Explain how this group is defined or categorised. Provide details of population size, geographical region of residence and any other information you believe to be relevant in describing the context and background of this group Smart Academic Writing

Explain how this group is defined or categorised. Provide details of population size, geographical region of residence and any other information you believe to be relevant in describing the context and background of this group. Explain how this group is socially excluded from mainstream society. Provide examples of how this social exclusion is experienced or manifests.

HST6333 ASSESSMENT 1
Title	Value	Word Count	Due Date	Where to Submit
Case study: Influences on health outcomes of a socially excluded population group	30%	1000 words max	11.59pm Monday August 29th, 2016	Blackboard – Turnitin

OVERVIEW

This assignment considers the health status of socially excluded groups or populations and the factors influencing this health status. The purpose of this assignment is to demonstrate you can evaluate the roles of history, power, privilege and structural inequality in producing health disparities.

This assessment relates to the content in Modules 1 to 4, and in particular to the following topics:

Causes of disparities in health;
Impact of social exclusion on health status;
Distribution and history of health inequalities among Aboriginal and Torres Strait Islander peoples; and
Economic and environmental impacts on health status.

INSTRUCTIONS

Choose ONE of the following groups:

People living in rural and remote areas; or
People who society consider to be from a lower social class or caste; or
Older adults; or
People with physical disabilities.

NB You do not have to choose a group within Australia. However, when deciding on a choice of group, ensure you have access to sufficient academic evidence to support your discussion.

In preparation for writing your essay, undertake detailed research and reading into your chosen health group, using the ECU Library to locate academic resources which will enable you to develop a strong analysis.

Write your essay, adhering to the following structure:

Introduction: write an Introduction that outlines the purpose of the assignment, and identify your chosen population group (e.g. people living in rural and remote areas in Australia). (10 marks)

Main body part 1:

Main body part 2:

Identify and discuss one health inequality experienced by this group, in comparison to other population groups. (20 marks)

Main body part 3:

Use the five explanations of health inequality discussed in Germov (2014, Chapter 5) to explain contributory factors to this health outcome. Discuss which of these explanation/s is/are most pertinent and why. (30 marks)

Write a conclusion which provides a summary of conclusions drawn from your analysis of the evidence. (10 marks)

Support your work throughout with appropriately cited academic material (referenced evidence). Sources of this evidence include a combination of peer reviewed journals, reliable public health websites and recent text books on public health or a related subject. A minimum of 10 sources is required. The general ‘rule of thumb’ is 1 reference per 100 words.

Write in a formal essay style, following the APA assessment format. This includes 1.5 or double spacing, indenting paragraphs, Arial 11 or Times New Roman font 12 and correct formatting and ordering of reference list (alphabetical order by first author (surname) and hanging indents. Headings and subheadings may be used.

Marks for referencing (APA style), academic voice, formatting, structuring, grammar and spelling. (10 marks)

Refer to the HST6333 Assessment 1 Marking Rubric for further guidance on marks allocation and marking criteria (see below).

When you have completed your assignment, copy and paste your Word document to the 3^rd page of the ECU Assignment Cover Sheet, which you can access at: http://intranet.ecu.edu.au/__data/assets/word_doc/0010/64936/AssignmentElectronic_Portrait.docx . B. you must use this version of the cover sheet, as it has been designed specifically to be uploaded through Turnitin, and includes the English Language Proficiency measures. Please don’t forget to complete the information in the cover sheet.

Save this Word document in the following file name format: your surname, your first name initial_HST6333 Assessment 1 (e.g. Smith, G_HST6333 Assessment 1).

Complete the Checklist (see below).

CHECKLIST

Have you located a minimum of 10 relevant academic sources relating to your chosen population group, and cited them using APA referencing format in your essay to support your analysis?

Have you addressed ALL parts of the assessment task?

Have you used the Marking Rubric to guide you in writing your essay?
Have you copied and pasted your essay into the specified ECU assignment cover sheet (link above), and have you filled in all details on the cover sheet?

Have you saved this document with the correct file name format (as specified above)?

Have you submitted your essay through Turnitin before the due date, to check for originality?

HOW TO SUBMIT

Assessment 2 must be submitted via the Blackboard site for HST6333 > Assessments > Assessment 2 Turnitin link.

Prior to the due date, you will be able to submit your essay multiple times via Turnitin to check for plagiarism and originality. Once the due date has passed, all assignments submitted at that time will be considered to be the final version, and will constitute the assignment which will be marked. It is therefore students’ responsibility to complete assessments in a timely manner so as to make best use of the Turnitin system.

