Submission Deadline Marks and Feedback Before 10am on: 17/09/2021 20 working days

MBA706 – Leading People in Organisations T2, 2021 Assessment Task 3 –

MBA706 – Leading People in Organisations

T2, 2021

Assessment Task 3 – Written report and video

Individual Assignment

DUE DATE AND TIME: Post Week 11 – Monday, 4 October 2021 by 8.00pm (AEST)

PERCENTAGE OF FINAL GRADE: Report 30%; Video 10%

WORD COUNT/TIMING: Report: 3000 words maximum

Video: 5 minutes maximum

Description

During this unit you will have gained new knowledge and insight into issues and concerns facing organisations. You have used this experience to analyse another organisation in your group case study for Assessment 2. It is now time to turn your attention to your own workplace.

In this assessment you will use your current workplace as a case study. Drawing across the whole range of In Essence topics in this unit, you will identify a current leadership, management or organisational issue, analyse it to understand it better and then make recommendations for change. You will choose one of the recommendations and make a case for how it can be implemented. This will take the form of a report.

You will also create an accompanying video, of no more than 5 minutes. You have the freedom to choose the ‘type’ of video you create. For example, it can be a video of a slide show with voiceover, you talking to camera, animation etc. It should be a professional video that you would be comfortable showing to your work colleagues but also entertaining enough to keep their attention.

You can use this as an opportunity to speak with more senior colleagues in your organisation and ask for their input about a challenge they are facing. Or you can draw from your own experience and expertise to identify a challenge. If you are not currently employed, you can choose any organisation you like for this assessment, as long as you are able to obtain sufficient evidence to inform your report.

Specific Requirements

Part A

Please structure your report as follows:

1. Introduction. This should be brief and consist of stating the context under examination, (e.g. a HR Department in a financial services organisation, a non-profit board, etc.) and identifying which three concepts you are using to inform your analysis and recommendations. (300 words)

2. Identification and description of challenge and justification of its significance. Make sure to distinguish between symptoms and causes of the issue you have identified. Please use academic sources to support your argument that it is indeed an issue worth attention (500 words)

3. Analyse the nature of the challenge in relation to the In Essence theories, concepts and frameworks addressed in this unit. You should be able to link the challenge to three Key Concepts across topics. Two of the Key Concepts must be drawn from Topics 5 and 6; the third can be from any topic. You cannot choose all three Key Concepts from one topic; you must draw your Key Concepts from at least two topics. Please use these Key Concepts as sub-headings in this section (800 words)

4. Make recommendations to address the issues identified discussing the strengths and weaknesses inherent in your recommendations. Your recommendations need to be both feasible for the organisation as well as having evidence to show they are likely to work. Please use academic sources to support your arguments. (800 words)

5. Choose one recommendation and outline an action plan with goals, timelines, and measures of success. (600 words)

6. References. (not part of word count)

Part B

For your video, you have greater flexibility in the structure. It is an artefact that can be used to inform and persuade key people in your organisation that not only do changes need to be made, but also that you have identified what needs to be done and can illustrate how one of the recommendations should be implemented.

The video is worth 10% therefore you should be devoting three times as much effort into your report. With a video there is often the temptation to push the envelope with creative thinking and technical skills. Please remember we are not assessing you on your production abilities but rather whether you can create a professional, informative, persuasive and entertaining video. Videos are increasingly a common tool for corporate communication and your ability to use video as a medium to convey an important message is an important skill to master. This will require some effort on your part. A slide show with a voiceover or you talking to a webcam is the minimum standard.

Do not forget that you can share tips and hints on video production in the Discussion Boards. In fact, we strongly encourage you to do this! Mobile phone technology is very effective for creating professional visual stories so there is no need for you to use a stand-alone camera for your video unless this is something you feel compelled to do, due to personal choice. We recommend using iMovie (on a Mac) or MovieMaker (on a PC), which are both free. iMovie is found to be more user-friendly. If you encounter any problems, please use the appropriate discussion zone in CloudDeakin. Although you may use copyrighted material in your video, please keep this down to less than 20% of your video. If you find it challenging to upload your video as a file into the Assessment 3 dropbox, please upload it to YouTube or Vimeo and provide a link to the video in a separate word document.

Learning Outcomes

This task allows you to demonstrate achievement towards the unit learning outcomes. The ULOs are aligned with specific graduate learning outcomes – that is, the skills and knowledge graduates are expected to have upon completion of their studies – and this assessment task is an important tool in determining achievement of those outcomes. If you do not demonstrate achievement of the unit learning outcomes, you will not be successful in this unit. It is good practice to familiarise yourself with the ULOs and GLOs as they provide guidance on the knowledge, understanding and skills you’re expected to demonstrate upon completion of the unit. In this way they can be used to guide your study.

