NURS1003 16/02/2018 2 You will write an argumentative essay based on one country’s work towards achieving Sustainable Development Goal (SDG) 4

16/02/2018
1
Feed-forward
Essay
NURS1003
16/02/2018
2
You will write an argumentative essay based on one country’s work towards
achieving Sustainable Development Goal (SDG) 4,Target 1
Essay Question:
• ”Is your chosen country likely to be successful in ensuring that all girls
and/or boys complete free, equitable and quality primary and secondary
education by 2030?“
• You should discuss the question and your country in your Introduction and
Conclusion
Figure: United Nations (2016) Sustainable
Development Knowledge Platform. Retrieved
from /https://sustainabledevelopment.un.org
/sdg3
Assessment Guidelines
Read the Guidelines in the Assessments link on Blackboard
Provide 1600‐words (+/‐ 10%) – you will be penalised for going over or
under the word limit
Choose one country which is classified by the World Bank as low‐come
(LI) or lower‐middle income (LMI) e.g. Ghana (LI), Sri Lanka (LMI)
Critically analyse:
• The country’s progress towards SDG 4, Target 1
• use the Sociological Imagination Template (historical, cultural,
structural factors and critical analysis) to structure the discussion
• use APA (6th ed.) referencing style and current academic sources
16/02/2018
3
Marking Rubric
Read the Marking Rubric (attached to the Essay Guidelines)
• Always read the Marking Rubric for an assessment before you
begin
• Check your work against the Marking Rubric before you
submit – have you covered everything you need to?
• The next slides cover the  criteria from the Marking Rubric for
this essay
CRITERION 1
Introduction and Conclusion  20%
Identifies topic. Engages readers’ interest.
Provides some background information.
Contains a thesis or argument to
communicate author’s position on the
subject. Defines key terms and links to
health outcomes. Conclusion and
prediction link back to thesis and
introduction.
Introduction
• ‘sets the scene’ by providing some
information about the topic / background
information
• Engages the reader’s interest
• Provides a thesis statement  (i.e., gives the
writer’s position on the central issue)
• Defines key terms and explain relevance of
topic to population health.
Conclusion
• Re‐states the main idea
presented in the Introduction /
re‐states thesis statement
• Does not add new information
• May include data (statistics or a
quote, with a reference) but does
not end on a reference (ends
with student’s own words
• Finish  with an eye to the future
(predict the country’s likelihood
of achieving the goal/target)
16/02/2018
4
CRITERION 2
Content  30%
Relevant Historical,
Structural and Cultural
Factors identified and clearly
linked to SDG and target.
Sociological Imagination Template
1. Historical factors – how the past has contributed to the current status of
education for girls and boys
2. Cultural factors – how culture impacts access to education
3. Structural factors – how particular social institutions affect impact education
provision and access
• Provide relevant information about your country. You must cover all 3 factors
• You can use headings (Structural Factors) or words: “Many structural factors have
led to …”
• Provide introductory, summary and transition sentences of your own for
paragraphs – these do not need to be referenced
• Different countries/ topics will require more or less time spent on the 3 factors
• It is usually logical to start with historical factors
CRITERION 3
Evidence  10%
Points are supported by relevant
evidence (quotes, numbers, statistics,
dates etc.).
1. Be specific!
• Use evidence to support each main points
you are making ‐ your essay will be more
credible and persuasive if it is backed by
solid evidence
• Be specific:
• Names and titles of individuals,
groups, countries, organisations
• Quantitative – dates, numbers,
statistics
• Qualitative – quotes, descriptions
2. Be academic!
• Take most evidence from
credible sources
• Cite the  authors for the reader,
e.g. The Government of Zaire
reports a 50 percent increase in
girls attending primary
education in the past two years
(author, date)
16/02/2018
5
CRITERION 4
Critical Analysis  20%
Critical evaluation of findings,
evidence and concepts.
Implications of findings for health
identified. Realistic
recommendations provided.
This is where you defend your thesis (argument)
Use key historical, structural and cultural factors
from your previous paragraphs to highlight
barriers and enablers to achieving the SDG,
target.
Barriers and Enablers –
‐Who is affected (epidemiology)?
‐Are cultural beliefs and practices contributing
to the issue?
‐Are Government policies, provision of services
adequate and appropriately targeted?
Success Story: example when an intervention in
the past resulted in improved  outcomes (NOTE:
there might not be one that is applicable for
your argument)
Recommendations: What recommendations
could be made? In an ideal scenario, what
should happen? What realistic interventions
could be undertaken?
This is your own discussion of
your findings (what you have
presented). This is where you
defend your thesis (argument)
Government
• International: law and policy ‐ the
United Nations and its agencies
(WHO, UNHCR, UNICEF, UNDP,)
• National: law and policy
(particularly social and health),
national or regional, quantitative
data (e.g. Government statistics;
Government health organisations)
Civil Society
• NGOs (national or
international)
providing support
to your chosen
country on the
health issue
Academic
• Refereed (peer reviewed)
academic journal articles
• Located using a Curtin
Library Database
• Current (within 10 years
unless provides information
for historical factors)
CRITERION 5
References 5%
Reference List contains
academic sources and
shows breadth of reading
(16 sources).
