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Develop Coherent and Conscience Strategy for Supporting Gender Equality
Develop Coherent and Conscience Strategy for Supporting Gender Equality
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Develop Coherent and Conscience Strategy for Supporting Gender Equality
Public Health
Name
Institutional Affiliation
Course Title
Date
Public Health Discussion
“Don’t Smile Until Christmas”
The Wongs would partially agree with the recommendation for two main reasons. First, the Wongs would argue that total adherence to the adage would imply poor planning.
A flexible approach to the recommendation, as per the Wongs, would reflect effective planning and consideration for the context. In line with the suggestions by Charles (2011), the Wongs would highlight the central role of first impressions in cultivating healthy relationships in classroom management.
This role is reflected in the adage “Don’t smile until Christmas” to some extent. The recommendation suggests the need to avoid humor and jokes in the early phases of classroom engagement to ensure control. Rigid adherence to the recommendation is not desirable as suggested in the second reason presented below outlining why the Wongs would partially agree with it.
This second reason is that the Wongs would argue that the students have an important role in building classroom relationships and the teacher should share classroom plans with them. The adage does not resonate with this view because it appears to encourage the teacher to alienate students in classroom management plans.
As per the Wongs, the students should participate in carrying out classroom plans (history dissertation help). The smile, therefore, should be part of the techniques the teacher employs to influence students to embrace the desired behavior.
In this regard, the teacher assumes the role of leadership. As a leader, the teacher should gauge situations when carrying out plans to identify whether certain techniques such as humor or a smile would be appropriate to inspire the students. Strict adherence to the adage would limit the teacher’s ability to inspire students as a leader in classroom management.
Reference
Charles, C. M. (2011). Building classroom discipline (10th ed.). Boston, MA: Pearson Education, Inc. https://historyassignmenthelp.com/category/help-with-homework/
According to the World Health Organization, public health is the responsibility of government to ensure that everybody is well.
Everyone’s right to the highest attainable quality of health is a human right, and WHO is calling for all governments and other responsible bodies to work together to ensure that it is readily available and affordable to everyone (Lohman, Wilson & Marston, 2017).
When health is recognized as a human right, governments are given legal obligations to ensure that acceptable, timely, and accessible healthcare is provided.
Sanitation, clean and potable water, housing, food, gender equality, and education are some of the underlying determinants of health that can be given.
The highest attainable health requirements are linked to a clear set of legal obligations to ensure that citizens have access to healthcare services without being discriminated against. Human rights violations are a major factor in declining public health. Vulnerable groups are often at a greater risk of being ignored or treated unfairly. To achieve more firm and reliable results in the battle against health inequality, governments must develop a coherent and conscience strategy for supporting gender equality and human rights policies (Lohman, Wilson & Marston, 2017; learned writers). These structures will pave the way for the creation of a structure and core strengths that will boost services and everyone’s well-being.
References
Lohman, D., Wilson, D., & Marston, J. (2017). Advocacy and human rights issues. Building integrated palliative care programs and services, 185.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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