PUBH6006_Assessment Brief 3 Page 1 of 6ASSESSMENT BRIEF Subject Code and TitlePUBH6006: Community Health and Disease Prevention AssessmentAssessment 3: Emergency Response Plan – Non-communicable...

PUBH6006_Assessment Brief 3 Page 1 of 6ASSESSMENT BRIEF Subject Code and TitlePUBH6006: Community Health and Disease Prevention AssessmentAssessment 3: Emergency Response Plan – Non-communicable Disease Prevention Individual/GroupIndividual Length1,500 words Learning OutcomesThis assessment addresses the following learning outcome:5. Apply theoretical frameworks to develop effective health promotion interventions SubmissionDue Sunday following the end of Module 6 at 11:55pm AEST/AEDT* Weighting20% Total Marks100 marks*Please Note: This time is Sydney time (AEST or AEDT). Please convert to your own time zone (eg. Adelaide = 11:25pm).Instructions:Prepare a community engagement and mobilization strategy for an emergency response plan for an outbreak of the Ebola virus. Your strategy should clearly state a step-by-step approach that ensures that communities are engaged to have an active role alongside authorities and health agencies in the plan to rapidly respond to the threat of the spread of the disease. The strategy should use headings for each stage of engagement, consultation, participation, organisation, capacity building, action and possibly empowerment. Explain your decision to use either a top-down and/or bottom-up approach.PUBH6006_Assessment Brief 3 Page 2 of 6Assessment Criteria: Demonstrates knowledge and understanding of different approaches to health emergency preparedness and response. (20%) Demonstrates the ability to critique the advantages of using a bottom-up approach versus a top-down approach to health emergency preparedness and response. (30%) Demonstrates the ability to apply knowledge of theories and models of health emergency preparedness and response to an existing community health problem. (30%) 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 researchPUBH6006_Assessment Brief 3 Page 3 of 6Assessment Attributes 0-34 (Fail 2 – F2) Unacceptable 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) ExceptionalGrade 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 skills.Knowledge and understanding of different approaches to health emergency preparedness and response20%Limited understanding of required concepts and knowledgeKey components of the assignment are not addressed.Knowledge/understanding of the field or discipline.Resembles a recall or summary of key ideas.Thorough knowledge/understanding of the field or discipline/s. Supports personal opinion and information substantiated by evidence from the research/course materials.Highly developed understanding of the field or discipline/s.Discriminates between assertion of personal opinionA sophisticated understanding of the field or discipline/s.Systematically and critically discriminates between assertion of personal opinion andPUBH6006_Assessment Brief 3 Page 4 of 6Often conflates/confuses assertion of personal opinion with information substantiated by evidence from the research/course materials.Demonstrates a capacity to explain and apply relevant concepts.and information substantiated by robust evidence from the research/course materials and extended reading.Well demonstrated capacity to explain and apply relevant concepts.information substantiated by robust evidence from the research/course materials and extended reading.Mastery of concepts and application to new situations/further learning.Critique the advantages of using a bottom-up approach versus a top-down approach to health emergency preparedness and response30%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-Specific position (perspective or argument) is expertly presented and accurately takes into account the complexities of the issue(s) and scope of the assignment.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.PUBH6006_Assessment Brief 3 Page 5 of 6formed arguments not merely assertion.Justifies any conclusions reached with well-developed arguments.Justifies any conclusions reached with sophisticated arguments.Apply knowledge of theories and models of health emergency preparedness and response to an existing community health problem30%Limited synthesis and analysis.Limited application/recommendations 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 recommendations linked 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 are clearly justified based on the analysis/synthesis. Applying knowledge to new situations/other cases.Use of academic and discipline conventions and sources of evidenceUse of academic conventions including appropriate resources and referencing (20%) *General assessment criteria shown belowPoorly written with errors in spelling, grammar.Demonstrates inconsistent use of good quality, credible and relevant research sources to support and develop ideas.Is written according to academic genre (e.g. with introduction, conclusion or summary) and has accurate spelling, grammar, sentence and paragraphIs well-written and adheres to the academic genre (e.g. with introduction, conclusion or summary).Demonstrates consistentIs very well-written and adheres to the academic genre.Consistently demonstrates expert use of goodExpertly written and adheres to the academic genre.Demonstrates expert use of high-quality, credible and relevantPUBH6006_Assessment Brief 3 Page 6 of 6There are mistakes in using the APA style.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.use of high quality, credible and relevant research sources to support and develop ideas.There are no mistakes in using the APA style.quality, credible and relevant research sources to support and develop appropriate arguments and statements. Shows evidence of reading beyond the key readingThere are no mistakes in using the APA style.research sources to support and develop arguments and position statements. Shows extensive evidence of reading beyond the key readingThere are no mistakes in using the APA Style.*General Assessment Criteria:  Provides a lucid introduction  Shows a sophisticated understanding of the key issues  Shows the ability to interpret relevant information and literature in relation to your chosen topic  Demonstrates a capacity to explain and apply relevant concepts  Shows evidence of reading beyond the key reading  Justifies any conclusions reached with well-formed arguments not merely assertion  Provides a conclusion or summary  Use of academic writing and presentation and grammar:  Complies with normal academic standards of legibility, referencing and bibliographical details (including reference list).  Is written clearly with accurate spelling, grammar and sentence and paragraph construction  Appropriate citation and referencing used (using APA style)