Breadth of reading = a good number of
references, taken from more than one source
(balanced view, different views)
For this topic, it is appropriate to use some
web sources for government and
intergovernmental reports and information
from non-government organisation (NGO)
The majority should be academic
16/02/2018
6
CRITERION 6
Referencing
Correct APA (6th) system used in‐text and
reference list. In‐text citations provided for
all information taken from other writers
and integrated well into writing.
Integrate in‐text references into
writing
• Make it clear which section the
reference is linked to
In‐text references
• Use APA 6th ed. guide (accessed via
Curtin Library’s homepage)
• Always provided for direct quotes, and
data (numbers and statistics)
• Provided for all information and ideas
taken from other writers
• Not provided for your own analysis – e.g.
few in‐text references are required in the
Introduction, Critical analysis and
Conclusion
Reference List
• Use APA 6th ed. guide
• Starts on a separate page
• Line spacing – 1.5 without extra
spaces between refs.
• Pay attention to punctuation
CRITERION 7
Presentation  10%
Grammar, vocabulary and sentence structure correct
and appropriate.
Mechanical accuracy (spelling, formatting and
punctuation).
A very important 10%!
This gives you feedback on
several key skills needed for all
assessments at Curtin and for
work readiness
• Submit in Word form
• Student number (ID) and page number in footer – student name is not needed
• Typed, 1.5 spacing, size 11 or 12 font
• Grammar, sentence structure and spelling are correct (use grammar and spell check!)
• Vocabulary appropriate to Health Sciences
• Formal tone – avoid personal pronouns (‘I’, ‘we’), contractions (‘can’t’), slang (‘kids)
• Numbers under 10 should be in written format (e.g., ‘five’); numbers over 10 should
be in numeric format (e.g., ‘20’)
• All numbers at the very beginning of a sentence should be in written format (e.g.,
“Thirty‐five participants completed a questionnaire”
• Mechanical accuracy – proofread for small errors
• Capitalise names of countries, people and policies
• Clear, simple language is best; the goal is to communicate your findings to the reader
• A Table of Contents is not needed. A copy of the Plagiarism Checklist is not required.
16/02/2018
7
Mistake students make
• Start too late
• Write only one draft
• Do not develop an essay outline
• Do not paying attention to the this unit’s methodology (SI template)
• Do not check the Marking Rubric
• Do not answering the question asked
• Forget about SDG/ target by the end of the essay
• Do not provide sufficient references (evidence/research)
• Skip the critical analysis/discussion
• Submit late (10% per calendar day)
• Forget to back up work (buy a usb!)NURS1003 Imagining Health in Social and Cultural Contexts
Length: 1,600 words (+/- 10%) Value: 35% Due: Wednesday 4th April 11:59pm (23.59 hrs WST)
(Week 7)
In 2015, countries adopted the 2030 Agenda for Sustainable Development and its 17 Sustainable
Development Goals. The Sustainable Development Goals (SGDs) are 17 goals for all countries, set by
the United Nations (UN) for completion in 2030. The SDGs tackle global inequality (including
poverty, education and health). They recognise the inter-dependence of countries and the impact of
humans on the environment. The goals need to be sustainable, so that interventions will continue
well into the future.
The SDGs form an international health agenda; however, there are challenges to implementing them
in ‘real life’ and every country is unique. Some countries will struggle because of war or conflict,
underdeveloped infrastructure, a struggling economy or poor governance and other factors that
influence the determinants of health.
You will write a 1600 (+/-10%) argumentative essay on one low or lower- middle income country’s
progress towards achieving SDG 4, Target 1.
ESSAY QUESTION: Is your chosen country likely to be successful in ensuring that all girls
and/or boys complete free, equitable and quality primary and secondary education by 2030?
To prepare for your essay:
• Do some background research on the SDGs. The UN website
http://www.un.org/sustainabledevelopment/development-agenda/ is one source.
• Pick one low-income or lower-middle income (developing) country.
ChartsBin (http://chartsbin.com/view/2438) may help you locate a country. However you should
use the latest country data in your essay from a reputable source (e.g., World Bank, World
Health Organisation).
Use the SociologicaI Imagination Template to structure your essay:
• You should discuss relevant historical, cultural and structural factors that influence the likelihood
of your chosen country achieving SDG 4, Target 1.
• After describing the above three factors you will critically analyse how these above factors affect
the likelihood of your country achieving the Target?
• You may use the SI Template overtly, using headings (e.g. Historical Factors) or by signposting in
your narrative (e.g. “Events in the country’s history have led to today’s …”)
Structure and Presentation for Essay
Introduction
• ‘Set the scene’ by providing some information about the issue / background information
• Engage the reader’s interest
• Provide a thesis statement (i.e., your argument) – for example, “[Insert country name] is likely/
unlikely to achieve SDG 4 Target 1 by 2030 because…….”
• Define important terms associated with this specific target.
• Explain the relevance of education for healthy populations.
Semester 1, 2018, p. 1.
NURS1003 Imagining Health in Social and Cultural Contexts
Note: We do not require the background to the SDGs, this is discussed in iLectures and
workshops/online discussion
Apply the SI Template
In these sections, keep the focus on the issue by making the links to the Goal/target clear in your
narrative and in your evidence.
