| Course | PU335 Global Health |
|---|---|
| Unit | Unit 1 |
| Paper type | Leave no one behind discussion post |
| Length | About 390 words, 2 pages double-spaced |
| Format | APA 7 discussion post |
| School | Purdue University Global |
| Program | BS in Health Science |
| Updated | October 2026 |
Free sample paper for PU335 Unit 1
One Island, Nine Years Apart: A Unit 1 Discussion Post on Leaving No One Behind in Haiti and the Dominican Republic
PU335 · Unit 1 Discussion Board Post
Posted by [Student Name]
The student and classmates are composite; the data and sources cited are real.
Initial Post
I chose these two countries because my grandmother emigrated from the Dominican Republic and often spoke about the Haitian workers on the sugar plantations near her village. World Bank figures for 2023 show a Haitian newborn could expect roughly 64.9 years of life, against roughly 73.7 for a Dominican newborn (World Bank, 2025). The same island, the same climate and many of the same hurricanes, yet a gap close to a decade.
The leave-no-one-behind principle, a core commitment of the Sustainable Development Goals, asks countries and donors to reach the furthest behind first. Oehring and Gunasekera (2024), reviewing the ethics of the principle in global health, describe the tensions it creates, such as balancing equity against efficiency when resources are scarce and deciding whose priorities count.
On Hispaniola, the furthest behind are not only Haitians in Haiti. They include Haitian migrants and Dominicans of Haitian descent living in the Dominican Republic, many of whom face barriers to documents and services. Leaving no one behind would mean measuring health for those groups separately, not only by country.
A national average can hide the people the principle was written for.
My question for you: should the principle aim first at the widest gap between countries, or at the most excluded people within them?
Reply to Ngozi
Ngozi, you compared Nigeria and Ghana and pointed out that Ghana's figures look better on almost every measure. Did you find the gap was larger between the two countries or between the north and south of Nigeria? If the gap inside Nigeria is wider, that would support aiming the principle at excluded groups first, which is where I am leaning for Hispaniola.
Reply to Ethan
Ethan, you mentioned First Nations communities in Canada and how a wealthy country can still leave whole groups behind. How does the data available to you separate those communities from the national average? I had trouble finding Dominican figures broken out for people of Haitian descent, and I wonder whether that gap in the data is itself part of the problem.
References
Oehring, D., & Gunasekera, P. (2024). Ethical frameworks and global health: A narrative review of the "leave no one behind" principle. INQUIRY: The Journal of Health Care Organization, Provision, and Financing, 61. https://doi.org/10.1177/00469580241288346
World Bank. (2025). Life expectancy at birth, total (years) [Data set]. World Development Indicators. https://data.worldbank.org/indicator/SP.DYN.LE00.IN
PU335 Unit 1 instructions, in plain terms
In Unit 1 students choose two countries, or one country and its neighbor, and use them to discuss the leave-no-one-behind principle of the Sustainable Development Goals. The initial post should give at least one real figure comparing the countries, explain what the principle asks of governments and donors and identify who is furthest behind. Instructors usually want a scholarly source on the principle as well as a data source. A closing question should push classmates to pick a side. Each reply needs to respond to the country that classmate chose, ask a follow-up question and connect their case to yours. A family or work connection to the chosen countries is welcome, as long as the argument rests on data.
Inside the PU335 Unit 1 example
The sample begins with the student's grandmother and the Haitian plantation workers she remembered, then gives the 2023 World Bank life expectancy figures for both countries. The principle is explained with Oehring and Gunasekera's review, including the tension between equity and efficiency. The post then turns to migrants and Dominicans of Haitian descent and makes the highlighted point that a national average can hide the people the principle was written for. It ends by asking whether the principle should target the gap between countries or excluded groups within them. The reply to Ngozi asks whether Nigeria's internal gap is wider than its gap with Ghana, and the reply to Ethan raises the missing Dominican data on people of Haitian descent.
Where the points sit in the PU335 Unit 1 rubric
Discussion posts in this course are usually graded on accurate use of data, understanding of the principle, critical thinking and engagement with peers. A post earns more when its figures are recent, sourced and compared rather than simply stated. Graders look for a clear statement of what leaving no one behind would require in practice, and for recognition that averages hide subgroups. A closing question that forces a choice scores better than one inviting general agreement. Replies are judged on whether they respond to the classmate's specific country and add something new, such as a question about data. APA 7 citations for the data set and the scholarly source are expected, and the post should stay within the word range set in the prompt.
PU335 Unit 1 help from the desk
Unit 1 posts often summarize the Sustainable Development Goals without applying them to the countries chosen. Another common gap is giving one country's figure without the comparison that makes it meaningful. Some students treat the whole population of a poor country as furthest behind and miss excluded groups in the richer neighbor. Questions such as "what do you think?" rarely start a real discussion. Replies that only praise the classmate's post add little. Before writing, look up the same indicator for both countries in the World Bank's data and note the year. Then decide who in each country the averages leave out. Share your two countries with the prompt, and the post can start from that pairing.
Get a PU335 Unit 1 example written to your instructions
Send the Unit 1 prompt, the countries or groups you have in mind and the rubric. A custom post applies the principle to a real case and asks classmates a useful question. It arrives within 24-48h, and the first is free. The paper above is an original model document written by our desk, not a submitted student paper and not an official Purdue University Global document.
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PU335 Unit 1 questions, answered
What is leave no one behind?
A central commitment of the UN Sustainable Development Goals to reach the furthest behind first.
Should the post name a country?
Yes. A specific case makes the principle concrete.
How long should replies be?
A few sentences with a question for the classmate.
Where can I find a free PU335 Unit 1 sample paper?
The complete PU335 Unit 1 discussion post is on this page, setting Haiti beside its neighbor and applying the leave-no-one-behind principle.
Which figure opens the PU335 Unit 1 sample?
World Bank life expectancy at birth for 2023, about 64.9 years in Haiti against about 73.7 in the Dominican Republic.