Recent Question/Assignment

ASSESSMENT BRIEF
Subject Code and Title PUBH6006: Community Health and Disease Prevention
Assessment Assessment 3: Emergency Response Plan – Non-communicable Disease Prevention
Individual/Group Individual
Length 1,500 words
Learning Outcomes This assessment addresses the following learning outcome:
5. Apply theoretical frameworks to develop effective
health promotion interventions
Submission Due Sunday following the end of Module 6 at 11:55pm AEST/AEDT*
Weighting 20%
Total Marks 100 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 1 of 6

Assessment 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 research

Assessment
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)
Exceptional
Grade Description Evidence of unsatisfactory Evidence of satisfactory Evidence of a good level Evidence of a high Evidence of an
(Grading Scheme) achievement of one or more of the learning objectives of achievement of subject learning objectives, the of understanding, knowledge and skill level of
achievement of the exceptional level of achievement of

the subject, insufficient development of development in relation learning objectives learning objectives
understanding of the subject relevant skills to a to the content of the of the subject across the entire
content and/or unsatisfactory competent level, and subject or work of a demonstrated in content of the course
level of skill development. adequate superior quality on the such areas as demonstrated in such
interpretation and majority of the learning interpretation and areas as
critical analysis skills. objectives of the subject. Demonstration of a high level of interpretation and critical analysis skills. critical analysis, logical argument, use of methodology and communication skills. interpretation and critical analysis, logical argument, creativity, originality, use of methodology and communication skills.
Knowledge and Limited understanding of Knowledge/understand Thorough Highly developed A sophisticated
understanding of different required concepts and ing of the field or knowledge/understandi understanding of understanding of the
approaches to health emergency preparedness and response knowledge discipline. ng of the field or discipline/s. Supports personal opinion and information substantiated by the field or discipline/s. field or discipline/s.
20% Key components of the Resembles a recall or evidence from the Systematically and
assignment are not addressed. summary of key ideas. research/course materials. Discriminates between assertion of personal opinion critically discriminates
between assertion of
personal opinion and

Often 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 response
30% 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.

formed 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 problem
30% 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 evidence
Use of academic conventions including appropriate resources and referencing (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. Is written according to academic genre (e.g. with introduction, conclusion or summary) and has accurate spelling, grammar, sentence and paragraph Is well-written and adheres to the academic genre (e.g. with introduction, conclusion or summary).
Demonstrates consistent Is very well-written and adheres to the academic genre.
Consistently demonstrates expert use of good Expertly written and adheres to the academic genre.
Demonstrates expert use of high-quality, credible and relevant

There 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 reading
There 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 reading
There 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)

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