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GEOP350 – Geographies of Health

2017 – S1 Day

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff Unit Convenor
Kristian Ruming
Contact via kristian.ruming@mq.edu.au
W3A 432
Credit points Credit points
3
Prerequisites Prerequisites
39cp at 100 level or above
Corequisites Corequisites
Co-badged status Co-badged status
Unit description Unit description
The health of individuals, communities and whole populations is inextricably linked to the places where they live. This unit explores understandings of health and well-being, social determinants, health inequalities and the role geography plays in mediating health. The unit investigates the impacts of the biophysical, social, economic and political environments on health, and the resulting geographies of infectious and degenerative disease in both developed and developing societies. Exploring policy options for addressing geographical differences in health is a central theme of the unit.

Important Academic Dates

Information about important academic dates including deadlines for withdrawing from units are available at http://students.mq.edu.au/student_admin/enrolmentguide/academicdates/

Learning Outcomes

  1. Appreciate how most aspects of human health and disease have important geographical dimensions and of the multiple factors that affect health levels in populations. (Learning Outcome 1)
  2. Understand the basic concepts, definitions, datasets and measures used in health geography. (Learning Outcome 2)
  3. Be familiar and competent with the key research methods used in health geography (e.g. bibliographic searching, accessing population and health databases, research design, quantitative data analysis, statistical mapping, report writing and presentations, etc.) (Learning Outcome 3)
  4. Be aware of the complex political and policy drivers of health and responses to issues operating at multiple scales. (Learning Outcome 4)

Assessment Tasks

Name Weighting Due
Tutorial Paper One 10% Tutorial Week 5 (30 March)
Written Assignment 30% 13 April OR 11 May
Tutorial Paper Two 15% Tutorials Weeks 10 or 11
Tutorial Participation 5% Weeks 2, 4, 6, 8 & 9
Examination 40% Examination Period

Tutorial Paper One

Due: Tutorial Week 5 (30 March)
Weighting: 10%

Word length: 1,500 words(excluding tables/graphsplus presentation/slides

Submission (internal students):  Hard copy of reports submitted in tutorials (no Turnitin)

Submission (external students): Email report to Kristian by 5pm Thursday 30 March

 

Scenario: You have been tasked with identifying and evaluating health related data available on the internet. You are required to write a short report for your managers. In your report you should include:

·         Outline of organisation and research area

·         Overview of relevant data sources and data

·         Examples of data relevant to work area

·        Brief analysis of data and outline of policy implications

·         Issues associated with data from the internet

Organisation: You are required to selected the organisation you will work for. Example organisations/departments include:

·         Local Councils

·         NSW Department of Health

·         NSW Department of Health, Area Health Services

·         Other State Government Agencies (Department of Planning)

·         Federal Department of Health and Ageing

·         Federal Department of Families, Housing, Community Services and Indigenous Affairs (FaHCSIA)

·         Health Promotion Groups (eg Diabetes Australia)

·         Local Community Groups

·         Non-Government Organisation / Advocacy group

Note: each group will be interested in a different type/scale of data and your report should reflect this.

Note: DO NOT select the Cancer Council.  In previous years the Cancer Council has been selected by a high proportion of students and this limits the amount/type of data covered in the tutorial presentations. If you want to explore caner, focus on a particular type of cancer and use the Cancer Council as one (of many) sources of data.

Research area: If you like you can narrow your data review to a specific health issue. Examples include:

·         Hospital admissions

·         Smoking

·         Life expectancy

·         Many, many more!

In addition to the 1,500 word report, each student is required to develop up to 5 PowerPoint slides which summarise your report. You should attach these slides to your written report as an appendix. You should also bring an electronic copy of these slides to the tutorial in Week 5. In this tutorial we will discuss some of the reports/data/findings/issues with internet data. A computer and projector will be available. 


