Stage 2 Health
Issues Analysis – HIV AIDS
Task : HIV AIDS : ‘All individuals who test HIV positive should be issued with a medical alert bracelet to keep themselves and
others safe.’
Write an analytical response that examines the impact of this health promoting strategy on individuals and communities across the
globe.
Consider

The nature of the disease

The positive and negative aspects

The rights of individuals

The issues of confidentiality and discrimination across class, race, religion, gender and sexual preference

The practicalities involved

Alternate health promoting and harm reduction strategies to address this global epidemic
Make sure you use at least two sources upon which to base your response.
All sources must be acknowledged
Assessment Design Criteria
Investigation
The specific features are as follows:
I1
Investigation and critique of current health trends and issues.
I2
Access to, and organisation and use of, information about health.
I3
Investigation and critique of the roles and responsibilities of individuals, communities, and governments in
addressing health and well-being issues and priorities.
Understanding
The specific features are as follows:
U1
Critical understanding of influences on personal and community health and well-being. U2
Understanding of health and related social justice issues.
Application
The specific features are as follows:
A1
Application of participation, interpersonal, practical, and group skills to an area related to health. A2 Application of
health literacy skills to relevant tasks.
A3
Involvement in personal and social actions to promote improved health outcomes for individuals and communities.
Critical Analysis and Evaluation
The specific features are as follows:
CAE1
Critical analysis of current health trends and issues.
CAE2
Critical analysis of health-promoting strategies and the role of education in promoting and enhancing health
outcomes.
CAE3
Evaluation of personal and social actions to promote improved health outcomes for individuals and communities.
1 of 21
Stage 2 Health Student Response
Ref: A483928 (November 2015)
© SACE Board of South Audtralia 2015
Stage 2 - Health
Issue Analysis- HIVAIDS
Task: 'All individuals who test HIV positive should be issued with a medical alert
bracelet to keep themselves and others safe.'
The Human Immunodeficiency Virus (HIV) leads into a condition called Acquired
Immunodeficiency Syndrome (AIDS), better known as HIV AIDS. This disease is one of
the most serious, deadly diseases in human history.l HIV is found in bodily fluids of a
HIV positive person and is passed from one person to another by sexual intercourse
without a condom and by sharing injecting equipment such as syringes and needles,
2
through semen and vaginal fluids. HIV can also be spread by blood transfusions, but
this is an extremely low risk in developed countries. Infected pregnant women can
also pass HIV to their babies during pregnancy, through breast feeding and delivering
the baby during childbirth. The development of AIDS may take several years from
3
the HIV infection. With current medicines, education, and the use of condoms, the
prevention of HIV should be easy)hough the countries that are mostly affected by
HIV do not have access to these~sources, therefore this makes the decline of the
disease very infrequent.
Critical Analysis
and Evaluation
Critical evaluation
of the issue of HIV
infection and AIDS
illness. CAE1
In 2010 there were 34 million people living with HIV worldwide. 2.7 million people
were infected with HIV and 1.8 million adults and children died with AIDS in 2010. An
estimated 24,731 people were living with the HIV infection at the end of 2011 and
there have been 6,837 deaths in Australia attributed to AIDS illness by September
2011.31,645 people were notified with HIV in Australia. 4 Over 80% of HIV positive
persons live in under developed countries and 68% live in sub-Saharan Africa. The
total HIV infected population in Australia is 0.001% ofthe infected in the African
5
population. These statistics show the differences between the develo1d countries
and undeveloped countries ofthe infected persons around the world.
Global number of people living
with HIV, by year
Figure 1_ 6
"
~ 20
~
:E
15
1990 1991 19921993 1994 1995 1996 1991 1998 19992000
2 of 21
2005 2006 2007 200820()9
Stage 2 Health Student Response
Ref: A483928 (November 2015)
© SACE Board of South Audtralia 2015
Stage 2 - Health
SAGE NO:
Figure 1 shows the number of people living with HIV around the world, rose from
Critical Analysis
and Evaluation
Critical analysis of
trends in the world
population living
with HIV. CAE1
around 8 million in 1990 to 34 million by roughly the end of 2010. 7 Due to people
receiving the antiretroviral therapy in recent years, the number of AIDS related
deaths has declined. Antiretroviral therapy is the main type of treatment for HIV or
AIDS. As there is still no cure to this disease, this drug helps and prevents people
from becoming ill for many years prior to getting HIV. The treatment is aimed to
Critical Analysis
and Evaluation
weakening of the immune system it also allows it to recover from the damage that Comprehensive
analysis of
HIV may have caused. This drug is to be taken daily and must be taken at the exact antiretroviral
times each day for the rest of a person's life. There are now more than 20 approved therapy. CAE2
keep the HIV amount in the body at a lower level. Not only does this stop any
antiretroviral drugs, but despite this, people with HIV face many barriers to accessing
affordable, effective HIV treatment. The antiretroviral treatment is taT'in a form Understanding
Critical
of a tablet. However, the access to these drugs is not equitable depenOing on where understanding of
the inequitable
you may live. Undeveloped countries wouldn't have the access to these drugs, as
they cannot afford them.
access to
antiretroviral
treatment. U2
8
There is a period oftime after a person becomes first infected and when their body
reliably makes an appearance of detectable antibodies to the virus. This is called the
"window period.,,9 During this time, you may still test HIV negative even if you're HIV
infected. Having unprotected sex, sharing needles or mothers breast-feeding their
babies whilst during the window period, you are still at high risk of transmitting the
disease. Restricting the disease is made difficult because when in the window period
you mayor mJlnot know you have HIV AIDS, therefore you cannot control the
disease.lO
Discrimination and stigma is a huge issue with HIV AIDS. The main reason there is 50
Critical Analysis
and Evaluation
it's a life threatening disease and do not want to transmit or catch it. Another reason Comprehensive
analysis of the role
is also because people are not educated well on the disease as there is inaccurate
of education in
information on how you may contract the disease, p~le with strong moral beliefs reducing
ll
and some religions may see it as a form of punishment. In some healthcare settings discrimination
around HIV and
people whom have HIV can also experience stigma and discrimination such as being AIDS. CAE2
much discrimination around HIV and AIDS is because people are scared. They know
refused medicines, receiving HIV testing without consent, a lack of confidentiality or
access to some facilities. This may be caused by ignofoce of HIV transmission routes
amongst midwives, nurses, doctors and hospitalstaff. 12 Whilst researching I came
across some short quotes by sufferers of HIV AIDS. These are a few of their quotes;
"I have a dental problem and I go to this clinic.... so eventually I told them about my
condition. They explained that I would have to be the last appointment of the day. I
have been to that room, and sat on that chair, and the same doctor examined me as
before, but after I told them I was HIV positive .... t~ey covered the chair, the light, the
doctors were wearing three pairs of gloves... "
3 of 21
Understanding
In-depth and
critical
understanding of
discrimination in
some health care
settings. U2
Stage 2 Health Student Response
Ref: A483928 (November 2015)
© SACE Board of South Audtralia 2015
Stage 2 - Health
SACE NO:
"When I was in hospital, my father came once. He shouted that I had AIDS.... With
my brother and his wife I wasn't allowed to eat from the same plates, I got a plastic
cup and plates and I had to sleep in the kitchen. I was not even allowed to play with
the kids. ,,13
The way HIV sufferers are treilted is extremely wrong. It is vast case of discriminati9n
Understanding
In-depth and
critical
understanding of
discrimination
towards HIV and
AIDS sufferers. U2
and it is based on ignoranc/of others. This can cause severe psychological distre
problems for the infected. These patients have to live with the discrimination they
will receive throughout their entire life and it would be very afflicting on them. Yes, I
understand as to why people would choose to cover themselves if you were to find
out they were an AIDS sufferer, but these people did not choose to have the disease.