Unit Learning Outcomes (ULO)

Graduate Learning Outcomes (GLO)

ULO1: Demonstrate an understanding of how the employee experience is impacted by the world of work including organisational structure and workplace culture.

GLO1: Discipline-specific knowledge and capabilities

ULO 3: Appreciate and critique the leadership challenges, ethical dilemmas and practical paradoxes in organisations

GLO1: Discipline-specific knowledge and capabilities

GLO4: Critical thinking

ULO4: Analyse an organisation’s approach to contemporary leadership and people management issues and make recommendations for change.

GLO1: Discipline-specific knowledge and capabilities

GLO4: Critical thinking

Submission

Key date:

Your report is due Week 11+: Monday, 4 October 2021 by 8.00pm (AEST)

Please submit the report into the Assessment 3 drop box on the CloudDeakin site.

Notes on word limit/time limit:

Word count (excluding references) should not exceed 3,000; otherwise, the part beyond the word limit may not be read and marked. Similarly, the video you submit should not be longer than 5 minutes.

Notes on academic references:

Websites do not constitute academic references. Please use peer-reviewed academic journals that you find from the library or Google Scholar.

Harvard Business Review is a good journal but doesn’t always have rigorous analysis or original research (often skews towards editorials) so please use sparingly. Below is a list of some of the best academic journals in the discipline of management relevant to this unit. There are of course many others but if you draw at least some of your references from these, you increase your chances for a better grade. If you are not sure about the quality of a journal, feel free to ask in the Discussion Boards.

Academy of Management Journal

Academy of Management Review

Administrative Science Quarterly

Human Relations

Human Resource Management

Journal of Applied Psychology

Journal of Management

Journal of Management Studies

Journal of Organizational Behavior

Journal of Vocational Behavior

Management Science

Organizational Behavior and Human Decision Processes

Organization Studies

Organization Science

Personnel Psychology

The Leadership Quarterly

Marking and feedback

The marking rubric for this task is below and also available in the MBA706 CloudDeakin unit site – in the Assessment folder (under Assessment Resources).

It is always a useful exercise to familiarise yourself with the criteria before completing any assessment task. Criteria act as a boundary around the task and help identify what assessors are looking for specifically in your submission. The criteria are drawn from the unit’s learning outcomes ensuring they align with appropriate graduate attribute/s.

Identifying the standard you aim to achieve is also a useful strategy for success and to that end, familiarising yourself with the descriptor for that standard is highly recommended.

The mark for the final assignment will not be released until after the final grades are released to students throughout the university, in accordance with university policy.

Extensions

Extensions will only be granted for exceptional and/or unavoidable circumstances outside the student’s control.

Students seeking an extension for an assignment prior to the due date should apply directly to the Unit Chair by completing the Assignment and Online Test Extension Application Form.

Applications for special consideration after the due date must be submitted via StudentConnect.

Late submission

The following marking penalties will apply if you submit an assessment task after the due date without an approved extension: 5% will be deducted from available marks for each day up to five days, and work that is submitted more than five days after the due date will not be marked and will receive 0% for the task.

‘Day’ means working day for paper submissions and calendar day for electronic submissions. The Unit Chair may refuse to accept a late submission where it is unreasonable or impracticable to assess the task after the due date.

Calculation of the late penalty is as follows: this is based on the assignment being due on a Thursday at 8:00pm

1 day late: submitted after Thursday 11:59pm and before Friday 11:59pm– 5% penalty.

2 days late: submitted after Friday 11:59pm and before Saturday 11:59pm – 10% penalty.

3 days late: submitted after Saturday 11:59pm and before Sunday 11:59pm – 15% penalty.

4 days late: submitted after Sunday 11:59pm and before Monday 11:59pm – 20% penalty.

5 days late: submitted after Monday 11:59pm and before Tuesday 11:59pm – 25% penalty.

Support

The Division of Student Life (see link below) provides all students with editing assistance. Students who wish to take advantage of this service must be organized and plan ahead and contact the Division of Student Life in order to schedule a booking, well in advance of the due date of this assignment. http://www.deakin.edu.au/about-deakin/administrative- divisions/student-life

Referencing

Any material used in this assignment that is not your original work must be acknowledged as such and appropriately referenced. You can find information about plagiarism and other study support resources at the following website: http://www.deakin.edu.au/students/study-support

Academic misconduct

For information about academic misconduct, special consideration, extensions, and assessment feedback, please refer to the document Your rights and responsibilities as a student in this Unit in the first folder next to the Unit Guide in the Resources area of the CloudDeakin unit site.

