au/content/bmj/356/bmj.j1357.full.pdf="" who="" framing="" the="" health="" workforce="" agenda="" for="" the="" sustainable="" development="" goals="" -="" https://www.who.int/hrh/resources/bienium-report_16-17/en/="" introduction="" to="" global="" health="" initiatives="" image="" by="" gerd="" altmann="" from="" pixabay="" quote:="" “it="" is="" health="" that="" is="" real="" wealth="" and="" not="" pieces="">