PHE1SDH Enquiry 2 Individual Report 1200 words (35%):

Daily Planner for Successful Completion

Welcome to the Enquiry 2 assessment for PHE1SDH: Individual Report (1200 words)

Due date: 11.59pm Sunday 9th October (end of Week 11) via Turnitin

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BY Monday 5th September:

If you have not already done so, it is now time to familiarise yourself with the requirements of the Enquiry 2 Individual Report. Please follow the steps below:

Download the Enquiry 2 Individual Report Assessment Guide, Rubric & FAQ's document (located in the Assessment Resources folder) and read in full, paying particular attention to the suggested report structure, FAQs and the elements in the rubric.

Select two social determinants of health.

(e.g. social determinant 1 = Stigma and discrimination and social determinant 2 = Gender)

Select one vulnerable group with the listed corresponding country, as outlined in the assessment guidelines document.

(e.g. vulnerable group = Sex workers in Thailand vs Australia)

As you progress through the modules of Enquiry 2, you will begin to see how several elements of the different topics are associated with one another. This will be useful in preparing your response for this report. Consider the following:

What do you know already?

What do you need to know?

What might your key terms be for starting your research?

FROM Tuesday 6th September to Sunday 11th September:

It is time to start your research but before you start, please be sure to have read through the Enquiry 2 Individual Report FAQs so that you are clear about expectations.

Your report will be shaped according to the literature.

Begin by searching key terms (which you identified on Day 1 of this planner) on google scholar and/or the library databases, yielding results from textbooks, journal articles and government websites (e.g. UNAIDS, WHO, AVERT, Kirby Institute).

We also recommend reviewing the prescribed and recommended readings in each weekly online module. The reference list at the end of this document might also be useful.

Resources at this link may be useful for starting your research: https://latrobe.libguides.com/finding-information/start-your-research

You will need to take notes as you read. See these links for suggestions for how to do this. https://student.unsw.edu.au/notemaking-written-text https://student.unsw.edu.au/selecting-information-your-assignmentsFROM Monday 12th September to Wednesday 14th September:

Plan for how you will arrange information in your report.

Using what you have found in the literature, you can now work on a plan for your report.

Here you should be guided by the recommendations under Report Structure that are outlined in the Enquiry 2 Individual Report Assessment Guide, Rubric & FAQ's document. These suggestions for structure and composition are designed to get you started with your report.

Keep the word count in mind as you outline your plan. While the total sum of the report must equate to 1200-words (+/- 10%), you can use the suggested word count for each section as a guide.

FROM Thursday 15th September to Sunday 25th September:

Prepare your first draft.

Start populating each section you have included in your plan.

***Be mindful that this report is about the two social determinants of health you have selected. The vulnerable group affected by HIV/AIDS and the two countries give you the opportunity to write about those social determinants of health in a specific context. As you write think about:

what you have learnt about each social determinant of health

how you can demonstrate that understanding in your report

how they are relevant to your chosen vulnerable group and countries.

Do you need more information?

As you write you may need to gather additional information and sources in order to provide enough evidence to support your claims.

FROM Monday 26th September to Sunday 2rd October:

Have you responded to the assessment task?

Today you need to review your draft to make sure you have responded to the assessment task fully. The task is to examine, compare, and contrast social determinants of health in the context of HIV/AIDS.

Re-read the assessment task. What have you been asked to do for this assessment? Do you think you have achieved this?

You might need to unpack the task to assess this. You are asked to examine social determinants of health. This directive can be understood in the following way:

Look in close detail and establish the key facts and important issues surrounding a topic. This should be a critical evaluation and you should try to offer reasons as to why the facts and issues you have identified are the most important.

You are also asked to compare and contrast the social determinants of health. This directive can be explained in the following way:

Identify the similarities and, possibly, the differences between two or more phenomena. Say if any of the shared similarities or differences are more important than others. Compare and contrast will often feature together in an essay question.

Explain differences.

Go through each section of your draft alongside the Enquiry Enquiry 2 Individual Report Assessment Guide, Rubric & FAQ's document.

