GEOG 2138 - Global Population and Health

North Terrace Campus - Semester 1 - 2024

This course aims to introduce students to demographic and geographical perspectives in the study of population health. It provides students with the theoretical foundation, empirical knowledge, and analytical techniques to unravel the differences between countries in the uneven spread of diseases, deaths and pandemics like HIV/AIDS in the 1980s and more recently COVID-19, their determinants and access to resources. It examines health variations across diverse populations and between individuals differentiated by demographic, social, economic, cultural and political characteristics. There will be a particular focus on population mobility (temporary and permanent) and health. There is a pressing need for a better understanding of the intersections between climate (environmental) change, mobility, and human health to inform policy responses that address the health challenges and needs of migrants and prioritise access to resources and services for vulnerable populations in all countries. While this course focuses on the Australian people, health, and pandemic situations, students will learn about the significant demographic and health issues in different regions, especially in the Asia-Pacific region. The course will examine health, pandemic and disease patterns, causal mechanisms, and different outcomes in diverse populations and discuss the policy and interventions needed to address population and health inequality challenges.

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Course Details

Course Code	GEOG 2138
Course	Global Population and Health
Coordinating Unit	Geography, Environment and Population
Term	Semester 1
Level	Undergraduate
Location/s	North Terrace Campus
Units	3
Contact	Up to 3 hours per week
Available for Study Abroad and Exchange	Y
Prerequisites	At least 12 units of Level I undergraduate study
Assessment	Tutorial participation, Quizzes, Research essay, Take home final task

Course Staff

Course Coordinator: Associate Professor Yan Tan

Associate Professor Yan Tan
Program Director, Hugo Population and Migration Studies, Stretton Institute
Program Director, Master of Environmental Policy and Management
Department of Geography, Environment and Population
Faculty of Arts, Business, Law and Economics
The University of Adelaide, SA 5005, Australia

P: (61) 08 8313 3976
E: yan.tan@adelaide.edu.au
W: https://researchers.adelaide.edu.au/profile/yan.tan

Course Timetable

The full timetable of all activities for this course can be accessed from Course Planner.

The full timetable of all activities for this course can be accessed from Course Planner.

2*1-hour lectures per week
1*1-hour tutorial per week

Course Learning Outcomes

On successful completion of this course students will be able to:

1. Have an in-depth understanding of the demographic, economic, socio-cultural, environmental, and political determinants of health in diverse countries and regions.
2. Understand the theoretical foundation, empirical knowledge, and analytical techniques to unravel the linkages between the geographical distribution in respect to the uneven spread of diseases, deaths and pandemics, like HIV/AIDS in the 1980s and more recently COVID-19, their determinants and access to resources
3. Understand health and healthcare variations between different groups of the population in Australia and other parts of the world.
4. Develop a solid ability to analyse issues relating to population and health research and develop problem-solving, analytical, and high-level written and presentation skills.
5. Have the ability to critically evaluate the efficacy of health policies in Australia at national, state, and regional levels, which can impinge upon the health and well-being of various groups of the population.
6. Understand cutting-edge issues in the research field of population mobility, climate (environmental) change, and health.
7. Synthesise evidence, interpret health, pandemics and disease patterns, causal mechanisms and outcomes, and recommend effective policies and interventions addressing health challenges.

University Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

University Graduate Attribute	Course Learning Outcome(s)
Attribute 1: Deep discipline knowledge and intellectual breadth Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.	1,2,3,4,5,6,7
Attribute 2: Creative and critical thinking, and problem solving Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.	4,5,6,7
Attribute 3: Teamwork and communication skills Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.	4,5,6,7
Attribute 4: Professionalism and leadership readiness Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.	1,4,5,6,7
Attribute 5: Intercultural and ethical competency Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.	3,4,5,6,7
Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.	1,2,3,5,7
Attribute 7: Digital capabilities Graduates are well prepared for living, learning and working in a digital society.	4,5,7
Attribute 8: Self-awareness and emotional intelligence Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.	1,2,3,5,6,7