• Historical factors: How have major events in the country’s history (e.g. natural disasters,
political change, economic issue, conflict) impacted the current situation? Has the country
worked on this issue over time?
• Cultural Factors: How has culture influenced the issue? What are local beliefs and practices on
this issue?
• Structural Factors: Which structural factors are most influencing this issue?
Depending on your chosen country, the amount of relevant information on the 3 factors may
vary (e.g., some countries will have minimal relevant historical factors compared with others).
The background data you provide on your country should be up to date and from credible
sources (e.g.:
o OxResearch Country Profiles:
http://link.library.curtin.edu.au/p?CUR_ALMA51105700780001951
o OECD iLibrary: http://link.library.curtin.edu.au/p?CUR_ALMA61112715360001951
o World Bank: http://data.worldbank.org/country
o UNDP (MDG country reports)
http://www.undp.org/content/undp/en/home/librarypage/mdg/mdg-reports.html
• Critical Analysis: defend your thesis statement (argument) by explaining how key historical,
cultural and structural factors identified in the body of your essay could have implications for
achieving the Goal and Target:
o What are the barriers and enablers to achieving the goal? :
 Who is affected?
 Are social and cultural beliefs and practices contributing to the issue?
 Are policies, funds and provision of services adequate and appropriately
targeted?
NOTE: Germov (2013, p. 18 – or p. 14 in the Unit reader) provides a similar
framework for analysing barriers and enablers in his description of the three
dimensions of the social model of health.
o A success story – Is there a relevant program or intervention that has resulted in an
improved outcome which could be implemented/expanded for this issue?
o Recommendations – What recommendations could be made? What realistic
interventions could be undertaken?
Conclusion
• Re-state the main idea presented in the Introduction / re-state thesis statement
• Make a prediction on how the country is progressing towards achieving the SDG goal/ target
(if it is not clear in your thesis statement).
• Make the link between education and health
Semester 1, 2018, p. 2.
NURS1003 Imagining Health in Social and Cultural Contexts
• Do not add new information, but you may support a point with data (statistics or a quote).
Do not end on a reference, but with your own words
Referencing – APA (6th ed.)
Reference List:
• Start on a separate page with heading “References” (centred) on the first line
• Use APA 6th ed. guide (accessed via Curtin Library’s homepage)
• List is presented in same font as essay and 1.5 spacing. No additional space between
references. The second and subsequent lines of the reference are required to be indented
using a hanging indent
• Students should use 16 sources, and the majority of these (10+) must be current and
credible academic sources such as refereed academic journal articles or government reports.
Websites can be used for country information from recommended humanitarian, health and
development organisations such as the World Health Organisation (WHO) and the United
Nations (UN). See also, the list of websites for country information.
In-text References
• Use APA 6th ed. guide (accessed via Curtin Library’s homepage)
• Always provided for direct quotes, numbers and statistics
• Provided for all information and ideas paraphrased and taken from other writers
• Not required for your own analysis – e.g. very few, if any, in-text references are provided in
the Introduction, Critical analysis and Conclusion
Presentation
• Submit in Word form
• Student number (ID) and page number in footer – name is not needed
• Typed, 1.5 spacing, size 11 or 12 font
• Grammar, sentence structure and spelling are correct (use grammar and spell check!)
• Vocabulary appropriate to Health Sciences
• Formal tone – avoid personal pronouns (‘I’, ‘we’), contractions (‘can’t’), slang (‘kids)
• Numbers under 10 should be in written format (e.g., ‘five’); numbers over 10 should be in
numeric format (e.g., ‘20’)
• All numbers at the very beginning of a sentence should be in written format (e.g., “Thirtyfive
participants completed a questionnaire” or “Thirty five percent….”
• Mechanical accuracy – proof-read for small errors
• Capitalise names of countries, people and policies
• Clear, simple language is best; the goal is to communicate your findings to the reader.
• A Table of Contents is not required
Submission: Essays are submitted electronically to the Essay Turnitin link in Assessments
Blackboard.
• Check that your assignment complies with the Academic Integrity Checklist before
submitting your work thought Turnitin
(http://academicintegrity.curtin.edu.au/local/docs/StudentChecklist.pdf)
• Do not attach a checklist to your essay –it is not required for this unit.
Semester 1, 2018, p. 3.
Criteria Not satisfactory
0 -29%
Needs improvement
30-49%
Satisfactory
50-69%
Proficient
70-89%
Excellent
90-100%
Introduction & Conclusion 20%
Identifies topic. Engages
readers’ interest. Provides
some background
information. Contains a thesis
or argument to communicate
author’s position on the
subject. Defines key terms.
Conclusion and prediction link
back to introduction and
thesis.
Introduction is absent or
poorly described.
Background is missing,
unclear or unrelated to
topic. Purpose of paper
is vague or unclear (no
thesis). Terms not
defined nor linked to
health. Conclusion or
predication poorly linked
to introduction and
thesis.
Mark = 0 – 1.5
The intention of the paper
is stated but is unclear,
broad and unfocused
(vague thesis or outline
only). Missing or poorly
defined key terms or
health outcomes.
Conclusion and/or
prediction could be linked
more clearly to
introduction and thesis.
Mark = 2 – 3
Introduction identifies the
topic and some background
information is presented.
The intention of the paper is
stated (thesis) but may be
broad or unfocused. Key
terms defined and link made
to health outcomes.
