Nutrition Issues and Priorities (May 2018)

General Information

This subject explores historical, contemporary and future food and nutrition issues and priorities in developing and developed countries. It critically examines the etiology of these challenges from a food and nutrition system perspective and the economic, social, environmental and individual physical burden of diet-related disease and disability. This subject develops pre-requisite knowledge and critical reasoning skills relevant to professional decision making in nutrition and dietetic practice.

Details
Academic unit: Faculty of Health Sciences and Medicine
Subject code: NUTR71-103
Subject title: Nutrition Issues and Priorities (May 2018)
Subject level: Postgraduate
Semester/Year: May 2018
Credit points: 10.000
Delivery & attendance
Timetable: https://bond.edu.au/timetable
Delivery mode: Standard
Workload items:
  • Workshop: x12 (Total hours: 60) - In-class Activities and Discussion
  • Personal Study Hours: x12 (Total hours: 60) - Self-directed reading and preparation for class activities
Attendance and learning activities: Student must attend ALL sessions. Most sessions build on the work from the previous one. It is difficult to recover if a session is missed. Attendance in classes will be monitored. If a student has a legitimate reason for non-attendance they must notify the subject convenor as early as possible and provide documentation (i.e. absence form, medical certificate, statutory declaration). Participation in ALL classes is required in order to demonstrate professional competence. If a student fails to attend any less than 75% of the classes, they will not be eligible to pass the subject.
Resources
Prescribed resources:

Books

  • Mark Lawrence,Tony Worsley (2007). Public Health Nutrition: From Principles to Practice. n/a, Allen & Unwin

Journals

  • Beauman, C et al (2005). The Giessen Declaration. Public Health Nutrition 783-786
  • Seidell J.C. & Halberstadt J. (2015). The Global Burden of Obesity and the Challenges of Prevention. Nutrition & Metabolism 7-12 Available at: https://doi.org/10.1159/000375143
  • Lang, T (2005). Food control or food democracy? Re-engaging nutrition with society and the environment. Public Health Nutrition 730-737
  • O'Kane, G (2016). A moveable feast: Exploring barriers and enablers to food citizenship. Appetite 674-687 Available at: https://doi.org/10.1016/j.appet.2016.07.002
  • Hendrie, GA et al (2018). Compliance with Dietary Guidelines Varies by Weight Status: A Cross-Sectional Study of Australian Adults. Nutrients 197
  • Lindsay, J (2010). Healthy living guidelines and the disconnect with everyday life. Critical Public Health 475-487 Available at: http://dx.doi.org/10.1080/09581596.2010.505977
  • Cullerton, K et al (2016). Playing the policy game: a review of the barriers to and enablers of nutrition policy change. Public Health Nutrition 2643-2653 Available at: https://doi.org/10.1017/S1368980016000677
  • The American College of Obstetricians and Gynecologists (2013). Weight gain during pregnancy. Obstetrics & Gynecology 210-213
  • Dewey, KG (2013). The Challenge of Meeting Nutrient Needs of Infants and Young Children during the Period of Complementary Feeding: An Evolutionary Perspective1. The Journal of Nutrition 2050-2054
  • Drake AJ & Reynolds RM (2010). Impact of maternal obesity on offspring obesity and cardiometabolic disease risk. Reproduction 387-398
  • Skouteris, H et al (2014). Interventions Designed to Promote Exclusive Breastfeeding in High-Income Countries: A Systematic Review. BREASTFEEDING MEDICINE
  • Schmied et al. (2011). Ten steps or climbing a mountain: A study of Australian health professionals’ perceptions of implementing the baby friendly health initiative to protect, promote and support breastfeeding. BMC Health Services Research 2011, 208 Available at: http://www.biomedcentral.com/1472-6963/11/208
  • Brodribb, W (2010). Barriers to translating evidence-based breastfeeding information into practice. Acta Pædiatrica 486-490
  • Gribble KD & Hausman BL (2012). Milk sharing and formula feeding: Infant feeding risks in comparative perspective?. Australasian Medical Journal 275-283 Available at: http://dx.doi.org/10.4066/AMJ.2012.1222
  • Cooke, L (2007). The importance of exposure for healthy eating in childhood: a review. Journal of Human Nutrition and Dietetics 294-301
  • Pettigrew, S et al (2012). The effects of television and Internet food advertising on parents and children. Public Health Nutrition 2205-2212
  • Rogol, A.D. et al (2002). Growth at Puberty. Journal of Adolescent Health 192-200
  • Roberto CA et al (2015). Patchy progress on obesity prevention: emerging examples, entrenched barriers, and new thinking. Lancet 2400-2409 Available at: http://dx.doi.org/10.1016/ S0140-6736(14)61744-X
  • Lehnert T et al (2012). The long-term cost-effectiveness of obesity prevention interventions: systematic literature review. Obesity Reviews 537-553
  • Kleinert S & Horton R (2015). Rethinking and reframing obesity. Lancet Available at: http://dx.doi.org/10.1016/ S0140-6736(15)60163-5
  • Pollard C, et al (2008). Selecting interventions to promote fruit and vegetable consumption: from policy to action, a planning framework case study in Western Australia. Australia and New Zealand Health Policy 27
  • Gostin LO and Powers M (2006). What Does Social Justice Require For The Public's Health? Public Health Ethics And Policy Imperatives. Health Affairs 1053-1060
  • Ward PR et al (2013). Food Stress in Adelaide: The Relationship between Low Income and the Affordability of Healthy Food. Journal of Environmental and Public Health Available at: http://dx.doi.org/10.1155/2013/968078
  • Brimblecombe, J et al (2014). Factors Influencing Food Choice in an Australian Aboriginal Community. Qualitative Health Research 387
  • Cargo, M et al (2011). Integrating an ecological approach into an Aboriginal community-based chronic disease prevention program: a longitudinal process evaluation. BMC Public Health 299 Available at: http://www.biomedcentral.com/1471-2458/11/299
  • Keller, HH (2007). Promoting food intake in older adults living in the community: a review. Applied Physiology, Nutrition and Metabolism 991-1000
  • Drewnowski A & Evans WJ (2001). Nutrition, Physical Activity, and Quality of Life in Older Adults: Summary. Journal of Gerontology 89-94
  • Winter J et al (2014). BMI and all-cause mortality in older adults: a meta-analysis. American Journal of Clinical Nutrition 875-890
  • Reynolds, CJ et al (2014). Are the Dietary Guidelines for Meat, Fat, Fruit and Vegetable Consumption Appropriate for Environmental Sustainability? A Review of the Literature. Nutrients 2251-2265

