•10–20 or more citations of primary sources from peer-reviewed publications.
Disease Control Plan For SARS CoV-1 or SARS CoV-2, provide a feasible strategy for the disease’s widespread eradication or intense suppression in a chosen country (e.g. yaws in Rwanda).
A. Background: The burden of disease caused by the infectious disease, including social, developmental, and economic effects; epidemiology of the disease, including life cycle, mode of transmission, the force of infection, R0 if known, any reservoirs (and specifically how these will be overcome); infectivity, and virulence. SES, population, and cultural aspects that may have an impact on how well your eradication or elimination plan is carried out in the chosen nation.
B. Control Instruments: Suitable, efficient treatments
Prophylaxis, tools for control, vector control abilities, and, if accessible or appropriate, a thorough cost analysis
Can describe possible future technologies that have not yet been created, such as mHealth, electronic surveillance, or other cutting-edge or modern technology.
C. Offer an elimination or eradication plan for a certain nation or area. Offer a general summary of the plan’s details and its constituent parts (e.g. vector control, vaccination, mass treatment). Describe the communication tactics and incentive schemes you would use to encourage substantial stakeholder participation. Discuss the formation of potential alliances, such as public-private partnerships (such as Rotary), where necessary or suitable.
Describe the projected program plan’s frequency (i.e., how frequently for IRS, immunization, and mass treatment) and duration. Talk about any foreseeable obstacles, issues, and failure causes.
How could JetBlue have better communicated with its internal stakeholders across the country on Valentine’s Day and during the days that followed to enhance its image with customers?
Should the corporate communications team at JetBlue have arranged for CEO David Neeleman to appear on the national television news and talk show circuit following the crisis? What might be the potential benefits and risks to the company’s reputation?
Would you recommend a corporate advertising program for JetBlue?
If implemented, how would you market the JetBlue Airways Customer Bill of Rights to external and internal stakeholders? How would this affect JetBlue’s reputation?
CLICK HERE TO ORDER THIS PAPER AT CapitalEssayWriting.com on JetBlue have better communicated with its internal stakeholders across the country on Valentine’s Day and during the days that followed to enhance its image with customers?
1. The above graph shows the bundle of goods per day and free time per day in a country between 1900 and 2013. When thinking about the difference between 1900 and 2013, which effect is more important on net, the income effect or the substitution effect?
2. What is the definition of conspicuous consumption?
3. Let’s say a country implemented legislation legalizing unions and employment rose. What would we call that phenomenon, and how could we explain it?
4. Let’s say a country implemented a law legalizing labor unions and labor unions became common. Subsequently, employment fell. Based on what you learned in class, what would we call that phenomenon, and how could we explain it?
5. The COVID-19 pandemic clearly had detrimental effects on the economy in 2020. In the 1300s, what was the effect (if any) on wages from the Black Death? Why?
6. What made the Industrial Revolution different than the period of human history that preceded it?
7. What was the first country to experience the Industrial Revolution?
8. If the poorest 10% make half as much as the richest 10% of the population, what is the 90-10 ratio?
9. If British income per capita goes from 3,453 in 2000 to 4,927 in 2001, what is the growth rate of income in that year?
10. Catherine gets a raise at work. She decides to work more as a result to earn more money. What effect does this describe? Why?
11. Juan gets a raise at work. He decides to spend more time with his family since he’s making more money anyway. What effect does this describe? Why?
12. If the wage is unchanged and unemployment benefits rise, what happens to worker effort? Why?
13. If the unemployment rate rises, what happens to the wage-setting curve? Why?
14. If the coronavirus makes it more costly to trade goods internationally, would that tend to move the economy towards autarky (where all goods are produced and consumed in the same country and there is no international trade) or would it move the economy closer to Ricardo’s vision of international trade? Why?
15. If the price of soda is $90, and the marginal cost is $70, what is the markup?
16. What is the relationship between the markup and the elasticity of demand in general?
17. It will help you in this question to refer to your answers to the previous two questions (Questions 15 and 16) as you will need the answers from these questions to answer this one. What is the elasticity of demand for soda?