Conclusion and/or
prediction is linked generally
to introduction and thesis.
Mark = 3.5 – 4.5
Introduction presents the
overall topic, engages the
reader and creates
interest. The introduction
adequately explains the
background. Argument or
thesis states author’s
position on subject. Key
terms well defined and
linked to health outcomes.
Conclusion and prediction
are well linked to
introduction and thesis.
Mark = 5 – 6
Introduction presents the
overall topic, engages reader
and creates interest. The
purpose of the paper is clear.
The introduction is well
developed and clearly states
author’s position on subject.
Key terms well defined and
linked well to health
outcomes. Conclusion and
prediction are well linked to
introduction and thesis.
Mark = 6.5 – 7
Content 30%
Relevant Historical, Structural
and Cultural Factors identified
and clearly linked to SDG and
target.
Key relevant factors
missing. Irrelevant
factors included. Factors
not linked to the
SDG/target.
Mark = 0 – 3
Relevant factors covered
briefly. Some irrelevant
factors included. Links to
the SDG/target unclear.
Mark = 3.5 – 5
Relevant factors identified
and linked generally to the
SDG/target.
Mark = 5.5 – 7
Relevant factors identified
and well-linked to the
SDG/target.
Mark = 7.5 – 9
Factors relevant to health
topic raised and integrated
into argument. Links to the
SDG/target are clearly
identified.
Mark = 9.5 – 10.5
Evidence 10%
Points are supported by
relevant evidence (quotes,
numbers, statistics, dates).
Writing too general,
lacks evidence.
Mark = 0 – 0.5
Writing is general in focus
but with some supporting
data. Mark = 1 – 1.5
Writing is specific. Most
points supported by data.
Mark = 2
Writing is specific. Depth
and detail evident. Data
integrated well into
writing. Mark = 2.5 – 3
Writing is rich in data and
detail. All points supported by
relevant evidence.
Mark = 3.5
Critical Analysis 20%
Critical evaluation of key
findings, evidence and
concepts. Implications of
findings for health identified.
Realistic recommendations
provided.
Little critical
engagement with key
findings. Few, if any,
implications, or
recommendations
provided.
Mark = 0 – 1.5
Little critical engagement
with key findings. Few
implications identified.
Few or no
recommendations.
Mark = 2 – 3
Some critical engagement
with essay content and data
is evident. Some discussion
of implications. Some
recommendations.
Mark = 3.5 – 4.5
Critical evaluation of
evidence, identifies
relevant barriers +
enablers, some
consideration of findings.
Relevant
recommendations made.
Mark = 5 – 6
Sophisticated critical
evaluation of evidence and
concepts. Highlights and
responds to relevant barriers
and enablers, and considers
implications of findings.
Realistic and relevant
recommendations.
Mark = 6.5 – 7
References 5%
Reference list contains
academic sources and shows
breadth of reading (16
sources required).
Reference list indicates
little or no breadth of
reading or academic
sources.
Mark = 0
Reference list indicates
some attempt at reading
and academic sources.
Mark = 0.5
Reference list contains more
than 10 sources, including
academic sources.
Mark = 1
Reference list indicates
breadth of reading and
academic research.
Mark = 1.5
Reference list contains 16+
quality references indicating
extensive breadth of reading
and academic research.
Mark = 1.75
Referencing 5%
Correct APA (6th) system used
in-text and reference list. Intext
citations provided for all
information taken from other
writers and integrated well
into writing.
Referencing not APA (6th
ed.). In-text references
absent, insufficient or
poorly integrated into
writing.
Mark = 0
Referencing APA (6th ed.)
with many errors. Some
problems with number or
integration of in-text
references.
Mark = 0.5
Referencing APA (6th ed.)
with some errors. In-text
references sufficient in
number and mostly well
integrated into writing.
Mark = 1
Referencing APA (6th ed.)
with few errors. In-text
references sufficient in
number and integrated
into writing.
Mark = 1.5
Referencing APA (6th ed.) with
no or almost no errors. In-text
references are used where
appropriate, and integrated
well.
Mark = 1.75
Presentation 10%
Grammar, vocabulary,
sentence structure and
paragraph structure correct
and appropriate.
Mechanical accuracy (spelling,
formatting and punctuation).
Major difficulties in
English and academic
language expression,
vocabulary or grammar.
Contains many errors in
spelling, formatting or
punctuation so that
comprehension is
impeded.
Mark = 0 – 0.5
Significant difficulties in
English and/or academic
expression. Several
grammar errors and/or
use of limited vocabulary.
Contains numerous
spelling, formatting or
punctuation errors.
However comprehension
not significantly impeded.
Mark = 1 – 1.5
Expression is primarily in
academic English. Some
grammar errors in complex
forms. Vocabulary
appropriate but limited.
Contains some spelling,
formatting or punctuation
errors.
Mark = 2
Clear academic English
expression. A range of
contextually appropriate
vocabulary used. Few, if
any, errors in grammar.
Contains few spelling,
formatting or punctuation
errors.
Mark = 2.5 – 3
Clear and effective academic
English. Wide range of
contextually appropriate
vocabulary. Free of
grammatical errors. Free from
spelling, formatting or
punctuation errors.