[Rubric is added on the following page]

Ass 3: Individual report and video rubric

Performance Levels/ Criteria

N (0-29)

N (30-49)

P (50-59)

C (60-69)

D (70-79)

HD (80-100)

Part A (Written report)

Criterion 1: Identification and analysis of key issues of concern

ULO3 (GLO1 & GLO4)

10 marks

Presents a superficial explanation of case study issues, with no attempt at critical analysis or drawing on evidence to justify the causes and issues identified.

0-2.99

Presents a basic explanation of case study issues containing some ambiguity, with very limited demonstration of critical analysis; drawing on limited evidence and theory to justify the causes and issues identified.

3-4.99

Presents a satisfactory explanation of case study issues, and demonstrates an adequate level of critical analysis; draws on sufficient evidence and theory to justify the causes and issues identified.

5-5.99

Presents a clear and coherent explanation of case study issues, and demonstrates a strong level of critical analysis; draws on strong evidence and theory to justify the causes and issues identified.

6-6.99

Presents a clear and coherent explanation of case study issues; strongly integrates all relevant information, and demonstrates an authoritative and persuasive level of critical analysis; systematically draws on evidence and theory to justify the causes and issues identified.

7-7.99

Consistently and insightfully presents a clear and coherent explanation of case study issues; expertly integrates all relevant information, and demonstrates an expert and compelling level of critical analysis; systematically draws on evidence and theory to justify the causes and issues identified.

8-10

Criterion 2: Development of appropriate recommendations and interventions

ULO4 (GLO1 & GLO4)

10 marks

Proposes no or inadequate recommendations that indicate lack of comprehension of issues related to the case and little or no consideration for the feasibility of the recommendation(s).

0-2.99

Proposes limited recommendations that indicate very little comprehension of issues related to the case and only partial consideration for the feasibility of the recommendation(s).

3-4.99

Proposes one or more acceptable recommendations that indicate satisfactory comprehension of issues related to the case and some consideration for the feasibility of the recommendation(s).

5-5.99

Proposes one or more good recommendations that indicate sound comprehension of issues related to the case and reasonable consideration for the feasibility of the recommendation(s).

6-6.99

Proposes one or more very good recommendations that indicate deep comprehension of issues related to the case and thorough consideration for the feasibility of the recommendation(s).

7-7.99

Proposes one or more exemplary recommendations that indicate consistently deep comprehension of issues related to the case and very thorough consideration for the feasibility of the recommendation(s).

8-10

Criterion 3: Recognition of workplace context in development of action plan

ULO1 (GLO1)

5 marks

Provides no guidance as to how the chosen recommendation might be implemented in a manner that addresses multiple contextual factors.

0-1.49

Provides limited guidance as to how the chosen recommendation might be implemented in a manner that addresses multiple contextual factors.

1.5-2.49

Provides satisfactory guidance as to how the chosen recommendation might be implemented, which somewhat addresses multiple contextual factors.

2.5-2.99

Provides clear and well-developed guidance as to how the chosen

recommendation might be implemented, which adequately addresses multiple contextual factors.

3-3.49

Provides thoughtful and detailed guidance as to how the chosen recommendation might be implemented, which comprehensively addresses multiple contextual factors.

3.5-3.99

Provides succinct, insightful and expert guidance as to how the chosen recommendation might be implemented, which very comprehensively addresses multiple contextual factors.

4-5

Criterion 4: Appropriate acknowledgement of information sources

ULO3 (GLO1)

5 marks

Absence of important conventions in relation to Harvard referencing including: in-text citations and reference list; and appropriate presentation and use of paraphrasing and directly quoted material.

0-1.49

Inconsistently uses important conventions in relation to Harvard referencing including: in-text citations and reference list; and appropriate presentation and use of paraphrasing and directly quoted material.

1.5-2.49

Mostly uses important conventions in relation to Harvard referencing including: in-text citations and reference list; and appropriate presentation and use of paraphrasing and directly quoted material.

2.5-2.99

Satisfactorily uses important conventions in relation to Harvard referencing including: in-text citations and reference list; and appropriate presentation and use of paraphrasing and directly quoted material.

3-3.49

Expertly and with minimal error uses important conventions in relation to Harvard referencing including: in-text citations and reference list; and appropriate presentation and use of paraphrasing and directly quoted material.

3.5-3.99

Expertly and without error uses important conventions in relation to Harvard referencing including: in-text citations and reference list; and appropriate presentation and use of paraphrasing and directly quoted material.

4-5

Part B (Video)

Criterion 5: Demonstrate understanding of how proposed changes may impact employees through developing an informative and persuasive video

ULO1 (GLO1)

10 marks

Demonstrates no awareness of context and/or purpose so that the intended audience is very unlikely to be engaged, informed or motivated.

