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WASH program in Zimbabwe is an innovative approach
WASH program in Zimbabwe is an innovative approach
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
WASH program in Zimbabwe is an innovative approach
Instructions for response to classmate: 350 words AMA format
Does the student effectively argue his/her opinion? If yes, state why you agree. If not, explain what you think the student’s argument is missing. Ask a question about something he or she has stated in a post (or response) to get clarity or to push the discussion further.
Classmate Ruhi
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The WASH program in Zimbabwe is an innovative approach and definitely sustainable in its current form, although challenges still abound and improvements in some areas are necessary, as seen in the video for this week.1 The sustainability of this water facility program that encompasses 6 districts in Zimbabwe lies in the fact that it relies heavily on community-based and community-sourced resources. This includes community-managed boreholes, use of district environmental health technicians to conduct water testing, involvement of local NGOs to set up low cost sand abstraction systems and water point committees,1 all of which play a key role in ensuring potable water with techniques, methods and manpower that are local to the community and not being sourced from outside, which prevents future barriers to access and would decrease the sustainability of the program. The training of local builders to construct toilets for the community1 provides both income and the means to reduce open defecation which is also a major health issue in these regions, as well as employment potential for the individuals living there. Simple, yet effective measures such as the ‘tippy-tap’ system, and imparting health education regarding measures of hygiene through podcasts and school health clubs1 help with reinforcement of this message of hygiene and water safety, thereby ensuring that the overall aim of the WASH program is met and sustained through generations and is not merely a current theme in these villages. Sustainability is also being helped by the development of the supply chain which ensures a constant source for material. The reactivation of the district sanitation subcommittees1 and involvement of district officials in this process will also be helpful in its long-term success.
One of the challenges to the success of the clean water program was identified by an engineer in the video, who demonstrated the lack of fencing, increased vegetation and presence of animals around water sources which is not conducive to water safety and will need to be addressed as part of their ongoing efforts. The video ends with data about the number of people who will have been helped by this program, which is a significant number (420,000 with access to better water quality and quantity).1 This number is impressive and represents a large-scale public health effort which will also require a sustained financial influx despite being subsidized by the utilization of local resources and manpower, especially if it is expanded to include more regions, priorities and faces new challenges in times of epidemics. Financial stability of the program and a continued commitment will be key to sustainability. The 2015 WASH report estimates that US $30,053,240 was spent in Zimbabwe2 on these efforts, and future expansion as well as sustained growth will depend on the availability of funds. One way to ensure its continued success will be to include more local and global partners in these efforts and increase the reach of this program to other districts which will help with creating a national, sustainable initiative.
References:
- Water and Sanitation Everyone’s Right Documentary. Practical Action. YouTube Video. Available at: https://www.youtube.com/watch?v=SRrwxOnaT0Q
- Annual Results Report. 2015. Water, Sanitation and Hygiene. UNICEF. Available at: https://www.unicef.org/wash/files/WASH_2015_Report.pdf
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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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