Learning Resources
Required Resources

• There is no set text for this course as there is no textbook that deals with both the demographic and geographical aspects of the study of population health.
• Students will need to have access to a computer, Zoom, and the ability to obtain data and publications through the websites of the World Health Organisation (WHO), the Australian Bureau of Statistics (ABS), the Australian Institute of Health and Welfare (AIHW), the Population Reference Bureau (PRB), and other websites suggested for relevant publications.
• Students are provided with a comprehensive list of readings, including a suite of refereed journal articles, books, book chapters, and online materials on the subject relevant to the lectures and tutorials each week. Suggested readings are available through MyUni\Course Readings for students’ easy access. Students will gain maximum benefit from reading through a suite of publications on the subject.
• All other teaching and learning materials, e.g. Lecture recordings, Lecture slides, Assessment information, and web links, are provided on MyUni.

Recommended Resources
Access to a computer and ability to obtain data and publications through a range of useful websites including the following useful websites.

Useful websites
- World Health Organisation (WHO): WHO is a specialised agency of the United Nations concerned with international public health. It collates enormous data on communicable diseases, particularly COVID-19, HIV/AIDS, Ebola, malaria and tuberculosis, and non-communicable diseases, including sexual and reproductive health, development, and ageing. Its publications also include nutrition, food security and healthy eating, occupational health, and substance abuse. https://www.who.int/en
- The Australian Institute of Health and Welfare (AIHW): being Australia's leading health and welfare statistics agency; holding valuable data on many health and welfare issues and topics, widely used by government, researchers, policymakers and the community for the betterment of all Australians; producing high-quality reports and other information products, on crucial health and welfare issues in Australia. https://www.aihw.gov.au/
- The Australian Bureau of Statistics (ABS): providing data and publications relating to the content of the Australian population census and other information relating to surveys and data sources. https://www.abs.gov.au/
- eatforhealth.gov.au: publishing Australian Dietary Guidelines, providing advice about the amount and kinds of foods we need to eat for health and wellbeing. https://www.eatforhealth.gov.au/
- The Population Reference Bureau (PRB): gathering and supplying statistics necessary for studies that address the environment and populations' health and structure. It covers a range of health domains, including Environment, Coronavirus, HIV/AIDS, Ageing, Population Trends, Fertility, Mortality, Inequality, and Reproductive Health. https://www.prb.org/
Online Learning

MyUni is a critical learning tool and means of communication and knowledge exchange in this course. Course materials and readings are available each week in preparation for our tutorials. Other course material (e.g. Assessment information) and many features of MyUni (e.g. Announcements and the Discussion Board) will help students organise and manage their studies. I also use MyUni as a primary medium for sending messages to students.

Online learning is facilitated through Echo 360 recording of lectures and getting students to access websites of the World Health Organisation (WHO), the Australian Institute of Health and Welfare (AIHW), the Australian Bureau of Statistics (ABS), the Population Reference Bureau (PRB) etc.

Students need to check the MyUni website regularly and use MyUni for different assignments (for information and submission).

To reach the MyUni website for the course, please follow the links from the University of Adelaide's Homepage http://www.adelaide.edu.au or go straight to https://myuni.adelaide.edu.au/. You will need to enter your username and password to enter the MyUni website. If you have difficulty accessing MyUni, please contact the Help Desk at 8313 3335 or send an e-mail to myuni.help@adelaide.edu.au (See http://www.adelaide.edu.au/myuni; http://www.adelaide.edu.au/its/help/contact_details/).
Learning & Teaching Activities

Learning & Teaching Modes

The teaching in this course is based on student-centred learning principles and strategies. Students are seen as partners in the learning trajectory. The course employs a blended approach to teaching and learning: face-to-face interactions in class are supplemented by effective use of information and communication technologies (ICTs) and the online teaching and learning environment of MyUni.

This course will use a mixed-method approach consisting of lectures and tutorials. The course lectures will provide fundamental factual information and concepts about population and health issues, introducing demographic analysis, measurement and health resources and access to them. Lectures will be recorded and uploaded to MyUni for students to access online.

Tutorials will encompass discussion, debate, critical thinking and problem solving of complex population health issues in Australia and globally. Students will have tutorial questions or topics and suggested readings on MyUni, which need to be read before the tutorials to be very active and participatory. The tutorials will allow students to lead the tutorial discussion for a selected topic, present a written list of key points on that set topic, and raise further questions or points of interest for discussions.