Does your draft include each of the elements listed in the rubric? If not, consider why?

Do you need to find more information?

Did you not understand what some of the elements mean? If so, how will you seek clarification?

5.Keep in mind the sections of the report that are more heavily weighted. The body of the report enables you to earn 45 marks maximum, while the introduction is 15 marks and the recommendations and conclusion are 10 marks together. Make sure that the content of the report reflects the marks available for each section.

6. Make necessary revisions to your draft to reflect the requirements of the report.

FROM Monday 3rd October to Thursday 6th October:

Check the presentation of your draft

It is time to review your draft for organisation, writing, evidence and referencing.

NB: formatting requirements can differ between courses and subjects. Please check that you have the correct formatting as instructed for this assessment.

Language, organisation and writing style

Again, with the assessment rubric as your benchmark, go through the draft and check that you have addressed the following:

Paragraphs are organised in the correct order

The first line of each new paragraph is indented

Each paragraph begins with a topic sentence that is then discussed within the paragraph.

Each sentence is correctly structured

There are no grammatical errors.

If you are not sure there are many resources available. Begin with resources at La Trobe such as this one: https://latrobe.libguides.com/language/common-mistakes. As well, you may like to send your report to Studiosity for feedback on language, grammar spelling and structure (not content).

The formatting requirements of the assessment have been met

Times New Roman (or other approved APA7 font).

12-point font.

Double line spacing.

Margins - 1 inch (2.54cm) all sides, including top, bottom, left and right.

Subheadings are permitted.

Page Numbers - Page numbers should be in upper right corner.

1200 words +/- 10% (includes subheadings and in-text citations but excludes the reference list and cover page).

Use of literature and referencing

Check that you have addressed the following:

Arguments and ideas are supported by evidence (in-text citations)

There is enough evidence in your report. Do not place one citation at the end of each paragraph. Each statement that is based on information from a source must have a citation.

The sources you have used to substantiate your claims are credible, that is, they are peer reviewed or if a website is used it is a credible source such as UNAIDS, WHO, AVERT, and Kirby Institute.

Referencing

APA7 referencing style is required. Please ensure you have consulted the referencing tool and your referencing accurately adheres to this version, both in-text and in the reference list.

Be aware of academic integrity requirements. Ensure you have paraphrased most of your report with appropriate in-text citations and quotes are used sparingly if at all. Make sure you use your own words to integrate the source material into your writing.

From Friday 7th to October to Saturday 8th October:

Before you submit

Review this Daily Planner and the Enquiry 2 Individual Report Assessment Guide, Rubric & FAQ's document:

It would be useful to review this Assessment 3 Daily Planner and the Enquiry 2 Individual Report Assessment Guide, Rubric & FAQ's document in full. If necessary, you may need to revisit some sections to give them a little more attention.

Edits:

Make any adjustments needed to the report.

Proof-read:

You should be confident at this stage that you have completed the requirements of the assessment task to the best of your ability.

Before submitting, proof-read your report one last time making corrections if needed, run a spell-check, and save the document. Always save a back-up copy of assignments (cloud, USB, or email to yourself).

Submit:

Well done. You can now submit. Good Luck.

References

ASHM and Centre in HIV Social Research. (2012). Stigma and Discrimination around HIV and HCV in Healthcare Settings: Research Report. NSW.

Auerbach, J. D., Parkhurst, J. O., & Cceres, C. F. (2011). Addressing social drivers of HIV/AIDS for the long-term response: Conceptual and methodological considerations. Global Public Health, 6(3), 293-309.

Australian Federation of AIDS Organisations. (2018). HIV in Australia - Key Stats. from https://www.afao.org.au/wp-content/uploads/2017/12/HIV-in-Australia-2018.pdfBekker, L.G., Johnson, L., Cowan, F., Overs, C., Besada, D., Hillier, S., & Cates, W. (2015). Combination HIV prevention for female sex workers: what is the evidence? The Lancet, 385(9962), 72-87.

