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Demonstrates that you are familiar with the case studies and includes an explanation and evaluation of the public health methods used for each topic below.

Demonstrates that you are familiar with the case studies and includes an explanation and evaluation of the public health methods used for each topic below.

There must be 1 page in length for each topic listed below and reflects proper spelling, capitalization, punctuation, and grammar usage.

Includes citations and references in APA format.

There is a total of three topics to write about, ALL ARE TO BE WRITTEN ABOUT. In total there must be 3-6 pages long, 1-2 pages per topic.

1.      Explore the ASTHO website at http://www.astho.org/ and prepare a brief 1 page report on initiatives that affect public health in your home state. Be sure to include the initiative, its goals, any opposition that you think may be there and your own opinion of the initiatives.

2.      Visit the Guide to Community Preventive Services web site at:

https://www.thecommunityguide.org/

Research a topic that is an important public health issue in your local area/hometown. Investigate the types of scientific research that has been done on the issue and recommendations for community interventions that have emerged from the research. Report your findings in a brief summary. This report should be 1 page long

3.      Review the tools and resources offered by The Community Tool box at http://ctb.ku.edu/en. This free public service offered by the University of Kansas

Work Group for Community Health and Development offers a large number of resources for practitioners and community volunteers. Make a list of resources that you would find helpful as a new graduate starting his/her first job with a public health agency.

This should be a 1-2 page list with a brief explanation of how that resource could be helpful to you.

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Public Health Response to Natural Disaster Analysis

Public Health Response to Natural Disaster Analysis AssignmentCompleted with Real World Clinical Experience #4-The U.S. and Global Response to Natural Disasters and Infectious DiseaseIndividual assignmentInstructions:Analyze the public health response of the U.S. or a developing country in regard to a natural disaster. For example, analyze the response to a recent disaster such as a specific hurricane, major flood, tornado, wildfire, or earthquake.1. Identify the type of disaster and where/when it occurred.2. Look for media reports, formal reports from agencies such as WHO or the CDC or city/county/state governments, or other websites that discuss the chosen disaster and can provide a glimpse into the PH response to the disaster.a. Consider and discuss the effectiveness of the PH responseb. Identify barriers and facilitators associated with the PH response c. Identify lessons learned from the PH response. 3. Create an 8-10 minute narrated PowerPoint/slideshow (10-12 slides) that:a. Describes and depicts the disaster. b. Identifies and describes barriers and mitigators affecting the ability of the PH community to respond effectively. c. Identifies and discusses at least two lessons learned by the PH community that can be carried forward to future responses. *(Please follow the Digital Media tutorial instructions for creating and uploading your assignment)4. Once your presentation is completed, do the following to submit your assignment: 

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Disaster Planning for Public Health

Assignment: Disaster Planning for Public Health

Select a potential natural or man-made disaster that could happen in your community. Then, write a 3- to 4-page paper about the disaster from the community nurse’s perspective.

Section 1: The Disaster, Man-Made or Natural

  • What disasters may strike your community and why? For example, do you live in “Tornado Alley,” or has climate change resulted in unusual cold weather snaps or blizzards in your community? Are you located in a flood plain? Include possible diseases that may result from a natural disaster, such as tetanus or cholera.

Section 2: The Nursing Response

  • Formulate responses to the disaster, considering systems and community levels of intervention.
  • Review websites where a disaster plan may be available for the public, or if one is not currently available, call public health department to see if a disaster plan exists for your community and what the plan contains.

Section 3: Is My Community Prepared for a Disaster?

  • What conclusions can you draw about your community’s preparedness plan from having completed this evaluation?

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Disaster Planning for Public Health

Select a potential natural or man-made disaster that could happen in your community. Then, write a 3- to 4-page paper about the disaster from the community nurse’s perspective.

Section 1: The Disaster, Man-Made or Natural

  • What disasters may strike your community and why? For example, do you live in “Tornado Alley,” or has climate change resulted in unusual cold weather snaps or blizzards in your community? Are you located in a flood plain? Include possible diseases that may result from a natural disaster, such as tetanus or cholera.

