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B-Global Assignment: Cancer Health Disparities Students must submit a paper on a global cancer health disparity. Your paper must meet the following content, format and submission requirements: CONTENT REQUIREMENTS Students will select a cancer type and country to compare cancer prevention strategies, risk factors, cancer incidence and mortality rates, etc. to the United States. To assist with completing this assignment, students will use the following course resources:

• Course Textbook & PPT - Ch. 14: Reducing the Risk for Cancer • AACR Cancer Disparities Progress Report 2020 • National Cancer Institute: Cancer Health Disparities Video • Global Health Websites

Explain:

1. Background / History 2. Global Incidence & Prevalence

a. How and why some groups are more negatively impacted than others. (Global Awareness)

3. Symptoms 4. Prevention and Treatment(s) 5. Strategy for control

Explain how your new knowledge of this issue might lead to a change in your own behavior. Who will your changes impact and what do you hope to accomplish? (Social Responsibility) Cite at least three (3) reliable, quality references within the body of the paper using the APA Publication Manual citation style. One of the citations MUST come from the class textbook. You must have at least three parenthetical citations in the body of the paper that correctly match the sources properly formatted in the Works Cited/Reference Page. A paper with no parenthetical source citations in its body OR no works cited section at the end of will receive a mark of 0. No second chances. FORMAT REQUIREMENTS:

• Typed, 2-3 pages (not counting Works Cited Page), 12-point font, double-spaced. • Your name, my name, HLTH 1304 (course section), and the date. • A title is required, but a separate title page is not necessary. • A logically organized and sequenced body followed by a clearly stated conclusion. • Use of in-text citation format (APA formatting). • Students must be very careful and pay attention to details when they examine and cite

internet sources. A paper with no parenthetical source citations and/or no Works Cited Page at the end will receive a grade of 0; no second chances will be allowed.

• Using encyclopedias, like Wikipedia, Ballotpedia, history.com, kids.law.com, etc. is prohibited.

GRADING RUBRIC:

MARKERS OF GLOBAL COMPETENCE

LOW PROFICIENCY

AVERAGE PROFICIENCY

HIGH PROFICIENCY

SELF-AWARENESS

Shows minimal awareness of his or her own cultural rules and biases. Not comfortable with questioning own cultural assumptions or biases.

Identifies his or her own cultural rules and biases. Beginning to analyze or question those rules or biases based on a growing global identity.

Articulates a complex understanding of his or her own cultural rules and biases. Evaluates or critiques those cultural rules or biases based on a global identity.

GLOBAL AWARENESS

Can identify important issues that impact local and international communities but shows limited awareness of how his or her actions are connected to those issues.

Can describe important issues that impact local and international communities and begin to connect his or her local actions to global contexts

Can describe important issues that impact local and international communities and is able to evaluate the global impact of his or her local actions.

CULTURAL KNOWLEDGE

Demonstrates surface understanding of the complexity of elements important to members of another culture in relation to its history, values, politics, communication styles, economy, or beliefs and practices.

Demonstrates understanding of the complexity of elements important to members of another culture in relation to its history, values, politics, communication styles, economy, or beliefs and practices.

Demonstrates sophisticated understanding of the complexity of elements important to members of another culture in relation to its history, values, politics, communication styles, economy, or beliefs and practices.

PERSPECTIVE TAKING AND EMPATHY

Is indifferent or resistant to what can be learned from diverse communities and cultures.

Identifies and explains multiple perspectives, opinions, worldviews and values when investigating complex topics or global challenges and begins to judgment when perspectives conflict.

Evaluates and applies multiple perspectives, opinions worldviews, and values of others when trying to understand complex subjects or global challenges and withholds judgment when perspectives conflict.

OPENNESS TO

ENGAGING WITH OTHERS

Resists interacting with culturally different others.

Initiates and develops interactions with culturally different others. Exhibits curiosity about what can be learned from diverse communities and cultures.

Actively seeks out interactions with culturally different groups. Promotes others' engagement with diversity.

SOCIAL RESPONSIBILITY

Defines global challenges in basic ways, begins to explore a limited number of perspectives or solutions to global challenges.

Explains the ethical, social, and environmental consequences of local and national decisions on global systems. Formulates practical, yet elementary solutions to global challenges.

Takes informed and responsible action to address ethical, social, and environmental challenges in global systems by using interdisciplinary perspectives, knowledge, and skills.

Assessment Rubric for Global Competence:

Glossary of Key Terms (Adapted from Deardorff 2006; AAC&U 2015; McKinnon 2019)

Self-Awareness: The learner is aware of his or her own cultural biases and how they have shaped his or her identify and world view.

Global Awareness: The learner understands important global issues or challenges and can explain how his or her actions impact these global issues or challenges.

Cultural Knowledge: The learner can analyze and explain basic information about other cultures (history, politics, values, economics, communication styles, beliefs, arts, identity and practices). Those with advanced cultural knowledge can explain how power, privilege, and politics influence the opportunities or challenges certain groups face in the global system.

Perspective Taking and Empathy: The ability to learn from the perspectives and experiences of those different from own and to understand how place in the world both informs and limits knowledge. The ability to view and interpret the world

Openness to Engaging with Others: The likelihood of one engaging or interacting with persons from diverse communities because the learner finds value in exploring the difference in perspectives, cultures, or knowledge.

Social Responsibility: The learner is able to analyze the ethical, social, and political realities of global systems and to take appropriate action to address challenges. The learner is able to identify and formulate a solution based on his or her notions of personal and civic responsibility.