Marking Rubric

	High Distinction	Distinction	Credit	Pass	Fail
Introduction	8-10	7- 7.9	6- 6.9	5-5.9	0-4.9
Introduction	Clearly stated assignment purpose. Chosen group is clearly introduced. No conclusions are stated in the introduction.	Clearly stated assignment purpose. No conclusions are stated in the introduction.	A well written introduction with most of the required elements of an introduction included.	The introduction needs to be more concisely written; some of the required elements of an introduction are included.	The introduction includes a limited amount of the specified elements and is below the standard required to pass.
Main body Part one	16-20	14-15.9	12-13.9	10-11.9	0-9.9
Main body Part one	Brief background information is provided about the chosen group, supported by referenced evidence. Relevant definitions have been included. Clear and thorough explanation of how social exclusion is experienced or manifested. Deep analysis of cited evidence supports the answer. Relevant examples are discussed.	Brief background information is provided about the chosen group, with the majority of work supported by referenced evidence. Relevant definitions have been included. Good explanation of how social exclusion is experienced or manifested. Good analysis of cited evidence supports the answer. Relevant examples are discussed.	Brief background information is provided about the chosen group, supported in places by referenced evidence. Satisfactory explanation of how social exclusion is experienced or manifested. Satisfactory analysis of cited evidence supports the answer. Some examples are included.	The paper addresses most of the required elements. Deeper analysis and less description are required. Insufficient inclusion of cited evidence and examples.	The required elements are insufficiently addressed. There is insufficient citation of supporting evidence. Work is descriptive.
Main body Part two	16-20	14-15.9	12-13.9	10-11.9	0-9.9
Main body Part two	Identification of pertinent health outcome inequality. Deep analysis of cited evidence supports the discussion.	Identification of pertinent health outcome inequality. Good analysis of cited evidence supports the discussion.	Identification of pertinent health outcome inequality. Satisfactory analysis of cited evidence supports the discussion.	The paper addresses most of the required elements. Deeper analysis and less description are required. Insufficient cited evidence.	The required elements are insufficiently addressed. There is insufficient citation of supporting evidence. Work is descriptive.
Main body Part three	24-30	21- 23.9	16- 20.9	15-15.9	0-14.9
Main body Part three	Comprehensive understanding, interpretation and application of Germov’s explanation of health inequality to the chosen health inequality outcome are demonstrated. Deep analysis of cited evidence supports the discussion.	Good understanding, interpretation and application of Germov’s explanation of health inequality to the chosen health inequality outcome are demonstrated. Good analysis of cited evidence supports the discussion.	Satisfactory understanding and interpretation and application of Germov’s explanation of health inequality to the chosen health outcome are demonstrated. Satisfactory analysis of cited evidence supports the discussion	Limited understanding, interpretation and application of Germov’s explanation of health inequality to the chosen health inequality outcome are demonstrated. Insufficient amount of cited evidence. Deeper analysis and less description are required.	Poor understanding of Germov’s explanation of health inequality to the chosen health inequality outcome is to the chosen health inequality outcome is demonstrated. The paper does not address all the required elements. There is insufficient citation of supporting evidence. Work is descriptive.
Conclusion	8-10	7- 7.9	6- 6.9	5-5.9	0-4.9
Conclusion	Conclusions are clearly and succinctly drawn from an analysis of the evidence. No new information is presented.	Conclusions are drawn from an analysis of the evidence. No new information is presented.	Some of the conclusions are drawn from an analysis of the evidence. Most of the required elements of a conclusion are included.	The conclusion needs to be more concisely written; some of the required elements of a conclusion are not included.	The conclusion does not include the specified elements and is below the standard required to pass.
English language, academic writing and referencing skills	8-10	7- 7.9	6- 6.9	5-5.9	0-4.9
	Grammar, spelling and language are of a very high standard; with information correctly presented in third person, and main points expressed concisely in a logical sequence. Smooth, logical flow of information throughout. Answer is written using a strong academic voice throughout.	Grammar, spelling and language are of a high standard; with information correctly presented in third person, and main points expressed concisely. Smooth, logical flow of information to majority of work. Answer is mostly written using a strong academic voice.	Grammar, spelling and language are of a satisfactory standard. Would benefit from a more logical flow. Satisfactory use of academic voice.	Grammar, spelling and language errors are present in the writing that impacts the quality of expression. It would be beneficial to proof read carefully before submitting. Flow is disjointed in places. Inconsistent use of academic voice.	Work contains many spelling; grammar and language errors that make the paper difficult to read and follow. It is recommended that you contact an ECU Learning Advisor for assistance with your writing.
In-text and end-text referencing
In-text and end-text referencing	Fully compliant with APA conventions.	Good compliance	Satisfactory compliance	Limited compliance	Not compliant
ECU Assignment Cover Page	Included				Not Included
Total mark
Late penalty or word limit penalty
Final mark
Final mark, scaled to a mark out of 30

English Language Proficiency (ELP)

ECU is implementing a raft of procedures and supports to assist all students to develop and demonstrate appropriate standards of English language proficiency. As part of the process ECU is seeking to ensure that each student receives feedback on ELP on all written assessments showing performance against ECU ELP standards.

The ECU ELP Measure shows your written ELP against the ECU standards. The ECU minimum standard for written ELP which all students should demonstrate by graduation is moderate proficiency (at least) in both the areas of Sentence Structure and Word Use. Undergraduate students in their second year are expected to be able demonstrate moderate proficiency in at least one of these areas. The feedback you will receive will indicate your demonstrated level of written ELP in any assessment. You will also receive information describing the various supports and resources you can access should you need to further develop your ELP.

Levels ofproficiency Aspects of writing (x shows main area(s) needing improvement)	Low proficiency Incorrect or inappropriate aspects of writing obscure meaning in many places. Significant editing needed to clarify the meaning, along with extensive proofreading to correct technical errors.	Developing proficiency Incorrect or inappropriate aspects of writing obscure meaning in some places. Some editing needed to clarify the meaning, along with extensive proofreading to correct technical errors.	Moderate proficiency Aspects of writing are mostly accurate. Mistakes rarely affect clarity of meaning. Minor editing needed to clarify the meaning, along with careful proofreading to correct technical errors.	High proficiency Aspects of writing are appropriate and optimally constructed, allowing clarity of meaning. Meaning is clear and needs only a light proofread to correct technical errors.
Sentence structure1. sentence completeness 2. sentence length 3. phrase/clause order 4. use of conjunctions 5. word order 6. punctuation






Word use7. word choice 8. word form 9. word omission/redundancy 10. verb tense/agreement 11. spelling 12. apostrophes

Explain how this group is defined or categorised. Provide details of population size, geographical region of residence and any other information you believe to be relevant in describing the context and background of this group

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