0-2.99

Demonstrates limited awareness of context and/or purpose so that the intended audience is unlikely to be engaged, informed or motivated.

3-4.99

Demonstrates general awareness of context and/or purpose so that information is mostly transferred and the intended audience will be somewhat engaged and motivated.

5-5.99

Demonstrates strong awareness of context and/or purpose so that information is adequately transferred and the intended audience will be reasonably engaged and motivated.

6-6.99

Consistently demonstrates systematic and critical awareness of context and purpose so that information is clearly transferred and the intended audience will be highly engaged and motivated.

7-7.99

Consistently demonstrates exemplary systematic and critical awareness of context and purpose so that information is comprehensively transferred and the intended audience will be outstandingly engaged and motivated.

8-10

Overall 40

N

0 or above

N

12 or above

P

20 or above

C

24 or above

D

28 or above

HD

32 or above

Page 4 of 5[supanova_question]

You are completing the Transcultural Assessment Guide for Families, Groups, and Communities

You are completing the Transcultural Assessment Guide for Families, Groups, and Communities assessment on a family from a different culture than your own. Assess their culture and beliefs. At the end of your assessment, you will include a summary of what you learned about the culture of the family you assessed.

This assignment will be 3-5 pages typewritten, excluding the cover and reference pages.

Tasks: Read the Transcultural Self-Assessment Guide in Appendix B in Andrews, M., Boyle, J., & Collins, J. (2020). Transcultural Concepts in Nursing Care (8th edition). Wolters Kluwer.

Include in-text citations and your references at the end..

Write a paper using APA 7 th edition formatting.

Please include a title page and reference page, which does not count toward the total page requirement.

The required length of this paper is between 3-5 pages

Answer ALL of the questions in the assessment

Below is a list of the headings that should be used in the paper. Address ALL items included in the assessment.

Family and Kinship Systems

Social Life and Networks

Political or Government Systems

Language and Traditions

Worldviews, Value Orientations, and Cultural norms

Religious Beliefs and Practices

Health Beliefs and Practices

Health Care Systems

Economic Factors

Write a brief summary (1-2 paragraphs) of your key learnings and BIG IDEA after completing this assignment.

Rubric

NURS 110 Transcultural Family Assessment Appendix B

NURS 110 Transcultural Family Assessment Appendix B

Criteria

Ratings

Pts

This criterion is linked to a Learning OutcomeQuality

35 pts

Excellent: Reflection demonstrates knowledge and synthesis of appropriate course content. The content reflects how the ideas have contributed to learning and self-growth.

29 pts

Satisfactory: Reflection demonstrates knowledge and application of some of the appropriate course content. The content partially reflects how ideas have contributed to learning and self-growth, but does not go into enough detail.

21 pts

Unsatisfactory: Reflection demonstrates minimal knowledge and application of the course content. The content does not reflect how ideas have contributed to learning and self-growth.

0 pts

No credit: Reflection does not demonstrates knowledge and application of the course content. The content does not reflect how ideas have contributed to learning and self-growth.

35 pts

This criterion is linked to a Learning OutcomeImpact on Practice

25 pts

Excellent: Reflection identifies new insight gained and impact on personal professional practice.

21 pts

Satisfactory: Reflection somewhat ties new insight gained to impact on personal professional practice, but lacks enough detail.

15 pts

Unsatisfactory: Reflection does not sufficiently tie new insight gained to impact on personal professional practice.

0 pts

No credit: Reflection does not tie new insight gained to impact on personal professional practice.

25 pts

This criterion is linked to a Learning OutcomeDepth of Reflection

25 pts

Excellent: Deep reflection demonstrates personal growth.

21 pts

Satisfactory: Reflection is somewhat surface-level, but does demonstrate some personal growth.

15 pts

Unsatisfactory: Reflection is surface-level and does not demonstrate personal growth.

0 pts

No credit: Reflection is not present and does not demonstrate personal growth.

25 pts

This criterion is linked to a Learning OutcomeProfessional Language and Grammar

10 pts

Excellent: Consistently uses professional language that reflects significant understanding of concepts. Free of grammatical or spelling errors.

8 pts

Satisfactory: Frequently uses professional language that demonstrates some understanding of concepts. Some grammatical or spelling errors.

6 pts

Unsatisfactory: Rarely uses professional language to demonstrate understanding of concepts. Multiple grammatical or spelling errors.

0 pts

No credit: Does not use professional language. Many spelling and grammatical errors.

10 pts

This criterion is linked to a Learning OutcomeAPA formatting (7th edition)

5 pts

Excellent

Does not contain any mechanical errors.