Section 2: The Nursing Response

  • Formulate responses to the disaster, considering systems and community levels of intervention.
  • Review websites where a disaster plan may be available for the public, or if one is not currently available, call public health department to see if a disaster plan exists for your community and what the plan contains.

Section 3: Is My Community Prepared for a Disaster?

  • What conclusions can you draw about your community’s preparedness plan from having completed this evaluation?

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speech critically analyzing the central issues in public administration

 Create a speech critically analyzing the central issues in public administration (i.e., any level of government or nonprofit organization). Address the following in the speech:

  1. Determine the three most important central issues in public administration based on your own experience, understanding, and perspective; and then, explain why. Support your arguments with evidence from the published literature. 
  2. Evaluate the extent to which these issues weigh upon current public policy topics. Give examples and explain how.
  3. To generate public policy positions, explain how these policies would reflect effective public/government relations.

 Support speech with at least five (5) scholarly references published within the last 5 years. 

 Transcription length: 5–7 pages 

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Statistics for Public Health
Assessment Statistics Interpretation

ASSESSMENT 2 BRIEF
Subject Code and Title STAT6200: Statistics for Public Health
Assessment Statistics Interpretation Report
Individual/Group Individual
Length 1,200 words (+/- 10%)
Learning Outcomes This assessment addresses the following learning outcomes:
a) Critically apply the theories on key concepts in descriptive and inferential statistics
b) Analyse survey design and sampling methods to collect valid and reliable data and appraise methodologies
c) Assess the data and determine the appropriate parametric and non-parametric statistical tests, and how to control for confounding variables
d) Evaluate types of inferential statistics and interpret the results of these analyses using theoretical examples or as presented in published literature
e) Apply key concepts of statistics, including: sampling, hypothesis testing, distribution of data, validity and reliability, statistical significance and effect size
AEST/AEDT*
Weighting 40%
Total Marks 100 marks
STAT6200_Brief_Assesment 2_Statistics Interpretation Report_Module 8 Page 6 of 10
Instructions:
This assessment requires you to read excerpts from four articles and answer a series of questions in no more than 1,200 words (+/- 10%).
Most public health and wider health science journals report some form of statistics. The ability to understand and extract meaning from journal articles, and the ability to critically evaluate the statistics reported in research papers are fundamental skills in public health.
This type of assessment demonstrates how students can apply the skills that they learn in this course to real-world scenarios wherein they might need to interpret/review articles for public health use.
After reading published research articles, you will be asked to interpret, describe and report the following types of statistics:
• State the null and alternative hypothesis
• Detail the demographic characteristics of the people in a sample
• Report summary descriptive and inferential statistics reported in the paper
• Describe what inferential statistics were used for the analysis of data in a study and why
• Interpret the odds ratios or hazard ratios for reported outcomes
• Evaluate the impact design limitations described by the researchers have on study or the extent to which results can be generalized to the population
Please download the excerpts of these papers from the Assessment 2 folder of this subject.
Referencing
It is essential that you use appropriate APA style for citing and referencing research. Please see more information on referencing here https://library.torrens.edu.au/academicskills/apa/tool
Submission Instructions
Submit this task via the Assessment link in the main navigation menu in STAT6200 Biostatistics. 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 I have referenced, the work I am submitting for this assessment task is my own work. I have read and am aware of Torrens University Australia Academic Integrity Policy and Procedure viewable online at http://www.torrens.edu.au/policies-and-forms
I am aware that I need to keep a copy of all submitted material and their drafts, and I will do so accordingly.
STAT6200_Brief_Assesment 2_Statistics Interpretation Report_Module 8 Page 6 of 10
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%
Interpretation of, statistical research concepts and reported results, demonstrating applied knowledge
AND
Critical analysis of research elements including sampling, results and limitations
Paper 1
25% Limited understanding of required concepts and
knowledge
Knowledge or understanding of the field or discipline.
Thorough knowledge or understanding of the field or discipline/s. Highly developed understanding of the field or discipline/s.
A sophisticated understanding of the field or discipline/s.