This Assessment Task relates to the following Learning Outcomes:
  • Understand the basic concepts, definitions, datasets and measures used in health geography. (Learning Outcome 2)
  • Be familiar and competent with the key research methods used in health geography (e.g. bibliographic searching, accessing population and health databases, research design, quantitative data analysis, statistical mapping, report writing and presentations, etc.) (Learning Outcome 3)
  • Be aware of the complex political and policy drivers of health and responses to issues operating at multiple scales. (Learning Outcome 4)

Written Assignment

Due: 13 April OR 11 May
Weighting: 30%

Students have two options to choose from. Students must indicate which written assignment they intend to complete in the tutorial in Week 3. External students should email their selection to Kristian.

Option 1: Essay Assignment – Urban and rural/remote health

Date due: 10am Thursday 13 April (Week 7) 

Word length:  3,000 words

Submission (internal and external students):

Reports (including coversheet) must be submitted to Turnitin before 10am (link available on GEOP350 ilearn page). Late submissions should be submitted to the "late submissions" link.

Topic:  “People who live in rural and remote areas generally have poorer health than their major city counterparts, reflected in their higher levels of mortality, disease and health risk factors.”

Critically discuss this statement with reference to contemporary geographical variations in health status in Australia. What are the drivers and outcomes of these geographical variations? What interventions or programs have been/could be initiated to address these contrasting health profiles?

Good illustrative data and analysis on geographical variations in population health are available from:

     Public Health Information Development Unit  http://www.publichealth.gov.au

    NSW Ministry of Health, 2012 Chief Health Officer’s Report: The Health of Aboriginal People of New South Wales http://www.health.nsw.gov.au/publications/Publications/Aboriginal-Health-CHO-report.pdf

       Health Statistics NSW: http://www.healthstats.nsw.gov.au/

       The Australian Institute of Health and Welfare http://www.aihw.gov.au

Students should read widely to inform their discussion.  

A grading rubric is provided on the GEOP350 ilearn page.

 

 

 

 

 

Option 2: Research Project – World Health Organisation

Date due: 10am Thursday 11 May (Week 9)

Word length: 3,000 words (plus tables, maps and graphs)

Submission (internal and external students):

Reports (including coversheet) must be submitted to Turnitin before 10am (link available on GEOP350 ilearn page). Late submissions should be submitted to the "late submissions" link.

 

Project Brief

You have been employed by the World Health Organisation (WHO) as a consultant to prepare a report looking at the health characteristics and drivers of health differentials in parts of the Developing World. The WHO is interested in looking in detail at a series of countries from each of Asia/Pacific, Africa and Latin America. The WHO has requested that national health profiles be placed within the context of the demographic/economic/social/cultural/political/ environmental characteristics of the case study countries and their region. Finally, the WHO want a review of some of the current policies addressing the poor health of the case study countries and suggestions for new policy and health initiatives at a number of scales.

Countries of interest identified by the WHO are:

Africa

Latin/South America

Asia/Pacific

- Guinea

- Dominican Republic

- Nepal

- Angola

- El Salvador

- Philippines

Botswana 

- Bolivia

- Fiji 

Report

For your report you need to select two case study countries from different continents identified by the WHO (e.g. Fiji and El Salvador, Dominican Republic and Botswana, or Guinea and Philippines). 

Your report should contain the following (the exact structure of the report is up to you): 

1)     Country Profiles

Provide a brief demographic, social, cultural, economic overview of each country. This section should identify similarities and differences between the case study country and its regional (e.g. continent) and global context. Similarities and differences between the case study countries should also be identified. Data covered in this section should be used to highlight issues related to the health characteristics of the case study countries (part 3). This section should include relevant graphs, tables and maps.

2)     Overview of Major Health Issues

Drawing on data from a variety of global organisations your report should identify and define the major health issues and their causes. It will be impossible to cover all health issues. Choose the data related to health issues where there is a significant difference between the case study countries or where there is a significant difference between the case study countries and other countries in their region. This section should include relevant graphs, tables and maps.

3)     Analysis of Determinants of Major Health Issues

For each of the case study countries provide a brief analysis/discussion of the causes of the major health issues. This section should draw together the data covered in sections 1 and 2. This section should draw on academic literature surrounding social determinants of health and health issues in developing countries.