3 pts

Satisfactory

Contains little-to-no mechanical errors, which does not distract from the paper.

2 pts

Unsatisfactory

Contains numerous errors which distract from the readability of the paper.

0 pts

No Credit

Significant errors with little-to-no attention given to APA 7th edition formatting.

5 pts

Total Points: 100

PreviousNext[supanova_question]

2 Built Environment and Socioeconomic Status Among Rural and Remote Australians Built

Writing Assignment Help 2

Built Environment and Socioeconomic Status Among Rural and Remote Australians

Built Environment and Socioeconomic Status Among Rural and Remote Australians

Introduction

Australia performs better than numerous countries on particular health measures such as life expectancy. The Australian Institute of Health and Welfare (2020) reported that nearly half of the country’s population had one or more chronic complications between 2027 and 2018. However, since then, the Australian health system has considerably improved, leading to a significant decline in people diagnosed with chronic conditions (Calma & Dick, 2007). Unfortunately, unequal healthcare services distribution among indigenous and non-indigenous citizens has been a major barrier to ensuring quality care (Australia’s health, 2018). Similarly, metropolitan dwellers have by far better healthcare services than rural and remote Australians. Various factors, including lifestyle, contribute to these healthcare access disparities (Australian Government, 2020). This review will investigate the influence of the built environment and socioeconomic status on rural and remote Australian’s health outcomes.

The health status of Rural and Remote Australians

Rural and remote Australians are among Australian population groups with limited access to healthcare services. According to the Australian Institute of Health and Welfare (2021), different population groups encounter constant changes, which have important implications for their wellness and health. And although some welfare and health issues span across different populations and groups, others tend to occur to specific groups and populations (Bourke et al., 2012). The Australian Institute of Health and Welfare (2020) disclosed that Australians living in remote and rural areas experience shorter lives, inadequate care services, and higher injuries and diseases cases than Australians living in urban or metropolitan areas. About seven million Australians, approximately twenty-eight per cent of the country’s population, live in remote and rural areas that lack adequate healthcare facilities and medical personnel (Barclay, Phillips & Lyle, 2018). This has resulted in a higher hospitalization and mortality rate among rural and remote Australians.

Social Determinants and their Influence on the Health Outcomes of Rural and Remote Australians

Social determinants of health influence how probable people be healthy, injured, or contract illness. They either undermine or strengthen a community or people’s health status (Calma & Dick, 2007). One of the major social determinants of health that have been undermining the rural and remote Australians health results is the built environment (Australia’s health, 2018). This social determinant influences their health outcomes in various ways, including insufficient access to nutritious diets, poor workplaces, housing, and access to essential services, including clean water, quality health care and education (Bourke et a., 2012). Rural and remote Australians lack access to a wide range of food products, a situation that forces them to feed on similar diets almost every day (Australian Government, 2020). In return, this weakens their immune system, exposing them to more health complications.

Socioeconomic status is another social determinant that undermined rural and remote Australian’s healthcare results. According to Calma and Dick (2007), most individuals residing in remote and rural regions are aboriginal and Torres Straits Islanders. Most of these people lack stable employment and proper housing facilities (Bourke et al., 2012). This is mainly because of low levels of accessing employment outside the urban and a narrow career range opportunities in rural and remote areas (9th Global Conference on Health Promotion Shanghai, 2016). Therefore, despite that the rural and remote Australians are low-income earners, with the majority living from hand to mouth, they buy goods and services like any other citizen (Bourke et al., 2012). This implies that they struggle to earn a living and service in a country where essential services are too expensive for them to afford. Regarding housing, they stay in poor houses because they lack adequate funds to construct better houses (Australian Government, 2020). This further exposes them to health issues since the houses are unsafe, exposing them to other health complications.

How these Social Determinants Interact with Each Other to Impact Health Outcomes of Rural and Remote Australians

Socioeconomic factors and built environment interact in various ways to influence the health outcomes of rural and remote Australians. According to Barclay, Phillips, and Lyle (2018), socioeconomic factors and the built environment are directly correlated, implying that better socioeconomic status implies a better-built environment. Low-income earners are more likely to settle in adverse built environments (Bourke et al., 2012). These environments lack proper access to quality medical care; they are polluted, congested, and have poor housing (WHO Adelaide Statement, 2017). Secondly, the interaction between the built environment influences the health outcomes of rural and remote Australians by denying them access to better medical care. Most modern medical facilities are situated in major cities, where people in remote and rural areas have to travel some miles (9th Global Conference on Health Promotion Shanghai, 2016). Rural and remote Australians who require specialized medical services like cancer treatment are forced to travel long distances searching for the services (Australian Institute of Health and Welfare, 2020). While travelling may not be a problem, the main issue is inadequate economic resources to cater to their transport and medical services. According to World Health Organization (n.d), these problems have contributed to more death cases in remote and rural areas because residents lack access to urgent medical services. Besides, because of the rift amid indigenous and non-indigenous people, the indigenous people are at great risk of exposure to environmental and socioeconomic health risks (Australian Government, 2020). Due to low socioeconomic status, most rural and remote Australians are forced to engage in antisocial behaviours, including smoking and drug abuse, to reduce stress and depression, exposing themselves to deadly infections such as cancer (Barclay, Phillips & Lyle, 2018).

Conclusion

The literature review has demonstrated that rural and remote Australian’s experience healthcare disadvantages. These healthcare challenges are mainly due to their socioeconomic status and the built environment. Most rural and remote Australians are Indigenous people who are economically disadvantaged. As such, they lack adequate financial resources for their medical care. Besides, they live in environments with limited access to various food products and a balanced diet. Their residential areas also lack adequate medical facilities and personnel to serve the whole population effectively.

Academic Honesty and Integrity

The literature review report has been prepared in compliance with the University’s Academic Honesty Policy by correctly referencing the materials used according to APA 7th edition guidelines. A comprehensive understanding of the study topic and materials reviewed was ensured through reading all materials referenced and applying background knowledge acquired from this course and interaction with society members, especially rural and remote Australians. Most of the reviewed materials were accessed from online platforms, including the Australian Institute of Health and Welfare and Australian government websites. Moreover, other articles and journals referenced in the paper were accessed from different databases, including Google Scholar. The report has referenced all these materials in the ‘references’ section and in-text citations inserted correctly to give credit to the various researchers of the materials and acknowledge their ideas. That way, it was easy to avoid plagiarism, which is highly discouraged by the Honesty and Integrity rules. Lastly, I confirm that I individually prepared this literature review report using my own ideas supported by various resources from the previously mentioned sources.

References

9th Global Conference on Health Promotion Shanghai. (2016). Shanghai Declaration on promoting health in the 2030 Agenda for Sustainable Development. Who. int. Retrieved 20 July 2021, from https://www.who.int/healthpromotion/conferences/9gchp/shanghai-declaration.pdf?ua=1.

Australian Government. (2020). Closing the Gap | Closing The Gap. Ctgreport.niaa.gov.au. Retrieved 20 July 2021, from https://ctgreport.niaa.gov.au/.

Australian Institute of Health and Welfare. (2020). Built environment and health – Australian Institute of Health and Welfare. Australian Institute of Health and Welfare. Retrieved 20 July 2021, from https://www.aihw.gov.au/reports/australias-health/built-environment-and-health.

Australian Institute of Health and Welfare. (2020). Rural and remote health – Australian Institute of Health and Welfare. Australian Institute of Health and Welfare. Retrieved 20 July 2021, from https://www.aihw.gov.au/reports/australias-health/rural-and-remote-health.

Australian Institute of Health and Welfare. (2021). Australia’s welfare indicators – Australia’s welfare indicators – Australian Institute of Health and Welfare. Australian Institute of Health and Welfare. Retrieved 20 July 2021, from https://www.aihw.gov.au/reports-data/indicators/australias-welfare-indicators.

Australia’s health 2018. (2018). Australia’s health 2018, Table of contents – Australian Institute of Health and Welfare. Australian Institute of Health and Welfare. Retrieved 20 July 2021, from https://www.aihw.gov.au/reports/australias-health/australias-health-2018/contents/table-of-contents.

Barclay, L., Phillips, A., & Lyle, D. (2018). Rural and remote health research: does the investment match the need?. Australian Journal of Rural Health, 26(2), 74-79.

Bourke, L., Humphreys, J. S., Wakerman, J., & Taylor, J. (2012). Understanding rural and remote health: a framework for analysis in Australia. Health & place, 18(3), 496-503.

Calma, T., & Dick, D. (2007, April). Social determinants and the health of Indigenous peoples in Australia—A human rights-based approach. In International Symposium on the Social Determinants of Indigenous Health (pp. 29-30).

WHO Adelaide Statement. (2017). Outcome Statement from the 2017 International Conference Health in All Policies: Progressing the Sustainable Development Goals. Who. int. Retrieved 20 July 2021, from https://www.who.int/social_determinants/SDH-adelaide-statement-2017.pdf?ua=1.