Brown, L., Thurecht, L., & Nepal, B. (2012). The cost of inaction on the social determinants of health. from http://www.natsem.canberra.edu.au/storage/CHA- NATSEM%20Cost%20of%20Inaction.pdfFanany, R., & Fanany, D. (2012). Education and technology. In Health as a social experience. Australia: Palgrave Macmillan

Fettig, J., Swaminathan, M., Murrill, C. S., & Kaplan, J. E. (2014). Global Epidemiology of HIV. Infectious disease clinics of North America, 28(3), 323-337.

Fisher, M., Baum, F., Kay, A., & Friel, S. (2017). Are changes in Australian national primary health care policy likely to promote or impede equity of access? A narrative review. Australian Journal of Primary Health, 23(3), 209-215.

HIV.gov. (2018). A Timeline of HIV and AIDS. from https://www.hiv.gov/hiv- basics/overview/history/hiv-and-aids-timelineLiamputtong, P., & Kitisriworopan, S. (2018). Deviance, difference, and stigma as social determinants of health. In Social Determinants of Health PHE1SDH (custom copy) (pp. 188-202). Oxford University Press.

Marmot, M., Allen, J., Goldblatt, P., Boyce, T., McNeish, D., Grady, M., & Geddes, I. (2010). Fair Society, Healthy Lives the Marmot Review, Strategic Review of Health Inequalities in England post-2010, London.

Mbatha, B. (2013). AIDS-related stigma as a barrier to HIV and AIDS prevention, care and treatment in South African public universities. Mediterranean Journal of Social Sciences, 4(14), 517-524.

National Institutes of Health. (2014). HIV/AIDS. https://www.niaid.nih.gov/diseases- conditions/hivaidsTeasdale, C. A., Marais, B. J., & Abrams, E. J. (2011). HIV: prevention of mother-to-child transmission. BMJ Clin Evid, 2011

Wilkinson, R., & Marmot, M. (Eds.). (2003). Social determinants of health: the solid facts

World Health Organization. (2011). Global HIV/AIDS response: epidemic update and health sector progress towards universal access. Progress report 2011. from https://www.afro.who.int/sites/default/files/2017-06/global-hiv-aids-response-2011- en.pdfWorld Health Organization. (2013). The economics of the social determinants of health and health inequalities: a resource book.

World Health Organization. (2014a). Global status report on noncommunicable diseases.

World Health Organization. (2014b). HIV/AIDS. Definition of key terms. from http://www.who.int/hiv/pub/guidelines/arv2013/intro/keyterms/en/World Health Organization. (2018). Social determinants of health. from http://www.who.int/social_determinants/en/World Health Organization. (n.d). Gender, equity and human rights. from http://www.who.int/gender-equity-rights/understanding/gender-definition/en/World Health Organization, Joint United Nations Programme on HIV/AIDS, & United Nations Childrens Fund. (2014). Global AIDS response progress reporting 2014: Construction of core indicators for monitoring the 2011 United Nations Political Declaration on HIV and AIDS. Geneva.

PHE1SDH Enquiry 2: Individual Report 1200 words (35%)

Due Date: 11.59pm Sunday 9th October (end of Week 11)

You will prepare a report addressing the task outlined below.

Applying the learning material from your weekly modules, this assessment requires you to examine, compare and contrast social determinants of health in the context of HIV/AIDS. This will involve selecting two of the following social determinants of health and one vulnerable group from the corresponding countries as detailed below.

Social determinants of health (choose two for your examination)

Stigma and discrimination

Social justice

Gender

Economics

Education

Health care system

Vulnerable groups (choose one subset of the population to compare and contrast)

Women Eswatini (formally known as Swaziland) vs Australia

Children Zimbabwe vs Australia

*Note: You may find there is limited data and information on children with HIV/AIDS in Australia, but that should not reflect a lack of analysis in your report. Rather, your evidence-based argument should focus on the social determinants of health that have contributed to the low incidence of HIV/AIDS amongst Australian children. This will provide a rich comparative analysis between the circumstances and outcomes for children living in either country in relation to HIV/AIDS.

