The primary intention of this subject is for participants to explore ‘health’, from the evolution of global, public and population health through to planetary health. One definition of planetary health is the health of human civilisation and the state of the natural systems on which it depends. Human health and well-being are thus intrinsically connected to the environment. In this subject, participants will reflect on the impact that the changing environment has on human health and well-being in different populations from a range of perspectives: Ethical, equity, advocacy, social and environmental or ecological justice. In tracing the ‘evolution’ of population health to planetary health, we will explore how innovations, such as vaccinations, have led to improved health outcomes. We will also examine how the current threats to human health, such as climate change, water shortages, antibiotic resistance and food insecurity have the potential to wipe out the health gains of the past 50 years. As the world population is set to increase to 8 billion by 2025, you will explore the policies and strategies required to address current and future challenges to human health and well-being. The 2030 Sustainable Development Goals (SDGs) would be one such example. Innovations and strategies to address these challenges will be explored.
|Academic unit:||Faculty of Health Sciences and Medicine|
|Subject title:||Planetary Health|
Delivery & attendance
|Attendance and learning activities:||Students will be required to attend a two day workshop.|
|Prescribed resources:||No Prescribed resources. After enrolment, students can check the Books and Tools area in iLearn for the full Resource List.|
|[email protected] & Email:||[email protected] is the online learning environment at Bond University and is used to provide access to subject materials, lecture recordings and detailed subject information regarding the subject curriculum, assessment and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student.|
To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Discuss the concept of health and well-being in a complex, changing world.
- Explain historical and current trends in global disease patterns to explain 'epidemiological transition'.
- Discuss the environment as a determinant of health and explain why the world is in 'ecological transition', including the implications for future generations.
- Explain what is meant by (environmental) sustainability, such as the 2030 Sustainable Development Goals and sustainable health care.
- Using a planetary health lens, discuss the role of ethics, justice, advocacy and activism in ensuring sustainable health and well-being.
- Discuss and, where appropriate, suggest strategies and policies to tackle current and future threats to health and well-being both locally and globally.
|Exercise||Personal reflection||20%||Week 4||1, 2, 3.|
|Literature Review||Literature Review||40%||Week 10||1, 2, 3, 4, 5.|
|*Webinar Presentation||Video Presentation||40%||Week 12||1, 2, 3, 4, 5, 6.|
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
|High Distinction||85-100||Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking.|
|Distinction||75-84||Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas.|
|Credit||65-74||Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above.|
|Pass||50-64||Usually awarded to students whose performance meets the requirements set for work provided for assessment.|
|Fail||0-49||Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines.|
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Students must check the [email protected] subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A late penalty will be applied to all overdue assessment tasks unless an extension is granted by the subject coordinator. The standard penalty will be 10% of marks awarded to that assessment per day late with no assessment to be accepted seven days after the due date. Where a student is granted an extension, the penalty of 10% per day late starts from the new due date.
Policy on plagiarism
The University’s Academic Integrity Policy defines plagiarism as the act of misrepresenting as one’s own original work: another’s ideas, interpretations, words, or creative works; and/or one’s own previous ideas, interpretations, words, or creative work without acknowledging that it was used previously (i.e., self-plagiarism). The University considers the act of plagiarising to be a breach of the Student Conduct Code and, therefore, subject to the Discipline Regulations which provide for a range of penalties including the reduction of marks or grades, fines and suspension from the University.
Feedback on assessment
Feedback on assessment will be provided to students within two weeks of the assessment submission due date, as per the Assessment Policy.
If you have a disability, illness, injury or health condition that impacts your capacity to complete studies, exams or assessment tasks, it is important you let us know your special requirements, early in the semester. Students will need to make an application for support and submit it with recent, comprehensive documentation at an appointment with a Disability Officer. Students with a disability are encouraged to contact the Disability Office at the earliest possible time, to meet staff and learn about the services available to meet your specific needs. Please note that late notification or failure to disclose your disability can be to your disadvantage as the University cannot guarantee support under such circumstances.
Epidemiology, disease profiles, environmental factors, vulnerability
2015 Millennium Development Goals, 2030 Sustainable Development Goals