World Health Organization. (n.d). Environmental health in emergencies. Who. int. Retrieved 20 July 2021, from https://www.who.int/teams/environment-climate-change-and-health/emergencies. [supanova_question]

Built Environment and Socioeconomic Status Among Rural and Remote Australians 1 1

Built Environment and Socioeconomic Status Among Rural and Remote

Australians

1

1

2

3

S/V

Wrong Article

4 4

5

6

Proofread

3

Spelling

8

9

Confused

10

11

Article Error

Article Error

Article Error

12

13

2

2

14

15

16

17

18

Spelling

Article Error

Sentence Cap.

19

Article Error

Article Error

P/V

1

Article Error

P/V

Article Error

For all journal articles, you need to provide the DOI or URL.

8

Barclay, L., Phillips, A., & Lyle, D. (2018). Rural and remote health research: does the investment match the need’?. Au.stralian Journal of Rural Health, 26{2 j, 74-79.

Bourke, L., Humphreys, J. S., Waterman, J., & Taylor, J. (2012). Understanding rural and remote health: a framework for analysis in Australia. Health & ylace, 18{3 j, 496-503.

Calma, T., & Dick, D. (2007, April). Social determinants and the health of Indigenous peoples in Australia—A human rights-based approach. In International S ymyo.sium on the Social Determinant.s of Indigenou.s Health (pp. 29-30).

WHO Adelaide Statement. (2017). Outcome Statement from the 2017 International Conference Health in All Policie.s.’ Progre.s.sing the Su.stainahle Development Goal.s. Who. int. Retrieved 20 July 2021 , from https://w’w’w’.w’ho.inl/social determinants/SDH-adelaide- statement-20 17.pdf’/ua= l .

World Health Organization. (n.d). Environmental health in emergencie.s. Who. int. Retrieved 20 July 2021 , from https://w’w’w’.w’ho.inl/teams/environment-climate-change-and- health/emergencies.

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/25

GENERAL COMMENTS

Instructor

You have two very good themes and a great population group to focus on. This area is one that is rich with literature and has lots of evidence and support for the argument you are making. You have a good foundational level understanding of the group and the issues of the two social determinants of health you chose.

However, I am very concerned with your research and literature supporting this assessment. You have lost a lot of marks in the analysis part of this assessment and intersection of your determinants. This was based on the literature you have referenced. I read most of the references provided as you made some interesting points that seemed a little odd. Dare I say that half of your references do not actually support the arguments you are using them to support.

While this hasn’t stopped you from passing this assessment, you will need to put in a concerted effort moving forward with assessment two and three as they are both based on this assessment and you need to make sure you are supporting your work appropriately.

Comment 1

When writing in any format, think about every sentence. Each one needs to form a narrative that draws in your reader. This sentence is orphaned at the beginning of the paragraph. I doesn’t sign post well to the next sentence.

Comment 2

I’m assuming this is a typo? Your phrasing indicates past tense, and so I would be expecting this number to be 2020 or less. Also, when writing between two years, put the older year first. E.g. 2018 and 2027 (or 2020 as I think it was meant to be?).

Comment 3

OK, sorry, I need to call foul on your claim here. It is good to support your argument with literature, however you are stating there has been a change since your 2020 evidence, while using evidence 2007. For this to be accurate, Calma and Dick, would need to have been fortune tellers).

S/V This subject and verb may not agree. Proofread the sentence to make sure the subject agrees with the verb.

Wrong Article You may have used the wrong article or pronoun. Proofread the sentence to make sure that the article or pronoun agrees with the word it describes.

Comment 4

NIce and simple thesis statement. To have strengthened it a little more, you could have said

‘…investigate the literature that shows the influence ‘

Comment 5

you need to be very careful with your referencing and research. This is not a 2021 report, but a 2019 report.

Comment 6

Which report?

You have two references that this could have come from. For this situation, you would need to use the following APA structure:

(2020a) (2020b)

Strikethrough.

Proofread This part of the sentence contains a grammatical error or misspelled word that makes your meaning unclear.

PAGE 3

QM

Spelling

You need to run a spell-check on your work and check the spelling of your references carefully. You will also need to manually proof-read your work AFTER you run a spell-check because sometimes words are auto-corrected incorrectly. Visit the ‘Finishing and submitting’ section of the Study Smart website (http://westernsydney.edu.au/studysmart/home/assignment_help/writing) and download the resources on Editing

(http://westernsydney.edu.au/ data/assets/pdf_file/0005/1082480/Editing.pdf) and Proofreading

(http://westernsydney.edu.au/ data/assets/pdf_file/0010/1082683/Proofreading.pdf).

Comment 8

the probability of how people are

Comment 9

From a very quick read of this reference, I don’t really see how this really supports your argument here. You are using this evidence to generalise to rural and remote populations, but it refers specifically to indigenous populations, and not specifically those in just rural and remote locations.

