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Health issues faced by developing and developed country

Oct 24, 2017 | 0 comments

Oct 24, 2017 | Essays | 0 comments

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Health issues faced by developing and developed country

Essay plan:1

Identify some of the health issues faced by one developing and one developed country. Discuss the effects of these issues on their respective societies’. 500 words and 10 references




Module Title:        

Personal & Professional Skills

Module Code: HS1104

Level: 1

Credit: 20

ECTS credit:10

Module Leader:
Pre-requisite: Pre-cursor:
Co-requisite: Excluded combinations : 
Is this module part of the Skills Curriculum? Yes University-wide option: No
Location of delivery:  UEL
Main aim(s) of the module:

This module aims to:

Enable students to develop an individual Personal Development Portfolio (PDP) encouraging self reflection, self evaluation and strategies to improve students own learning for their educational development during their time at university and as a future graduate employee

Develop and improve individual performance in written communication and Information Technology (IT) skills and allow students to practice their information and research skills

Main topics of study:

The module is designed to help Health Promotion, Public Health and Health Services Management students to develop their academic writing, IT application, learning and initial research skills that will help them succeed in their undergraduate studies and professional lives.

This module will be split into three sections compromising of Academic Skills, Information Technology and Tutorials to enable the development of a Personal Development Portfolio (PDP). The completion of the PDP is designed to facilitate the students’ personal development and encourages reflection and review of skills that students already possess and those that need to be acquired or developed for success as a student of higher education and after graduation.

Learning Outcomes for the module

At the end of this module, students will be able to:


1.    Demonstrate how to be an effective student in HE

2.    Use our IT systems, communicate electronically and use any basic computer packages relevant to the programme of study

3.    Access all forms of resources available in the LRCs both in print and electronically relevant to their programme of study in health.

Thinking skills

4.    Evaluate information sources and make judgments about their likely worth

5.    Read texts critically and be able to précis, paraphrase, reference and quote correctly

6.    Record information from a variety of sources including lectures, seminars, texts and internet sources

Subject-based practical skills

7.    Interpret published data relevant to the health field

Skills for life and work (general skills)

8.    Work effectively in groups

9.    Produce different types of written work appropriate to health studies observing the conventions of academic writing

10.  Plan for and engage in relevant forms of assessment

11.  Understand the nature of collusion and plagiarism and be able to check assignments to ensure that all third party content is properly referenced

12.  Reflect on and record own learning and skills in a Personal Development Plan

Essay plan:1 Identify some of the health issues faced by one developing and one developed country. Discuss the effects of these issues on their respective societies’. 500 words and 10 references

Teaching/ learning methods/strategies used to enable the achievement of learning outcomes:

Academic Skills- Academic skills are taught in the form of lectures and subsequent workshops run partly by the English Language Centre, together with one to one English support where needed.

Information Technology– Students will have sessions in the IT lab covering the areas of e-mail, using Microsoft word and PowerPoint  and searching electronic databases

Personal Development Plan- the PDP is taught in personal tutorial session where students complete a PDP workbook with the guidance of the personal tutor.

Assessment methods which enable students to demonstrate the learning outcomes for the module:

1.     Essay plan (500 words)

2.    Skills audit and reflective personal development plan (1,000 words)




Learning Outcomes demonstrated




 Reading and resources for the module:




Clarke A, (2008) E- Learning Skills. Palgrave Macmillan Basingstoke.

Cottrell S, (2008) The Study Skills Handbook, 3nd Edition. Palgrave Macmillan Basingstoke.

Cottrell S. (2003) Skills for Success: The Personal Development Planning Handbook Palgrave Macmillan. Basingstoke

English and Learning Skills Website: http://www.uel.ac.uk/els

Harrison M. et al (2012 Improve your Grammar Palgrave Macmillan. Basingstoke




Greetham B, (2008) How to write better essays 2nd Edition. Palgrave Macmillan.Basingstoke

Peck J & Coyle M, (2005) The Student’s guide to writing. Palgrave Macmillan Basingstoke

Indicative learning and teaching time

(10 hrs per credit):

1. Student/tutor interaction, some of which may be online:

48 Hours

Activity (e.g. lectures/seminars/tutorials/workshops/studio work/moderated online discussions, online chat etc):


One to one tuition

IT workshops

PDP Workshops

Academic Skills Workshops


2. Student learning time:

152 Hours


Seminar reading and preparation

Assignment preparation/

Background reading/ on-line activities

Group work

Portfolio production

Total hours :

200 Hours

Additional booksMoon, J.A. (1999) Reflection in Learning & Professional Development Theory and Practice London: Kogan Page Limited

A Guide for Busy Academics No. 4 Learning through reflectionReflection in Higher Education October 1st, 2010.

Stevens, M. (1996) How to be better at giving presentations London: Kogan Page Limited





0 – 29











Relevance No relevant points or issues covered Mostly irrelevant Considerable parts irrelevant Considerable parts relevant Mostly relevant Covers all relevant points/issues è     Reasons/justifies
Evidence of


Little or no Limited Variable Reasonable Sound Extensive    è                                    Original/creative



Insufficient depth Superficial Mainly superficial, limited deeper exploration Some points explored deeply Most points explored deeply Deep exploration of all points    è        Critical analysis/


Development of argument/ analysis and evaluation No analysis or evaluation Limited analysis/ evaluation Variable analysis/ evaluation Reasonable analysis/ evaluation Sound analysis/ evaluation Extensive                è             Critical/analytical/original
Evidence of wider reading No evidence Limited Some Numerous examples Wide ranging Extensive          è                 Extends scope of work
Use of evidence to support statements/


None used Limited use of references to support argument Some use of references to support argument Variable use of references to support argument References mostly well used to support argument Comprehensive              è                Critical analysis/


Structure   No clear structure –  cannot be followed Limited – difficult to follow throughout Some – difficult to follow in parts Reasonable – can mostly be followed Sound – can be followed Organised – easy to follow è                 Interesting/




No referencing Referencing incorrect Significant errors/omissions Some errors and/or omissions References generally cited correctly with few errors/


References correctly cited  è    Professional standard
Presentation Does not conform to guidelines Limited conformity to guidelines Some conformity to guidelines Variable conformity to guidelines Mostly conforms to guidelines Fully conforms          è               Extend scope of work

to guidelines

Written communication (including grammar, spelling, sentence and paragraph construction) Many errors, text cannot be followed Frequent, major errors – text difficult to follow Frequent errors – impairs readability Occasional errors – text mainly clear Few minor errors – text clear No errors     è     Enhanced readability/comprehension

Written Assignments Marking Criteria