Men who have sex with men (MSM) South Africa vs Australia

Sex workers Thailand vs Australia

Injecting drug users USA vs Australia

The report should build an argument that demonstrates original thinking and analysis as well as an understanding of different and diverse social and cultural perspectives. As you progress through the learning modules in Enquiry 2, you will begin to see how several elements of the different topics are associated with one another.

Report Structure:

Note: The following recommendations outlining the structure and composition are designed to get you started with your report. While the total sum of the report must equate to 1200-words, the word count in each section are indicative only.

Introduction (approx. 200 words)

In your introductory paragraph, you should clearly outline the countries, the vulnerable group and the two social determinants you will be examining in the report. For clarity, you may choose to outline the structure and key concepts in the report as follows: This report will describe the circumstances pertaining to the Human Immunodeficiency Virus and Acquired Immunodeficiency Syndrome (HIV/AIDS) in South Africa and Australia, comparing the impacts of gender and living environment on women in the context of these two countries.

Additionally, you should briefly state the nature (incidence and prevalence) of HIV/AIDS in group Australia and the chosen country with reference to the patterns of transmission for your vulnerable (see FAQ below for further information). This background information will also engage the readers interest in the topic. (You should not discuss the physiological mechanism of the disease in your introduction).

You are encouraged to define key terms in your introduction (including HIV/AIDS) and provide an outline of the key points to familiarise the reader with the structure and purpose of your report. Please ensure you adhere to the APA formatting style and write all sentences in full the first time you refer to them in your report (e.g., men who have sex with men), and thereafter you may use an abbreviation (e.g., MSM).

HIV/AIDS and the vulnerable group the situation (approx. 150 words)

In this section of your report you are expected to describe the situation of HIV/AIDS and any risk factors among your chosen vulnerable group in the context of Australia and the other country. This may include recent statistics, and trends, patterns in terms of prevalence and/or incidence among the vulnerable group, those who are living with HIV; historical data of casualties, etc.

Social determinant (e.g. gender) (approx. 300 words)

This section should cover your understanding of the impact of your first chosen social determinant of health in the context of HIV/AIDS in relation to the chosen vulnerable group in the two countries. You should compare and contrast the impact of your first social determinant of health on the vulnerable group in two countries.

This information should be analysed with a clear statement of the impacts this then has on the vulnerable group for each country.

Social determinant (e.g. living environment) (approx. 300 words)

This section should cover your understanding of the impact of your second chosen social determinant of health in the context of HIV/AIDS in relation to the chosen vulnerable group in the two countries. You should compare and contrast the impact of your second social determinant of health on the vulnerable group in two countries.

This information should be analysed with a clear statement of the impacts this then has on the vulnerable group for each country.

Recommendations (approx. 150 words)

This segment of your report should feature the recommendations based on your analysis of the impacts of the two social determinants of the health on the chosen vulnerable group in the countries context.

Conclusion (approx. 100 words)

Finally, your conclusion should summarise the main points in the report, tying together the main findings.

Referencing

References on a separate page

APA7 referencing style

For resources on APA7 referencing style, please see the mini referencing PowerPoint and

library resources in the Assessment folder on the LMS. A reference list must be included at the end of the

report. The references should consist of evidence-based, peer-reviewed materials. Consumer sources, like

the Better Health Channel, are not appropriate. School (VCE) material and lecture notes may not be used.

Consider the La Trobe University policies: https://www.latrobe.edu.au/students/admin/academic-integrityFormatting instructions are as follows:

Times New Roman (or other approved APA7 font).

12-point font.

Double line spacing.

Margins - 1 inch (2.54cm) all sides, including top, bottom, left and right.

Subheadings are permitted.

Page Numbers - Page numbers should be located in upper right corner.

1200 words +/- 10%.

Note: The word count includes subheadings and in-text citations but excludes the reference list and cover page.

PHE1SDH Enquiry 2: Individual Report FAQs

INTRODUCTION:

To what level of detail should we be defining key terms in the introduction, i.e. HIV/AIDS?