They would be as
ed and worried as everyone and should not feel
discriminated against by others.
I believe that those tested w!.0 HIV AIDS positive infected should have the right to
keep the disease confidential. However saying that, I do believe that it should be
mandatory Yor the HIV suffers to inform their partners or whom they are sexually
!I.
active with.
There may also be some cases where school teachers, families and work employers
feel the need that they should have the right to know about one infected with HIV,
but this could then just lead into discrimination. With the more people knowing it
will allow them to be discriminated against. I believe that the rest of the decisions
are completely up to the infected persons. As long as everyone is cautious when
deal, with bloody nobody should need to know whether someone has HIV AIDS or
not.
Why is it that in the underdeveloped countries such as Africa and sub-Saharer
contraception is not being used? Religion and culture have a great effect on this. A
huge percentage of people living in the countries most affected and in need of help
are being told by their religious leader that they cannot use condoms, as it is a
breach of their beliefs. The leader of the Catholic Church, Pope Benedict stated that
condoms were not the
an~r to the continent's fight against HIV and AIDS and
could make the problem worse.
14
This says that the religious dogma is more
Critical Analysis
and Evaluation
Discerning
analysis of the
roles of religion
and culture in
education and
health
promotion.CAE2
important to him than the lives of Africans and those suffering from HIV AIDS.
Condoms are one of the most important prevention strat,ies that organisations are
trying to enforce in the undeveloped HIV affected societies. These ,countries are in
need most of condoms but with the Popes beliefs and attitude ~ards the
prevention, the decline of HIV AIDS in these countries will be rare.
4 of 21
Stage 2 Health Student Response
Ref: A483928 (November 2015)
© SACE Board of South Audtralia 2015
Stage 2 - Health
SACE NO:
"All individuals who test HIV positive should be issued with a medical alert bracelet to
keep themselves and others safe." If each individual who tested HIV positive, the
Critical Analysis
and Evaluation
Comprehensive
analysis of how
A perceived,ferspective on the medical alert bracelet could be that having the
the medical alert
awareness of someone infected could keep others safe. It may provide one another bracelet could
promote health
to look out for those affected and to be careful when coming in contact with their
outcomes. CAE2
idea ofthe medical alert bracelet has both positive and negative arguments.
blood or if planning on having unprotected sex. For Example; If a person with HIV
AIDS was found injured and happened to be bleeding, having the medical alert
bracelet would be effective for the person who may be trying to help. This would
warn the assistant or helper that the person has HIV and for them to be careful
whilst avoiding contact with their blood. This may also cause disc7nination when
the helper sees the bracelet and does no longer want to help.
Some negative perspectives on the alert bracelet mainly involve discrimination.
Understanding
In-depth
understanding of
ways in which the
medical alert
bracelet may lead
to discrimination.
U2
Identifying an infected person with a physical feature is a way of discrimination. If
people were physically identified to beJIV positive, they could be at danger of being
bullied, harassed or physically abused. If an infected HIV person were in serious
trouble and were wearing the medicaJbracelet people may be discriminative
towards them and choose not to help. This may be the case often because I know if I
were to see someone wearing the bracelet I would think twice as that would just be Understanding
Thoughtful
understanding of
how wearing the
bracelet were put in place as children would not understand the consequences of
bracelet may
the disease and could harass the infectJd persons as to why they are wearing the
impact on HIV
bracelet and could be treated differently. It could also cause severe psychological
and AIDS
problems to the infected. This could be the same in the work place and even around sufferers. U1
my first reaction. Bullying in schools would be a crucial problem if the medical
family. The medical alert bracelet may appear to be the correct idea for different
~eople
bUr personally think this is just a way to cause more discrimination to those
mfected
Alternative health promoting strategies have been put in place to educate people on
Critical Analysis
and Evaluation
April 5, 1987 that was intended at creating public awareness on the dangers of AIDS. Comprehensive
analysis of the
The aim of this commercial was to educated people on the effects of AIDS. The
Grim Reaper
campaign. CAE2
advertisement showed Grim Reaper knocking over people whom represent AIDS.
the effects of HIV AIDS. The Grim Reaper campaign was a commercial fired aired on
This add was only on air for three weeks but the generation who witnessed this add
are still affected by it today. The Grim Reaper campaign had its affects but by saying
tha~~he
campaign would not work in undeveloped countries as these countries do
notha'~¥~ccess to the resources such as TV'S.16
5 of 21
Stage 2 Health Student Response
Ref: A483928 (November 2015)
© SACE Board of South Audtralia 2015
Stage 2 - Health
SACE NO:
UNADIS and "Getting to zero' is an organisation which leads and inspires the world in Critical
Analysis and
Evaluation
progress in HIV prevention, care and support, treatment and to reduce the spreading Discerning and
comprehensive
of HIV. The organisation has strategy goals to be achieving by 2015. Some of these
analysis of
goals include; Sexual transmission of HIV reduced by half, including young people,
UNAIDS and the
men who have sex with men and transmission in the context of sex work, Zero
'Getting to zero'
tolerance for gender-based violence, People living with HIV and households affected strategy. CAE2
achieving prevention and help to HIV AIDS.17 The aim is to improve the global
by HIV are addressed in all national social protection strategies and have access to
essential care and support.
18
In conclusion I believe that the medical alert bracelet has some advantages for
keeping others safe but in my opinion I do not believe that it has any positive effects
on the person. The medical alert bracelet is just a discriminatory process, which I
believe would not work successfully. Why should someone with HIV AIDS be
discriminated and targeted by being made to wear a medical alert bracelet. They
have the same rights j'peoPle without HIV and have no reason to be singled out
differently by others.
Word Count - 1970
Kidshealth.org (2012) HIV and AIDS. [onlineJ Available at:
http://kidshealth.org/teen/infections/stds/std_hiv.html [Accessed: 20 Mar 2013J.
1
2
HIV PowerPoint displayed in class - created by
th
Accessed on 16 Mar 2013
Better Health Channel (1985) HIV and AIDS - Better Health Channel. [onlineJ Available at:
http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/HIV_and_AIDS [Accessed: 20
Mar 2013J.