Confused You have used built in this sentence. You may need to use build instead.

Comment 10

Again here, I’m not sure which this piece of evidence is from. If looking at the built environments piece, it talks about food availability, but again, not specifically to rural and remote populations. In fact it states that regardless of access there is not difference in Australians consumption of food choices.

Comment 11

Good! This is an appropriate use of the evidence and a good way to introduce this point.

Article Error You may need to remove this article.

Article Error You may need to use an article before this word. Consider using the article

the.

Article Error You may need to remove this article.

Comment 12

I’m not quite sure what your argument is here.

PAGE 4

QM

Comment 13

Generally the cost of living decreases as you move further away from city centers. There are many other factors at play here. For example, the cost of living could be less for rural and remote people but then the access to health care is lower, so they need to travel to get decent health care, but then can’t afford to travel distances to do so. This point needed a little more fleshing out.

Comment 14

I’m sorry, but I am beginning to assume that you haven’t actually read your references. This reference does not address any correlation to socioeconomic status and built environment. In fact, it doesn’t mention either of them.

Comment 15

This reference does not state this.

Comment 16

This article does not mention this?

Comment 17

They are not denied care based on their location. Access to care is the issue.

Comment 18

This is just the proceedings and not an evidence based article, nor does it talk about travel for rural people in terms of accessing medical facilities.

Spelling

You need to run a spell-check on your work and check the spelling of your references carefully. You will also need to manually proof-read your work AFTER you run a spell-check because sometimes words are auto-corrected incorrectly. Visit the ‘Finishing and submitting’ section of the Study Smart website (http://westernsydney.edu.au/studysmart/home/assignment_help/writing) and download the resources on Editing

(http://westernsydney.edu.au/ data/assets/pdf_file/0005/1082480/Editing.pdf) and Proofreading

(http://westernsydney.edu.au/ data/assets/pdf_file/0010/1082683/Proofreading.pdf).

PAGE 5

PAGE 6

PAGE 7

Article Error You may need to use an article before this word. Consider using the article

the.

Sentence Cap. Remember to capitalize the first word of each sentence.

Comment 19

This not a correlation you can make.

Article Error You may need to use an article before this word.

Article Error You may need to use an article before this word. Consider using the article

the.

P/V You have used the passive voice in this sentence. Depending upon what you wish to emphasize in the sentence, you may want to revise it using the active voice.

Article Error You may need to remove this article.

P/V You have used the passive voice in this sentence. Depending upon what you wish to emphasize in the sentence, you may want to revise it using the active voice.

Article Error You may need to remove this article.

Text Comment. For all journal articles, you need to provide the DOI or URL.[supanova_question]

prisoners with ties to terrorism and other extremist groups

Develop a plausible approach that prison administrators could implement in tackling some of the most significant challenges. The assignment is due on or before Sunday at 11:59 pm EST. The assignment covers the material from the textbook(s) and the supplemental citations. Each student submission to the assignment must be a minimum of 2-3 full pages with APA 7th ed. citations and references. Each student submission MUST be uploaded as a Word Doc attachment. All assignments must be written in an academic tone. Remember, an academic essay is not to be written like you are having a casual conversation with your friends. Do not include slang or foul language unless you are quoting someone.Lengthy direct quotes are not permitted. Direct quotes, if used, must be limited to a few words. As university students, you are expected to paraphrase and cite. For more information on properly citing sources in your assignments please refer to the APA 7th edition manual. While the assignments are to include an examination of current research of a particular problem, they also need to include the student’s careful and informed analysis of the problem. Remember each assignment must be submitted as a Word Doc attachment. You must use a 12 point Times New Roman font. Margins will also need to be 1-inch.Each assignment will need to include the following:An APA formatted title page.The original question at the top of the essay (serves as the abstract).The body of your response must be a minimum of 2-3 pages.A reference page formatted to APA 7th edition.    A minimum of two current, scholarly references per assignment.  Web sources can be used, though they should come from credible sources such as government agencies, academics, and private agencies with a strong reputation within the community they serve. Examples of peer-reviewed scholarly based journals include:                    Journal of Criminology                    Crime and Public Opinion                    Journal of Criminal Justice and Public Policy                    Justice Quarterly: JQFurthermore, do not use encyclopedias, dictionaries, newspapers (unless otherwise permitted), and popular magazines. It is important to remember that this is an undergraduate level class and you are required to submit undergraduate level work, which is backed up by academically credible material. If you have a question about the quality of a potential resource please email your professor.You are encouraged to use the library to locate the needed material. Additionally, at the bottom of this syllabus is a list of acceptable organizations and groups found on the World Wide Web which you can use to find material for your assignments.[supanova_question]