global health


healthcare in poor counties in Millennium Development Goals

Purpose: The purpose of this class project is to evaluate the progress made by low income and mid-income countries in implementing the Millennium Development Goals (MDGs) by year 2015 and follow-up changes made in SDG 2030.
In this assignment, you will:
• Identify two goals from the MDGs and two other countries (other than the major industrialized countries of the world) from different regions of the world, and apply one goal to each country.
• Assess the extent to which each you have selected achieved or did not achieve one specific MDG you have assigned to the country by July of 2015.
• Conduct literature review/analysis of selected countries’ MDG reports for three or four consecutive years prior to July 2015.
• Determine the extent to which each country was able to achieve or did not achieve the specific MDG you have selected for that country.
• Assess what follow-up activities in the SDG 2030 each country is planning to adopt.
• Apply APA format in scholarly writing.
Knowledge & Skills
By completing this assignment, you will be able to:
• Understand the systematic process of gathering information for scholarly writings in public health;
• Assess activities of health and social programs many countries of the world adopted to improve the health and social outcomes of different population groups.
• Evaluate the context of countries in achieving health and social programs for different population groups.
• Recognize achievement of health objectives involves multidisciplinary partnerships among non-health actors in different countries.
To complete this assignment, you should:
• Visit the web link of countries you have selected for this project. You can also google by typing “your selected country and MDG report.” For example, if I selected Ghana, I will google “Ghana MDG report” and you will find all MDG reports for Ghana in different years.
• Select the three most current reports of the respective country selected. The link below is for the assessment of UN member’s countries progress towards achievement of MDG’s.
• Assess (based on your chosen goals and targets for the MDG’s) whether the country (of your interest) met your selected MDG by July 2015.
Criteria for Success
• Submit a six page analytic report that includes description of your two selected specific goals, its relevance to the country and context of each country on why the goals were achieved or not achieved.
• Detailed national efforts in achieving your goal for each country, include relevant data for each country
• Applied peer reviewed scholarly journals, using APA style and referencing
• No direct quoting, all relevant quotations are paraphrased and cited appropriately. The paper includes at least seven peer reviewed references.
MDG Project Summer I 2018
HLTH 4360
Sam Houston State University
© 2013 Mary-Ann Winkelmes
Principal Investigator
MDG Project Summer I 2018
HLTH 4360
Sam Houston State University
© 2015 Mary-Ann Winkelmes
Principal Investigator
The Unwritten Rules: !
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Breaking News
The Transparency in Learning and Teaching in Higher Education Project at UNLV demonstrated in a national study that transparency around academic assignments enhances students’ success — especially that of first-generation, low-income and underrepresented college students — at statistically significant levels (with a medium-to-large sized magnitude of effect for underserved students). When faculty make the purpose, tasks and criteria of an academic assignment clear before students begin to work on it, students are more likely to experience greater academic success with that assignment, developing the knowledge, disposition, and skills necessary to succeed both at school and in life (in comparison to when faculty do not make these things clear for students). For UNLV students, benefits also included a significantly higher rate of returning to college the following year (Winkelmes et al., Peer Review 2016; Gianoutsos and Winkelmes, PADE Proceedings 2016).
An inclusive learning environment benefits all students and offers more equitable learning opportunities for underserved students.
Research on student learning links college students’ academic confidence and sense of belonging with higher GPAs, persistence and retention rates (Walton and Cohen 2011). In addition, college students increased their test scores when supported by a system that advocated the belief that intelligence is not fixed but rather malleable. A year later, these students were 80% less likely to drop out of college (Aronson et al 2002).
Aronson, J., Fried, C., & Good, C. “Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence.” Journal of Experimental Social Psychology 38 (2002): 113–125.
Gianoutsos, Daniel and Mary-Ann Winkelmes. ”Navigating with Transparency.” Proceedings of the Pennsylvania Association of Developmental Educators (Spring, 2016). Walton, G. M., & Cohen, G. L.. “A brief social-belonging intervention improves academic and health outcomes among minority students.” Science 331 (2011): 1447–51. Winkelmes, Mary-Ann, Matthew Bernacki, Jeffrey Butler, Michelle Zochowski, Jennifer Golanics, Kati Harriss Weavil. “A Teaching Intervention that Increases Underserved
College Students’ Success.” Peer Review 18, 1/2 (Winter/Spring 2016).
Before you begin working on an assignment or class activity, ask the instructor to help you understand the following. (Bring this document to help frame the conversation.)
• Skills you’ll practice by doing this assignment
• Content knowledge you’ll gain from doing this assignment
• How you can use these in your life beyond the context of this course, in and beyond college
• What to do
• How to do it (Are there recommended steps? What roadblocks/mistakes should you avoid?)
• Checklist (Are you on the right track? How to know you’re doing what’s expected?)
• Annotated examples of successful work
(What’s good about these examples? Use the checklist to identify the successful parts.)