| WHAT IS PUBLIC HEALTH? POSTER: The goal of the poster is to summarise your ideas: What does public health mean to you? The key parts of your poster include what is being marked in the rubric: A picture that you take with your phone (NOT TAKEN FROM THE INTERNET) Management of your health topic using concepts from the weekly lectures (e.g., surveillance, policy, ethics, living environment) Instructions on creating a poster can be found here: https://www.cochrane.org/news/betterposter-templates-cochrane colloquium-attendees REPORT: Attach a word document that explains why you took your photograph and its relevance to public health as well as an analysis of the management of your health topic using referenced citations. Each member must submit the entire group’s submission with each group member identifying their photograph. – |
Food waste affects
our health but we
have the opportunity
to promote
sustainable and
nutritional practices.
◦ Vectors attracted by rotting food
(Giusti 2009; Shabbir 2020)
◦ Annoyance due to smell (Alam &
Ahmade 2013; Ziraba, Haregu, &
Mberu 2016)
◦ Regulations requiring separation
and containment of food waste
can limit these implications
(Ziraba, Haregu, & Mberu 2016)
◦ Public Health professionals can
advocate for school gardens to
promote nutrition and appropriate
composting (Black et al. 2015)
◦ S Kaphle, T Nyanhanda, V Romero
My neighbourhood has
different options for waste (S
Kaphle)
In the city, there is overflow of
food wrapping. I had nowhere
to dispose my food wrapping (T
Nynanhanda)
I compost my vegetable
clippings to make fertilizer for
my garden V Romero)
composting (Black et al. 2015)
WASTE
MANAGEMENT
IS PUBLIC
HEALTH
| R | BRIC |
| Criterion | HD | D | CR | P | F |
| Creative response to, “What is Public Health?” |
The topic and content of the presentation show creative and innovative thinking about the nature of public health and present a less obvious example of PH activity. 8.5-10 |
The topic and content of the presentation show some creativity and innovative thinking about the nature of public health and present a well known example of PH activity. 7-8.4 |
The topic and content of the presentation show minimal creativity and innovative thinking about the nature of public health and present a obvious example of PH activity. 6-6.9 |
The topic and content of the presentation lack creativity and innovative thinking about the nature of public health and show little evidence of careful thought about PH activity. 5-5.9 |
Little effort has been put into developing and example to illustrate the nature of public health and/or the connection between the example of PH activity is unclear or absent. 0-4.9 |
| RUBRIC |
| Criterion | HD | D | CR | P | F |
| Management of the issue in the context of PH practice |
A discussion of how the topic of the presentation is managed in the context of PH practice is presented and the discussion is complete, precise, and accurately describes the risk to the public that is mitigated through the described activity. |
A discussion of how the topic of the presentation is managed in the context of PH practice is presented but the discussion is incomplete, imprecise, and/or only partially describes the risk to the public that is mitigated through the described activity. |
A discussion of how the topic of the presentation is managed in the context of PH practice is attempted but important aspects of the topic are missed and/or the risk, and hence need for management, is incomplete or inaccurate. |
Discussion of the management of the topic is sketchy and the underlying risk, while touched upon, is not discussed or is inaccurately presented. |
Discussion of management of the topic is absent or incorrect and the issue of risk has not been addressed. |
| R | UBRIC |
| Criterion | HD | D | CR | P | F |
| Use of personal experience |
The topic and content of the presentation shows that the students’ personal experience has been used as a guide and some discussion of the effects of the topic on the public is included. |
The topic and content of the presentation shows that the students’ personal experience has been considered and the effects of the topic on the public are mentioned. |
The topic and content of the presentation refers to the students’ personal experience but the effects of the topic on the public are not mentioned. |
The topic and content of the presentation has little or no reference to the students’ personal experience and the effects of the topic on the public are not mentioned. |
The topic and content of the presentation has no reference to the students’ personal experience and the effects of the topic on the public are not mentioned. . |
RUBRIC
| Criterion | HD | D | CR | P | F |
| Adherence to assessment requirements |
The presentation adheres to the structure and requirements in the study guide in all respects and shows evidence of cooperation between group members. Presentation design is interesting and easy to understand with well-planned slides and informative use of photos. |
The presentation adheres to the structure and requirements in the study guide in most respects and shows evidence of cooperation between group members. Presentation design is interesting and easy to understand with well-planned slides and informative use of photos. |
The presentation adheres to the some of the structure and requirements in the study guide and shows evidence of cooperation between group members. Presentation design is adequate and can be understood. Slides and photos are comprehensible but lack logical development. |
The presentation does not really use the structure and requirements in the study guide. Cooperation between group members appears to be lacking. Presentation design is difficult to understand and/or slides and photos do not enhance understanding and lack logical development. |
The presentation does not use the structure and requirements in the study guide, cooperation between groups members is lacking, and little effort has been put in to creating a comprehensible, easy to follow presentation. |
| R | UBRIC |
| Criterion | HD | D | CR | P | F |
| 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 stylistically appropriate for a reflective assignment. |
All text represents the student’s original language and ideas, material taken from other sources is cited but may be inadequate or inappropriate, text is logically coherent, and language used is stylistically appropriate for a reflective assignment. |
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 stylistically appropriate for a reflective assignment. |
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, language use is inappropriate in style for a university assignment. |
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, biased, inaccurate, or inappropriate has been used. |