Incorrectly describes or reports the purpose of the research, the type of data and the inferential statistics for this paper – there are errors in all four answers. Incorrectly describes or reports the purpose of the research, the type of data or the inferential statistics for this paper – there are errors in the answers. For most answers correctly describes and reports the purpose of the research, the type of data or the inferential statistics for this paper – there are some errors in any of the answers. For most answers correctly describes and report the purpose of the research, the type of data or the inferential statistics for this paper – there are minor errors in any of the answers. Correctly describes and report the purpose of the research, the type of data or the inferential statistics for this paper – there are no or minor errors in any of the answers.
Incorrectly describes or reports the design of the research, the demographic or the inferential statistics for this paper – there are errors in all four answers. Incorrectly describes or reports the design of the research, the demographic data or the descriptive statistics for this paper – there are errors in the answers. For most answers, correctly describes and reports the design of the research, the demographic data or the
descriptive statistics for this paper – there are some errors in any of the answers. For most answers, correctly describes and reports the design of the research, the demographic data or the descriptive statistics for this paper – there are minor errors in any of the answers. Correctly describes or reports the design of the research, the demographic data or the descriptive statistics for this paper – there are no or minor errors in the answers.
Interpretation of, statistical research concepts and reported results, demonstrating Limited understanding of required concepts and knowledge. Knowledge or understanding of the field or discipline.
Thorough knowledge or understanding of the field or discipline/s. Highly developed understanding of the field or discipline/s. A sophisticated understanding of the field or discipline/s.
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%
applied knowledge
AND
Critical analysis of research elements including sampling, results and limitations
Paper 3
25%
Incorrectly describes or reports the purpose of the research, the generalizability and the inferential statistics for this paper – there are errors in all four answers. Incorrectly describes or reports the purpose of the research, the generalizability and the inferential statistics for this paper – there are errors in the answers. For most answers, correctly describes or reports the purpose of the research, the generalizability and the inferential statistics for this paper – there are some errors in any of the answers. For most answers, correctly describes or reports the purpose of the research, the generalizability and the inferential statistics for this paper – there are minor errors in any of the answers. Correctly describes or reports the purpose of the research, the generalizability and the inferential statistics for this paper – there are no or minor errors in any of the answers.
Interpretation of, statistical research concepts and reported results, demonstrating applied knowledge
AND
Critical analysis of research elements including sampling, results and limitations
Paper 4
25%
Limited understanding of required concepts and knowledge.
Knowledge or understanding of the field or discipline.
Thorough knowledge or understanding of the field or discipline/s. Highly developed understanding of the field or discipline/s. A sophisticated understanding of the field or discipline/s.
Incorrectly describes or reports the outcomes and the limitations for this paper – there are errors in all four answers.
Incorrectly describes or reports the outcomes or the limitations for this paper – there are errors in the answers.
For most answers, correctly describes or reports the outcomes or the limitations for this paper – there are some errors in any of the answers.
For most answers, correctly describes or reports the outcomes or the limitations for this paper – there are minor errors in any of the answers.
Correctly describes or reports the outcomes or the limitations for this paper – there are no or minor errors in any of the answers.
The following Subject Learning Outcomes are addressed in this assessment
SLO a) Critically apply the theories on key concepts in descriptive and inferential statistics
SLO b) Analyse survey design and sampling methods to collect valid and reliable data and appraise methodologies
SLO c) Assess the data and determine the appropriate parametric and non-parametric statistical tests, and how to control for confounding variables
SLO d) Evaluate types of inferential statistics and interpret the results of these analyses using theoretical examples or as presented in published literature
SLO e) Apply key concepts of statistics, including: sampling, hypothesis testing, distribution of data, validity and reliability, statistical significance and effect size

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    Assessment Statistics Interpretation

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GAF, Consumer Satisfaction, and Type of Clinical Agency (Public or Private)

GAF, Consumer Satisfaction, and Type of Clinical Agency (Public or Private) See attachments, 350- 500 words 

1.Identify the independent variable. Identify the dependent variable(s). AGENCY TYPE (PRIVATE OR PUBLIC). GAF and CONSUMER SATISFACTION

2.Are there any missing values for any of the variables? If there are, what do you recommenddoing to address this issue? OF COURSE! REPLACE MISSING VALUE WITH THE MEAN OF THE ENTIRE SERIES.

3.Were there any outliers in this data set? If outliers are present, what is your recommendation?YES! DELETE THE ENTRY BECAUSE THE VALUE WAS NOT VALID (EXCEEDED THE POSSIBLE VALUE). 

4.Check the independent and dependent variables for statistical assumptions violations. If there are violations, what do you recommend? THE GAF VIOLATED THE NORMALITY ASSUMPTION. ONCE THE OFFENDING VALUE IS DELETED, THE NORMALITY ASSUMPTION IS INTACT.

5.Write a sample Results section, discussing your data screening activity. 

  1. Conduct necessary analyses using SPSS so you can answer the questions listed in the exercise.
  2. Submit your responses to the exercise questions as a Word document.
  3. Submit the SPSS Output files showing the analyses you performed in SPSS to compute the answers for related questions

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Who are the key theorists/researchers in your public health topic?

ASSESSMENT BRIEF
Subject Code and Title PUBH6008: Capstone A: Applied Research Project in Public Health
Assessment Assessment 2: Literature review
Individual/Group Individual
Length 4,000 words
Learning Outcomes This assessment addresses the following learning outcomes: 2. Integrate and apply their knowledge and skills in public health 3. Develop research skills and apply these to a public health issue 4. Conduct a small literature review which critically analyses key issues on a public health research topic 5. Define and justify a research question, based on the literature/public health issue, and outline its significance
Weighting 40%
Total Marks 100 marks
PUBH6008_Assessment Brief 2 Page 1 of 6
Instructions:
By the end of module 3, student must provide to their learning facilitator a brief review of the literature on their chosen topic. The literature review must contain key references/theorists/researchers for the public health topic chosen. The literature review assignment must be designed to address the following questions:
• Who are the key theorists/researchers in your public health topic?
• What are the key issues?
• What are the gaps in the existing body of knowledge?
The literature review should provide a basis for justifying a clear research question or hypothesis to be explored further.
You must also indicate the search strategy used for your literature review. For example, what were the key words you searched for, and which key databases or other sources did you use to conduct your literature review? (e.g. CINAHL, Proquest Public Health, Informit, Medline, Google Scholar).
Assessment Criteria:
• Critical and comprehensive review of the literature (70%) ? Clarity of research question/hypothesis (10%) 0 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
Marking Rubric:
Assessment Attributes 0-34 (Fail 2- 35-49 F2) (Fail 1 – Fl) 50-64 (Pass-P) 65-74 (Credit – CR) 75-84 (Distinction – DN) 85-100 (High Distinction-HD)
Unaccept Poor able Functional Proficient Advanced Exceptional
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. 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 Critical and comprehensive review of the literature (70%) Limited understanding of required concepts and knowledge Key components of the assignment are not addressed. Knowledge/understa nding of the field or discipline. Resembles a recall or summary of key ideas. Often Thorough knowledge/understandi ng 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 opinion and information substantiated by robust evidence A sophisticated understanding of the field or discipline/s. Systematically and critically discriminates between assertion of personal opinion and information substantiated by
PUBH6008 Assessment Brief 2
of
Page 4 8
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. from the research/course materials and extended reading. Well demonstrated capacity to explain and apply relevant concepts. robust evidence from the research/course materials and extended reading. Mastery of concepts and application to new situations/further learning.
Critical reasoning, presentation and defence of an argument and/or position Critical and comprehensive review of the literature (70%) Clarity of research question/hypothesis (10%) 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 wellformed arguments not merely assertion. 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 welldeveloped arguments. 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.
PUBH6008 Assessment Brief 2
Page 5 of 8
Analysis and application with synthesis of new knowledge Limited synthesis and analysis. Demonstrated analysis and synthesis of new Well-developed analysis and synthesis with application of Thoroughly developed and creative analysis Highly sophisticated and creative analysis, synthesis of new with
Critical and comprehensive review of the literature (70%) Clarity of research question/hypothesis (10%) Limited application/recommendatio ns based upon analysis. knowledge with application. Shows the ability to interpret relevant information and literature. recommendations linked to analysis/synthesis. and synthesis with application of pretested models and / or independently developed models and justified recommendations linked to analysis/synthesis. 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.
PUBH6008 Assessment Brief 2
Page 6 of 8
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. 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 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. Consistently demonstrates expert use of good quality, credible and relevant research sources to support and develop appropriate arguments and statements. Shows evidence of reading Expertly written and adheres to the academic genre. 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
well developed. There are no mistakes in using the APA style. beyond the key reading There are no mistakes in using the APA style. There are no mistakes in using the APA Style.
*GenerglA^essmenLCntengi
• 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_______________________
    PUBH6008 Assessment Brief 2
    Page 7 of 8
    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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open fields” includes any place that is public or private outside the curtilage, including forests, lakes, woods, city streets, and stadiums.