Others

After enrolment, students can check the Books and Tools area in iLearn for the full Resource List.
iLearn@Bond & Email: iLearn@Bond 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
Class recordings:

The primary workload items for this subject will be recorded for the purpose of revision.

These recordings are not a substitute for attending classes. Students are encouraged to attend all sessions as there may be instances where a session is not recorded due to the presence of a guest speaker, the inclusion of sensitive or protected content, or technical issues. Students are advised not to rely solely on these recordings for revision.

See the Recording policy for further details.
Academic unit: Faculty of Health Sciences and Medicine
Subject code: NUTR71-103
Subject title: Nutrition Issues and Priorities (May 2018)
Subject level: Postgraduate
Semester/Year: May 2018
Credit points: 10.000

Enrolment requirements

Requisites:

Nil
Assumed knowledge:

Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge.

Admission into CC-63039 - Graduate Certificate of Nutrition OR CC-63040 - Graduate Diploma of Nutrition OR CC-63041 - Master of Nutrition and Dietetic Practice
Restrictions:

Nil

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.

Find your program

Subject Learning Outcomes (SLOs)

On successful completion of this subject the learner will be able to:

  1. Describe personal, social, cultural, psychological, environmental and political factors influencing food and food use, food habits and diet and lifestyle.
  2. Describe Australia's past, current and future food- and nutrition-related health issues and priorities.
  3. Describe the aetiology of dietary intake and development and management of disease using socio-ecological analytical frameworks that focus on understanding their socio-cultural, biological, environmental and political determinants.
  4. Apply critical methods and tools to assist prioritisation of nutrition effort to address identified nutrition issues and challenges.
  5. Assess nutritional implications of changes to the food supply on individuals, groups and populations.
  6. Identify appropriate material to support the development of education resources.
  7. Describe and apply cultural awareness, nutrition issues and current policy and implementation frameworks for the Aboriginal and Torres Strait Islander and Culturally and Linguistically Diverse (CALD) communities.

Generative Artificial Intelligence in Assessment

The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.

Assessment details
Type Task % Timing* Outcomes assessed
Written Report Problem and Determinants Analysis Report 40% Week 7 4, 5, 6, 7
*Online Discussion Progressive Workbook 20% Week 11 1, 2, 3, 5
Essay Intervention Research Report 40% Week 12 1, 2, 3, 4, 5, 6, 7
  • * 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.
Assessment criteria

Assessment criteria

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.

Quality assurance

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.

Type Task % Timing* Outcomes assessed
Written Report Problem and Determinants Analysis Report 40% Week 7 4, 5, 6, 7
*Online Discussion Progressive Workbook 20% Week 11 1, 2, 3, 5
Essay Intervention Research Report 40% Week 12 1, 2, 3, 4, 5, 6, 7
  • * 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.

Study Information

Submission procedures

Students must check the iLearn@Bond 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.

Academic Integrity

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.

Bond University utilises Originality Reporting software to inform academic integrity.

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.

Accessibility and Inclusion Support

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.

Additional subject information

Subject curriculum

Introduction

Overview of assessment, burden of disease, socioecological model of health.

Australia's food system

Overview of Australia's food history and food systems.

Reference standards and guidelines

Reference values for nutrient intakes, dietary goals, dietary guidelines.

Maternal and infant nutrition

Food and nutrition requirements in pregnancy and for infants, public health nutrition action for maternal and infant nutrition.

Children and adolescents

Food and nutrition requirements for children and adolescents, eating habits, healthy school and whole of school approach.

Older adults

Food and nutrition requirements for later in life, influences of older adult food choices.

Socioeconomically disadvantaged groups

Social determinants of nutrition and health, nutrition considerations for socioeconomically disadvantaged groups.

Culturally & linguistically diverse groups including Indigenous people

Nutrition and health considerations for Aboriginal and Torres Strait Islander people, and other culturally and linguistically diverse groups.

Breastfeeding promotion

Breastfeeding promotion, introduction to solid foods.

Obesity prevention

Areas for action to support obesity prevention.

Fruit and vegetable promotion

Determinants of fruit and vegetable consumption, areas for action.

Food security, food and the environment

Determinants of food security, food sustainability and impact of nutrition policies on the environment.

Approved on: Mar 16, 2018. Edition: 1.2
Last updated: Oct 10, 2022