4)     Responses and Programs Addressing Major Health Issues

Outline any programmes, policies or services that have been, or are being, implemented by government and/or non-government organisations to address health issues. Building on your analysis of the major health issues this section could suggest new policies/programs/initiatives which could be introduced address the major health issues experienced by these countries. Such suggestions should be realistic. 

The report should also have a clear introduction and conclusion outlining the purpose and findings of the report. Academic/journal references are required for this report (do not just use reports from international organistions). Do not "cut-and-paste" from internet sources.

Data

Data for this report can be collected from a number of online sources including (but not limited to):

-      The US Global Health Policy web page: http://www.globalhealthfacts.org/ (the ‘create a custom data set’ option is particularly useful)

-        The WHO data and statistics web page: http://www.who.int/research/en/

-        Population Reference Bureau, Data Finder web page: http://www.prb.org/DataFinder.aspx

-        2016 World Population Data Sheet (ilearn)

Assessment of the report will take into account:

·       the organisation of the report (i.e. physical presentation, structure and style, use of supporting information in tables, graphs and statistical maps)

·       demonstration of your understanding of how spatial dimensions of populations and environments interact to produce distributions and patterns of morbidity and mortality.

·   depth in research beyond the obvious WHO/UN reports and websites - use additional supporting research material, journal articles and reports.

·       evidence of your knowledge of the concepts of health and disease as well as health geography materials and methods (such as the nature of statistical data collections, uses and presentations).

Intended Learning Outcomes of Essay Assignment and Research Project:

·       improved ability to locate printed and electronic material relevant to the topics

·       improved problem solving ability

·       improved ability to evaluate competing arguments

·       enhanced written communication and presentation skills

·       familiarity and critical understanding of contemporary population health issues

A grading rubric is provided on the GEOP350 ilearn page.


This Assessment Task relates to the following Learning Outcomes:
  • Appreciate how most aspects of human health and disease have important geographical dimensions and of the multiple factors that affect health levels in populations. (Learning Outcome 1)
  • Understand the basic concepts, definitions, datasets and measures used in health geography. (Learning Outcome 2)
  • Be familiar and competent with the key research methods used in health geography (e.g. bibliographic searching, accessing population and health databases, research design, quantitative data analysis, statistical mapping, report writing and presentations, etc.) (Learning Outcome 3)
  • Be aware of the complex political and policy drivers of health and responses to issues operating at multiple scales. (Learning Outcome 4)

Tutorial Paper Two

Due: Tutorials Weeks 10 or 11
Weighting: 15%

Students have two options to choose from. Students must indicate which individual tutorial paper they intend to complete in the tutorial in Week 3. External students should email their selection to Kristian.

Option 1: Climate Change Tutorial Paper

Date due: Tutorial – Week 10 (Thursday 18 May)

Word length:1,500 words (plus copy of PowerPoint presentation for internal students)

Submission (internal students):

Hard copy of reports submitted in tutorials (no Turnitin)

PowerPoints to be emailed to Kristian by 9am on morning of tutorial

Submission (external students):

Email report to Kristian by 5pm Thuirsday18 May

Topic: Climate change is arguably the biggest issue facing modern society. Climate change is expected to have a significant impact on number of different sectors of our society: economic, social, political, environmental and cultural. One of the major areas of concern is associated with human health in both the developed and developing regions.

You are required to prepare a short report outlining recent media coverage of the health impacts of climate change. Your report should have a clear theme. Examples include:

  • Climate change and health in developing countries
  • Climate change and health in cities
  • Climate change and the impact of vector borne diseases
  • Climate change and infectious disease
  • Climate change and international policy responses (emphasis on human health)
  • Geography of climate change and health risk (are some areas more vulnerable than others?)
  • Climate change and health in … the Pacific, South East Asia, Europe, Africa
  • Many more.

In writing your report you should identify at least 5 newspaper articles outlining health issues influenced by climate change. Try and use articles published in the last 3 years. You report should include the following:

       i.     a short summary of each newspaper article

       ii.     a synthesis of how the articles relate together and to other material you are familiar with (e.g. lecture material/government reports/etc.)

       iii.     an outline of how policy (at various levels) can respond to the issues raised.

