Fluent Essays

Case Study The first assessment task is a case study of about 2000 words that you will complete on an individual basis. The case study will require you to choose one of the eight stakeholder groups listed below and discuss their role in a public health emergency; the nature and direction of their interest based on their position in the community and their function in society; and the factors that may affect their actions. You must also choose a specific emergency situation from which you will draw examples to illustrate your discussion. This may be an epidemic of disease (for example, the COVID19 pandemic); a natural disaster (flood, bushfire, earthquake, etc); or an anthropogenic event (chemical spill, industrial explosion, etc). You ust specific the emergency and stakeholder groups clearly in the introduction to the case study. You will also need to use appropriate academic references to support your understanding of stakeholder participation, communication needs, responsibilities, and so forth as relevant. The stakeholders you may choose from are: 1. Local government 2. Science/health experts 3. Local business interests 4. The media 5. Representatives of the long-term community (people who have lived in a given location for 10 years or more) 6. Representatives of new groups (people who have recently arrived in or moved to a given location) 7. Local health care personnel 8. State (or higher level) government Your case study must have the following sections: 1) Introduction – identifies the chosen stakeholder, the emergency and gives a general indication of who they are or what they do; 2) Roles in a Public health Event – for the stakeholder group you have chosen, describe their role in a public health emergency; make sure to consider whether their role is official or non-official and whether they are personally at risk of health impacts and ithe other kinds of risk they experience; 3) Risks and Responsibilities – for the group you have chosen, describe the nature of the risks identified in the previous section; make sure to consider whether the risk is direct or indirect, whether it is a risk to health or another kind of risk, what the specific health or non-health risk involves, and what the group’s responsibilities are in relation to the public health emergency and its own and the risks of other stakeholders; 4) Role in Public health Decision-Making – for the group you have chosen, consider how they contribute to decision-making in the context of a public health emergency; be sure to discuss whether their contribution is official or unofficial, the channel through which they might affect the decision-making process. and the degree to which their impact is informed by evidence-based and non-evidence-based knowledge; and 5) Conclusion – discuss the position of the stakeholder group you have chosen in a public health emergency; you may want to consider whether they are actors or bystanders, for example, or use some other classification, but be sure to state whether your chosen stakeholder group is likely to be affected significantly, the nature of the impact, and why you believe this would occur. This assignment must be written in a formal, academic style (not first person) and must be fully referenced. Harvard referencing is preferred for this unit. If you need help with referencing, please consult the referencing guides available online and through the Library as soon as possible. You must achieve a mark of 50\% on this assignment to pass the unit. Case Study The first assessment task is a case study of about 2000 words that you will complete on an individual basis. The case study will require you to choose one of the eight stakeholder groups listed below and discuss their role in a public health emergency; the nature and direction of their interest based on their position in the community and their function in society; and the factors that may affect their actions. You must also choose a specific emergency situation from which you will draw examples to illustrate your discussion. This may be an epidemic of disease (for example, the COVID19 pandemic); a natural disaster (flood, bushfire, earthquake, etc); or an anthropogenic event (chemical spill, industrial explosion, etc). You ust specific the emergency and stakeholder groups clearly in the introduction to the case study. You will also need to use appropriate academic references to support your understanding of stakeholder participation, communication needs, responsibilities, and so forth as relevant. The stakeholders you may choose from are: 1. Local government 2. Science/health experts 3. Local business interests 4. The media 5. Representatives of the long-term community (people who have lived in a given location for 10 years or more) 6. Representatives of new groups (people who have recently arrived in or moved to a given location) 7. Local health care personnel 8. State (or higher level) government Your case study must have the following sections: 1) Introduction – identifies the chosen stakeholder, the emergency and gives a general indication of who they are or what they do; 2) Roles in a Public health Event – for the stakeholder group you have chosen, describe their role in a public health emergency; make sure to consider whether their role is official or non-official and whether they are personally at risk of health impacts and ithe other kinds of risk they experience; 3) Risks and Responsibilities – for the group you have chosen, describe the nature of the risks identified in the previous section; make sure to consider whether the risk is direct or indirect, whether it is a risk to health or another kind of risk, what the specific health or non-health risk involves, and what the group’s responsibilities are in relation to the public health emergency and its own and the risks of other stakeholders; 4) Role in Public health Decision-Making – for the group you have chosen, consider how they contribute to decision-making in the context of a public health emergency; be sure to discuss whether their contribution is official or unofficial, the channel through which they might affect the decision-making process. and the degree to which their impact is informed by evidence-based and non-evidence-based knowledge; and 5) Conclusion – discuss the position of the stakeholder group you have chosen in a public health emergency; you may want to consider whether they are actors or bystanders, for example, or use some other classification, but be sure to state whether your chosen stakeholder group is likely to be affected significantly, the nature of the impact, and why you believe this would occur. This assignment must be written in a formal, academic style (not first person) and must be fully referenced. Harvard referencing is preferred for this unit. If you need help with referencing, please consult the referencing guides available online and through the Library as soon as possible. You must achieve a mark of 50\% on this assignment to pass the unit. PBHL20010 Assessment 1 – Case Study Marking Guide Criterion HD D CR P F The population of interest is described and their interests in the context of public health are explained. The population(s) is clearly outlined, the specific public health interests associated with the issue are outlined along with a brief summary and analysis of the evidence and points relevant to the Australian context are noted. 