3
Aidsaction.org.au (201O) HlVjAIDS Statistics - AIDS Action Council of the ACT. [onlineJ Available
at: http://aidsaction.org.au/content/hiv_sti_health/stats.php [Accessed: 20 Mar 2013J.
4
AVERT (2009) Worldwide HIV & AIDS Statistics. [onlineJ Available at:
http://www.avert.org/worldstats.htm [Accessed: 20 Mar 2013J.
5
AVERT (2009) Worldwide HIV & AIDS Statistics. [onlineJ Available at:
http://www.avert.org/worldstats.htm [Accessed: 20 Mar 2013J.
6
AVERT (2009) Worldwide HIV & AIDS Statistics. [onlineJ Available at:
http://www.avert.org/worldstats.htm [Accessed: 20 Mar 2013J.
7
AVERT (1987) HIV ond AIDS Treatment & Care. [onlineJ Available at:
http://www.avert.org/treatment.htm [Accessed: 20 Mar 2013J.
8
6 of 21
Stage 2 Health Student Response
Ref: A483928 (November 2015)
© SACE Board of South Audtralia 2015
Stage 2 - Health
SAGE NO:
Who.int (2013) WHO I Window period. [online] Available at:
http://www.who.int/diagnosticsJaboratory/faq/window_period/en/index.html[Accessed: 20
Mar 2013].
9
10
HIV PowerPoint displayed in class - created by
th
- Accessed on 16 Mar 2013
AVERT (1990) HIV & AIDS Stigma and Discrimination. [online] Available at:
http://www.avert.orgJhiv-aids-stigma.htm [Accessed: 17 Mar 2013].
11
AVERT (1990) HIV & AIDS Stigma and Discrimination. [online] Available at:
http://www.avert.org/hiv-aids-stigma.htm [Accessed: 20 Mar 2013].
12
AVERT (1990) HIV & AIDS Stigma and Discrimination. [online] Available at:
http://www.avert.org/hiv-aids-stigma.htm [Accessed: 18 Mar 2013].
13
Butt, R. (2009) Pope claims condoms could make African Aids crisis worse. [online] Available at:
http://www.guardian.co.uk/world/2009/mar/17/pope-africa-condoms-aids [Accessed: 20 Mar
2013].
14
Butt, R. (2009) Pope claims condoms could make African Aids crisis worse. [online] Available at:
http://www.guardian.co.uk/world/2009/mar/17/pope-africa-condoms-aids [Accessed: 20 Mar
2013].
15
The Sydney Morning Herald (2012) The commercial that scared us - and might have saved us.
[online] Available at: http://www.smh.com.au/opinion/society-and-culture/the-commercialthat-scared-us--and-might-have-saved-us-20120404-1wcyy.html [Accessed: 18 Mar 2013].
16
Unaids.org (2011) About UNAIDS. [online] Available at:
http://www.unaids.org/en/aboutunaids/ [Accessed: 20 Mar 2013].
17
Unaids.org (2011) About UNA IDS. [online] Available at:
http://www.unaids.orgJen/aboutunaids/[Accessed: 20 Mar 2013].
18
7 of 21
Stage 2 Health Student Response
Ref: A483928 (November 2015)
© SACE Board of South Audtralia 2015
Stage 2 - Health
SACE NO:
Bibliography
1. Aidsaction.org.au (2010) HIV/ AIDS Statistics - AIDS Action Council af the ACT.
[online] Available at: <http://aidsaction.org.au/content/hiv sti health/stats.php>
[Accessed: 20 Mar 2013]
2. AVERT (2009) Warldwide HIV & AIDS Statistics. [online] Available at:
<http://www.avert.org/worldstats.htm> [Accessed: 20 Mar 2013].
3. AVERT (1987) HIV and AIDS Treatment & Care. [online] Available at:
<http://www.avert.org/treatment.htm> [Accessed: 20 Mar 2013].
4. AVERT (1980) HIV & AIDS Stigma and Discrimination. [online] Available at:
<http://www.avert.org/hiv-aids-stigma.htm> [Accessed: 18 Mar 2013].
5. Better Health Channel (1985) HIV and AIDS - Better Health Channel. [online]
Available at:
<http://www.betterhealth.vic.gov.au/bhcv2/bhcarticies.nsf/pages/HIV and AIDS>
[Accessed: 19 Mar 2013].
6. Butt, R. (2009) Pope claims condoms could make African Aids crisis worse. [online]
Ava ila b Ie at:<http://www.guardian .co. uk/world/2009/mar/17/pope-africacondoms-aids> [Accessed: 19 Mar 2013].
7. HIV PowerPoint displayed in class - created by
2013
-- Accessed on 16th Mar
8. Kidshealth.org (2012) HIV and AIDS. [online] Available at:
<http://kidshealth.org/teen/infections/stds/stdhiv.html>[Accessed : 19 Mar 2013].
9. The Sydney Morning Herald (2012) The commercial that scared us - and might
have saved us. [online] Available at: <http://www.smh.com.au/opinion/society-andculture/the-commercial-that-scared-us--and-might-have-saved-us-20120404lwcYV.html> [Accessed: 18 Mar 2013].
10. Unaids.org (2011) About UNA IDS. [online] Available at:
<http://www.unaids.org/en/aboutunaids/> [Accessed: 18 Mar 2013].
11. Who.int (2013) WHO I Window period. [online] Available at:
<http://www.who.int/diagnosticslaboratory/fag/windowperiod/en/index.htm>
[Accessed: 20 Mar 2013].
8 of 21
Stage 2 Health Student Response
Ref: A483928 (November 2015)
© SACE Board of South Audtralia 2015
Performance Standards for Stage 2 Health
A
Investigation
Understanding
Application
Critical Analysis and
Evaluation
In-depth and critical investigation
into and critique of current health
trends and issues.
In-depth, coherent, and critical
understanding of a variety of
influences on personal and
community health and wellbeing.
Sustained and effective
application of participation,
interpersonal, practical, and
group skills to an area related to
health.
Astute and critical analysis of a
variety of current health trends
and issues.
In-depth and critical
understanding of health and
related social justice issues.
Consistent application of welldeveloped health literacy skills
to relevant tasks.
Productive and discerning approach
to accessing, organising, and using
information about health.
Sustained and cohesive
investigation into and critique of the
roles and responsibilities of
individuals, communities, and
governments in addressing health
and well-being issues and priorities.
B
Some depth of investigation into and
critique of current health trends and
issues.
Systematic and considered approach
to accessing, organising, and using
information about health.
Thoughtful and systematic
investigation into and critique of the
roles and responsibilities of
individuals, communities, and
governments in addressing health
and well-being issues and priorities.
C
Some investigation into and critique
of current health trends and issues.
Generally organised approach to
accessing, organising, and
using information about health.