Students should supplement their newspaper analysis with academic publications, government and non-government organisation publications where appropriate.

Students will be required to present a short – 3 minute – overview of their findings/position in the tutorial in Week 10. The tutorial discussions will synthesis the main issues. Students should prepare 4 or 5 bullet points to help their presentation.

All presentations need to be emailed to Kristian prior to 9am on the day of your tutorial to facilitate a smooth transition between presentations in the tutorial. A hard copy of your paper is to be submitted in your tutorial.

 

 

Option 2:  Health and Ageing Tutorial Paper

Date due: Tutorial – Week 11 (Thursday 25 May)

Word length: 1,500 words (plus copy of PowerPoint presentation for internal students)

Submission (internal students):

Hard copy of reports submitted in tutorials (no Turnitin)

PowerPoints to be emailed to Kristian by 9am on morning of tutorial

Submission (external students):

Email report to Kristian by 5pm Thursday 25 May

Topic: In Week 4 each student (who chooses to complete this paper) will be allocated to a side of the ageing priorities debate:

  • Health Issues facing young people are the most important in Australia
  • Health Issues facing older people are the most important in Australia

Importantly, the position you are allocated may not align with your own personal beliefs!

You will be required to prepare a short report supporting your position. In writing your report you should identify at least 5 newspaper articles outlining health issues associated with either older or youth sections of the community. Try and use articles published in the last 3 years. You should consider looking for issues at a variety of scales (nation, state, local). Your report should include the following:

       i.     a short summary of each newspaper article

       ii.     a synthesis of how the articles relate together and to other material you are familiar with (e.g. lecture material/government reports/etc.)

       iii.     an outline of how policy (at various levels) can respond to the issues raised.

Students should supplement their newspaper analysis with academic publications, government and non-government organisation publications where appropriate.

Students will be required to present a short – 3 minute – overview of their findings/position in the tutorial in Week 11. The tutorial will centre on prioritising health planning and budgeting. Students should prepare 4 or 5 bullet points to help their presentation.


This Assessment Task relates to the following Learning Outcomes:
  • Appreciate how most aspects of human health and disease have important geographical dimensions and of the multiple factors that affect health levels in populations. (Learning Outcome 1)
  • Be aware of the complex political and policy drivers of health and responses to issues operating at multiple scales. (Learning Outcome 4)

Tutorial Participation

Due: Weeks 2, 4, 6, 8 & 9
Weighting: 5%

A series of tasks will be completed in tutorials in Weeks 2, 4, 6, 8 & 9. Students who complete these tasks will receive 1 mark per week.

Internal students are required to submit their task in their tutorial in these weeks.

External students are required to email their tasks to Kristian by 5pm Thursday in Weeks 2, 4, 6, 8 & 9. The tutorial tasks will be posted on ilearn 1 week before they are due.

Overall attendance at/contribution to tutorials will be taken into consideration when allocating final grades.


This Assessment Task relates to the following Learning Outcomes:
  • Appreciate how most aspects of human health and disease have important geographical dimensions and of the multiple factors that affect health levels in populations. (Learning Outcome 1)
  • Understand the basic concepts, definitions, datasets and measures used in health geography. (Learning Outcome 2)
  • Be familiar and competent with the key research methods used in health geography (e.g. bibliographic searching, accessing population and health databases, research design, quantitative data analysis, statistical mapping, report writing and presentations, etc.) (Learning Outcome 3)
  • Be aware of the complex political and policy drivers of health and responses to issues operating at multiple scales. (Learning Outcome 4)

Examination

Due: Examination Period
Weighting: 40%

A two hour examination will be held in the examination period at the end of session. Students will be required to complete two essays based on the lecture and tutorial program. Students will be given the opportunity to select the essay topics from six options. Previous examination papers are available from the Library.