8.5-10 The population(s) are recognized, specific interests are mentioned but summary and analysis of the evidence is incomplete or inaccurate, most significant factors are not identified, Australian context is mentioned but is not discussed in depth. 7-8.4 An attempt has been made to identify the relevant population(s) but evidence supporting this is incomplete and has not been discussed or analysed, discussion of determinants is superficial, and the Australian context is not fully discussed. 6-6.9 An attempt has been made to identify the relevant population(s) but supporting evidence has been omitted, discussion of determinants has been attempted but is basic, and the Australian context is mentioned but not discussed. 5-5.9 Required elements are fully or partially absent: population(s) not identified and discussed, determinants not identified and analysed, Australian context not addressed. 0-4.9 Role in a public health event The specific characteristics of the population(s) of interest are outlined and their relevance to the assigned issue is discussed; the relationship of these characteristics to their reaction to a public health event is discussed and at least two brief examples are given. 8.5-10 The specific characteristics of the population(s) of interest are outlined and an attempt has been made to discuss their relevance to the assigned issue; the relationship of these characteristics to a public health event is discussed and a brief example is given. 7-8.4 The specific characteristics of the population(s) of interest are mentioned and some indication of their relevance to the assigned issue is given; the role of these characteristics in determining response to a public health event is discussed but no examples are given. 6-6.9 Some specific characteristics of the population(s) of interest are mentioned but are incomplete and some indication of their relevance to the assigned issue is given but little or no mention of their relevance has been made; the role of these characteristics in determining response to a public health initiative is mentioned but not supported by discussion and examples are absent or unconnected. 5-5.9 Some specific characteristics of the population(s) of interest are noted but an indication of their relevance to the assigned issue is absent; the role of these characteristics in response to a public health event is noted but a rationale and example are basic, absent and/or unconnected. 0-4.9 Discussion of risks and responsibilities The nature of the risks to the groups of interest are identified; the risk is discussed in terms of whether it is direct or indirect, whether it is a risk to health or another kind of risk, what the specific health or non-health risk involves, and what the group’s responsibilities are in relation to the public health event and its own and other group’s risks. Their role in decision making is described and fully discussed. 8.5-10 The nature of the risks to the groups of interest are identified, but the student’s original view on these outcomes is absent or superficial. Their role in decision making is noted but discussion is not in depth. 7-8.4 The nature of the risks to these groups is mentioned but evaluation is missing or incomplete, the outcome of these initiatives is noted, but the student’s original view on these outcomes is absent or superficial. Their role in decision making is superficial and does not include analysis. 6-6.9 An attempt has been made to identify the risks to the groups of interest but the section does not provide a meaningful survey of what is available, evaluation is missing or incomplete, and an attempt has been made to identify outcomes of but they are not discussed and the student’s original view on these outcomes is absent or superficial. An attempt has been made to identify their role in decision making, but the issue is not discussed. 5-5.9 An attempt has been made to identify risks to the groups of interest but the section does not provide a meaningful survey of what is available and contains irrelevant items, evaluation is missing or incomplete, outcomes are not discussed, and the student’s original view on these outcomes is absent. There is on attempt to discuss their role in decision making or to analyze this role. 0-4.9 Use of Literature All literature used is less than 10 years old, comes from high quality sources, addresses the Australian context, and derives from refereed journals or organizations of recognized standing in the field of public health. Assessment format conforms exactly to guidelines. 8.5-10 A majority of literature used is less than 10 years old, comes from high quality sources, addresses the Australian context, and derives from refereed journals or organizations of recognized standing in the field of public health. Assessment format conforms exactly to guidelines. 7-8.4 Some literature used is less than 10 years old, comes from high quality sources, addresses the Australian context, and derives from refereed journals or organizations of recognized standing in the field of public health. Assessment format partially conforms to guidelines, but sections are missing or irrelevant information has been included. 6-6.9 Literature from inappropriate sources has been included, consumer or proprietary material has been used, items that do not address the Australian context have been used, and only a few items derive from refereed journals or organizations of recognized standing in the field of public health. Assessment format mostly conforms to guidelines, but sections are missing or irrelevant information has been included, while required information is omitted. 5-5.9 Literature from inappropriate sources has been used, consumer or proprietary material has been used, items that do not address the Australian context have been used, and use of items from refereed journals or organizations of recognized standing in the field of public health is minimal or non-existent. Guidelines have not been followed and/or part or all of the assessment does not address the assigned topic. Assessment Fail Writing and Integrity All text represents the student’s original language and ideas, any material taken from other sources is fully cited in accordance with academic conventions, text is logically coherent, language used is formal and stylistically appropriate for a formal piece of university assessment. 8.5-10 All text represents the student’s original language and ideas, material taken from other sources is cited, text is logically coherent, and language used is formal and stylistically appropriate for a formal piece of university assessment. 7-8.4 All text represents the student’s original language and ideas but a large number of direct quotations have been used, material taken from other sources is cited but contains errors or is incomplete, discussion lacks logical coherence, and an attempt has been made to use language that is formal and stylistically appropriate for a piece of university assessment. 6-6.9 All text represents the student’s original language and ideas but a large number of direct quotations have been used, material taken from other sources is cited but contains errors or is incomplete, discussion lacks logical coherence, and an attempt has been made to use language that is formal and stylistically appropriate for a piece of university assessment. 5-5.9 Assessment contains text that has been copied from sources or inadequately paraphrased, citations are incomplete or missing, discussion lacks logical coherence, and/or language that is too informal and/or stylistically appropriate for a piece of university assessment has been used. Assessment Fail