Subject Code and Title PUBH6002: Global and Environmental Health Issues Assessment Assessment2: Report - Environmental Risk Assessment Individual/Group Individual Length 2,500 words (+/- 10%) Learning...

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Subject Code and Title



PUBH6002: Global and Environmental Health Issues



Assessment



Assessment2: Report - Environmental Risk Assessment



Individual/Group



Individual



Length



2,500 words (+/- 10%)



Learning Outcomes



A. Understand the concept of environmental factors influencing health, and the relevance to public health from the global to the local levels.


B. Describe key agencies, institutional structures, political processes, influences on and challenges for environmental health.


D. Understand the way in which globalisation and the social, economic and political determinants of health influence disease, including identification of vulnerable groups.


E. Understand the concept of sustainable development. F. Identify and critique ethical elements relevant to environmental health protections, policies, and industry practices, from global to local scale.


G. Critically analyse the relationships between environmental risk factors and social, economic and political determinants of illness and injury from global to local scale.



Submission



Due Sunday following the end ofModule6.1 (Week 11)at 11:55pm AEST/AEDT*



Weighting



50%



Total Marks



100 marks



*Please Note: This time isSydneytime (AEST or AEDT). Please convert to your own time zone (e.g. Adelaide = 11:25pm).


PUBH6002_Assessment 1 Brief Page1of6


Instructions:
Choose aSPECIFICgeographicalregion(such as a city or suburb) facingONEof the following environmental


health issues:




  •  Water (safe drinking water or ambient/environmental water)




  •  Sanitation (wastewater control)




  •  Air quality (indoor oroutdoor)




  •  Solid waste management




  •  Hazardous/toxic substances




  •  Noise




  •  Disasters




  •  Food safety




  •  Traffic accidents




  •  Vector-borne disease




  •  Climate and geography




  •  Housing and the builtenvironment


    Please address thefollowing:


    Part 1: Usethe WHO (1999) DPSEEA framework(http://www.who.int/wssd/resources/ indicators/en/Chapter 7) to describe the Driving forces, Pressures, State changes, Exposures, and Effects relevant to the public health problem faced by the population living in your chosen geographical area.


    In your explanation, consider any populations that are disproportionately affected by the problem, and any social, political or economic influences on the issue that aren’t captured by the DPSEEA framework.


    Part 2:Write a summary that describes:






  • How the environmental health issueiscurrently being managed.




    • What are the legislative and regulatory measures intended to control this health


      risk at the federal and state level?




    • What is the role of existing health agencies and other agencies, key stakeholders


      including community groups, critical infrastructure?






  • Evidence-based recommendations foraddressinggaps in current policy, regulation and


    management for this environmental health issue.




PUBH6002_Assessment 1 Brief Page2of6


Assessment Criteria:


Assignments will be assessed in terms of the extent to which students demonstrate:




  • Knowledge and understanding of evidence-based approaches to environmental risk assessment and management(25%)




  • Critical analysis of the driving forces (economic, social, political, institutional, developmental) behind the environmental determinants; the impact of the environmental risk on the geographic population; and equity issues associated with the environmental risk (30%)




  • Understanding of current policies, regulation, and management of the issue, and use ofevidence tomake recommendations for improvements(25%)




  • General Assessment Criteria(20%)




oProvides a lucid introduction


oShows a sophisticated understanding of the key issues
oShows ability to interpret relevant information and literature in relation to


chosen topic
oDemonstrates a capacity to explain and apply relevant concepts


oShows evidence of reading beyond the required readings
oJustifies any conclusions reached with well-formed arguments and not merely


assertions
oProvides a conclusion or summary
oCorrectly uses academic writing, presentation and grammar:




  • ▪ Complies with academic standards of legibility, referencing and bibliographical details (including reference list)




  • ▪ Writes clearly, with accurate spelling and grammar as well as proper sentence and paragraph construction