Mark = 3.5
/35

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NURS1003 16/02/2018 2 You will write an argumentative essay based on one country’s work towards achieving Sustainable Development Goal (SDG) 4

16/02/2018
1
Feed-forward
Essay
NURS1003
16/02/2018
2
You will write an argumentative essay based on one country’s work towards
achieving Sustainable Development Goal (SDG) 4,Target 1
Essay Question:
• ”Is your chosen country likely to be successful in ensuring that all girls
and/or boys complete free, equitable and quality primary and secondary
education by 2030?“
• You should discuss the question and your country in your Introduction and
Conclusion
Figure: United Nations (2016) Sustainable
Development Knowledge Platform. Retrieved
from /https://sustainabledevelopment.un.org
/sdg3
Assessment Guidelines
Read the Guidelines in the Assessments link on Blackboard
Provide 1600‐words (+/‐ 10%) – you will be penalised for going over or
under the word limit
Choose one country which is classified by the World Bank as low‐come
(LI) or lower‐middle income (LMI) e.g. Ghana (LI), Sri Lanka (LMI)
Critically analyse:
• The country’s progress towards SDG 4, Target 1
• use the Sociological Imagination Template (historical, cultural,
structural factors and critical analysis) to structure the discussion
• use APA (6th ed.) referencing style and current academic sources
16/02/2018
3
Marking Rubric
Read the Marking Rubric (attached to the Essay Guidelines)
• Always read the Marking Rubric for an assessment before you
begin
• Check your work against the Marking Rubric before you
submit – have you covered everything you need to?
• The next slides cover the  criteria from the Marking Rubric for
this essay
CRITERION 1
Introduction and Conclusion  20%
Identifies topic. Engages readers’ interest.
Provides some background information.
Contains a thesis or argument to
communicate author’s position on the
subject. Defines key terms and links to
health outcomes. Conclusion and
prediction link back to thesis and
introduction.
Introduction
• ‘sets the scene’ by providing some
information about the topic / background
information
• Engages the reader’s interest
• Provides a thesis statement  (i.e., gives the
writer’s position on the central issue)
• Defines key terms and explain relevance of
topic to population health.
Conclusion
• Re‐states the main idea
presented in the Introduction /
re‐states thesis statement
• Does not add new information
• May include data (statistics or a
quote, with a reference) but does
not end on a reference (ends
with student’s own words
• Finish  with an eye to the future
(predict the country’s likelihood
of achieving the goal/target)
16/02/2018
4
CRITERION 2
Content  30%
Relevant Historical,
Structural and Cultural
Factors identified and clearly
linked to SDG and target.
Sociological Imagination Template
1. Historical factors – how the past has contributed to the current status of
education for girls and boys
2. Cultural factors – how culture impacts access to education
3. Structural factors – how particular social institutions affect impact education
provision and access
• Provide relevant information about your country. You must cover all 3 factors
• You can use headings (Structural Factors) or words: “Many structural factors have
led to …”
• Provide introductory, summary and transition sentences of your own for
paragraphs – these do not need to be referenced
• Different countries/ topics will require more or less time spent on the 3 factors
• It is usually logical to start with historical factors
CRITERION 3
Evidence  10%
Points are supported by relevant
evidence (quotes, numbers, statistics,
dates etc.).
1. Be specific!
• Use evidence to support each main points
you are making ‐ your essay will be more
credible and persuasive if it is backed by
solid evidence
• Be specific:
• Names and titles of individuals,
groups, countries, organisations
• Quantitative – dates, numbers,
statistics
• Qualitative – quotes, descriptions
2. Be academic!
• Take most evidence from
credible sources
• Cite the  authors for the reader,
e.g. The Government of Zaire
reports a 50 percent increase in
girls attending primary
education in the past two years
(author, date)
16/02/2018
5
CRITERION 4
Critical Analysis  20%
Critical evaluation of findings,
evidence and concepts.
Implications of findings for health
identified. Realistic
recommendations provided.
This is where you defend your thesis (argument)
Use key historical, structural and cultural factors
from your previous paragraphs to highlight
barriers and enablers to achieving the SDG,
target.
Barriers and Enablers –
‐Who is affected (epidemiology)?
‐Are cultural beliefs and practices contributing
to the issue?
‐Are Government policies, provision of services
adequate and appropriately targeted?
Success Story: example when an intervention in
the past resulted in improved  outcomes (NOTE:
there might not be one that is applicable for
your argument)
Recommendations: What recommendations
could be made? In an ideal scenario, what
should happen? What realistic interventions
could be undertaken?
This is your own discussion of
your findings (what you have
presented). This is where you
defend your thesis (argument)
Government
• International: law and policy ‐ the
United Nations and its agencies
(WHO, UNHCR, UNICEF, UNDP,)
• National: law and policy
(particularly social and health),
national or regional, quantitative
data (e.g. Government statistics;
Government health organisations)
Civil Society
• NGOs (national or
international)
providing support
to your chosen
country on the
health issue
Academic
• Refereed (peer reviewed)
academic journal articles
• Located using a Curtin
Library Database
• Current (within 10 years
unless provides information
for historical factors)
CRITERION 5
References 5%
Reference List contains
academic sources and
shows breadth of reading
(16 sources).