Interactive and collaborative teaching and learning thus take place inside and outside the classroom. Students learn critical thinking and problem-solving skills and work collaboratively in lectures and tutorials.

The Discussion board at MyUni will be used to facilitate online learning. It is a helpful platform where: 1) students raise questions for clarification and comment on other students’ posts; 2) I will provide answers to or comments on students’ queries. Would you please post the questions that you might have there? I will answer your questions promptly.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

The information below is a guide to assist students in engaging appropriately with the course requirements to complete the course. You will need to allocate appropriate time for your study (structured and self-directed time). University policies suggest for a 3-unit course that there should be a minimum workload of 156 hours of learning activities in the semester.

·      Lectures: 2*1-hour lectures per week

·      Tutorials: 1-hour tutorial per week

·      Reading and preparation: 6 hours per week

·      Research and access to MyUni: 2.5 hours per week

·      Preparation for assignments: 2 hours per week

TOTAL = 158 hours in semester 1

Learning Activities Summary

Key topics:
• Defining health, health-related indicators
• Data sources
• Global population trends & demographic and epidemiologic transitions: Concepts & causes
• Global fertility: Patterns and causes
• Fertility and health in Australia: Indigenous and Non-Indigenous contexts
• Ageing population and health challenges
• Global migration: Trends and COVID-19’s impacts
• The COVID-19 Pandemic and Health: Responses and Effects
• ‘Punching Above Weight’: Global health inequities, and how do countries compare?
• Mental health and wellbeing: Determinants, mechanisms, and policy strategies
• Migration, urbanisation, and social challenges in China
• Impact of PM2.5 on second-birth intentions of China’s floating population in a low fertility context
• Climate change and migration in the Asia-Pacific region
• Climate change and health
• Migration and health HIV/AIDS
• Relationship between mobility and health
• Housing and health
• Discussing current housing research
• Addressing the threefold nexus Climate-Migration-Health
• Health geography for healthy ageing
• Tackling the science-policy interface: Paths forward

The University's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

Assessment Task	Task Type	Weighting	Learning Objectives
1. Ongoing Tutorial participation and completion of SGDE activities	Formative, summative	10%	1-7
2. Two quizzes @10% each (total 20%): (First one early and the other near mid-semester break to gauge how well students engaged with content lectures & tuts)	Summative	10% x 2	2–7
3. Research essay: One of 4 set topics (1,800–2,000 words)	Summative	35%	1-7
4. Take home final task (1,800–2,000 words)	Summative	35%	1-7

Assessment Related Requirements

To be able to pass the course you need to attend tutorials, complete and submit all assessment requirements described in the course profile for assessment, and sit the exam.

The Harvard (author-date) referencing system must be used for the written assignments. Your work needs to include references.

Assessment Detail

1. Tutorial Attendance and Participation (10%)

Tutorials are the forum where we discuss the subject matter and have small group work exercises to consolidate knowledge and develop skills. Students are strongly encouraged to attend all scheduled tutorials. All students are expected to be well prepared for each tutorial and actively discuss the questions raised by the teaching staff and emerged from each week's readings.

2. Two quizzes @10% each (total 20%):

The first one will be in early and the other near the mid-semester break to gauge how well students engaged with content lectures, tutorials, and readings.

3. Research Essay (35%)

The Research Essay provides opportunities for students to develop and demonstrate research, analytical, critical thinking, and written communication skills, which employers highly value. Students need to choose one of 4 topics (or questions) set for this assignment and write a paper that critically analyses the chosen topic using case studies, peer-reviewed literature, and relevant secondary data and information.

4. Take Home Final Task (35%)

Submission

Submission:

All assignments must be submitted electronically via MyUni/Canvas. To check for plagiarism, we use TURNITIN. The last possible time for submission is always midnight on the due date.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
Grade	Mark	Description
FNS		Fail No Submission
F	1-49	Fail
P	50-64	Pass
C	65-74	Credit
D	75-84	Distinction
HD	85-100	High Distinction
CN		Continuing
NFE		No Formal Examination
RP		Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through Access Adelaide.

Student Feedback

The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Fraud Awareness

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator