Written Assignment: Unintended mental health impacts of lockdown as a form of disease control

Criterion

HD

D

CR

P

F

The topic of interest is described in terms of the population affected and the risks to that population.

The population(s) is clearly outlined, the specific risks and implications for health outlined along with a brief summary and analysis of the evidence and points relevant to the current context are noted.

8.5-10

The population(s) are recognized, specific risks are mentioned but summary and analysis of the evidence is incomplete or inaccurate, some significant factors are not identified, and the current context is mentioned but not in depth.

7-8.4

An attempt has been made to identify the relevant population(s) but evidence supporting this is incomplete and has not been discussed or analysed, discussion of risks is superficial, and the current context is not fully discussed.

6-6.9

An attempt has been made to identify the relevant population(s) but supporting evidence has been omitted, discussion of risks has been attempted but is basic, and the current context is mentioned but not discussed.

5-5.9

Required elements are fully or partially absent: population(s) not identified and discussed, risks are not identified and analysed, and context issues are not addressed.

0-4.9

Impact on thinking and practice in public health

The specific impacts of the topic on the discipline of Public Health are outlined and their relevance to the chosen topic is discussed; the current and potential effects of these impacts are discussed and at least two brief examples are given.

8.5-10

The specific impacts of the topic on the discipline of Public Health are outlined and an attempt has been made to discuss their relevance to the chosen topic; the current and potential effects of these impacts are discussed, and a brief example is given.

7-8.4

The specific impacts of the chosen topic are mentioned and some indication of their relevance to topic is given; the role of some effects of these impacts is discussed but no examples are given.

6-6.9

Some specific impacts of the chosen topic are mentioned but are incomplete and some indication of their relevance to the topic is given but little or no discussion of this has been made; the role of these impacts is mentioned but not supported by discussion and examples are absent or unconnected.

5-5.9

Some specific impacts of the chosen topic are noted but an indication of their relevance is absent; the role of these impacts is noted but a rationale and example are basic, absent and/or unconnected.

0-4.9

Discussion of historical context

The historical context (events but also broader social patterns) is discussed, and the development of relevant issues is shown through identification of change in practice and attitudes in the discipline of Public Health. Brief reference to relevant examples is used to illustrate development in practice and thinking in the discipline of Public Health.

8.5-10

Historical events of relevance are discussed but consideration of broader social patterns is minimal. An attempt has been made to show the development of relevant issues, but discussion does not include identification of changes in practice and attitudes. Minimal or no examples are presented to illustrate development in practice and thinking in the discipline of Public Health.

7-8.4

Some historical elements are presented, but the broader social context is absent, and the development of Public Health practice and attitudes is minimal or has been omitted, and no examples have been presented to illustrate development in the discipline of Public Health.

6-6.9

An attempt has been made to discuss the historical context, but key events are missing, and the broader social context has not been considered. Little discussion has been included on the development of practice and thinking in Public Health, and there is little evidence of a developed argument.

5-5.9

An attempt has been made to discuss the historical aspects of the topic but discussion does not provide a meaningful survey of issues and events and contains irrelevant items, is incomplete, and there is little evidence of critical thinking or evaluation of changes in the discipline.

0-4.9

Use of Literature

All literature used is less than 10 years old, comes from high quality sources, is relevant, and derives from refereed journals or organizations of recognized standing in the field of public health.

Assessment format conforms exactly to guidelines.

8.5-10

A majority of literature used is less than 10 years old, comes from high quality sources, is relevant, and derives from refereed journals or organizations of recognized standing in the field of public health. Assessment format conforms exactly to guidelines.

7-8.4

Some literature used is less than 10 years old, comes from high quality sources, is relevant, and derives from refereed journals or organizations of recognized standing in the field of public health. Assessment format partially conforms to guidelines, but sections are missing or irrelevant information has been included.

6-6.9

Literature from inappropriate sources has been included, consumer or proprietary material has been used, items that are not relevant have been used, and only a few items derive from refereed journals or organizations of recognized standing in the field of public health. Assessment format mostly conforms to guidelines, but sections are missing or irrelevant information has been included, while required information is omitted.

5-5.9

Literature from inappropriate sources has been used, consumer or proprietary material has been used, items that are not relevant have been used, and use of items from refereed journals or organizations of recognized standing in the field of public health is minimal or non-existent. Guidelines have not been followed and/or part or all of the assessment does not address the assigned topic.

Assessment Fail

Writing and Integrity

All text represents the student’s original language and ideas, any material taken from other sources is fully cited in accordance with academic conventions, text is logically coherent, language used is formal and stylistically appropriate for a formal piece of university assessment.

8.5-10

All text represents the student’s original language and ideas, material taken from other sources is cited, text is logically coherent, and language used is formal and stylistically appropriate for a formal piece of university assessment.

7-8.4

All text represents the student’s original language and ideas but a large number of direct quotations have been used, material taken from other sources is cited but contains errors or is incomplete, discussion lacks logical coherence, and an attempt has been made to use language that is formal and stylistically appropriate for a piece of university assessment.

6-6.9

All text represents the student’s original language and ideas but a large number of direct quotations have been used, material taken from other sources is cited but contains errors or is incomplete, discussion lacks logical coherence, and an attempt has been made to use language that is formal and stylistically appropriate for a piece of university assessment.

5-5.9

Assessment contains text that has been copied from sources or inadequately paraphrased, citations are incomplete or missing, discussion lacks logical coherence, and/or language that is too informal and/or stylistically appropriate for a piece of university assessment has been used.

Assessment Fail