Page 1 of 8HCR6001DGlobal Health and SustainabilityBriefing PaperDate for Submission: Please refer to the timetable on ilearn(The submission portal on ilearn will close at 14:00 UK time on thedate of submission)Page 2 of 8Assignment BriefAs part of the formal assessment for the programme you are required to submit aGlobal Health and Sustainability briefing paper. Please refer to your StudentHandbook for full details of the programme assessment scheme and generalinformation on preparing and submitting assignments.Learning Outcomes:1. Appraise the theoretical concepts and ideologies which inform Health Care andtheir translation into policy and practice.2. Identify key elements in Health Care policy and evaluate their application inpractice and the constraints on implementation.3. Deconstruct the social, political, economic and environmental contexts ofdisease.4. Present a coherent and informed case for a Healthcare intervention.Graduate attributesResponsible Global Citizenship:Understand global issues and their place in a globalised economy, ethical decisionmaking and accountability. Adopt self-awareness, openness and sensitivity to diversityin culture.Maximum word count: 4000 wordsPlease note that exceeding the word count by over 10% will result in a reduction ingrade by the same percentage that the word count is exceeded.You must not include your name in your submission because Arden Universityoperates anonymous marking, which means that markers should not be aware of theidentity of the student. However, please do not forget to include your STU number.Page 3 of 8Assignment Task – Briefing PaperThis paper is worth 100% of the total marks on offerWrite a Briefing paper (Briefing Note [BN]) to a local or national government addressing a keyissue of concern. The Briefing paper must be scoped around a topic or area of interest ratherthan a whole sector or business environment – in the chosen country’s context.Note: Your BN’s focus and objective(s) must be clearly stated from the onset and conceptssuch as Global health, Sustainability and Resilience critically appraised in your discussion.Why a Briefing paper?Decision-makers have limited resources and time constraints. They have to make hardchoices about many different topics every day, and they do not have time to research eachone in-depth. A briefing paper helps bring a single issue to someone’s attention and fills inkey details they need to know.It then proposes solutions and recommends improvements. Knowing how to write a briefingpaper is a useful skill for students, therefore. A persuasive briefing paper is concise, researchbased, and evidence-informed, well-organised and covers the most important theories,models, technical issues supported by relevant data, trends and potential solutions.The most important point to remember about the structure of briefing notes is that they havethree main parts; that is:• The purpose (usually stated as the issue, topic or purpose).• A summary of the facts (what this section contains and the headings used will bedetermined by the purpose of the briefing note).• The conclusion (this may be a conclusion, a recommendation or other advice, orboth).Page 4 of 8These three main parts are presented under some or all of the following sectionheadings. Remember, any Briefing Note you write will only have the sections that arerelevant to your purpose and audience.• Issue (also Topic, Purpose): A concise statement of the issue, proposal or problem.This section should explain in one or two lines why the briefing paper matters to thereader. It sets out in the form of a question or a statement what the rest of the note isabout.• Background: The details the reader needs in order to understand what follows (howa situation arose, previous decisions/problems, actions leading up to the currentsituation). Typically, this section gives a brief summary of the history of the topic andother background information. What led up to this problem or issue? How has itevolved? etc.• Current Status: Describes only the current situation, who is involved? What ishappening now? The current state of the matter, issue, situation, etc.• Key Considerations: A summary of important trends, data, facts, considerations,developments – everything that needs to be considered now. While you will have todecide what to include and what to leave out, this section should be as unbiased aspossible. Your aim is to present all the details required for the reader to be informedor to make an informed decision. Keep the reader’s needs uppermost in your mindwhen selecting and presenting the facts. Remember to substantiate any statementswith evidence and to double check your facts. Additional details may be attached asappendices.• Options (also Next Steps, Comments): Basically, observations about the keyconsiderations and what they mean; a concise description either of the options andsometimes their pros and cons or of what will happen next.• Conclusion and/or Recommendations: Conclusions summarise what you want yourreader to infer from the Briefing Note. Many readers jump immediately to this section,so be sure it covers the points you most want your reader to be clear about. Do notintroduce anything new in the Conclusion. If you are including a recommendationssection, it should offer the best and most sound advice you can offer. Make sure therecommendation is clear, direct and substantiated by the facts you have put forward.(100 marks)(4000 words)(LOs 1-4 & Graduate Attribute)Page 5 of 8Useful resources for understanding and designing briefing papers:From CanadaAssociation of Local Public Health Agencies, 2017. Healthy Food for Low income Ontarians.Available at: http://www.wellesleyinstitute.com/wpcontent/uploads/2011/11/CNFB_2009_Information_Package.pdf [Accessed 04.10.19].From NHS CumbriaHealthcare for the Future, 2017. Briefing notes. Available at:http://www.wnecumbria.nhs.uk/briefing-notes/ [Accessed 17.03.19].Additional resource on structuring Briefing notes:Pennsylvania State University, 2015. Classic Format for Briefing Notes. Available at:http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.694.6634&rep=rep1&type=pdf[Accessed 11.01.2020].Note: these are only examples and should not be used for student’s own workPage 6 of 8Formative FeedbackYou have the opportunity to submit a draft assignment to receive formative feedback.The feedback is designed to help you develop areas of your work and it helps you develop yourskills as an independent learner.If you are a distance learning