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Subject Code and Title PUBH6001: Health Policy and Advocacy
Assessment Assessment 2: Policy Analysis Essay
Length 2000 words (+/‐) 10%)
Learning OutcomesThis assessment addresses the following learningoutcomes:Analyse different theories and approaches to policyagenda settingApply knowledge of policy development to a publichealth policy issueAnalyse issues in contemporary Australian healthcare policyDevelop processes for the evaluation of andaccountability for policyCritique the role of networks and coalitions in thepolicy agenda setting process
Submission Sunday of week 8 at 11.55pm*
Total Marks 100 marks
*Please Note: This time is Sydney time (AEST or AEDT). Please convert to your own time zone (eg. Adelaide = 11:25pm).Instructions:In this Assessment, you will engage in policy analysis. Choose a health policy (either current or past),either at the state or federal level, to analyse in this Assignment (eg, mental health policy, women’s health policy,preventative health policy, men’s health policy, Aboriginal and Torres Strait Islander health policy).The Assignment should be approximately 2,000 words (+/‐ 10%) and presented in essay form.Address the following questions in your Assessment but please do not answer the questionsas a series of short answers:Firstly, provide a short introduction to your essay. Then proceed to analyse your chosen policy, and in doing so,consider the following issues:The Problem and Context•Describe the current and historical policy context of the problem.•What is the problem which the policy seeks to address?What problems are highlighted?•What problems have been overlooked?Frame of Reference/Dominant Discourse•What is the common frame of reference or dominant discourse evidence within this policy?•Are certain words and phrases commonly used?•Are there any underlying assumptions behind these?Targets, Stakeholders and their Representation•Who is the target of the policy (the subject of the discourse)?•Who are the other stakeholders identified in the policy? Describe key institutional structures,agencies and workforce capacity building.•How are the subjects of the policy being represented?•How are different social groups portrayed in this policy and what implications does this have?•Are there any moral judgements expressed in this representation?Policy process•Who were the stakeholders involved in the development of the policy? Who was overlooked?•Whose interests were represented in the development of the policy? Which voices were not heard?•What were the potential competing interests and power differentials of those involvedin the development of the policy?•What was the motivation for stakeholders in creating this policy?•Were there any particular windows of opportunity that enabled the development of this policy?Policy Solutions•What solutions are put forward to address the problems?What alternative solutions might have been overlooked?•Are there any social/power/ethical implications of this policy?Effectiveness•Consider the implementation of the policy. How effectively do you think the current policy has been implemented?•What are the accountability processes for the policy?•Consider evaluation measures (indicators) and any evaluation which has been undertaken.•How effective has the policy proven to be?Finally, finish your essay with a conclusion.Assessment Criteria: Knowledge and understanding of the policy issue (30%) Critical analysis of the problem, frames of reference used, the policy process and policy solutions (30%) Application and synthesis of knowledge about policy theories (25%) General Assessment Criteria (15%) Assessment fulfills general academic standards, including: Provide an introduction and conclusion Complies with academic standards of writing, including legibility, clarity, accurate spelling,presentation and grammar. Uses appropriate APA 6 style for citing and referencing research Upholds standards of academic integrity, as demonstrated by acceptable reportfrom text‐matching software (e.g Safe Assign).Marking Rubric:
High Distinction (HD)85‐100
Evidence ofunsatisfactoryachievement of one ormore of the learningobjectives of thesubject, insufficientunderstanding of thesubject content and/orunsatisfactory level ofskill development.
Evidence ofsatisfactoryachievement of subjectlearning outcomes andadequate knowledgeand critical analysisskills.
Evidence of a goodlevel of understanding,knowledge and skilldevelopment inrelation to the contentof the subject.Demonstration of agood level of criticalanalysis.
Evidence of a high levelof achievement of thelearning objectivesdemonstrated in suchareas as interpretationand critical analysis,logical argument, useof methodology andcommunication skills.
Evidence of anexceptional level ofachievement of thelearning objectivesacross the entirecontent of the coursedemonstrated in suchareas as interpretationand critical analysis,logical argument,creativity, originality,use of methodologyand communicationskills.
Knowledge andunderstanding of thepolicy issue (30%)
The assessment doesnot demonstrateknowledge orunderstanding of thepolicy issue.
The assessmentdemonstrates someknowledge andunderstanding of thepolicy issue, but this islimited. Claimsregarding the policyare anecdotal and notwell linked to relevantliterature (either greyor peer review).
The assessmentdemonstrates a goodlevel of knowledge andunderstanding of thepolicy issue. This isreasonably well linkedto relevant literature.
The assessmentdemonstrates a highlevel of knowledge andunderstanding aboutthe policy issue. Thisunderstanding is wellsupported by relevantliterature.
The assessmentdemonstrates anexceptional level ofknowledge andunderstanding aboutthe policy issue. Thisunderstanding is verywell supported byrelevant literature,which shows extensiveresearch has beenconducted.
Critical analysis of theproblem, frames ofreference used, thepolicy processand policy solutions(30%)
The assessment doesnot demonstrate anycritical analysis.
The assessmentdemonstrates someattempts at criticalanalysis, but thediscussion of the policyproblem, frames,policy process andpolicy solutions ismostly descriptive.
The assessmentdemonstrates areasonable criticalanalysis of the policy,including the policyproblem, frames ofreference, policyprocess and policysolutions. Alternativeways to approach thepolicy issue arediscussions.
The assessmentdemonstrates a verygood critical analysis ofthe policy, with ananalysis of the policyproblem, frames ofreference, policyprocess and policysolutions thatconsiders alternativeways to approach thispolicy issue.
The assessmentdemonstrates a welldeveloped andcomprehensive criticalanalysis of the policy,with an analysis of thepolicy problem, framesof reference, policyprocess and policysolutions thatconsiders alternativeways to approach thispolicy issue.
Application andsynthesis ofknowledge aboutpolicy theories (25%)
The assessment doesnot demonstrate anyapplication of policytheories.
The assessmentdisplays attempts toapply policy theories inthe discussion of thepolicy issue. Theunderstanding of policytheories is limited.
The assessmentdisplays a reasonableapplication of policytheories in the analysisof the policy issue.There are some minorlimitations inknowledge of policytheories.
The assessmentdisplays a very goodapplication andsynthesis of policytheories in discussionthe policy issue. Thisdemonstrates a verygood level ofunderstanding of policytheories.
The assessmentdisplays an excellentapplication of policytheories in thediscussion of the policyissue. The discussiondemonstrates anexcellent andcomprehensiveknowledge of policytheories.
General AssessmentCriteria (15%)Assessment fulfillsgeneral academicstandards, including:Provide anintroduction andconclusion
Poorly written witherrors inspelling, grammar.The assessment has nointroduction orconclusion.Demonstrates
Is written according toacademic genre(e.g. withintroduction,conclusion orsummary) and hasaccurate spelling,grammar,sentence and
Is well‐written andadheres to theacademic genre(e.g. withintroduction,conclusion orsummary).Demonstrates
Is very well‐writtenand adheres to theacademic genre.Consistentlydemonstrates expertuse of good quality,credible andrelevant research
Expertly written andadheres to theacademicgenre.Demonstratesexpert use of high‐quality, credible andrelevant research
Complies withacademic standards ofwriting, includinglegibility, clarity,accurate spelling,presentation andgrammar.Uses appropriate APA6 style for citing andreferencing researchUpholds standards ofacademic integrity, asdemonstrated byacceptable reportfrom text‐matchingsoftware (e.g SafeAssign).
inconsistent use ofgood quality,credible and relevantresearch sources tosupport and developideas.There are mistakes inusing the APA style.There may be questionsregarding the academicintegrity of theassessment.
paragraphconstruction.Demonstratesconsistent use ofcredible and relevantresearch sources tosupport and developideas, but these arenot always explicit orwell developed.There are no mistakesin using the APA style.The assessmentupholds standards ofacademic integrity.
consistent use ofhigh quality, credibleand relevantresearch sources tosupport and developideas.There are no mistakesin using the APA style.The assessmentupholds standards ofacademic integrity.
sources to supportand developappropriatearguments andstatements. Showsevidence of readingbeyond the keyreadingThere are no mistakesin using the APA style.The assessmentupholds standards ofacademic integrity.
sources to supportand developarguments andposition statements.Shows extensiveevidence of readingbeyond the keyreadingThere are no mistakesin using the APAStyle.The assessmentupholds standards ofacademic integrity.
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