Competent investigation into and
critique of the roles and
responsibilities of individuals,
communities, and governments
in addressing health and wellbeing issues and priorities.
D
E
Thoughtful, and some critical,
understanding of a variety of
influences on personal and
community health and wellbeing.
Some depth of understanding
of health and related social
justice issues.
Thoughtful and critical analysis of
a variety of current health trends
and issues.
Mostly consistent application
of health literacy skills to
relevant tasks.
Clear and convincing analysis of
health-promoting strategies and
the role of education in promoting
and enhancing health outcomes.
Competent application of
participation, interpersonal,
practical, and group skills to an
area related to health.
Some informed and critical
analysis of some current health
trends and issues.
Some informed understanding
of health and related social
justice issues.
Some application of health
literacy skills to relevant tasks.
Emerging awareness of an
influence on personal or
community health and wellbeing.
Objective ref: A154380
Effective application of
participation, interpersonal,
practical, and group skills to an
area related to health.
Some thoughtful understanding
of influences on personal and
community health and wellbeing.
Attempt to recognise one or more
current health trends and/or issues.
9 of 21
Insightful evaluation of personal
and social actions to promote
improved health outcomes for
individuals and communities.
Thoughtful evaluation of personal
and social actions to promote
improved health outcomes for
individuals and communities.
Some awareness of influences
on personal and community
health and well-being.
Limited and fragmented investigation
into and attempted description of the
roles and responsibilities of
individuals, communities, or
governments in addressing health
and well-being issues and priorities.
Highly productive involvement in
personal and social actions to
promote improved health
outcomes for individuals and
communities.
Productive involvement in
personal and social actions
to improve health outcomes
for individuals and
communities.
Identification of current health trends
and issues.
Some attempt to access,
organise, and use information
about health.
Partial investigation into and
description of the roles and
responsibilities of individuals,
communities, and governments
in addressing health and wellbeing issues and priorities.
Isolated attempts to access and
use information about health.
Discerning and comprehensive
analysis of health-promoting
strategies and the role of
education in promoting and
enhancing health outcomes.
Basic description of health
issues.
Emerging awareness of health
issues.
Competent involvement in
personal and social actions
to promote improved health
outcomes for individuals and
communities.
Some considered analysis of
health-promoting strategies and
the role of education in promoting
and enhancing health outcomes.
Some considered evaluation of
personal and social actions to
promote improved health
outcomes for individuals and
communities.
Some application of
participation, interpersonal,
practical, and group skills to an
area related to health.
Attempted application of
basic health literacy skills to
tasks.
Some attempt to participate in
personal and social actions to
promote improved health
outcomes for individuals or
communities.
Some description of current
health trends and issues.
Attempted application of
participation, interpersonal,
practical, or group skills to an
area related to health.
Attempted application of a
basic health literacy skill to a
task.
Limited attempt to participate in
personal or social actions to
promote improved health
outcomes for individuals or
communities.
Brief description of current health
trends or issues.
Some explanation of a healthpromoting strategy and the role
of education in promoting or
enhancing health outcomes.
Recounts of personal and social
actions to promote improved
health outcomes for individuals
and communities.
Superficial description of a
health-promoting strategy or the
role of education in promoting or
enhancing health outcomes.
Attempted recount of a personal
or social action to promote
health.
Stage 2 Health Student Response
Ref: A483928 (November 2015)
© SACE Board of South Audtralia 2015
Stage 2 Health
Issues Analysis – The Euthanasia Debate
Task : Despite many attempts to legalise euthanasia in South Australia, the bill has repeatedly been defeated in Parliament.
Analyse the issues that make this debate so complex, making sure to include;

A clear understanding of what is meant by euthanasia

Both sides of the debate

Legal options available to the terminally ill

Possible future action

Your thoughts and opinions on the issue including why you think the bill has been repeatedly defeated.
Make sure you use at least two sources upon which to base your response.
All sources must be acknowledged
Assessment Design Criteria
Investigation
The specific features are as follows:
I1
Investigation and critique of current health trends and issues.
I2
Access to, and organisation and use of, information about health.
I3
Investigation and critique of the roles and responsibilities of individuals, communities, and governments in
addressing health and well-being issues and priorities.
Understanding
The specific features are as follows:
U1
Critical understanding of influences on personal and community health and well-being. U2
Understanding of health and related social justice issues.
Application
The specific features are as follows:
A1
Application of participation, interpersonal, practical, and group skills to an area related to health. A2 Application of
health literacy skills to relevant tasks.
A3
Involvement in personal and social actions to promote improved health outcomes for individuals and communities.
Critical Analysis and Evaluation
The specific features are as follows:
CAE1
Critical analysis of current health trends and issues.
CAE2
Critical analysis of health-promoting strategies and the role of education in promoting and enhancing health
outcomes.
CAE3
Evaluation of personal and social actions to promote improved health outcomes for individuals and communities.
10 of 21
Stage 2 Health Student Response
Ref: A483928 (November 2015)
© SACE Board of South Audtralia 2015
Stage 2 - Health
Issue Analysis - The Euthanasia debate
Euthanasia is defined as the act of ending a person's life by putting the person to
death either by injecting a lethal dose of drugs or withdrawing medical treatment
essential for keeping a person alive. 1 In effect it is a form of suicide and is often
referred to as "assisted suicide" as the individual usually needs a medical
practitioner to administer the drugs or turn off machines such as respirators. It is
usually sought by individuals suffering from a terminal illness or an incurable
condition who have reached a dec10n that they do not want to .continue life as it is,
in pain or with serious impairment. The term 'Euthanasia' is derived from the Greek
word 'euthanatos', meaning 'good or easy death'. This refers to the practice of
intentionally ending ones life in order to relieve pain and suffering. 2 A person who
undergoes euthanasia usually has an incurable condition. Euthanasia is illegal in
rnost countries. As of 2002, Euthanasia has only been Irgalised in the three Benelux
countries of the Netherlands, Belgium, and Luxemboufg. Assisted suicide is legal in
Switzerland and in the US states of Washington, Oregon, Vermont and Montana. 3
Euthanasia can be classified in different ways, including: Voluntary euthanasia,
which is where a person makes a conscious decision to die and asks for help to do
this. Passive euthanasia is where a person causes death by Withholding or
withdrawing treatment that is necessary to maintain life. Passive euthanasia is legal. 4
Involuntary euthanasia, this means that euthanasia is conducted without consent.
The decision is made by another person because the patient is incapable of doing so
himself/herself. s Assisted suicide is when someone provides an individual with the
information and guidance to take his or her own life with the intention that they will
be used for this purpose. When it is a doctor who helps another person kill
themselves it is called 'physician assisted suicide. 6 'Assistance" may mean providing
one with the meaJ (drugs or equipment) to end one's own life, but may extend to
other actions. 7
Dignitas, 'to live with dignity - to die with dignity' is an association in agreement
with Swiss law and was founded on the 17th of May 1998. Dignitas is a group that
helps those with terminal illness and serve physical and medical illnesses to die
assisted by qualified doctors. s Anyone suffering from an illness which will end in
death, or anyone with an insufferable disability who wants to put and end to their
life, can request the dignitas association to help them with accompanied suicide. 9
Dignitas gets the necessary medication needed for this procedure, usually a fast
acting, painless barbiturate that is dissolved in ordinary drinking water. After taking
this drug the patient falls asleep within a few minutes. The patient passes through
sleep completely painlessly and peacefully into death.lo
11 of 21
Critical Analysis
and Evaluation
Insightful evaluation
of how Dignitas
improves outcomes
for those wishing to
end their life.
CAE3
Stage 2 Health Student Response
Ref: A483928 (November 2015)
© SACE Board of South Audtralia 2015
Stage 2 - Health
Dr Philip Nitschke, who has earned the nickname 'Dr Death', is an Australian medical
doctor, humanist and author who has become world renowned for leading the
campaign to legalise euthanasia. He is the founder and director of the pro
euthanasia group, Exit International. Dr Nitschke successfully campaigned to have a
legal euthanasia law passed in Australia's Northern Territory and assisted four
people in ending their lives before the law was overturned by the federal
government. He was the first doctor in the world to manage a legal, voluntary lethal
injection. 11 Dr Nitschke states that his reasoning for having strong opinions on
euthanasia is; "My personal position is that if we believe that there is a right to life,
then we must accept that people have a right to dispose of that life whenever they
want ... I do not believe that telling people they have a right to life while denying
them the means, manner, or informati~ necessary for them to give this life away
has any ethical consistency.,,12
Investigation
Much of this page
represents in-depth
and thoughtful
investigation into the
issue of euthanasia.
However it should be
noted that
Investigation is not
an assessed criterion
for the issues
analysis
There is a vast amount of information that has been published by pro-euthanasia
proponents on why euthanasia should be legalised. One of the main arguments used
for legalising euthanasia is the belief that people who are i7rious pain and have
little or no quality of life should be allowed to end their life. The basis for thi;; is the
belief that a person should have the right to have control over their own lilies and
not have that right controlled by others such as the government or other individuals.
It is the similar argument used for the relief that suicide generally should be allowed,
regardless of whether a person is in pain or has a terminal illness as they should have
the right to do whatever they like with their bodies and their lives. This argument
hold!('jiat no other person has a right to tell you what you can and can't do with your
life.
Dr Nitschke believes that people's right to control death is as fundamental as their
right to control life. Another argument is that people in pain and suffering from
crippling diseases and medical conditions such as motor neurone disease lose their
dignity, often existing in near vegetative states and sometimes heavily sedated
under pain killers that no quality of life or even the ability to communicate is
possibleY This issue relates to the debate on allowing people to live with dignity. On
29 April 2009, Nitschke said: "It seems we demand humans to live with indignity,
pain and anguish whereas we are kinder to our pets when their suffering becomes
too much. It simply is not logical or mature. Trouble is, we have had too many
centuries of religious claptrap." He works mainly with older people from whom he
gains inspiration, saying: "You get quite insPi.Jd and uplifted by the elderly folk who
see this as quite a practical approach".14
Nitschke's observation about the way people treat their pets suffering is very
relevant as most people whose animals are in pain or incapacitated through old age
seek to have them "put down" by vets.
12 of 21
Stage 2 Health Student Response
Ref: A483928 (November 2015)
© SACE Board of South Audtralia 2015
Stage 2 - Health
Understanding
Critical
In July 2009, Nitschke said he no longer believed voluntary euthanasia should only
understanding of
the impact of
be available to the terminally ill, but that elderly people afraid of getting old and
expanding voluntary
s
incapacitated should also have a choice." This issue obviously widens the debate as
euthanasia to
whilst some people would be in support of legalising euthanasia for terminally ill
include the elderly,
people far less would be willing to .support euthanasia just because someone doesn't on the level of
support for
want to go on living.
euthanasia.
U1
Medical arguments for legalising euthanasia can be based upon th,e huge cost of
keeping people alive by constant administration of medical help.1>roponents of
euthanasia point to the fact that in most first world countries it is legal for a family of
a seriously ill person to cease providing medical support and request Doctors to turn
off the machines that are supporting their life. This usually happens in cases where
serious brain trauma has occurred and Doctors advise that the person is effectively
"brain dead" and will never regain consciousness, As this is legal euthanasia
proponents see this as the fact that society has already given its approval to
Critical Analysis
and Evaluation
Astute analysis of
medical arguments
for legalising
euthanasia. CAE1
Understanding
in depth and critical
understanding of
administering euthanasia and therefore argue that its scope should be widen
instances when
The ."for" debate concentrates on the medical and humanistic aspects of euthanasia, legal euthanasia is
carried out. U2
usually free from religious argument. It is seen as a logically based argument that
supports the right of an individual to choose what happens to them. Atheists appear
to support euthanasia, especially those who actively promote the atheist cause.
However being atheist does not imply a support for euthanasia, as many do n7."
6
The argJ.ents against euthanasia are generally based in religious or moral belief
systems. All religion believes in the sanctity of life and refuses to accept that
individuals have the right to choose what happens to them- this is voluntary
euthanasia. Even less support is given to the idea that a third party should be
allowed to assist a person to end their life, however in what appears to be a
contradiction many religions are less clear on their stance on involuntary euthanasia
such as in the case of the brain dead comatose individua
Arguments also hinge on religious beliefs. Many Christians believe that taking a life,
for any reason, is interfering with God's plan and is comparable to murder."7
Religious arguments are based on the fact that person does not have the right to
determine life or death only God does and therefore will not support it
One strong argument used by opponents of euthanasia is not necessarily based in
religious belief. There is a fear:lf legalising voluntary forms of euthanasia can lead
society down a "slippery slope . Opponents argue that the possibility exists that
people will in effect be murdered legally. Medical authorities wishing to save on
medical costs of keeping a person alive or relatives eager to gain access to the
deceased persons estate would hasten death prematurely for their own gain.
Another side to this argument is that a person who is depressed or mentally unstable
13 of 21
Understanding
In-depth and
coherent
understanding of
the influence of
religion and cast on
the issue of
euthanasia U1
Stage 2 Health Student Response
Ref: A483928 (November 2015)
© SACE Board of South Audtralia 2015
Stage 2 - Health
would request to die yet may have changed their mind later. As many murders have
been committed and made to look like suicides legalising euthanasia would increase
the chances that murderers could not be brought to trial or prosecuted successfully.
A fear that suicide rates would increase is also used as an argument against legalising
euthanasia.
Critical Analysis
and Evaluation
Astute and critical
analysis of the
issue of
euthanasia. CAE1
Australia has had a long history of debate on euthanasia, possibly due to the
activities of Dr Nitschke. On 25 May 1995, the Northern Territory of Australia
became the first place in the world to pass right to die legislation. The Rights of the
Terminally III Act lasted 9 months before being overturned by the Australian Federal
Parliament. Today, Voluntary
anasia and Assisted Suicide are illegal in all states
19
and territories of Australia.