student, you should submit your work, by email, to your tutor, nolater than 2 weeks before the actual submission deadline. If you are a blended learning student,your tutor will give you a deadline for formative feedback and further details.Formative feedback will not be given to work submitted after the above date or the date specifiedby your tutor – if a blended learning student.Student GuidelinesDevelopment of academic skills:You MUST underpin your analysis and evaluation of the key issues with appropriate andwide-ranging academic research and ensure this is referenced using the AU Harvardsystem. The My Study Skills Area contains the following useful resources:Guide to Harvard Referencinghttp://moodle.bl.rdi.co.uk/guides/HarvardRef/AU_Harvard_Quick_Ref_Guide.pdfGuide to Harvard Citationhttp://moodle.bl.rdi.co.uk/guides/HarvardRef/AU_Guide_to_Harvard_Citation.pdfYou must use the AU Harvard Referencing method in your assignment.Additional notes:Students are required to indicate the exact word count on the title page of the assessment.The word count excludes the title page, executive summary, tables, figures, diagrams,footnotes, reference list and appendices. Where assessment questions have beenreprinted from the assessment brief these will also be excluded from the word count. ALLother printed words ARE included in the word count. See ‘Word Count Policy’ on thehomepage of this module for more information.Page 7 of 8Submission Guidance:Assignments submitted late will not be accepted and will be marked as a 0% fail.Your assessment should be submitted as a single Word (MS Word) or PDF file. For moreinformation please see the “Guide to Submitting an Assignment” document available on themodule page on iLearn.You must ensure that the submitted assignment is all your own work and that all sourcesused are correctly attributed. Penalties apply to assignments which show evidence ofacademic unfair practice. (See the Student Handbook which is on the homepage of yourmodule and also in the Induction Area)Page 8 of 8Assessment Criteria (Learning objectives covered – all) Level 6 study represents the student’s increasing autonomy and independence in relation to their knowledge, understanding and skills. At Level 6, students are expected todemonstrate problem solving skills in both practical and theoretical contexts. This should be supported by an understanding of appropriate theory, creativity in expression andthought based on independent but informed judgments. Students should demonstrate the ability to seek out, invoke, analyse and evaluate competing theories and claims toknowledge and work in a critically constructive manner. Work at this level is articulate, coherent and skilled.GradeMarkBandsGeneric Assessment CriteriaFirst(1)80%+An exceptional knowledge base exploring and analysing the discipline, its theory and any associated ethical considerations. The work demonstrates extraordinaryindependence of thought and originality. There is exceptional management of learning resources and a high degree of autonomy is demonstrated which goes above andbeyond the brief. The work demonstrates intellectual originality and creativity. Writing is exceptionally well structured and accurately referenced throughout. Whereappropriate, outstanding professional skills are demonstrated. The work is original and with some additional effort could be considered for internal publication.70-79%An excellent information base within which the discipline is explored and analysed. There is considerable originality in the approach and the work demonstrates confidenceand autonomy and extends to consider ethical issues. Learning resources have been managed with exceptional confidence and the work exceeds the assessment brief.Writing is exceptionally well structured and accurately referenced throughout. Where appropriate, an excellent level of professional skills are demonstrated and the workdemonstrates a high level of intellectual and academic skills.Uppersecond(2:1)60-69%A very good knowledge base which explores and analyses the discipline, its theory and any associated ethical issues. There is evidence of some originality andindependence of thought. A very good range of learning resources underpin the work and there is clear evidence of self-directed research. The work demonstrates theability to analyse the subject and apply theory with good academic and intellectual skills. Academic writing skills are good, expression is accurate overall and the work isconsistently referenced throughout.Lowersecond(2:2)50-59%A satisfactory understanding of the discipline which supports some analysis, evaluation and problem-solving within the discipline. There may be reference to some of theethical considerations. The work shows a sound level of competence in managing basic sources and materials. Academic writing skills are good and accurate overall andthe work is planned and structured with some thought. Professional skills are satisfactory (where appropriate). The work may lack originality but academic and intellectualskills are moving into the critical domain. The work is referenced throughout.Third(3)40-49%Basic level of performance in which there are some omissions in the understanding of the subject, its underpinning theory and ethical considerations. There is littleevidence of independent thought and the work shows a basic use of sources and materials. Academic and intellectual skills are limited. The work may lack structureoverall. There are some difficulties in developing professional skills (where appropriate). There is an attempt to reference the work.MarginalFail30-39%A limited piece of work in which there are clear gaps in understanding the subject, its underpinning theory and ethical considerations. The work shows a limited use ofsources and materials. Academic and intellectual skills are weak and there are errors in expression and the work may lack structure overall. There are difficulties indeveloping professional skills (where appropriate). The work lacks original thought and is largely imitative.29%andbelowA poor performance in which there are substantial gaps in knowledge and understanding, underpinning theory and ethical considerations. The work shows little evidence inthe use of appropriate sources and materials. Academic writing skills are very weak and there are numerous errors in expression. The work lacks structure overall.Professional skills (where appropriate) are not developed. The work is imitative.
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