This Assessment Task relates to the following Learning Outcomes:
  • Appreciate how most aspects of human health and disease have important geographical dimensions and of the multiple factors that affect health levels in populations. (Learning Outcome 1)
  • Understand the basic concepts, definitions, datasets and measures used in health geography. (Learning Outcome 2)
  • Be familiar and competent with the key research methods used in health geography (e.g. bibliographic searching, accessing population and health databases, research design, quantitative data analysis, statistical mapping, report writing and presentations, etc.) (Learning Outcome 3)
  • Be aware of the complex political and policy drivers of health and responses to issues operating at multiple scales. (Learning Outcome 4)

Delivery and Resources

Submitting your assignments

Your written assignment (Essay Assignment or Research Project) must be submitted on (or before) 10am on the due date listed. All written assignments (not tutorial papers) must be submitted to Turnitin. A link for each written assignment is available on the GEOP350 ilearn page. Your assignment must be submitted with a Cover Sheet (available from GEOP350 ilearn page). Students must complete all the details on the Cover Sheet and sign the declaration regarding academic honesty that is part of the cover sheet. 

For Internal students, tutorial papers must be submitted in your tutorial.

For External students, tutorial papers are to be emailed to Kristian (Kristian.ruming@mq.edu.au).

All students must keep a clean electronic copy of their assignments.

Late penalties:  Please note that the penalty for late submission of assignments is 10% per day.

Extension requests:  Circumstances that affect your ability to complete assignments by the due date must be discussed with Kristian.  Appropriate supporting documentation may be required.  Ensure that this is done before the due date.

Written style

All assignments should be written in 12 point font with 1.5 spacing. All work must be appropriately referenced. You can use any referencing style you like, however, it must be correct! 

Technology used and required

GEOP350 makes extensive use of web-based teaching support using the ilearn online Learning System. Access to the Internet and regular access to the unit’s ilearn website is essential in GEOP350.

Unit Schedule

 

Wk

Date

Lecture Topic

Date

Tutorial

Assessment

1

Module One: Theorising Geography and Health

27 Feb

Introduction to the unit and overview of health geography

2 March 

No tutorial

 

2

6 March

Data used in health geography / Measuring population health

9 March

Discussion - Overview of medical/health geography (I mark tutorial participation)

 

3

13 March

Evolving concepts of health and disease

 16 March

Using Health Data - Web resources and tutorial paper

- Students to indicate assignment  preferences

4

20 March

Social determinants of health

23 March

Group Work – The social determinants of health (I mark tutorial participation)

 - Kristian to allocate side of debate for Tutorial Paper 2 (Age & Health)

5

 

27 March

Strategies to reduce social inequalities in health

30 March

Discussion / Presentation of Tutorial Paper One

Assessment One: Tutorial Paper  One (10%)

6

Module Two: Geographies of Health

3 April

Place and Health

6 April

Discussion – “Place” effects on health (I mark tutorial participation)

 

7

10 April

Rural Health Issues / Health of Cities

13 April 

Discussion - Urban / Rural Health

Assessment Two, Option 1:  Essay assignment (30%)

    BREAK      

8

1 May

Planning for Healthy Cities

4 April

Group Work - Place based responses to health (I mark tutorial participation)

 

9

Module Three: International Health Geographies

8 May

Health in the Developing World 

11 May

Group Work - Global Health Issues (I mark tutorial participation)

Assessment Two, Option 2:  Research Project report (30%)

10

15 May

The Environment, Climate Change and Health

18 May

Tutorial Presentations – Climate Change and Health

Assessment Three, Option 1: Climate Change Tutorial Paper (20%)

11

Module Four: Australian Health Geographies

22 May

Age and Health

25 May

Tutorial Presentations / Class debate  – Youth vs Aged Health Priorities

Assessment Three, Option 2: Health and Ageing Tutorial Paper (20%)

12

29 May

Indigenous Health

1 June

Discussion – Indigenous Health

 

13

5 June

Drawing together Geographies of Health (& exam review)

8 June

Subject review (drop-in, not compulsory)

 

Policies and Procedures

Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:

Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html

Assessment Policy http://mq.edu.au/policy/docs/assessment/policy_2016.html

Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html

Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.html​

Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.

In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.

Student Code of Conduct

Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/

Results

Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.

Student Support

Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/

Learning Skills

Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.

Student Enquiry Service

For all student enquiries, visit Student Connect at ask.mq.edu.au

Equity Support

Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.

IT Help

For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/

When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.

Graduate Capabilities

Discipline Specific Knowledge and Skills

Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.

This graduate capability is supported by:

Learning outcomes

  • Appreciate how most aspects of human health and disease have important geographical dimensions and of the multiple factors that affect health levels in populations. (Learning Outcome 1)
  • Understand the basic concepts, definitions, datasets and measures used in health geography. (Learning Outcome 2)
  • Be familiar and competent with the key research methods used in health geography (e.g. bibliographic searching, accessing population and health databases, research design, quantitative data analysis, statistical mapping, report writing and presentations, etc.) (Learning Outcome 3)
  • Be aware of the complex political and policy drivers of health and responses to issues operating at multiple scales. (Learning Outcome 4)

Assessment tasks

  • Written Assignment
  • Tutorial Participation
  • Examination

Critical, Analytical and Integrative Thinking

We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.

This graduate capability is supported by:

Learning outcomes

  • Appreciate how most aspects of human health and disease have important geographical dimensions and of the multiple factors that affect health levels in populations. (Learning Outcome 1)
  • Understand the basic concepts, definitions, datasets and measures used in health geography. (Learning Outcome 2)
  • Be familiar and competent with the key research methods used in health geography (e.g. bibliographic searching, accessing population and health databases, research design, quantitative data analysis, statistical mapping, report writing and presentations, etc.) (Learning Outcome 3)
  • Be aware of the complex political and policy drivers of health and responses to issues operating at multiple scales. (Learning Outcome 4)

Assessment tasks

  • Tutorial Paper One
  • Written Assignment
  • Tutorial Paper Two
  • Tutorial Participation
  • Examination

Problem Solving and Research Capability

Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.

This graduate capability is supported by:

Learning outcomes

  • Appreciate how most aspects of human health and disease have important geographical dimensions and of the multiple factors that affect health levels in populations. (Learning Outcome 1)
  • Understand the basic concepts, definitions, datasets and measures used in health geography. (Learning Outcome 2)
  • Be familiar and competent with the key research methods used in health geography (e.g. bibliographic searching, accessing population and health databases, research design, quantitative data analysis, statistical mapping, report writing and presentations, etc.) (Learning Outcome 3)
  • Be aware of the complex political and policy drivers of health and responses to issues operating at multiple scales. (Learning Outcome 4)

Assessment tasks

  • Tutorial Paper One
  • Written Assignment
  • Tutorial Paper Two
  • Tutorial Participation

Creative and Innovative

Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.

This graduate capability is supported by:

Learning outcome

  • Be familiar and competent with the key research methods used in health geography (e.g. bibliographic searching, accessing population and health databases, research design, quantitative data analysis, statistical mapping, report writing and presentations, etc.) (Learning Outcome 3)

Assessment tasks

  • Written Assignment
  • Tutorial Participation

Effective Communication

We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.

This graduate capability is supported by:

Learning outcome

  • Be familiar and competent with the key research methods used in health geography (e.g. bibliographic searching, accessing population and health databases, research design, quantitative data analysis, statistical mapping, report writing and presentations, etc.) (Learning Outcome 3)

Assessment tasks

  • Tutorial Paper One
  • Written Assignment
  • Tutorial Paper Two
  • Tutorial Participation
  • Examination

Engaged and Ethical Local and Global citizens

As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.

This graduate capability is supported by:

Learning outcomes

  • Appreciate how most aspects of human health and disease have important geographical dimensions and of the multiple factors that affect health levels in populations. (Learning Outcome 1)
  • Be aware of the complex political and policy drivers of health and responses to issues operating at multiple scales. (Learning Outcome 4)

Assessment tasks

  • Written Assignment
  • Tutorial Paper Two

Socially and Environmentally Active and Responsible

We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.

This graduate capability is supported by:

Learning outcomes

  • Appreciate how most aspects of human health and disease have important geographical dimensions and of the multiple factors that affect health levels in populations. (Learning Outcome 1)
  • Be aware of the complex political and policy drivers of health and responses to issues operating at multiple scales. (Learning Outcome 4)

Assessment tasks

  • Written Assignment
  • Tutorial Paper Two