Ejt
A bill to legalise euthanasia has been defeated repeatedly in SA. The Voluntary
Euthanasia bill 2012 seeks only to approve euthanasia in the case ofterminal illness,
where a person has limited life expectancy and is in great pain. This bill has been
limited to these conditions as it is seen that it would receive greater support from
the politicians and the community as it is seen as a humanitarian issue and allows an
act of mercy to end !,Ve suffering of people without providing wholesale support for
euthanasia generally. Opponents of this bill however believe that by legalising one
aspect of euthanasia leaves the door open to legalise other more controversial
aspects and therefore always attempt to block its passage through parliame'%
Palliative care is a legal option available the support of people who are suffering
from an illness from which no cure can be anticipated. 21 A person receiving palliative
care will have an active, progressive and far-advanced disease, with little or no
prospect of cure. The aim of palliative care is to maximize the quality ofthe patient's
life and is provided to people of all ages who are dying. The need for palliative care
does not depend on any specific medical diagnosis, but on the person's ne~s. Some
of the common medical conditions of people requiring palliative care include:
cancer, HIV/AIDS, motor neurone disease, muscular dystrophy, multiple sclerosis
and end-stage dementi. 22 Palliative care can be delivered in the home, a hospice,
hospital and nursing homes. Palliative care is a group effort staffed by, nurses,
pharmacists, volunteers, social "1rkers, support workers, religious leaders, trained
doctors and natural therapists. Families and carers also receive support from
palliative care services. Families provide much of the care for people who are dying,
and practical and emotional support for them in this role is critical. 23 A hospice is a
place devoted to care of the terminally ill, offering total care for patient and family
support, including physical, spiritual and emotional support staffed by specifically
trained doctors. 24 In South Australia e Repat hospital and Mary Potter hospice are
both places offering palliative care.
14 of 21
Critical Analysis
and Evaluation
Insightful evaluation
of palliative care to
support terminally ill
patients.
CAE3
Critical Analysis
and Evaluation
Clear and
convincing analysis
of the support
offered by palliative
care.
CAE2
Stage 2 Health Student Response
Ref: A483928 (November 2015)
© SACE Board of South Audtralia 2015
Stage 2 - Health
I believe that possible future action for euthanasia will be continual attempts in
parliament by the regular introduction of bills to legalise euthanasia. Possibly the
best chances for these bills to succeed is if they are Irited in scope such as, only
allowing euthanasia under very restricted conditions. World increase pressure from
other countries legalising, will put pressure on Australians also to adopt those
measures. The United Nations has a strong mandate to protect the rights of
individuals and there fore euthanasia is a subject of regular debate in the United
Critical Analysis
and Evaluation
Insightful evaluation
of future action
towards legalising
euthanasia. CAE3
Nations. It is possible UN may provide strong support for the passing of euthanasia
bills within member countries in the future. 25 If euthanasia were to be legalised then
it is possible that people would be encouraged to make decisions long before they
ever became ill or mentally incompetent to reqU~,.euthanasia. This is similar to
campaigns to get people to donate their organs.
One major issue that would need to be addressed in Australia if euthanasia was
legalised, is the issue of equal access for all citizens to be given the opporyunity to
utilise the medical care, drugs and counseling that would be required by jaw. Unless
this access was made available under the Medicare and or private health insurance
schemes then many peOjle with limited finical recourses would not be able to
consider euthanasia.
Understanding
In-depth and critical
understanding of the
issue of equal
access for all
citizens if
euthanasia were
legalised.
U2
When undertaking this task I had my mind and opinion strongly set that I was for
euthanasia, but as I gained a better know~ge and understanding for euthanasia, I
believe that my opinions began to change. I always thought strongly that if
somebody was terminally ill then why shouldn't they have the rightJo end their
lives, rather than continuing to suffer and not gain anything out of it. Whilst
researching this topic it also came to my understanding that if e1hanasia were to be
legalised, there would be some who chose to use it in correctly. Because of this I
believe that if it were to come into place that the government would need to put
stringent measures and restjetions in place to ensure that the drug is used correctly
and not taken advantage of. Not being religious, my views are not influenced by the
beliefs of religious groups but on my per:,?hal belief that everybody has the right to
do what they want with their own body. There are many pros and cons for both
Understanding
sides ofthe debate, which is why I believe that the bill has been repeatedly
Critical
understanding of
defeated. Although politicians are usually given a conscience vote on euthanasia
the role politicians
bills, politicians are always unwilling to upset their constituent base and risk being
play in the
voted against, so there fore they often take the easy way out of defeating the bills or euthanasia debate.
U1
abstaining their vote. Even politicians who personally support euthanasia often do
not want to take personal responsibility for ending someone else's life by passing
laws to legalise euthanasia. I believe that this issue will go on for many years but will
eventually result in the legalisation of euthanasia in South Australia.
15 of 21
Stage 2 Health Student Response
Ref: A483928 (November 2015)
© SACE Board of South Audtralia 2015
Stage 2 - Health
Word Count - 2477
TheFreeDictionary.com. 2013. euthanasia. [online] Available at:
http://www.thefreedictionary.com/euthanasia [Accessed: 31 Jul 2013].
1
En.wikipedia.org. 1995. Euthanasia - Wikipedia, the free encyclopedia. [online]
Available at: http://en.wikipedia.org/wiki/Euthanasia [Accessed: 31 Jul 2013].
2
Nhs.uk. n.d .. Euthanasia and assisted suicide - NHS Choices. [online] Available at:
http://www.nhs.uk/Conditions/Euthanasiaandassistedsuicide/Pages/lntroduction.as
px [Accessed: 31Jul 2013].
3
Nhs.uk. n.d .. Euthanasia and assisted suicide - NHS Choices. [online] Available at:
http://www.nhs.uk/Conditions/Euthanasiaandassistedsuicide/Pages/lntroduction.as
px [Accessed: 31Jul 2013].
4
Medical News Today. 2010. What Is Euthanasid (assisted Suicide)? What Is The
Definition Of Assisted Suicide Or Euthanasia? [online] Available at:
http://www.medicalnewstoday.com/articles/182951.php [Accessed: 31 Jul 2013].
5
Euthanasia.com. n.d .. Euthanasia Definitions. [online] Available at:
http://www.euthanasia.com/definitions.html[Accessed: 31 Jul 2013].
6
En.wikipedia.org. 1995. Assisted suicide - Wikipedia, the free encyclopedia. [online]
Available at: http://en.wikipedia.org/wiki/Assisted_suicide [Accessed: 31 JuI2013].
7
Karin. 2003. Accompanied Suicide. [online] Available at:
http://www.dignitas.ch/index.ph p ?option=com_content&view=article&id=20&lang=
en [Accessed: 31 Jul 2013].
8
Karin. 2003. Accompanied Suicide. [online] Available at:
http://www.dignitas.ch/index.php?option=com_content&view=article&id=20&lang=
en [Accessed: 31 Jul 2013].
9
Karin. 2003. Accompanied Suicide. [online] Available at:
http://www.dignitas.ch/index.php ?option=com_content&view=article&id=20&lang=
en [Accessed: 31 JuI2013].
10
11 Exitinternational.net. 2007. Dr Philip Nitschke - Our Director. [online] Available at:
http://www.exitinternational.net/page/OurDirector [Accessed: 31 Jul 2013].
Euthanasia.procon.org. 2007. Philip Nitschke, MD - Euthanasia - ProCon.org.
[online] Available at:
http://euthanasia.procon.org/view.source.php ?sourceID=000951 [Accessed: 31 Jul
2013].
12
Exitinternational.net. 2007. Dr Philip Nitschke - Our Director. [online] Available at:
http://www.exitinternational.net/page/OurDirector [Accessed: 31 JuI2013].
13
16 of 21
Stage 2 Health Student Response
Ref: A483928 (November 2015)
© SACE Board of South Audtralia 2015
Stage 2 - Health
14 En.wikipedia.org. 1947. Philip Nitschke - Wikipedia, the free encyclopedia. [online]
Available at: http://en.wikipedia.org/wiki/Philip_Nitschke#cite_note-not-only-ill-19
[Accessed: 31 Jul 2013].
NewsComAu. 2013. Give all elderly the right to die - Nitschke. [online] Available at:
http://www.news.com.au/b rea ki ng-n ews/give-a II-elde rly-th e-right -to-d ienitschke/story-e6frfkp9-1225747553404 [Accessed: 31 Jul 2013].
15
Atheist Foundation of Australia Inc. 2003. Voluntary Euthanasia. [online] Available
at: http://atheistfoundation.org.au/articie/voluntary-euthanasia/ [Accessed: 31 Jul
2013].
16
17 Debate.org. n.d .. Untitled. [online] Available at:
http://www.debate.org/euthanasia/ [Accessed: 31 JuI2013].
Atheist Foundation of Australia Inc. 2003. Voluntary Euthanasia. [online] Available
at: http://atheistfoundation.org.au/articie/voluntary-euthanasia/ [Accessed: 31 Jul
2013].
18
Exitinternational.net. 2007. Euthanasia laws in Australia. [online] Available at:
http://www.exitinternational.net/page/Australia [Accessed: 31 Jul 2013].
19
AustliLedu.au. n.d .. Untitled. [online] Available at:
http://www.austlii.edu.au/legis/sa/bill/veb2012259 [Accessed: 31 Jul 2013].
20
Palliativecare.org.au. 2013. Palliative Care Australia - Home Page. [online]
Available at: http://www.palliativecare.org.au/Portals/46/resources/English.pdf
[Accessed: 31 Jul 2013].
21
22 Health.gov.au. 2013. Department of Health and Ageing - Palliative Care. [online]
Available at: http://www.health.gov.au/palliativecare [Accessed: 31JuI2013].
Health.gov.au. 2013. Department of Health and Ageing - Palliative Care. [online]
Available at: http://www.health.gov.au/palliativecare [Accessed: 31Jul 2013].
23
Palliativecare.org.au. 2013. Palliative Care Australia - Home Page. [online]
Available at: http://www.palliativecare.org.au/Portals/46/resources/English.pdf
[Accessed: 31 Jul 2013].
24
LifeNews.com. 2002. United Nations Considers Euthanasia and New Treaty on
Aging. [online] Available at: http://www.lifenews.com/2011/09/30/united-nationsconsiders-euthanasia-and-new-treaty-on-agingf [Accessed: 31 Jul 2013].
25
17 of 21
Stage 2 Health Student Response
Ref: A483928 (November 2015)
© SACE Board of South Audtralia 2015
Stqge 2 Health
Bibliography - (In Alphabetical order)
1. Atheist Foundation of Australia Inc. 2003. Voluntary Euthanasia. [online] Available at:
http://atheistfoundation.org.au/articie/voluntary-euthanasia/ [Accessed: 31 JuI2013].
2. AustliLedu.au. n.d .. Untitled. [online] Available at:
http://www.austliLedu.au/legis/sa/bili/veb2012259 [Accessed: 31 JuI2013].
3. Debate.org. n.d .. Untitled. [online] Available at: http://www.debate.org/euthanasia/ [Accessed:
31 Jul 2013].
4. En.wikipedia.org. 1995. Euthanasia - Wikipedia, the free encyclopedia. [online] Available at:
http://en.wikipedia.org/wiki/Euthanasia [Accessed: 31JuI2013].
5. En.wikipedia.org. 1995. Assisted suicide - Wikipedia, the free encyclopedia. [online] Available at:
http://en.wikipedia.org/wiki/Assisted_suicide [Accessed: 31 JuI2013].
6. En.wikipedia.org. 1947. Philip Nitschke - Wikipedia, the free encyclapedia. [online] Available at:
http://en.wikipedia.org/wiki/Philip_Nitschke#cite_note-not-only-ill-19 [Accessed: 31 Jul 2013].
7. Euthanasia.com. n.d .. Euthanasia Definitions. [online] Available at:
http://www.euthanasia.com/definitions.html[Accessed: 31 JuI2013].
8. Euthanasia.procon.org. 2007. Philip Nitschke, MD - Euthanasia - ProCon.org. [online] Available
at: http://euthanasia.procon.org/view.source.php?sourceID=000951 [Accessed: 31 Jul 2013].
9. Exitinternational.net. 2007. Dr Philip Nitschke - Our Director. [online] Available at:
http://www.exitinternational.net/page/OurDirector [Accessed: 31 JuI2013].
10. Exitinternational.net. 2007. Euthanasia laws in Australia. [online] Available at:
http://www.exitinternational.net/page/Australia [Accessed: 31 JuI2013].
11. Health.gov.au. 2013. Department of Health and Ageing - Palliative Care. [online] Available at:
http://www.health.gov.au/palliativecare [Accessed: 31JuI2013].
12. Karin. 2003. Accompanied Suicide. [online] Available at:
http://www.dignitas.ch/index.php ?option=com_content&view=articie&id=20&la ng=en [Accessed:
31 Jul 2013].
13. LifeNews.com. 2002. United Nations Considers Euthanasia and New Treaty on Aging. [online]
Available at: http://www.lifenews.com/2011/09/30/united-nations-considers-euthanasia-andnew-treaty-on-aging/ [Accessed: 31 Jul 2013].
14. Medical News Today. 2010. What Is Euthanasia (assisted Suicide)? What Is The Definition Of
Assisted Suicide Or Euthanasia? [online] Available at:
http://www.medicalnewstoday.com/articies/182951.php [Accessed: 31 JuI2013].