  • ▪ Uses appropriate APA style for citing and referencing research




PUBH6002_Assessment 1 Brief Page3of6


Marking Rubric:































Assessment Attributes



0-34 (Fail 2–F2)


Unaccep table



35-49 (Fail 1–F1)


Poor



50-64 (Pass -P)


Functional



65-74 (Credit - CR)


Proficient



75-84 (Distinction–DN)


Advanced



85-100 (High Distinction–HD)


Exceptional



Grade Description (Grading Scheme)



Evidence of unsatisfactory achievement of one or more of the learning objectives of the subject, insufficient understanding of the subject content and/or unsatisfactory level of skill development.



Evidence of satisfactory achievement of subject learning objectives, the development of relevant skills to a competent level, and adequate interpretation and critical analysis skills.



Evidence of a good level of understanding, knowledge and skill development in relation to the content of the subject or work of a superior quality on the majority of the learning objectives of the subject. Demonstration of a high level of interpretation and critical analysis skills.



Evidence of a high level of achievement of the learning objectives of the subject demonstrated in such areas as interpretation and critical analysis, logical argument, use of methodology and communication skills.



Evidence of an exceptional level of achievement of learning objectives across the entire content of the course demonstrated in such areas as interpretation and critical analysis, logical argument, creativity, originality, use of methodology and communication



Exhibits knowledge and understanding


Knowledge and understanding of evidence-based approaches to environmental risk assessment and management (25%)



Limited understanding of required concepts and knowledge


Key components of the assignment are not addressed.



Knowledge/understandin g of the field or discipline.


Resembles a recall or summary of key ideas.


Often conflates/confuses assertion of personal opinion with information substantiated by evidence from the research/subject materials.



Thorough knowledge/understanding of the field or discipline/s. Supports personal opinion and information substantiated by evidence from the research/subject materials.


Demonstrates a capacity to explain and apply relevant concepts.



Highly developed understanding of the field or discipline/s.


Discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading.



skills.
A sophisticated understanding of the field or discipline/s.


Systematically and critically discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and



PUBH6002_Assessment 1Brief


Page4of6






























Well demonstrated capacity to explain and apply relevant concepts.



extended reading.


Mastery of concepts and application to new situations/further learning.



Critical reasoning, presentation and defence of an argument and/or position


•


Critical analysis of the driving forces (economic, social, political, institutional, developmental) behind the environmental determinants; the impact of the environmental risk on the geographic population; and equity issues associated with the environmental risk(30%)



Specific position (perspective or argument) fails to take into account the complexities of the issue(s) or scope of the assignment.


Makes assertions that are not justified.



Specific position (perspective or argument) begins to take into account the issue(s) or scope of the assignment.


Justifies any conclusions reached with arguments not merely assertion.



Specific position (perspective or argument) takes into account the complexities of the issue(s) or scope of theassignment. Others’points of view are acknowledged.


Justifies any conclusions reached with well-formed arguments not merely assertion.



Specific position (perspective or argument) is expertly presented and accurately takes into account the complexities of the issue(s) and scope of the assignment.


Justifies any conclusions reached with well-developed arguments.



Specific position (perspective or argument) is presented expertly, authoritatively and imaginatively, accurately taking into account the complexities of the issue(s) and scope of the assignment. Limits of position are acknowledged.


Justifies any conclusions reached with sophisticated arguments.



Analysis and application with synthesis of new knowledge


•Understanding of current policies, regulation, and management of the issue, and use of evidence to make recommendations for improvements (25%)



Limited synthesis and analysis.


Limited application/recommendat ions based upon analysis.



Demonstrated analysis and synthesis of new knowledge with application.


Shows the ability to interpret relevant information and literature.



Well-developed analysis and synthesis with application of recommendationslinked to analysis/synthesis.



Thoroughly developed and creative analysis and synthesis with application of pretested models and/ or independently developed models and justified recommendations linked to analysis/synthesis.



