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the marking rubric is below. Please use this reference and 3 others relevant to this assessment 1. Juli Coffin's (2007) paper 'Rising to the Challenge in Aboriginal Health by Creating Cultural Security' Its between 72o - 88o w0rds. 4R model Acknowledgement of country Report introduce myself what i stereotyping is and what I learnt about stereotyping Aboriginals in class. How I felt learning this add a peer reviewed reference (apa 7 edition) Relate Times when I was stereotyped and when i may have stereotyped Aboriginals No need to reference - should be consistent with something you have read in literature. relate your person experiences and comment that it is consistent with other experiences and writings on the issue. Reason Analysed a concept/event, experience by asking questions. why people stereotype, and why they shouldn't, relating it to intersectionality. reference "intersectionality and health explained" video or other peer reviewed source. Reconstruct stereotyping effect on cultural security and how to avoid this as a future health professional the marking rubric is below. please use this reference and 3 others relevant to this assessment 1. Juli Coffin's (2007) paper 'Rising to the Challenge in Aboriginal Health by Creating Cultural Security' Its between 72o - 88o w0rds. Criteria Sub-criteria Skills not demonstrated Some Skills Evident Credit Distinction High Distinction Structure Report Description isunclear or vague Underdevelopeddescription A description but may be too general A clear and focuseddescription, but may lackdepth and/or enough context A clear and focused description of a keyevent/experience/issue/learning regardingIndigenous knowledge and culture in theunit INDH1006; corresponds to thoughts,feelings and/or questions had at the time of learning /10 Relate Related learning to ownexperiences Vaguely related learning to ownexperiences Related learning to own experiences Clearly related the learning toownexperiences/attitudes/beliefs;including some self- disclosure Demonstrated a clear connection betweenideas raised in unit readings anddiscussions, specifically relating to Indigenous knowledge and culture, and own personal experience/ attitudes/ assumptions/ understandings; including clear self-disclosure /15 Reason Insufficient depth and clarity in youranalysis, and/orwithout supportfrom theliterature Reference some concepts but could develop further Sufficientlyattempted adeeper analysis ofwhy something has happened in terms of thinking, assumptions andperceptions, withsupport from theliterature Deeper analysis of why something has happened byconnecting the literature and thinking, including personalassumptions and perceptions. Refers to relevant theory andliterature to support reasoning Explored the relationship between theoryand practice to seek a deeperunderstanding of why something hashappened. Reasoning may be: Consideration of personal biases,preconceptions &/or stereotypes andawareness of/or any changes to these Analysed a concept/event/experience byasking questions, looking for answers Consideration of alternatives, otherpeople's perspectives, culturalperspectives and/or world views /15 Reconstruction Provideddiscussion oflearnings appliedto future contexts Discusses what can change in thefuture Articulates a newperspectivebecause ofexperience in theunit Articulates a new perspectivebecause of experience in theunit, and identified what canchange in the future Provide concrete plans for further actionbecause of experience in the unit.Identified the impact of learning on futurepersonal and/or professional practice /15 Cultural integrity Self-awareness No self-awareness of personal biases, preconceptions and/or stereotypes presented. Only own cultural rules Minimal self-awareness of personal biases, preconceptions and/or stereotypes presented. Mostly own cultural rules Emerging self-awareness of personal biases, preconceptions and/or stereotypes presented. Other cultural perspectives Identification of personal biases, preconceptions and/or stereotypes presented. Own cultural rules presented discussed in cross-cultural awareness Questions personal biases, preconceptions and/or stereotypes. Own cultural rules presented discussed in cross-cultural awareness. Other cultural perspectives presented with openness and appreciation /15 Appropriate writing in reference to First Nations peoples Unable to demonstrate use of capital letters as required and appropriate use of terminology, or writing without 'othering' peoples/cultures Inconsistent use of Capital letters as required and appropriate use of terminology, or writing without 'othering' peoples/cultures Always uses capital 'A' for Aboriginal, 'I' for Indigenous and where otherwise necessary. Writes without othering Writes with respect for culture with First Nations perspectives included Writes with respect and sensitivity for culture. An 'Aboriginal voice' provided via either direct quotes or in reference to other materials where authorship/authority is explicit. /15 Academic skills Referencing No citations or referencing Major errors in chosen citation and referencing technique - such as missing references or citations N0 plagiar1sm present Minor errors in referencing No errors in referencing /5 Sources No sources of information All sources of information are untrustworthy and/or bias Some sources of information are untrustworthy and/or obvious bias Most sources of information are credible All sources are highly credible /5 Evidence No evidence presented to support thesis Insufficient evidence to support claims or analysis Some evidence matches claims or analysis made Most evidence matches claims or analysis made All evidence supports claims and analysis /5 /100 Thank you so much in advance