15. NewsComAu. 2013. Give all elderly the right to die - Nitschke. [online] Available at:
http://www.news.com.au/brea ki ng-n ews/give-a II-elderly-th e-right -to-d ie-n itsch kefstory-e6frfkp91225747553404 [Accessed: 31 Jul 2013].
18 of 21
Stage 2 Health Student Response
Ref: A483928 (November 2015)
© SACE Board of South Audtralia 2015
St?ge 2 Health
16. Nhs.uk. n.d .. Euthanasia and assisted suicide· NHS Choices. [online] Available at:
http://www . n hs. u k/ Con d ition s/E uth a nasi a a ndassistedsu icid e/Pages/I ntrod uction. as px [Accessed:
31JuI2013].
17. Palliativecare.org.au. 2013. Palliative Care Australia - Home Page. [online] Available at:
http://www.palliativecare.org.au/Portals/46/resources/English.pdf [Accessed: 31 JuI2013].
18. TheFreeDictionary.com. 2013. euthanasia. [online] Available at:
http://www.thefreedictionary.com/euthanasia [Accessed: 31 JuI2013].
19 of 21
Stage 2 Health Student Response
Ref: A483928 (November 2015)
© SACE Board of South Audtralia 2015
Performance Standards for Stage 2 Health
A
Investigation
Understanding
Application
Critical Analysis and
Evaluation
In-depth and critical investigation
into and critique of current health
trends and issues.
In-depth, coherent, and critical
understanding of a variety of
influences on personal and
community health and wellbeing.
Sustained and effective
application of participation,
interpersonal, practical, and
group skills to an area related to
health.
Astute and critical analysis of a
variety of current health trends
and issues.
In-depth and critical
understanding of health and
related social justice issues.
Consistent application of welldeveloped health literacy skills to
relevant tasks.
Productive and discerning approach
to accessing, organising, and using
information about health.
Sustained and cohesive
investigation into and critique of the
roles and responsibilities of
individuals, communities, and
governments in addressing health
and well-being issues and priorities.
B
Some depth of investigation into and
critique of current health trends and
issues.
Systematic and considered approach
to accessing, organising, and using
information about health.
Thoughtful and systematic
investigation into and critique of the
roles and responsibilities of
individuals, communities, and
governments in addressing health
and well-being issues and priorities.
C
Some investigation into and
critique of current health trends and
issues.
Generally organised approach to
accessing,
organising,
and
using information about health.
Competent investigation into and
critique of the roles and
responsibilities of individuals,
communities, and governments
in addressing health and wellbeing issues and priorities.
D
E
Thoughtful, and some critical,
understanding of a variety of
influences on personal and
community health and wellbeing.
Objective ref: A154380
Effective application of
participation, interpersonal,
practical, and group skills to an
area related to health.
Thoughtful and critical analysis of
a variety of current health trends
and issues.
Productive involvement in
personal and social actions to
improve health outcomes for
individuals and communities.
Thoughtful evaluation of personal
and social actions to promote
improved health outcomes for
individuals and communities.
Some thoughtful understanding
of influences on personal and
community health and wellbeing.
Competent application of
participation, interpersonal,
practical, and group skills to an
area related to health.
Some informed and critical
analysis of some current health
trends and issues.
Some informed understanding
of health and related social
justice issues.
Some application of health
literacy skills to relevant tasks.
Some depth of understanding
of health and related social
justice issues.
Attempt to recognise one or more
current health trends and/or issues.
20 of 21
Insightful evaluation of personal
and social actions to promote
improved health outcomes for
individuals and communities.
Clear and convincing analysis of
health-promoting strategies and
the role of education in promoting
and enhancing health outcomes.
Some awareness of influences
on personal and community
health and well-being.
Limited and fragmented investigation
into and attempted description of the
roles and responsibilities of
individuals, communities, or
governments in addressing health
and well-being issues and priorities.
Highly productive involvement in
personal and social actions to
promote improved health
outcomes for individuals and
communities.
Mostly consistent application of
health literacy skills to relevant
tasks.
Identification of current health trends
and issues.
Some attempt to access,
organise, and use information
about health.
Partial investigation into and
description of the roles and
responsibilities of individuals,
communities, and governments
in addressing health and wellbeing issues and priorities.
Isolated attempts to access and
use information about health.
Discerning and comprehensive
analysis of health-promoting
strategies and the role of
education in promoting and
enhancing health outcomes.
Basic description of health
issues.
Competent involvement in
personal and social actions to
promote improved health
outcomes for individuals and
communities.
Some application of participation,
interpersonal, practical, and
group skills to an area related to
health.
Attempted application of basic
health literacy skills to tasks.
Some considered analysis of
health-promoting strategies and
the role of education in promoting
and enhancing health outcomes.
Some considered evaluation of
personal and social actions to
promote improved health
outcomes for individuals and
communities.
Some description of current
health trends and issues.
Some explanation of a healthpromoting strategy and the role
of education in promoting or
enhancing health outcomes.
Some attempt to participate in
personal and social actions to
promote improved health
outcomes for individuals or
communities.
Recounts of personal and social
actions to promote improved
health outcomes for individuals
and communities.
Emerging awareness of an
influence on personal or
community health and wellbeing.
Attempted application of
participation, interpersonal,
practical, or group skills to an
area related to health.
Brief description of current health
trends or issues.
Emerging awareness of health
issues.
Attempted application of a basic
health literacy skill to a task.
Limited attempt to participate in
personal or social actions to
promote improved health
outcomes for individuals or
communities.
Superficial description of a
health-promoting strategy or the
role of education in promoting or
enhancing health outcomes.
Attempted recount of a personal
or social action to promote
health.
Stage 2 Health Student Response
Ref: A483928 (November 2015)
© SACE Board of South Audtralia 2015
Additional Comments The overall grade for the Issues Analysis is an A‐. There is clear evidence of in‐depth and thoughtful research throughout, although Investigation is not an assessed criterion for the Issues Analysis. Whilst there is in‐depth research into AIDS and HIV trends globally, more analysis of theses would bring CAE1 into the A grade band. The discussion flows well throughout, and the referencing and use of a graph is good. Both pieces lack personalisation but on balance, this response provides evidence of: 
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
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Thoughtful understanding particularly evident in the discussion of discrimination and stigma facing AIDS and
HIV sufferers. In‐depth and critical understanding of social justice issues, in particular, access to contraception, medical
care and drugs in both pieces. The analysis of trends and statistics, particularly in the second piece, is astute and critical.
Analysis is discerning and comprehensive with discussion of the lack of education as a factor in the spread of
AIDS and HIV, and the UNAIDS ‘getting to zero’ health promoting strategy. There is clear and convincing
analysis of palliative care as a strategy for improving the outcomes for terminally ill patients.
Insightful evaluation of palliative care supporting terminally ill patients.
Stage 2 Health Student Response
Ref: A483928 (November 2015)
© SACE Board of South Audtralia 2015