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 1 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: https://ift.tt/DEpBVFl 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? PUBH6002_Assessment 1 Brief Page 2 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 PUBH6002_Assessment 1 Brief Page 3 of 6 Marking Rubric: Assessment Attributes 0-34 (Fail 2 – F2) Unaccep table 35-49 (Fail 1 – F1) Poor 50-64 (Pass -P) 65-74 (Credit – CR) 75-84 (Distinction – DN) Functional Proficient Advanced 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. Exhibits knowledge and understanding Limited understanding of required concepts and knowledge Knowledge/understandin g of the field or discipline. Thorough knowledge/understanding of the field or discipline/s. Supports personal opinion and information substantiated by evidence from the research/subject materials. Highly developed understanding of the field or discipline/s.  Knowledge and understanding of evidence-based approaches to environmental risk assessment and management (25%) Resembles a recall or summary of key ideas. Key components of the assignment are not addressed. Often conflates/confuses assertion of personal opinion with information substantiated by evidence from the research/subject materials. Demonstrates a capacity to explain and apply relevant concepts. Discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading. 85-100 (High Distinction – HD) Exceptional 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. A sophisticated understanding of the field or discipline/s. Systematically and critically discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and Page 4 of 6 extended reading. Well demonstrated capacity to explain and apply relevant concepts. 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%)  Specific position (perspective or argument) begins to take into account the issue(s) or scope of the assignment. Makes assertions that are not justified. Justifies any conclusions reached with arguments not merely assertion. Critical analysis of the impact of the environmental risk upon equity issues (10%) Analysis and application with synthesis of new knowledge  Specific position (perspective or argument) fails to take into account the complexities of the issue(s) or scope of the assignment. Analysis of evidence to recommend changes in current policy, regulation and management (25%) PUBH6002_Assessment 1Brief 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. 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. Well-developed analysis and synthesis with application of recommendationslinked to analysis/synthesis. 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. Thoroughly developed and creative analysis and synthesis with application of pretested models and / or independently developed models and justified recommendations linked to analysis/synthesis. Mastery of concepts and application to new situations/further learning. 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. Highly sophisticated and creative analysis, synthesis of new with existing knowledge. Strong application by way of pretested models and / or independently developed models. Recommendations Page 5 of 6 General assessment criteria (20%) Poorly written with errors in spelling, grammar. *General assessment criteria shown below 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. PUBH6002_Assessment 1Brief Is well-written and adheres to the academic genre (e.g. with introduction, conclusion or summary). Demonstrates consistent use of high quality, credible and relevant research sources to support and develop ideas. There are no mistakes in using the APA style. Is very well-written and adheres to the academic genre. are clearly justified based on the analysis/synthesis. Applying knowledge to new situations/other cases. Expertly written and adheres to the academic genre. Consistently demonstrates expert use of good quality, credible and relevant research sources to support and develop appropriate arguments and statements. Shows evidence of reading beyond the key reading Demonstrates expert use of high-quality, credible and relevant 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. There are no mistakes in using the APA Style. Page 6 of 6

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