Highly sophisticated and creative analysis, synthesis of new with existing knowledge.


Strong application by way of pretested models and / or independently developed models. Recommendations



PUBH6002_Assessment 1Brief Page5of66

Answered 1 days AfterApr 30, 2021PUBH 6002

Answer To: Subject Code and Title PUBH6002: Global and Environmental Health Issues Assessment Assessment2:...

Azra S answered on May 02 2021
137 Votes
Food Safety in NSW- Facts and Future
Introduction
Food is one of the prime necessities of life. Food not only provides us with joy, it supplies our body with important nutrients, vitamins and energy that sustain us from day to day. As a result, food safety is a priority at the individual, national as well as international level. The food we eat, does not merely need to be hygienic, it needs to be free from chemical, physical as well as biological hazards which it may come in contact with in the process of harvesting, packaging or processing (Coveney, 2008).
In order to ensure good health, food safety is a huge priority. Harmful food can cause more than 200 diseases anywhere between simple diarrhoea to more serious conditions like cancer. Countries individually and the WHO internationally, have set up guidelines and standards to ensure that suppliers of food in any society do so with responsibility and meet certain criteria that ensures the food is safe and does not cause diseases (WHO, 2020).
Australia- Food Safety
Australia follows high standards for food safety and health. The country prides itself in having one of the safest food supplies in the world. The national standards developed by Australia helps in managing food safety and thereby reduce the incidence of foodborne diseases. Earlier, businesses had prescriptive food hygiene measures. However, Australian standards replaced them and now all businesses across states and territories only need to follow the national standards.
There are mainly four standards for food safety in Australia which were implemented 2000 onwards. These are-
Standard 3.1.1 Interpretation and Application
Standard 3.2.1 Food Safety Programs
Standard 3.2.2 Food Safety Practices and General Requirements
Standard 3.2.3 Food Premises and Equipment (NSW Government, Food Authority-a)
DPSEEA Framework and WHO
The DPSEEA Framework is a framework developed by the WHO in order to provide a means of measuring environmental health indicators. It was later adopted into the DPSIR framework. DPSEEA can be expanded as, Driving force, Pressure, State, Exposure and Effect with Action being the definition of the corresponding action to each indicator (Dalbokova & Krzyzanowski, 2002).
In what follows, each indicator from DPSEEA will be analysed deeply in relation to food safety in New South Wales
Driving Forces
The driving forces, in order to promote food safety in New South Wales are the growing food industry, increased education, scientific advancement, market demands, and consumer health preferences. The food industry is growing and as a result is driving the need for increased food safety. Consumers have become increasingly educated about the potential harms of certain materials in food. Scientific advancement has driven the scientific knowledge regarding harmful substances in food. In addition, the growing demand for different types of food that are safe to consume is another driving force. Finally, since consumers are becoming more health conscious and prefer to buy only the safest food, food safety has become a priority at the national level.
Pressure
Pressure refers to the pressure that is exerted from forces to ensure food safety. In the case of food safety, pressure is exerted by multiple forces including governments, consumers and industries.
The government has created standards and strict regulations with regards to food safety. Many of these regulations are so strict that they are punishable by law. As a result, the government exerts undue pressure on the enforcement of safety standards.
Consumers themselves exert high pressure with regards to food safety. Health conscious and sufficiently educated, consumers now go to the extent of taking legal action if they feel that food is not meeting Australian standards.
Industries, in order to stay ahead of their competition, are focussing on creating high standards for themselves. So, the competition has created a level of pressure in order to ensure high food safety standards.
State
The current state created by the enforcement of food safety standard in New South Wales is very good. This is because the different driving forces and pressures are strong and have influenced the food safety environment to be extremely sensitive to violations. The NSW annual report showed that the average compliance rate of businesses to NSW food safety standards was at 95% which is already good but has been an improvement in average from the last three years.
NSW also shows reduction in foodborne illnesses through partnering with local government, improving risk management, spreading...
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