In the introduction you will need to provide a clear definition of HIV/AIDS in a social context. Therefore, the first time you use the term HIV/AIDS, it needs to be written in full - Human Immunodeficiency Virus and Acquired Immunodeficiency Syndrome (HIV/AIDS), then you need to define these terms. As mentioned, you don't need to provide a biological or medical definition, rather a statement on what the condition is. For example, Human Immunodeficiency Virus (HIV) is a virus which affects a persons immune system, which then leads to the development of Acquired Immunodeficiency Syndrome (AIDS) in the advanced stages of HIV (reference required).

Do all key terms need to be defined in the introduction?

You are required to define key terms in your introduction.HIV/AIDS and your selected vulnerable group should be clearly defined in your introduction.

Some students will also choose to define their selected social determinants in their introduction. This can be effectively done by linking the definitions to the presentation of your key arguments that will be discussed in the report (rather than just listing definitions, which can feel awkward and out of place). Remember we want tobuild a rationale for the report in our introduction, thus thepresentationof keyargumentswill prepare the reader and provide a clear flow of ideas.

Alternatively, you are able to present the definitions for your selected social determinants at the beginning of your body paragraphs.Either way, a definition/overview of each social determinant should be provided at some point in your report. Remember to support these definitions with references.

What sort of statistics should I be including in this report?

In your introduction paragraph you should be including country-based statistics. That is, the incidence and prevalence rates in both countries. This sets the scene for the report.

In the situation paragraph, you should be including vulnerable group-based statistics. For example, in Eswatini how many new cases (incidence) of HIV/AIDS among women each year? How many women are currently living with (prevalence) HIV/AIDS? And how does this compare to Australian women?

Could you please break this down: "briefly mention the nature (incidence and/or prevalence) of HIV/AIDS in Australia and the chosen countryregarding the patterns of transmission for your vulnerable group".

As this section forms part of your introduction, consider giving a general overview of the situation of HIV/AIDS e.g., prevalence and incidence in both countries. What arethe dominant modes of transmission in both countries? Who are the most vulnerable groups in both countries? How affected is your chosen vulnerable group, i.e. are they considered the most vulnerable group in Australia? Are there any changes to the mode of transmission in each country overtime? (i.e., heterosexual, homosexual, intravenous drug use, blood transmissions, mother-to-child). Like any introduction, this information is setting the scene for the reader.

HIV/AIDS AND THE VULNERABLE GROUP THE SITUATION:

What is the difference between the introduction and "the situation paragraph? Both parts (intro & the situation) required incidence and prevalence rates.

The difference between the introduction and the situation is as below:

Introduction:"briefly mention the nature (incidence and/or prevalence) of HIV/AIDS in Australia and the chosen country regarding the patterns of transmission for your vulnerable group" This is asking you to include the incidence and prevalence rates in both countries and the dominant modes of transmission. The introduction should read as a broad outline of both countries, to set the scene for the upcoming report analysis.

The situation:"Describe the situation of HIV/AIDS and its risk factors among your chosen vulnerable group in the context of Australia and the other country. This may include recent statistics, and trends, patterns in terms of prevalence and/or incidence among the vulnerable group".

This paragraph is more refined and is asking you to focus on your chosen vulnerable group. That is, you should describe the situation of HIV/AIDS for your chosen vulnerable group in both countries. For example, in Eswatini how many new cases of HIV/AIDS among women each year, how many women are currently living with HIV/AIDS, what are the common modes of transmission/risk factors for women in Swaziland etc., How does this compare to women in Australia.

Essentially this paragraph is setting the scene for the comparative analysis. Highlighting that there are differences and similarities in both countries for the chosen vulnerable group.BODY PARAGRAPHS (comparing and contrasting the SDH topics):

It is stated in the assessment guidelines, that this report shouldbuild an argument. What are we arguing?

