ach country or global region approaches cancer health disparities differently. Students will select a cancer type and country to compare cancer prevention strategies, risk factors, cancer incidence and mortality rates, etc. to the U.S. Students will use the following course resources to assist with completing the assignment:
• Course Textbook & PPT – Ch. 14: Reducing the Risk for Cancer
• AACR Cancer Disparities Progress Report 2020
• National Cancer Institute: Cancer Health Disparities Video
• Global Health Websites
B-GlobalAssignment: Cancer Health Disparities
Students must submit a paper on a global cancer health disparity. Your paper must meet the
following content, format and submission requirements:
CONTENT REQUIREMENTS
Students will select a cancer type and country to compare cancer prevention strategies, risk factors,
cancer incidence and mortality rates, etc. to the United States.
To assist with completing this assignment, students will use the following course resources:
• Course Textbook & PPT – Ch. 14: Reducing the Risk for Cancer
• AACR Cancer Disparities Progress Report 2020
• National Cancer Institute: Cancer Health Disparities Video
• Global Health Websites
Explain:
1. Background / History
2. Global Incidence & Prevalence
a. How and why some groups are more negatively impacted than others. (Global
Awareness)
3. Symptoms
4. Prevention and Treatment(s)
5. Strategy for control
Explain how your new knowledge of this issue might lead to a change in your own behavior.
Who will your changes impact and what do you hope to accomplish? (Social Responsibility)
Cite at least three (3) reliable, quality references within the body of the paper using the APA
Publication Manual citation style. One of the citations MUST come from the class textbook. You
must have at least three parenthetical citations in the body of the paper that correctly match the
sources properly formatted in the Works Cited/Reference Page.
A paper with no parenthetical source citations in its body OR no works cited section at the end
of will receive a mark of 0. No second chances.
FORMAT REQUIREMENTS:
• Typed, 2-3 pages (not counting Works Cited Page), 12-point font, double-spaced.
• Your name, my name, HLTH 1304 (course section), and the date.
• A title is required, but a separate title page is not necessary.
• A logically organized and sequenced body followed by a clearly stated conclusion.
• Use of in-text citation format (APA formatting).
• Students must be very careful and pay attention to details when they examine and cite
internet sources. A paper with no parenthetical source citations and/or no Works Cited
Page at the end will receive a grade of 0; no second chances will be allowed.
• Using encyclopedias, like Wikipedia, Ballotpedia, history.com, kids.law.com, etc. is
prohibited.
GRADING RUBRIC:
MARKERS OF GLOBAL
COMPETENCE
LOW PROFICIENCY
AVERAGE PROFICIENCY
HIGH PROFICIENCY
SELF-AWARENESS
Shows minimal
awareness of his or her
own cultural rules and
biases. Not
comfortable with
questioning own
cultural assumptions or
biases.
Identifies his or her own
cultural rules and biases.
Beginning to analyze or
question those rules or
biases based on a growing
global identity.
Articulates a complex
understanding of his or her own
cultural rules and biases.
Evaluates or critiques those
cultural rules or biases based on
a global identity.
GLOBAL
AWARENESS
Can identify important
issues that impact local
and international
communities but shows
limited awareness of
how his or her actions
are
connected to those issues.
Can describe important
issues that impact local and
international communities
and begin to connect his or
her local actions to global
contexts
Can describe important issues
that impact local and
international communities and is
able to evaluate the global
impact of his or her local actions.
CULTURAL
KNOWLEDGE
Demonstrates surface
understanding of the
complexity of elements
important to members of
another culture in relation
to its history, values,
politics, communication
styles,
economy, or beliefs
and practices.
Demonstrates
understanding of the
complexity of elements
important to members of
another culture in relation to
its history, values, politics,
communication styles,
economy, or beliefs and
practices.
Demonstrates sophisticated
understanding of the
complexity of elements
important to members of
another culture in relation to its
history, values, politics,
communication styles,
economy, or beliefs and
practices.
PERSPECTIVE
TAKING AND
EMPATHY
Is indifferent or resistant
to what can be learned
from diverse communities
and cultures.
Identifies and explains
multiple perspectives,
opinions, worldviews and
values when investigating
complex topics or global
challenges and begins to
judgment when
perspectives conflict.
Evaluates and applies multiple
perspectives, opinions
worldviews, and values of others
when trying to understand
complex subjects or global
challenges and withholds
judgment when perspectives
conflict.
OPENNESS TO
ENGAGING WITH
OTHERS
Resists interacting with
culturally different
others.
Initiates and develops
interactions with culturally
different others. Exhibits
curiosity about what can
be learned from diverse
communities and cultures.
Actively seeks out interactions
with culturally different groups.
Promotes others’ engagement
with diversity.
SOCIAL
RESPONSIBILITY
Defines global challenges
in basic ways, begins to
explore a limited number of
perspectives or solutions to
global challenges.
Explains the ethical,
social, and environmental
consequences of local and
national decisions on
global systems.
Formulates
practical, yet elementary
solutions to global
challenges.
Takes informed and responsible
action to address ethical, social,
and environmental challenges in
global systems by using
interdisciplinary perspectives,
knowledge, and skills.
Assessment Rubric for Global Competence:
Glossary of Key Terms (Adapted from Deardorff 2006; AAC&U 2015; McKinnon 2019)
Self-Awareness: The learner is aware of his or her own cultural biases and how they have
shaped his or her identify and world view.
Global Awareness: The learner understands important global issues or challenges and can
explain how his or her actions impact these global issues or challenges.
Cultural Knowledge: The learner can analyze and explain basic information about other
cultures (history, politics, values, economics, communication styles, beliefs, arts, identity and
practices). Those with advanced cultural knowledge can explain how power, privilege, and
politics influence the opportunities or challenges certain groups face in the global system.
Perspective Taking and Empathy: The ability to learn from the perspectives and experiences
of those different from own and to understand how place in the world both informs and limits
knowledge. The ability to view and interpret the world
Openness to Engaging with Others: The likelihood of one engaging or interacting with
persons from diverse communities because the learner finds value in exploring the difference in
perspectives, cultures, or knowledge.
Social Responsibility: The learner is able to analyze the ethical, social, and political realities of
global systems and to take appropriate action to address challenges. The learner is able to
identify and formulate a solution based on his or her notions of personal and civic responsibility.
GlobalHealth Websites
• CDC – Global Health
https://www.cdc.gov/globalhealth/index.html
• WHO – Global Health Observatory (GHO) Data
https://www.who.int/gho/database/en/
• Global Health, Centers for Disease Control and Prevention
http://www.cdc.gov/globalhealth/index.html
• Centers for Disease Control and Prevention
http://www.cdc.gov/
• Global Health Data Exchange
http://ghdx.healthdata.org/
https://www.cdc.gov/globalhealth/index.html
https://www.who.int/gho/database/en/
http://www.cdc.gov/globalhealth/index.html
http://www.cdc.gov/
http://ghdx.healthdata.org/
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