Assessing Health and DevelopmentStatus

Assessing Health and Development Status
Length 1500 “ 2000 words
Focus on one middle or low income country of your choice and undertake an assessment and critical analysis of its health and development status. Identify key health indicators that provide a good description of the health situation in that country. Try to include relevant development indicators from your chosen focus country. You should structure your assignment like a report and start by presenting some background to your country, then clearly presenting the relevant indicators. You then need to discuss the meaning of the indicators and their value (and limitations) within a local and global context. You should demonstrate your ability to interpret and discuss the health indicators in relation to the Millennium Development Goals (MDGs), but are encouraged to go beyond simply presenting and interpreting these data. Provide an assessment of the country’s progress towards MDG targets and how it compares to other countries in the region and beyond. You should also consider the country’s national health policy, global and other external influences (such as economic and political influences of external donors), and the impact of any international programmes such as key Global Funds. Comment on how these factors may have affected the health situation. Make an assessment of other key challenges and what priorities might be included to the MDGs post-2015.
Key learning outcomes for this assignment include:

being able to gather and sort relevant data from available sources (such as country-based databases and reports, WHO, UNDP websites and interactive databases such as and

collating data and presenting the most important data clearly, using text, tables and figures

interpreting data and showing an understanding of contextual influences on health indicators

backing up all data presented with clear referencing and acknowledgement of sources

demonstrating ability to move beyond description to critique and analysis
Assessment Criteria

Relevance and quality of evidence. Ensure that the health and development indicators that you present for your focus country are as up to date, comprehensive and relevant as possible. Show that you understand why the indicators are important. Select data carefully, present data clearly, and refer to it in the text. (20%)

Analyse with reference to MDGs. Show understanding of the targets set through the MDGs, global progress towards them and assess the implications for your focus country. Consider issues in relation to what might follow the MDGs after 2015 (15%)

Analysis and argument. What is the quality of your analysis of the health situation in your focus country? Draw on a broad range of factors that impact on health and considered local and global influences. Include insights and evidence of your own analysis. Demonstrate creative and analytic thinking. (25%)

Research and use of literature. What is the quality and adequacy of the literature on which the assessment is based? What are the limitations of the MDGs? Draw on available data, theory and insights from others. Present underlying concepts clearly. Go beyond the literature made available to you for the course. Define and use appropriately all terms and concepts (20%)

Referencing: Ensure your work is adequately and competently referenced “ whether peer-reviewed, other written, and online sources (10%)

Description and presentation. Set out the work well and write in clear and coherent English (10%)

Grading and marking
Grades to be used are represented by the following symbols (and corresponding range of marks):
HD (85%-100%), DN (75%-84%), CR (65%-74%), PS (50%-64%), FL (<50%) HD This grade represents a High Distinction. This level of performance involves all of the characteristics of a DN performance but also a level of excellence that makes it outstanding. The level of originality, creativity, or depth of thought and understanding shown would be higher than normally expected for postgraduate students. It demonstrates a higher order of critical thinking and reflection than that demonstrated at the level of DN. DN This grade represents a Distinction. This level of performance involves all of the characteristics of a CR performance but also a level of originality, creativity, or depth of thought and understanding. The work might involve a high level of abstract thinking, or the ability to take an idea or an application into a new context, understand the demands of that context and make modifications. Specific assessment criteria relevant to this assignment are adequately addressed and ALL aspects well done. (This distinguishes it from a CR in which one or two aspects may be incomplete or otherwise not well done.) CR This grade represents a Credit. The assignment or project comes together to make a broadly coherent whole. The response answers the question, makes a good argument, draws on appropriate evidence, and shows some selectivity and judgment in deciding what is important and what is not. Communication is clear and effective. Specific assessment criteria relevant to this assignment are adequately addressed. (One or two aspects may not be well done but the overall result is still MORE THAN satisfactory). PS This grade represents a pass. The student has demonstrated understanding of the basic aspects of the topic, but they may be minimally integrated and fail to make a convincing coherent statement or argument. Written work may be descriptive rather than analytical. It may rely too much on retelling other sources such as texts and lecture notes, with little evidence that the student is capable of transforming these into a personal understanding. Significant elements of the assignment are treated superficially. Assessment criteria relevant to the assignment are sufficiently addressed to warrant a PS however the overall standard is no more than satisfactory. FL This grade represents a clear fail. This grade is used when the student has misunderstood the point of the assignment, or failed to address the most important aspects of the topic. In other words a substantial failure, which would need major work before it could be passed. Academic honesty and plagiarism What is Plagiarism? Plagiarism is the presentation of the thoughts or work of another as one s own.* Examples include: direct duplication of the thoughts or work of another, including by copying material, ideas or concepts from a book, article, report or other written document (whether published or unpublished), composition, artwork, design, drawing, circuitry, computer program or software, web site, Internet, other electronic resource, or another person s assignment without appropriate acknowledgement; paraphrasing another person s work with very minor changes keeping the meaning, form and/or progression of ideas of the original; piecing together sections of the work of others into a new whole; presenting an assessment item as independent work when it has been produced in whole or part in collusion with other people, for example, another student or a tutor; and claiming credit for a proportion a work contributed to a group assessment item that is greater than that actually contributed.  For the purposes of this policy, submitting an assessment item that has already been submitted for academic credit elsewhere may be considered plagiarism. Knowingly permitting your work to be copied by another student may also be considered to be plagiarism. Note that an assessment item produced in oral, not written, form, or involving live presentation, may similarly contain plagiarised material. The inclusion of the thoughts or work of another with attribution appropriate to the academic discipline does not amount to plagiarism. Thanks

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