The aim of the task is to build an argument that exploreswhy & howthere is a discrepancy between the prevalence of HIV/AIDS of your chosen populations (MSM in South Africa vs. MSM in Australia) in relation to the social determinants of health you have chosen. For example, if you have chosen men who have sex with men as a vulnerable group,you should argue the reasons why your chosen social determinant of health topic has resulted in the prevalence of HIV/AIDS being more predominant in South Africa when compared to Australia. For example: if you selecteducationas your SDH topic, then you should build an argument as towhy & howeducationhascontributedto the discrepancy in the HIV/AIDS statistics between MSM in South Africa vs. MSM in Australia.In building your argument, you could explore thedifferencesin the education system/education policies/education curriculum/reasons for dropouts and so on, in South Africa vs. Australia.Why do we see a difference in HIV/AIDS incidence and prevalence in South African MSM vs. Australian MSM due to factors relating toeducation?What is it about education in Australia that results in reduced HIV/AIDS prevalence and incidence compared to South Africa?You could relate these differences back to the disparity of HIV/AIDS prevalence in MSM in South Africa vs. MSM Australia.

Essentially, your report should be exploring why and how your chosen social determinants of health has 'determined' the incidence and prevalence rate of HIV/AIDS in your chosen vulnerable populations.

An academic argumentmust also be based in the research, what we often call "evidence-based." This means you must support your argument with findings from sources you read.For example, you may argue that there is less opportunities for women in Eswatini in terms of education compared to women in Australia. What evidence do you have to support this claim?

The rates of HIV/AIDS are far lower in Australia in comparison to the comparative country. Therefore, most of my report discussion is focused on the impacts of the social determinants of health in the comparative country. Is this right?

The aim of this task is to compare and contrast the impact of social determinants of health on your chosen vulnerable group in the two countries, in the context of HIV/AIDS. Therefore, a detailed comparative analysis is required.

Taking gender as a SDH topic and women in Eswatini and Australia as the comparative countries, your report would explore how gender roles and expectations in Eswatini make women more vulnerable to HIV/AIDS. For example, some women in Eswatini are excluded from schooling or from participating in public life, which affects their knowledge about health problems and how to prevent and treat them. For example, many women are unaware of their HIV status and how this virus is contracted. This is one of the contributing factors to the increased prevalence rate of HIV in women in Eswatini.

How is this similar or different for women in Australia? Certainly, because the statistics are lower, we could suggest that gender roles and expectations put women on an equal playing field to men, in that women have equal access to education and health care. It is important to include scholarly evidence to support such claims.

I have chosen the vulnerable group men who have sex with men in South Africa vs Australia and the determinants Stigma and Discrimination and Health Care System. I'm having trouble separating the two determinants into two paragraphs as from my research they appear to overlap, e.g. health care providers are discriminatory towards gay men and therefore they avoid treatment and testing. Is there another aspect of the health care system that I should be looking at?

Each health care system has some general features. For instance, access to services through Medicare, public hospital healthcare, etc are a feature of the Australian health care system. This feature, to a large extent, ensures care for all. Men who sex with men (MSM) are entitled to the same care as others. This general feature is critical for preventive and curate care of all subgroups. If a health care system does not have these elements (or similar basic elements), then the MSM of that setting may face an additional challenge and be deprived of necessary care. This deprivation brings further disadvantage on top of health sector-related stigma and discrimination. Imagine, if a health system does not have the necessary funding to offer free-of-cost or affordable treatment for HIV/AIDS, then again MSM may be disproportionately affected, as in most settings the prevalence of HIV/AIDS is relatively high among the MSM.

Health care providers are just one of many aspects of a health care system. Even with provider-related discrimination, you are likely to see variation across settings. For example, a good health care system maintains non-discriminatory practice standards and thus endeavours to reduce discrimination to people such as MSM.

Can I incorporate other social determinants in my discussion beyond the two I have chosen?

As we have discussed throughout this subject, social determinants of health are interrelated and can impact on each other. For example: gender may affect opportunities for employment. As we discussed in Week 4, apart from income, employment gives meaning to life and sense of well-being. In many societies girls are expected to stay home and they receive little or no formal education. This deprivation makes them less employable in a formal setting. Therefore, incorporating other social determinants of health within your discussion will illustrate a comprehensive understanding and analysis of the impact these social determinants have on your chosen vulnerable group in both countries.

Are we supposed to be comparing between the vulnerable group and the general population of the country OR comparing the vulnerable groups of the two countries OR simply stating how the vulnerable group is affected in each country?

The key to this report is to compare and contrast the impacts of the SDH for the vulnerable groups within the countries.This discussion should go beyond the statistics and focus on the experiences of the vulnerable group through the lens of the chosen SDH. You don't need to compare this experience with the general public, rather you should explore the experiences between the vulnerable group in both countries, then provide an analysis of the impacts.

I have chosen the vulnerable group of women in Eswatini vs Australia. The research indicates that in Eswatini the vulnerable group in relation to HIV/AIDS is women. In Australia, much of the research indicates that men who have sex with other men (MSM) are the most vulnerable group without a lot of consideration given to women, even female sex workers. Should I focus just on women, even though women in Australia are not generally considered to be a vulnerable group? Or I should address MSM within my discussion as they are considered the more vulnerable group in Australia?

If you have chosen women as your vulnerable group then you should focus your exploration and analysis on this group only, there is no need to compare this information to another vulnerable group. You can certainly mention that women are less vulnerable in Australian than MSM, however the key discussion here should be on why? Why are women less vulnerable in the context of the SDH you have chosen? You might find that factors such as access to education, health literacy, employability and access to free health care has significant impacts on the statistics in Australia.

Does the topic economics just refer to the countrys economy, or could it also be related to socioeconomicstatus of people living with HIV/AIDS and how it increases their likelihoodof transmission?

As we define the social determinants of health as conditions in which people are born, grow, live, work and age, and as these conditions are shaped at global, national and local levels, you should consider both the national and vulnerable group-level economic conditions. It is difficult to consider them separately.

In fact, in most wealthy countries/societies you will find many vulnerable groups. Although these countries are economically rich, you may find substantial inequalities, which are often the primary reason for those groups being vulnerable. So, just by considering the economic condition of the nation you will not be able to assess the situation of the vulnerable group. In other words, the condition of the vulnerable group may not reflect the condition of country they live in.

I have chosen women - Eswatini vs Australia for my vulnerable group and the Health Care System as one of my SDH topics.Are the policies in place something that can be discussed under the health care system topic, or do I need to discuss the structure of their health care system more broadly?

If you are focusing on the health care system as a SDH, you should clearly outline the two health care systems in both countries, i.e. how are they structured? How do citizens access care? Then you can certainly discuss how the policies within these structures impact women in terms of prevention, treatment and management of HIV/AIDS.

I have chosen sex workers (Thailand vs Australia) as my vulnerable group and stigma and discrimination as one of my SDH topic, what key factors should I be including in this paragraph?

In this paragraph, you should discuss how stigma and discrimination impacts sex workers in terms of access to prevention, treatment and management of HIV/AIDS in both countries. You should make a clear comparison between the two countries in relation to the impacts of stigma and discrimination on sex workers, i.e. what might this mean for their exposure to HIV and/or prognosis?

I have chosen the vulnerable group women and the SDH topics; stigma and discrimination + gender. Regarding 'gender', does this mean gender inequality?

This might mean gender inequality if that is what the literature suggests about women in Eswatini. However, a protective factor might be gender equality, which we find in the Australian context. This affords women an opportunity to equally access prevention (i.e. negotiating condom use), treatment and management for HIV/AIDS. Be guided by the literature.

RECOMMENDATIONS AND CONCLUSION:

Am I recommending what I personally think can help prevent the risks of becoming HIV positive in relation to my chosen social determinants and vulnerable group?

Let's break down the criteria associated with this section of the report:

'Comprehensive recommendations have been made based on the research from the report. Succinctly ties together responses to the report topic.'

These criteria refer to the fact that your recommendations need to be detailed, relevant and specific to the issues that you identified earlier in your report.