1.  Discuss whether the term “open fields” includes any place that is public or private outside the curtilage, including forests, lakes, woods, city streets, and stadiums.

The open field doctrine is a legal term that refers to the idea that everything that is easily visible to the naked eye, even if it is on private property, is subject to search because it is not hidden. Consent is not required to inspect the area under this approach for a law enforcement official to observe and report things that are clearly visible and include observations made. In other words, the open fields doctrine is a doctrine that holds that a warrant is not needed when searching for open places such as areas such as pastures, wooded areas, open water, and vacant lots that do not need to comply with the requirements and probable cause. Furthermore, open fields must be neither open nor fields, but just portions of land beyond the curtilage, according to the doctrine. As a result, densely fenced dense woodlands could be considered open fields.

2. The open-fields doctrine is the legal doctrine that a “warrantless search of the area outside a property owner’s curtilage” does not violate the Fourth Amendment to the United States Constitution. Curtilage is the area immediately surrounding a dewlling and it also counts as part of the home for legal purposes, which can include searches and self-defense laws. Curtilage includes the area immediately surrounding a dwelling, and it counts as part of the home for many legal purposes, including searches and many self-defense laws. The term includes the ouside of stadiums and home on city streets. I believe public places are different when it comes to this docterine, as there is no true “owner”, where as private places have more of a basis for privavy, as there needs to be caution when approaching someone’s Fourth Amendment rights for their property and privacy.

3. The open field doctrine is a warrantless search of the area outside a property owner’s curtilage which does not violate the fourth amendment to the United States Constitution. Expectation of privacy in an open field is not considered as reasonable or legitimate, even if there are fences or no trespassing signs around the field. Open fields may include any unoccupied or undeveloped area outside the curtilage. While open fields are not protected by the fourth amendment, the curtliage; or outdoor area immediately surrounding the home, may be protected. Courts have treated this area as an extension of the house and as such subject to all privacy protections afforded a person’s home unlike a person’s open fields under the fourth amendment. In Addition, In Hester v United States, the court held that the fourth amendment did not protect open field and that therefore, police searches in such areas as pastures, wooded areas, open water and vacant lots need not comply with the requirements of warrants and probable cause.

4. open fields is considered all the space that is not contained within the curtilage and need be neither open nor fields. The open fields doctorine allows law enforcement officers to search for and seize evidence in open fields without a warrant, probable cause, or any other legal justification.Even if officers trespass while searching the open fields, the trespass does not render the evidence inadmissable.  Oliver v. United States,466 U.S. 170 (1984). Curtilage is defined as the grounds and buildings immediatley surrounding a dwelling that are used for domestic purposes in connection with the dwelling. Areas within the curtilage of a home are protected against unreasomable searches and seizures by the 4th amendment.

5. The “open field’ doctrine clearly states any area that warrantless search of the area outside a property owner’s curtilage does not violate the Fourth Amendment. A curtilage is an area or land that is a part of a house and is claimed as so for legal purposes. When it comes to open fields such as forests, lakes, woods, city streets and stadiums, they are all fair to search without a warrant as long as they are not owned property. For example, an area behind a fence of a house can not be searched without a warrant or probable cause that a crime is being committed. However, a lake or a forest behind a house is fair game to search because it is not part of the property owned by the homeowner

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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;

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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