Breadth of reading = a good number of
references, taken from more than one source
(balanced view, different views)
For this topic, it is appropriate to use some
web sources for government and
intergovernmental reports and information
from non-government organisation (NGO)
The majority should be academic
16/02/2018
6
CRITERION 6
Referencing
Correct APA (6th) system used in‐text and
reference list. In‐text citations provided for
all information taken from other writers
and integrated well into writing.
Integrate in‐text references into
writing
• Make it clear which section the
reference is linked to
In‐text references
• Use APA 6th ed. guide (accessed via
Curtin Library’s homepage)
• Always provided for direct quotes, and
data (numbers and statistics)
• Provided for all information and ideas
taken from other writers
• Not provided for your own analysis – e.g.
few in‐text references are required in the
Introduction, Critical analysis and
Conclusion
Reference List
• Use APA 6th ed. guide
• Starts on a separate page
• Line spacing – 1.5 without extra
spaces between refs.
• Pay attention to punctuation
CRITERION 7
Presentation  10%
Grammar, vocabulary and sentence structure correct
and appropriate.
Mechanical accuracy (spelling, formatting and
punctuation).
A very important 10%!
This gives you feedback on
several key skills needed for all
assessments at Curtin and for
work readiness
• Submit in Word form
• Student number (ID) and page number in footer – student name is not needed
• Typed, 1.5 spacing, size 11 or 12 font
• Grammar, sentence structure and spelling are correct (use grammar and spell check!)
• Vocabulary appropriate to Health Sciences
• Formal tone – avoid personal pronouns (‘I’, ‘we’), contractions (‘can’t’), slang (‘kids)
• Numbers under 10 should be in written format (e.g., ‘five’); numbers over 10 should
be in numeric format (e.g., ‘20’)
• All numbers at the very beginning of a sentence should be in written format (e.g.,
“Thirty‐five participants completed a questionnaire”
• Mechanical accuracy – proofread for small errors
• Capitalise names of countries, people and policies
• Clear, simple language is best; the goal is to communicate your findings to the reader
• A Table of Contents is not needed. A copy of the Plagiarism Checklist is not required.
16/02/2018
7
Mistake students make
• Start too late
• Write only one draft
• Do not develop an essay outline
• Do not paying attention to the this unit’s methodology (SI template)
• Do not check the Marking Rubric
• Do not answering the question asked
• Forget about SDG/ target by the end of the essay
• Do not provide sufficient references (evidence/research)
• Skip the critical analysis/discussion
• Submit late (10% per calendar day)
• Forget to back up work (buy a usb!)NURS1003 Imagining Health in Social and Cultural Contexts
Length: 1,600 words (+/- 10%) Value: 35% Due: Wednesday 4th April 11:59pm (23.59 hrs WST)
(Week 7)
In 2015, countries adopted the 2030 Agenda for Sustainable Development and its 17 Sustainable
Development Goals. The Sustainable Development Goals (SGDs) are 17 goals for all countries, set by
the United Nations (UN) for completion in 2030. The SDGs tackle global inequality (including
poverty, education and health). They recognise the inter-dependence of countries and the impact of
humans on the environment. The goals need to be sustainable, so that interventions will continue
well into the future.
The SDGs form an international health agenda; however, there are challenges to implementing them
in ‘real life’ and every country is unique. Some countries will struggle because of war or conflict,
underdeveloped infrastructure, a struggling economy or poor governance and other factors that
influence the determinants of health.
You will write a 1600 (+/-10%) argumentative essay on one low or lower- middle income country’s
progress towards achieving SDG 4, Target 1.
ESSAY QUESTION: Is your chosen country likely to be successful in ensuring that all girls
and/or boys complete free, equitable and quality primary and secondary education by 2030?
To prepare for your essay:
• Do some background research on the SDGs. The UN website
http://www.un.org/sustainabledevelopment/development-agenda/ is one source.
• Pick one low-income or lower-middle income (developing) country.
ChartsBin (http://chartsbin.com/view/2438) may help you locate a country. However you should
use the latest country data in your essay from a reputable source (e.g., World Bank, World
Health Organisation).
Use the SociologicaI Imagination Template to structure your essay:
• You should discuss relevant historical, cultural and structural factors that influence the likelihood
of your chosen country achieving SDG 4, Target 1.
• After describing the above three factors you will critically analyse how these above factors affect
the likelihood of your country achieving the Target?
• You may use the SI Template overtly, using headings (e.g. Historical Factors) or by signposting in
your narrative (e.g. “Events in the country’s history have led to today’s …”)
Structure and Presentation for Essay
Introduction
• ‘Set the scene’ by providing some information about the issue / background information
• Engage the reader’s interest
• Provide a thesis statement (i.e., your argument) – for example, “[Insert country name] is likely/
unlikely to achieve SDG 4 Target 1 by 2030 because…….”
• Define important terms associated with this specific target.
• Explain the relevance of education for healthy populations.
Semester 1, 2018, p. 1.
NURS1003 Imagining Health in Social and Cultural Contexts
Note: We do not require the background to the SDGs, this is discussed in iLectures and
workshops/online discussion
Apply the SI Template
In these sections, keep the focus on the issue by making the links to the Goal/target clear in your
narrative and in your evidence.
• Historical factors: How have major events in the country’s history (e.g. natural disasters,
political change, economic issue, conflict) impacted the current situation? Has the country
worked on this issue over time?
• Cultural Factors: How has culture influenced the issue? What are local beliefs and practices on
this issue?
• Structural Factors: Which structural factors are most influencing this issue?
Depending on your chosen country, the amount of relevant information on the 3 factors may
vary (e.g., some countries will have minimal relevant historical factors compared with others).
The background data you provide on your country should be up to date and from credible
sources (e.g.:
o OxResearch Country Profiles:
http://link.library.curtin.edu.au/p?CUR_ALMA51105700780001951
o OECD iLibrary: http://link.library.curtin.edu.au/p?CUR_ALMA61112715360001951
o World Bank: http://data.worldbank.org/country
o UNDP (MDG country reports)
http://www.undp.org/content/undp/en/home/librarypage/mdg/mdg-reports.html
• Critical Analysis: defend your thesis statement (argument) by explaining how key historical,
cultural and structural factors identified in the body of your essay could have implications for
achieving the Goal and Target:
o What are the barriers and enablers to achieving the goal? :
 Who is affected?
 Are social and cultural beliefs and practices contributing to the issue?
 Are policies, funds and provision of services adequate and appropriately
targeted?
NOTE: Germov (2013, p. 18 – or p. 14 in the Unit reader) provides a similar
framework for analysing barriers and enablers in his description of the three
dimensions of the social model of health.
o A success story – Is there a relevant program or intervention that has resulted in an
improved outcome which could be implemented/expanded for this issue?
o Recommendations – What recommendations could be made? What realistic
interventions could be undertaken?
Conclusion
• Re-state the main idea presented in the Introduction / re-state thesis statement
• Make a prediction on how the country is progressing towards achieving the SDG goal/ target
(if it is not clear in your thesis statement).
• Make the link between education and health
Semester 1, 2018, p. 2.
NURS1003 Imagining Health in Social and Cultural Contexts
• Do not add new information, but you may support a point with data (statistics or a quote).
Do not end on a reference, but with your own words
Referencing – APA (6th ed.)
Reference List:
• Start on a separate page with heading “References” (centred) on the first line
• Use APA 6th ed. guide (accessed via Curtin Library’s homepage)
• List is presented in same font as essay and 1.5 spacing. No additional space between
references. The second and subsequent lines of the reference are required to be indented
using a hanging indent
• Students should use 16 sources, and the majority of these (10+) must be current and
credible academic sources such as refereed academic journal articles or government reports.
Websites can be used for country information from recommended humanitarian, health and
development organisations such as the World Health Organisation (WHO) and the United
Nations (UN). See also, the list of websites for country information.
In-text References
• Use APA 6th ed. guide (accessed via Curtin Library’s homepage)
• Always provided for direct quotes, numbers and statistics
• Provided for all information and ideas paraphrased and taken from other writers
• Not required for your own analysis – e.g. very few, if any, in-text references are provided in
the Introduction, Critical analysis and Conclusion
Presentation
• Submit in Word form
• Student number (ID) and page number in footer – name is not needed
• Typed, 1.5 spacing, size 11 or 12 font
• Grammar, sentence structure and spelling are correct (use grammar and spell check!)
• Vocabulary appropriate to Health Sciences
• Formal tone – avoid personal pronouns (‘I’, ‘we’), contractions (‘can’t’), slang (‘kids)
• Numbers under 10 should be in written format (e.g., ‘five’); numbers over 10 should be in
numeric format (e.g., ‘20’)
• All numbers at the very beginning of a sentence should be in written format (e.g., “Thirtyfive
participants completed a questionnaire” or “Thirty five percent….”
• Mechanical accuracy – proof-read for small errors
• Capitalise names of countries, people and policies
• Clear, simple language is best; the goal is to communicate your findings to the reader.
• A Table of Contents is not required
Submission: Essays are submitted electronically to the Essay Turnitin link in Assessments
Blackboard.
• Check that your assignment complies with the Academic Integrity Checklist before
submitting your work thought Turnitin
(http://academicintegrity.curtin.edu.au/local/docs/StudentChecklist.pdf)
• Do not attach a checklist to your essay –it is not required for this unit.
Semester 1, 2018, p. 3.
Criteria Not satisfactory
0 -29%
Needs improvement
30-49%
Satisfactory
50-69%
Proficient
70-89%
Excellent
90-100%
Introduction & Conclusion 20%
Identifies topic. Engages
readers’ interest. Provides
some background
information. Contains a thesis
or argument to communicate
author’s position on the
subject. Defines key terms.
Conclusion and prediction link
back to introduction and
thesis.
Introduction is absent or
poorly described.
Background is missing,
unclear or unrelated to
topic. Purpose of paper
is vague or unclear (no
thesis). Terms not
defined nor linked to
health. Conclusion or
predication poorly linked
to introduction and
thesis.
Mark = 0 – 1.5
The intention of the paper
is stated but is unclear,
broad and unfocused
(vague thesis or outline
only). Missing or poorly
defined key terms or
health outcomes.
Conclusion and/or
prediction could be linked
more clearly to
introduction and thesis.
Mark = 2 – 3
Introduction identifies the
topic and some background
information is presented.
The intention of the paper is
stated (thesis) but may be
broad or unfocused. Key
terms defined and link made
to health outcomes.
Conclusion and/or
prediction is linked generally
to introduction and thesis.
Mark = 3.5 – 4.5
Introduction presents the
overall topic, engages the
reader and creates
interest. The introduction
adequately explains the
background. Argument or
thesis states author’s
position on subject. Key
terms well defined and
linked to health outcomes.
Conclusion and prediction
are well linked to
introduction and thesis.
Mark = 5 – 6
Introduction presents the
overall topic, engages reader
and creates interest. The
purpose of the paper is clear.
The introduction is well
developed and clearly states
author’s position on subject.
Key terms well defined and
linked well to health
outcomes. Conclusion and
prediction are well linked to
introduction and thesis.
Mark = 6.5 – 7
Content 30%
Relevant Historical, Structural
and Cultural Factors identified
and clearly linked to SDG and
target.
Key relevant factors
missing. Irrelevant
factors included. Factors
not linked to the
SDG/target.
Mark = 0 – 3
Relevant factors covered
briefly. Some irrelevant
factors included. Links to
the SDG/target unclear.
Mark = 3.5 – 5
Relevant factors identified
and linked generally to the
SDG/target.
Mark = 5.5 – 7
Relevant factors identified
and well-linked to the
SDG/target.
Mark = 7.5 – 9
Factors relevant to health
topic raised and integrated
into argument. Links to the
SDG/target are clearly
identified.
Mark = 9.5 – 10.5
Evidence 10%
Points are supported by
relevant evidence (quotes,
numbers, statistics, dates).
Writing too general,
lacks evidence.
Mark = 0 – 0.5
Writing is general in focus
but with some supporting
data. Mark = 1 – 1.5
Writing is specific. Most
points supported by data.
Mark = 2
Writing is specific. Depth
and detail evident. Data
integrated well into
writing. Mark = 2.5 – 3
Writing is rich in data and
detail. All points supported by
relevant evidence.
Mark = 3.5
Critical Analysis 20%
Critical evaluation of key
findings, evidence and
concepts. Implications of
findings for health identified.
Realistic recommendations
provided.
Little critical
engagement with key
findings. Few, if any,
implications, or
recommendations
provided.
Mark = 0 – 1.5
Little critical engagement
with key findings. Few
implications identified.
Few or no
recommendations.
Mark = 2 – 3
Some critical engagement
with essay content and data
is evident. Some discussion
of implications. Some
recommendations.
Mark = 3.5 – 4.5
Critical evaluation of
evidence, identifies
relevant barriers +
enablers, some
consideration of findings.
Relevant
recommendations made.
Mark = 5 – 6
Sophisticated critical
evaluation of evidence and
concepts. Highlights and
responds to relevant barriers
and enablers, and considers
implications of findings.
Realistic and relevant
recommendations.
Mark = 6.5 – 7
References 5%
Reference list contains
academic sources and shows
breadth of reading (16
sources required).
Reference list indicates
little or no breadth of
reading or academic
sources.
Mark = 0
Reference list indicates
some attempt at reading
and academic sources.
Mark = 0.5
Reference list contains more
than 10 sources, including
academic sources.
Mark = 1
Reference list indicates
breadth of reading and
academic research.
Mark = 1.5
Reference list contains 16+
quality references indicating
extensive breadth of reading
and academic research.
Mark = 1.75
Referencing 5%
Correct APA (6th) system used
in-text and reference list. Intext
citations provided for all
information taken from other
writers and integrated well
into writing.
Referencing not APA (6th
ed.). In-text references
absent, insufficient or
poorly integrated into
writing.
Mark = 0
Referencing APA (6th ed.)
with many errors. Some
problems with number or
integration of in-text
references.
Mark = 0.5
Referencing APA (6th ed.)
with some errors. In-text
references sufficient in
number and mostly well
integrated into writing.
Mark = 1
Referencing APA (6th ed.)
with few errors. In-text
references sufficient in
number and integrated
into writing.
Mark = 1.5
Referencing APA (6th ed.) with
no or almost no errors. In-text
references are used where
appropriate, and integrated
well.
Mark = 1.75
Presentation 10%
Grammar, vocabulary,
sentence structure and
paragraph structure correct
and appropriate.
Mechanical accuracy (spelling,
formatting and punctuation).
Major difficulties in
English and academic
language expression,
vocabulary or grammar.
Contains many errors in
spelling, formatting or
punctuation so that
comprehension is
impeded.
Mark = 0 – 0.5
Significant difficulties in
English and/or academic
expression. Several
grammar errors and/or
use of limited vocabulary.
Contains numerous
spelling, formatting or
punctuation errors.
However comprehension
not significantly impeded.
Mark = 1 – 1.5
Expression is primarily in
academic English. Some
grammar errors in complex
forms. Vocabulary
appropriate but limited.
Contains some spelling,
formatting or punctuation
errors.
Mark = 2
Clear academic English
expression. A range of
contextually appropriate
vocabulary used. Few, if
any, errors in grammar.
Contains few spelling,
formatting or punctuation
errors.
Mark = 2.5 – 3
Clear and effective academic
English. Wide range of
contextually appropriate
vocabulary. Free of
grammatical errors. Free from
spelling, formatting or
punctuation errors.
Mark = 3.5
/35

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