E.g. If you have mentioned that access to education is an issue for women in Eswatini, you will need to provide recommendations that specifically address this issue. Avoid providing general recommendations for the countries that do not specifically relate to the issues identified in your report.

'Draws clear and precise conclusions about the impact of the two social determinants of health on the vulnerable group in the context of HIV/AIDS'

Recommendations should be based on your analysis of the impacts of the two social determinants of the health on the chosen vulnerable group in the countries' context.

Recommendations for future practice/improvements to incidence and prevalence rates. These recommendations need to be vulnerable group focused and country focused.

E.g. How can we improve on the experiences of women in Swaziland in the context of HIV? What can the government do? What can the community do?

Its a bonus if students can take it a step further and discuss if there is any evidence to suggest the effectiveness of these recommendations.

E.g. What have other countries done that may be relevant to the selected countries and how could this be implemented in the context of the selected countries?

So, to answer the questions, yes you are providing your own personal recommendations, however we encourage you to support these recommendations with research, if and where possible.

Please note: although often the less vulnerable country, you should also provide recommendations for Australia we can always be doing better!

Do we include references in the conclusion?

The conclusion is simply a summary of the main points of your report. No new information should be included in the conclusion, rather the conclusion should succinctly tie in the key ideas/arguments of the report together. Thus, NO references should be included.

REFERENCING:

Do we cite the original source or the source we get out information from? For example, on the AVERT website it shows statistics from other sources. When we are citing these statistics, do we use the AVERT website or the original source?

It is best practice to use the original source for your assessment (both in-text and in the reference list).

Is the Australian Federation of Aids Organisations an appropriate website to cite? Also is it appropriate to use statistics from UNAIDS? http://aidsinfo.unaids.org/Generally speaking, it is appropriate for students to use such .org websites to sourcestatisticsfor their report. These websites often publish statistical reports, which contain credible information.You may also like to use these types of websites as a starting point for your report, to get a broad understanding of the issue.

In saying that, it is important to remember that the focus of this task is to examine, compare and contrast the social determinants of health in the context of HIV/AIDS. Therefore, the use ofpeer reviewed journal articlesis favourable to support the majority of your discussions. Peer reviewed journal articles will provide you with much higher quality evidence than the sources that you have mentioned. This approach will be better suited to addressing the marking rubric.

Please refer to the marking rubric, that details an excellent response would demonstrate:Arguments and ideas are very well supported by evidence from the literature. Evidence is relevant, appropriate (i.e., from credible sources) and sufficient.

It is imperative that you acknowledge where all your ideas, statements and arguments originate from through correct referencing. By citing experts in your field of study, you are showing your examiner that you are aware of the relevant literature within your discipline. References should always be accurate to allow your examiner to trace the source that you have used.By citing the work of a particular scholar, you are acknowledging the intellectual property rights of that author/researcher.

REPORT STRUCTURE:

How do I structure this report?

We recommend following the suggested report structure outlined on pages 2-3 of thus document.

The suggested report structure states that sub-headings are acceptable, however are they included in the word count?

Yes, the sub-headings are included in the word count. Please also remember the +/-10% rule.

Enquiry 2 Rubric Excellent Very Good Good Satisfactory Unsatisfactory

Introduction

/15 marks The introduction presents a clear, logical and well-written argument.

Key terms are clearly defined.

Key points to be covered in the report are succinctly outlined providing a

clear and well-defined structure for the report. The introduction presents a clear argument.

Key terms are defined.

Key points to be covered in the report are outlined and a clear structure is provided. The introduction presents a sound argument.

Most key terms are defined.

Most key points to be covered in the report are outlined. There is an attempt to produce an introduction presenting a limited argument.

Some key terms are defined.

Some key points to be covered in the report are outlined. There is no introduction, or the introduction does not adequately introduce the points to be covered in the presentation.

Key terms are not clearly defined

Body: Examination of the impact of social determinants in the context of HIV/AIDS.

/45 marks The report shows a comprehensive description and examination of: