The Assignment

In a 4- to 6-page paper, address the following: Paper should be 4–6 pages, not including the title and reference pages. Your Assignment must be written in standard edited English. Be sure to support your work with specific citations from this module’s Learning Resources and additional scholarly sources, as appropriate. APA Style

Review the World Health Organization (WHO), National Institutes of Health (NIH), and the Health System Tracker websites in this week’s Learning Resources. Research health care disparities between the United States and another country of your choice. https://www.who.int/en/

• Compare the economic policies for health promotion, wellness, and prevention programs in the United States and the country you selected (Germany). Include differences in approaches to wellness and prevention.
• Analyze implications of these policies and disparities.
• Analyze how you might implement the policies from the country (Germany) you selected in the United States and your own state (Georgia). Evaluate the influence of U.S. market conditions on the provision of health care.

Learning Resources

https://www.commonwealthfund.org/sites/default/fil…

https://www.healthsystemtracker.org/chart-collecti…

GRADING RUBRIC

XCELLENT – above expectations	GOOD – met expectations	FAIR – below expectations	POOR – significantly below expectations or missing
Comparison of economic policies for health promotion, wellness, and prevention programs in the United states and another country	Points: Points Range: 18 (24%) – 20 (26.67%) The comparison shows depth and breadth in critical thinking when addressing the key points related to the differences in the programs including, but not limited to, approaches in health promotion, wellness, and prevention. Feedback:	Points: Points Range: 16 (21.33%) – 17 (22.67%) The comparison fully addresses the key points related to the differences in the programs including, but not limited to, approaches in health promotion, wellness, and prevention. Feedback:	Points: Points Range: 14 (18.67%) – 15 (20%) The comparison lacks depth, breadth or clarity in addressing the key points related to the differences in the programs including, but not limited to, approaches in health promotion, wellness, and prevention. Feedback:	Points: Points Range: 0 (0%) – 13 (17.33%) The comparison does not address (zero points) or poorly addresses key points related to the differences in the programs including, but not limited to, approaches in health promotion, wellness, and prevention. Feedback:
Analysis of the implications of policies and disparities	Points: Points Range: 18 (24%) – 20 (26.67%) The analysis shows critical thinking, considers divergent and competing opinions, and displays creative problem solving in its analysis of the implications of policies and disparities for both the U.S. and another country. Feedback:	Points: Points Range: 16 (21.33%) – 17 (22.67%) The analysis fully addresses the implications of policies and disparities for both the U.S. and another country. Feedback:	Points: Points Range: 14 (18.67%) – 15 (20%) The analysis lacks depth or clarity in addressing the implications of policies and disparities for both the U.S. and another country. Feedback:	Points: Points Range: 0 (0%) – 13 (17.33%) The analysis does not address (zero points) or poorly addresses the implications of policies and disparities for both the U.S. and another country. Feedback:
Analysis of the implementation of foreign policies in the U.S.	Points: Points Range: 9 (12%) – 10 (13.33%) The analysis shows critical thinking, considers divergent and competing opinions, and displays creative problem solving in its analysis of the implementation of foreign policies in the U.S. Feedback:	Points: Points Range: 8 (10.67%) – 8 (10.67%) The analysis fully addresses the implementation of foreign policies in the U.S. Feedback:	Points: Points Range: 7 (9.33%) – 7 (9.33%) The analysis lacks depth or clarity in addressing the implementation of foreign policies in the U.S. Feedback:	Points: Points Range: 0 (0%) – 6 (8%) The analysis does not address (zero points) or poorly addresses the implementation of foreign policies in the U.S. Feedback:
Evaluations of the influence of U.S. market conditions on the provision of healthcare	Points: Points Range: 9 (12%) – 10 (13.33%) The evaluation shows critical thinking, considers divergent and competing opinions, and displays creative problem solving in its evaluation of U.S. market conditions on the provision of healthcare. Feedback:	Points: Points Range: 8 (10.67%) – 8 (10.67%) The evaluation fully addresses the influence of U.S. market conditions on the provision of healthcare. Feedback:	Points: Points Range: 7 (9.33%) – 7 (9.33%) The evaluation lacks depth or clarity in addressing the influence of U.S. market conditions on the provision of healthcare. Feedback:	Points: Points Range: 0 (0%) – 6 (8%) The evaluation does not address (zero points) or poorly addresses the influence of U.S. market conditions on the provision of healthcare. Feedback:
Writing	Points: Points Range: 14 (18.67%) – 15 (20%) The paper is well organized, uses scholarly tone, contains original writing and proper paraphrasing, follows APA style, contains very few or no writing and/or spelling errors, and is fully consistent with graduate-level writing style. Feedback:	Points: Points Range: 12 (16%) – 13 (17.33%) The paper is mostly consistent with graduate-level writing style and may have some spelling, APA, and writing errors. Feedback:	Points: Points Range: 10 (13.33%) – 11 (14.67%) The paper is somewhat consistent with graduate-level writing style and may have some spelling, APA, and writing errors. Feedback:	Points: Points Range: 0 (0%) – 9 (12%) The paper is well below graduate-level writing style expectations for organization, scholarly tone, APA style, and writing, or shows heavy reliance on quoting. Feedback:

Show DescriptionsShow Feedback

Comparison of economic policies for health promotion, wellness, and prevention programs in the United states and another country—

Levels of Achievement:

EXCELLENT – above expectations18
(24%) – 20
(26.67%)

The comparison shows depth and breadth in critical thinking when addressing the key points related to the differences in the programs including, but not limited to, approaches in health promotion, wellness, and prevention.

GOOD – met expectations16 (21.33%) – 17 (22.67%)

The comparison fully addresses the key points related to the differences in the programs including, but not limited to, approaches in health promotion, wellness, and prevention.

FAIR – below expectations14 (18.67%) – 15 (20%)

The comparison lacks depth, breadth or clarity in addressing the key points related to the differences in the programs including, but not limited to, approaches in health promotion, wellness, and prevention.

POOR – significantly below expectations or missing0 (0%) – 13 (17.33%)

The comparison does not address (zero points) or poorly addresses key points related to the differences in the programs including, but not limited to, approaches in health promotion, wellness, and prevention.

Feedback:

Analysis of the implications of policies and disparities—

Levels of Achievement:

EXCELLENT – above expectations18
(24%) – 20
(26.67%)

The analysis shows critical thinking, considers divergent and competing opinions, and displays creative problem solving in its analysis of the implications of policies and disparities for both the U.S. and another country.

GOOD – met expectations16 (21.33%) – 17 (22.67%)

The analysis fully addresses the implications of policies and disparities for both the U.S. and another country.

FAIR – below expectations14 (18.67%) – 15 (20%)

The analysis lacks depth or clarity in addressing the implications of policies and disparities for both the U.S. and another country.

POOR – significantly below expectations or missing0 (0%) – 13 (17.33%)

The analysis does not address (zero points) or poorly addresses the implications of policies and disparities for both the U.S. and another country.

Feedback:

Analysis of the implementation of foreign policies in the U.S.—

Levels of Achievement:

EXCELLENT – above expectations9
(12%) – 10
(13.33%)

The analysis shows critical thinking, considers divergent and competing opinions, and displays creative problem solving in its analysis of the implementation of foreign policies in the U.S.

GOOD – met expectations8 (10.67%) – 8 (10.67%)

The analysis fully addresses the implementation of foreign policies in the U.S.

FAIR – below expectations7 (9.33%) – 7 (9.33%)

The analysis lacks depth or clarity in addressing the implementation of foreign policies in the U.S.

POOR – significantly below expectations or missing0 (0%) – 6 (8%)

The analysis does not address (zero points) or poorly addresses the implementation of foreign policies in the U.S.

Feedback:

Evaluations of the influence of U.S. market conditions on the provision of healthcare—

Levels of Achievement:

EXCELLENT – above expectations9
(12%) – 10
(13.33%)

The evaluation shows critical thinking, considers divergent and competing opinions, and displays creative problem solving in its evaluation of U.S. market conditions on the provision of healthcare.

GOOD – met expectations8 (10.67%) – 8 (10.67%)

The evaluation fully addresses the influence of U.S. market conditions on the provision of healthcare.

FAIR – below expectations7 (9.33%) – 7 (9.33%)

The evaluation lacks depth or clarity in addressing the influence of U.S. market conditions on the provision of healthcare.

POOR – significantly below expectations or missing0 (0%) – 6 (8%)

The evaluation does not address (zero points) or poorly addresses the influence of U.S. market conditions on the provision of healthcare.

Feedback:

Writing—

Levels of Achievement:

EXCELLENT – above expectations14
(18.67%) – 15
(20%)

The paper is well organized, uses scholarly tone, contains original writing and proper paraphrasing, follows APA style, contains very few or no writing and/or spelling errors, and is fully consistent with graduate-level writing style.

GOOD – met expectations12 (16%) – 13 (17.33%)

The paper is mostly consistent with graduate-level writing style and may have some spelling, APA, and writing errors.

FAIR – below expectations10 (13.33%) – 11 (14.67%)

The paper is somewhat consistent with graduate-level writing style and may have some spelling, APA, and writing errors.

POOR – significantly below expectations or missing0 (0%) – 9 (12%)

The paper is well below graduate-level writing style expectations for organization, scholarly tone, APA style, and writing, or shows heavy reliance on quoting.

Feedback:

Total Points: 75

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L.C.

 

The Myers-Briggs Type Indicator (MBTI) is a personality test which is used to assess personality types into one of sixteen possible outcomes. The test determines personalities by posing questions and assessing responses according to a Likert-scale. From this, a four-level personality type is provided. Personality types within the MBTI are assigned between extraversion and introversion,, sensing and intuiting, thinking and feeling, and judging or perceiving.

When assessing whether an individual is introverted or extroverted, the MBTI poses statements such as “I feel comfortable in groups and like working in them.” From this, the individual taking the test choses their level of agreement or disagreement within the Likert-scale. Those who are viewed as introverted are more likely to enjoy time by themselves while extroverts typically enjoy more social environments. To assess whether someone is more thinking or feeling oriented, questions are posed whether an individual makes choices which are more logical in nature or are more influenced by personal values. When making assessments as to whether an individual is more sensing or intuiting in nature, questions are posed which assess if they are more inclined to make choices based upon physical reality versus that of which is made through “gut instinct.” This leaves the last level of the MBTI as that which assess whether individuals are more judging in nature or more perceiving in nature; within this category participants are assessed as to whether they are more structured in nature or enjoy a more flexible style.

These tests, and the MBTI specifically, are frequently utilized for the purpose of career development. Some institutions assess potential candidates to determine if they are appropriate for a specific position based upon where they fall within the personality assessment. This test demonstrates strengths in that it is easy for those without a background in psychology to understand. The assessment is easily accessible, and is very straight-forward for those taking the test. However, personality tests such as the MBTI which require self-disclosure and self-assessment from the test taker may provide invalid results as they are not taking assessments from an objective perspective.

Resources:

Myersbriggs.org. (2015). The Myers & Briggs Foundation – The 16 MBTI® Types. [online] Available at: http://www.myersbriggs.org/my-mbti-personality-type/mbti-basics/the-16-mbti-types.htm [Accessed 29 Nov. 2014].

 

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