18. What is the marginal rate of substitution (MRS)?
19. What is the marginal rate of transformation (MRT)?
20. What is true about the relationship between MRS and MRT when a firm maximizes profits?
21. In the above graph, what is the consumer surplus in a market economy where 10 cars are sold?
[Hint, the area of a triangle is 0.5*base*height]
22. In the above graph, what is the producer surplus in a market economy where 10 cars are sold?
[Hint, the area of a triangle is 0.5*base*height]
23. What are economic institutions?
24. Why do economic institutions matter?
25. What is disposable income?
26. What is the definition of Nominal GDP?
27. Take an economy, Quarantine, where only two goods are produced: toilet paper, and hand sanitizer. Is there are 18 rolls of toilet paper sold for $1 each and 20 packs of hand sanitizer sold for $5 each, what is nominal GDP in Quarantine?
Let’s say that the government nationalizes production of these two goods, so that the government now produces 36 rolls of toilet paper (where 18 were produced before) and now produces 40 packs of hand sanitizer (where 20 were produced before), but there are no prices assigned as there is now no buyer and no seller.
28. [10 points] Given this information, can we know what happens to nominal GDP in Quarantine? If so, how much larger is nominal GDP now?
29. [10 points] Given this information, can we know what happens to Real GDP in Quarantine? If so, how much larger is real GDP now?
30. What happens to firm profits if a firm introduces a cost-saving innovation?
31. How does a market economy incentivize firms to adopt new technologies?
32. Explain how cheap coal could be one factor that led to England being the first place to experience the Industrial Revolution.
33. Explain how high wages could be one factor that led to England being the first place to experience the Industrial Revolution.
34. How can countries escape the Malthusian trap?
35. What is opportunity cost?
36. What is the principal-agent problem?
37. What kind of firms are most likely to have a separation of ownership and control?
38. What kind of principal-agent problem(s) does the separation of ownership and control introduce?
39. In the Malthusian Model, let’s supposed that incomes rise because of a new technological discovery. What happens to?
a) The birth rate in the short-run?
b) The birth rate in the long-run?
c) The death rate in the short-run?
d) The death rate in the long-run?
40. Let’s say that Andy can produce 30 apples per hour and 60 bananas per hour and Leslie can produce 60 apples per hour and 60 bananas per hours. Assume that each of them works a 10-hour day.
a) Start in autarky, with Andy and Leslie each spending half their time producing apples, half their time producing bananas, and each of them eating all of their own fruit. How much does each one produce?
b) What is Andy’s comparative advantage? What is Leslie’s comparative advantage?
c) Now assume they specialize in producing the good which they have a comparative advantage in exclusively and they produce none of the other good. How much do they each produce?
d) How much more apples are produced relative to autarky? How many more bananas?
Extra Credit [20 points]:
Using Microsoft Word’s shapes/lines/graphing features (or another alternative which is clear and convenient for me to read), draw a graph of the wage setting curve and price setting curve determining the level of employment and unemployment. For full credit, label the graph fully. As a reminder, you cannot copy and paste here
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A country initially has a population of four million people and is increasing at a rate of 5% per year. If the country’s annual food supply is initially adequate for eight million people and is increasing at a constant rate adequate for an additional 0.25 million people per year.
a. Based on these assumptions, in approximately what year will this country first experience shortages of food?
b. If the country doubled its initial food supply and maintained a constant rate of increase in the supply adequate for an additional 0.25 million people per year, would shortages still occur? In approximately which year?
c. If the country doubled the rate at which its food supply increases, in addition to doubling its initial food supply, would shortages still occur?
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For your final presentation (Key Assignment) you will revise your Unit 4 Individual Project assignment presentation of 8-10 slides (not including title or reference slides) and add at least 3 additional slides (total of 11-13 content slides) with information on:
When rating health care around the world, show how the health care rankings for each country can be used to justify the need for health care reform in these countries.
Choose 2 low-income countries that you feel will benefit from health care reform, and explain why you feel this way.
Be sure to have 150-200 word speaker notes for each content slide. Remember to revise your Unit 4 presentation material using the suggestions from your classmates’ reviews of your Key Assignment Outline and the grade book feedback from your instructor. Be sure to support your information by citing at least 3 scholarly references using APA format.
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write an article on media effect Paper must be at least 1750 words. Please, no plagiarized work!
It is more than obvious that general elections of any kind affect everything that goes on in any country.The research of the recent issue started when Walter Lippman in his 1922 book stated that everything that public opinion reflect and embody information and data that it receives from news media sources (Lippmann, 1922). From that, it is only one step to the fact/theory/truth that public view on the matter of political, economic, and social issues shaped by the mass media which decides what information is worth giving observation.
More than that it is not only the information that is given to the public by mass media but the way it is given which will be described further as one of two aspects of the same theory with one being agenda-setting and the other one known as framing or applicability.Further development of the idea brought by Lippman happened in the 1960s or 1968 to be precise, the year Bobby Kennedy was killed. Journalists Maxwell McCombs and Donald Shaw laid the foundation of the theory with their observation of the 1968 presidential elections.
Asking people in Chapel Hill which is in North Carolina they came to the understanding that mass media coverage correlated greatly with the public opinion and people mostly talked about things that they heard on the TV or radio and not the facts or events comprehension which they somehow developed themselves. Basing on Lippman’s statement they statistically proved the existing of strong interdependence and significant interconnection between the public and news media coverage of some exact issues with shadowing or not saying anything about the others.
In other words, they come to comprehension that if news media gives people what to think about it is exactly media that indirectly forms and shapes public opinion on the matter of the most important national and global events.After the 1968’s starting point theory of agenda-setting continued to grow and develop in different forms. In the era of internet, it jumped on the whole new level with every user in the social media now has an ability to pass, create and receive information. Still, news media coverage consisting of different numerous journalists and news resources unconsciously rejects some of the issues and gives others all the attention.
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ECON 3392 – Assignment 1 Total points: 5 1. (3 points) Using Excel and data from the Angus Maddison Project 1, complete the following: (a) Plot the evolution of GDP per capita of Canada, the USA and a third country of your choosing, from the earliest possible year until 2016. Briefly comment on these time series. (b) Using these three countries, create a scatter plot, with GDP per capita in 1950 on the horizontal axis, and the growth rate of GDP per capita between 1950 and 2016 on the vertical axis. Did these countries converge in this period? (c) Create the same scatter plot but using all countries in the database. Was there convergence in this period? What about for a subsample of countries? (d) Why does economist expect income convergence between developed and dev eloping countries? Based on your findings of question c, why some countries able to convergence but others could not? What’s factors would you look for explanation? 2. (2 points) Read Article 2 to answer question 5 and 6: Acemoglu, Daron, Francisco Gallego, and James A Robinson. 2014. Institutions, Human Capital and Development, Annual Reviews of Economics 6: 875 -912. (a) “Colonial experiences provide better human capital of developing countries” do you agree? Provide your explanation after reading article 2. (Word limit 250). (b) Summarize the relationship among institutions, human capital accumulation, and long -run economic development. (Word limit 300). 1 Link: https:// www.rug.nl/ggdc/historicaldevelopment/maddison/releases/maddison -project -database -2018
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ASSESSMENT 1 BRIEF Subject Code and Title PUBH6003 Health Systems and Economics Assessment Case Study Report Application of systems thinking and building blocks in a country context/setting to public health issues and problems Individual/Group Individual Length 1,500 words (+/–10%) Learning Outcomes The Subject Learning Outcomes demonstrated by the successful completion of the task below include: a) Critically examine the key characteristics of health systems and apply this knowledge to local and global contexts; b) Investigate and inquire into the building blocks of health systems and interpret how they are translated globally; and c) Evaluate the principles of systems thinking and promote multi-sectoral collaboration for the successful implementation of public health programmes. Submission Due by 11.55 pm AEST/AEDT on the Sunday at the end of Module 5 Weighting 35% Total Marks 100 marks Context Systems thinking helps us to understand the elements and relationships/interconnectedness of parts to a system. Currently, the use of systems thinking is being advocated in public health as a new paradigm shift. It aids in the solving of complex and intractable public health problems and the identification of risk factors for the achievement of health systems goals/good population health outcomes. You are required to thoroughly research and write a critical individual report on systems thinking and its application to strengthening the six building blocks of health systems for the reduction/prevention of a chosen public health problem/issue for a selected country. Instructions You are required to: • Identify a country (e.g., Australia or any other country) and a public health issue. Public health problems/issues include excessive alcohol consumption, food safety, heart disease and stroke, road traffic accidents, nutrition, physical activity and obesity, tobacco use, water, sanitation and hygiene, HIV, drug abuse and mental health; • Provide a critical analysis of the concept of systems thinking and how it can be applied to public health; • Discuss the six health systems building blocks as proposed by the World Health Organisation (WHO); • Discuss why the chosen public health issue is complex in the context of the chosen country based on the building blocks and thus requires systems thinking; and • Apply and analyse how systems thinking can be used to reduce/mitigate the selected public health issue along with the building blocks of the health systems of the chosen country. Structure of the Report Introduction • Provide an overview of the key characteristics of the chosen country, including its population, health status indicators (e.g., disease prevalence/incidence, morbidity, mortality and life expectancy at birth) and health system indicators (e.g., service utilisation/health service access, hospital bed density, availability of essential medicines and commodities, health worker density and distribution) (use any three of the stated indicators). • Describe the selected public health issue and why it is an issue for the chosen country (use data/statistics to support your claim). • Provide an overview of the whole assessment to serve as a guide for the reader, explaining that the assessment will use the concept of systems thinking to help prevent/reduce the chosen public health problem of the chosen country and will offer solutions based on the health system building blocks. Main body • Critically discuss the concept of systems thinking and its application to public health issues. • Discuss in detail the health system building blocks as proposed by the WHO. • Critically examine why the current organisation and functioning of the building blocks pose a challenge to solving the identified public health problem for the chosen country (examine the barriers to the use of systems thinking to solve the problem given the current organisation and functioning of the building blocks). • Discuss ANY other barriers outside the building blocks (if any). • Apply systems thinking to strengthen the health system building blocks for reduction/mitigation (suggest solutions based on systems thinking along the building blocks of the health systems). • Propose ANY other solutions outside the building blocks of the health systems (if any). Conclusion Provide a concise summary of all the ideas discussed in the assessment. New ideas should not be introduced at this stage. Note: All sections of the report must be backed by relevant literature from credible sources, such as text books, journal articles and reports. These should be cited using the APA 7th style. Referencing It is essential that you use appropriate APA style for citing and referencing research. For more information on referencing, visit https://library.torrens.edu.au/academicskills/apa/tool. Follow the guidelines below to format the final documents: • Include a title page with: o The assignment title; o Your first and last name; o Your student Identification number; o The word count (excluding headings, in-text citations and tables); o The unit for which the assignment is being submitted; o The name of your lecturer/facilitator; and o An academic integrity statement. • Include page numbers. • Use double spacing. • Font size: 12 minimum. • Include a reference list. • The word count is 1,500 words (+/–10%). • All references must be in APA format. Submission Instructions Submit this task via the Assessment 1—Case Study Report link in the main navigation menu for PUBH6003 Health systems and economics. The learning facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades. Academic Integrity Declaration I declare that except where referenced, the work I am submitting for this assessment task is my own. I have read and am aware of the Torrens University Australia Academic Integrity Policy and Procedure, viewable online at http://www.torrens.edu.au/policies-and-forms. I am also aware that I need to keep a copy of all submitted material and their drafts, and I agree to do so. Assessment Rubric Assessment Attributes Fail (Yet to achieve minimum standard) 0–49% Pass (Functional) 50–64% Credit (Proficient) 65–74% Distinction (Advanced) 75–84% High Distinction (Exceptional) 85–100% Knowledge and understanding of systems thinking and its application to the strengthening of the six building blocks of health systems. -Identify a country and a public health problem/issue. -Discuss systems thinking. -Discuss the six building blocks of health systems as proposed by the WHO. Apply systems thinking to the organisation and functioning of the building blocks of the health system of your chosen country. 30% Demonstrates limited knowledge and understanding of systems thinking and its application to the strengthening of the six building blocks of health systems. Demonstrates functional knowledge of systems thinking and its application to the strengthening of the six building blocks of health systems. Demonstrates proficient knowledge of systems thinking and its application to the strengthening of the six building blocks of health systems. Demonstrates advanced knowledge of systems thinking and its application to the strengthening of the six building blocks of health systems. Demonstrates exceptional knowledge of systems thinking and its application to the strengthening of the six building blocks of health systems. Assessment Attributes Fail (Yet to achieve minimum standard) 0–49% Pass (Functional) 50–64% Credit (Proficient) 65–74% Distinction (Advanced) 75–84% High Distinction (Exceptional) 85–100% Analysis and application of systems thinking to the strengthening of the building blocks of health systems with synthesis of new knowledge. 25% Demonstrates limited analysis and application. Limited application/recommendat ions based upon analysis. Good analysis and synthesis of new knowledge and its application. Shows an 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 and synthesis of new and existing knowledge. Strong application by way of pretested models and/or independently developed models. Recommendations are clearly justified based on the analysis/synthesis. Applies knowledge to new situations/other cases. Evaluation of information selected to support the case study. 20% Limited understanding of key concepts required to support the case study. Resembles a recall or summary of key ideas. Demonstrates a capacity to explain and apply relevant concepts. Well-demonstrated capacity to explain and apply relevant concepts. Information is taken from sources with a high level of interpretation/evaluation to develop a comprehensive critical analysis or synthesis. Assessment Attributes Fail (Yet to achieve minimum standard) 0–49% Pass (Functional) 50–64% Credit (Proficient) 65–74% Distinction (Advanced) 75–84% High Distinction (Exceptional) 85–100% Viewpoints of experts are taken as fact and subject to little questioning. Confuses logic and emotion. Information taken from reliable sources but without coherent analysis or synthesis. Often conflates/confuses the assertion of personal opinion with information substantiated by evidence from the research/course materials. Analysis and evaluation do not reflect expert judgement, intellectual independence, rigor and adaptability. Supports personal opinion; information substantiated by evidence from the research/course materials. Questions viewpoints of experts. Identifies logical flaws. Analysis and evaluation reflect expert judgement, intellectual independence, rigor and adaptability. Discriminates between the assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading. Viewpoints of experts are subject to questioning. Analysis and evaluation reflect growing judgement, intellectual independence, rigor and adaptability. Systematically and critically discriminates between the assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading. Identifies gaps in knowledge. Exhibits intellectual independence, rigor, good judgement and adaptability. Effective communication (written) 15% Merely presents information. Incoherent communication, but somewhat adheres to the given format. Communicates in a coherent and readable manner that adheres to the given format. Communicates coherently and concisely in a manner that adheres to the given format. Communicates eloquently. Expresses meaning coherently, concisely and creatively within the given format. Specialised language and terminology are not used or are inaccurately employed. Generally employs specialised language and terminology with accuracy. Accurately employs specialised language and terminology. Occasional minor errors present in spelling, Accurately employs a wide range of specialised language and terminology. Spelling, grammar and punctuation are free of errors. Discerningly selects and precisely employs a wide range of specialised language and terminology. Assessment Attributes Fail (Yet to achieve minimum standard) 0–49% Pass (Functional) 50–64% Credit (Proficient) 65–74% Distinction (Advanced) 75–84% High Distinction (Exceptional) 85–100% Incorrect spelling, grammar, punctuation and/or the acknowledgment of sources. Some errors are evident in spelling, grammar and/or punctuation. grammar and/or punctuation. Spelling, grammar and punctuation are free of errors. Meaning is repeatedly obscured by errors in the communication of ideas, including errors in structure and sequence. Meaning is sometimes difficult to follow. Information, arguments and evidence are structured and sequenced in a way that is not always clear and logical. Meaning is easy to follow. Information, arguments and evidence are structured and sequenced in a way that is clear and logical. Engages audience interest. Information, arguments and evidence are structured and sequenced in a way that is clear and persuasive. Engages and sustains audience interest. Information, arguments and evidence are insightful, persuasive and expertly presented. Correct citation of key resources and evidence 10% Fails to use good quality, credible and relevant resources to support and develop ideas. Limited use of credible and relevant resources to support and develop discussions or ideas. Uses credible resources to support and develop ideas. Uses good quality, credible and relevant resources to support and develop arguments and statements. Shows evidence of wide scope within the organisation for sourcing evidence. Uses high-quality, credible and relevant resources to support and develop arguments and position statements. Shows evidence of wide scope within and without the organisation for sourcing evidence. Referencing is omitted or does not resemble APA. Referencing resembles APA but contains frequent or repeated errors. Referencing resembles APA but contains occasional errors. APA referencing is free of errors. APA referencing is free of errors. The following Subject Learning Outcomes are addressed in this assessment SLO a) Critically examine the key characteristics of health systems and apply this knowledge to local and global contexts. SLO b) Investigate and inquire into the building blocks of health systems and interpret how they are translated globally. SLO c) Evaluate the principles of systems thinking and promote multi-sectoral collaboration for the successful implementation of public health programmes.
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ASSESSMENT 1 BRIEF Subject Code and Title PUBH6003 Health Systems and Economics Assessment Case Study Report Application of systems thinking and building blocks in a country context/setting to public health issues and problems Individual/Group Individual Length 1,500 words (+/–10%) Learning Outcomes The Subject Learning Outcomes demonstrated by the successful completion of the task below include: a) Critically examine the key characteristics of health systems and apply this knowledge to local and global contexts; b) Investigate and inquire into the building blocks of health systems and interpret how they are translated globally; and c) Evaluate the principles of systems thinking and promote multi-sectoral collaboration for the successful implementation of public health programmes. Weighting 35% Total Marks 100 marks Context Systems thinking helps us to understand the elements and relationships/interconnectedness of parts to a system. Currently, the use of systems thinking is being advocated in public health as a new paradigm shift. It aids in the solving of complex and intractable public health problems and the identification of risk factors for the achievement of health systems goals/good population health outcomes. You are required to thoroughly research and write a critical individual report on systems thinking and its application to strengthening the six building blocks of health systems for the reduction/prevention of a chosen public health problem/issue for a selected country. Instructions You are required to: • Identify a country (e.g., Australia or any other country) and a public health issue. Public health problems/issues include excessive alcohol consumption, food safety, heart disease and stroke, road traffic accidents, nutrition, physical activity and obesity, tobacco use, water, sanitation and hygiene, HIV, drug abuse and mental health; • Provide a critical analysis of the concept of systems thinking and how it can be applied to public health; • Discuss the six health systems building blocks as proposed by the World Health Organisation (WHO); • Discuss why the chosen public health issue is complex in the context of the chosen country based on the building blocks and thus requires systems thinking; and • Apply and analyse how systems thinking can be used to reduce/mitigate the selected public health issue along with the building blocks of the health systems of the chosen country. Structure of the Report Introduction • Provide an overview of the key characteristics of the chosen country, including its population, health status indicators (e.g., disease prevalence/incidence, morbidity, mortality and life expectancy at birth) and health system indicators (e.g., service utilisation/health service access, hospital bed density, availability of essential medicines and commodities, health worker density and distribution) (use any three of the stated indicators). • Describe the selected public health issue and why it is an issue for the chosen country (use data/statistics to support your claim). • Provide an overview of the whole assessment to serve as a guide for the reader, explaining that the assessment will use the concept of systems thinking to help prevent/reduce the chosen public health problem of the chosen country and will offer solutions based on the health system building blocks. Main body • Critically discuss the concept of systems thinking and its application to public health issues. • Discuss in detail the health system building blocks as proposed by the WHO. • Critically examine why the current organisation and functioning of the building blocks pose a challenge to solving the identified public health problem for the chosen country (examine the barriers to the use of systems thinking to solve the problem given the current organisation and functioning of the building blocks). • Discuss ANY other barriers outside the building blocks (if any). • Apply systems thinking to strengthen the health system building blocks for reduction/mitigation (suggest solutions based on systems thinking along the building blocks of the health systems). • Propose ANY other solutions outside the building blocks of the health systems (if any). Conclusion Provide a concise summary of all the ideas discussed in the assessment. New ideas should not be introduced at this stage. Note: All sections of the report must be backed by relevant literature from credible sources, such as text books, journal articles and reports. These should be cited using the APA 7th style. Referencing It is essential that you use appropriate APA style for citing and referencing research. For more information on referencing, visit https://library.torrens.edu.au/academicskills/apa/tool. Follow the guidelines below to format the final documents: • Include a title page with: o The assignment title; o Your first and last name; o Your student Identification number; o The word count (excluding headings, in-text citations and tables); o The unit for which the assignment is being submitted; o The name of your lecturer/facilitator; and o An academic integrity statement. • Include page numbers. • Use double spacing. • Font size: 12 minimum. • Include a reference list. • The word count is 1,500 words (+/–10%). • All references must be in APA format. Submission Instructions Submit this task via the Assessment 1—Case Study Report link in the main navigation menu for PUBH6003 Health systems and economics. The learning facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades. Academic Integrity Declaration I declare that except where referenced, the work I am submitting for this assessment task is my own. I have read and am aware of the Torrens University Australia Academic Integrity Policy and Procedure, viewable online at http://www.torrens.edu.au/policies-and-forms. I am also aware that I need to keep a copy of all submitted material and their drafts, and I agree to do so. Assessment Rubric Assessment Attributes Fail (Yet to achieve minimum standard) 0–49% Pass (Functional) 50–64% Credit (Proficient) 65–74% Distinction (Advanced) 75–84% High Distinction (Exceptional) 85–100% Knowledge and understanding of systems thinking and its application to the strengthening of the six building blocks of health systems. -Identify a country and a public health problem/issue. -Discuss systems thinking. -Discuss the six building blocks of health systems as proposed by the WHO. Apply systems thinking to the organisation and functioning of the building blocks of the health system of your chosen country. 30% Demonstrates limited knowledge and understanding of systems thinking and its application to the strengthening of the six building blocks of health systems. Demonstrates functional knowledge of systems thinking and its application to the strengthening of the six building blocks of health systems. Demonstrates proficient knowledge of systems thinking and its application to the strengthening of the six building blocks of health systems. Demonstrates advanced knowledge of systems thinking and its application to the strengthening of the six building blocks of health systems. Demonstrates exceptional knowledge of systems thinking and its application to the strengthening of the six building blocks of health systems. Assessment Attributes Fail (Yet to achieve minimum standard) 0–49% Pass (Functional) 50–64% Credit (Proficient) 65–74% Distinction (Advanced) 75–84% High Distinction (Exceptional) 85–100% Analysis and application of systems thinking to the strengthening of the building blocks of health systems with synthesis of new knowledge. 25% Demonstrates limited analysis and application. Limited application/recommendat ions based upon analysis. Good analysis and synthesis of new knowledge and its application. Shows an 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 and synthesis of new and existing knowledge. Strong application by way of pretested models and/or independently developed models. Recommendations are clearly justified based on the analysis/synthesis. Applies knowledge to new situations/other cases. Evaluation of information selected to support the case study. 20% Limited understanding of key concepts required to support the case study. Resembles a recall or summary of key ideas. Demonstrates a capacity to explain and apply relevant concepts. Well-demonstrated capacity to explain and apply relevant concepts. Information is taken from sources with a high level of interpretation/evaluation to develop a comprehensive critical analysis or synthesis. Assessment Attributes Fail (Yet to achieve minimum standard) 0–49% Pass (Functional) 50–64% Credit (Proficient) 65–74% Distinction (Advanced) 75–84% High Distinction (Exceptional) 85–100% Viewpoints of experts are taken as fact and subject to little questioning. Confuses logic and emotion. Information taken from reliable sources but without coherent analysis or synthesis. Often conflates/confuses the assertion of personal opinion with information substantiated by evidence from the research/course materials. Analysis and evaluation do not reflect expert judgement, intellectual independence, rigor and adaptability. Supports personal opinion; information substantiated by evidence from the research/course materials. Questions viewpoints of experts. Identifies logical flaws. Analysis and evaluation reflect expert judgement, intellectual independence, rigor and adaptability. Discriminates between the assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading. Viewpoints of experts are subject to questioning. Analysis and evaluation reflect growing judgement, intellectual independence, rigor and adaptability. Systematically and critically discriminates between the assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading. Identifies gaps in knowledge. Exhibits intellectual independence, rigor, good judgement and adaptability. Effective communication (written) 15% Merely presents information. Incoherent communication, but somewhat adheres to the given format. Communicates in a coherent and readable manner that adheres to the given format. Communicates coherently and concisely in a manner that adheres to the given format. Communicates eloquently. Expresses meaning coherently, concisely and creatively within the given format. Specialised language and terminology are not used or are inaccurately employed. Generally employs specialised language and terminology with accuracy. Accurately employs specialised language and terminology. Occasional minor errors present in spelling, Accurately employs a wide range of specialised language and terminology. Spelling, grammar and punctuation are free of errors. Discerningly selects and precisely employs a wide range of specialised language and terminology. Assessment Attributes Fail (Yet to achieve minimum standard) 0–49% Pass (Functional) 50–64% Credit (Proficient) 65–74% Distinction (Advanced) 75–84% High Distinction (Exceptional) 85–100% Incorrect spelling, grammar, punctuation and/or the acknowledgment of sources. Some errors are evident in spelling, grammar and/or punctuation. grammar and/or punctuation. Spelling, grammar and punctuation are free of errors. Meaning is repeatedly obscured by errors in the communication of ideas, including errors in structure and sequence. Meaning is sometimes difficult to follow. Information, arguments and evidence are structured and sequenced in a way that is not always clear and logical. Meaning is easy to follow. Information, arguments and evidence are structured and sequenced in a way that is clear and logical. Engages audience interest. Information, arguments and evidence are structured and sequenced in a way that is clear and persuasive. Engages and sustains audience interest. Information, arguments and evidence are insightful, persuasive and expertly presented. Correct citation of key resources and evidence 10% Fails to use good quality, credible and relevant resources to support and develop ideas. Limited use of credible and relevant resources to support and develop discussions or ideas. Uses credible resources to support and develop ideas. Uses good quality, credible and relevant resources to support and develop arguments and statements. Shows evidence of wide scope within the organisation for sourcing evidence. Uses high-quality, credible and relevant resources to support and develop arguments and position statements. Shows evidence of wide scope within and without the organisation for sourcing evidence. Referencing is omitted or does not resemble APA. Referencing resembles APA but contains frequent or repeated errors. Referencing resembles APA but contains occasional errors. APA referencing is free of errors. APA referencing is free of errors. The following Subject Learning Outcomes are addressed in this assessment SLO a) Critically examine the key characteristics of health systems and apply this knowledge to local and global contexts. SLO b) Investigate and inquire into the building blocks of health systems and interpret how they are translated globally. SLO c) Evaluate the principles of systems thinking and promote multi-sectoral collaboration for the successful implementation of public health programmes
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