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NUTR71-103: Nutrition Issues and Priorities May 2020 [Intensive]

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.


Academic unit:Faculty of Health Sciences and Medicine
Subject code:NUTR71-103
Subject title:Nutrition Issues and Priorities
Subject level:Postgraduate
Semester/Year:May 2020
Credit points:10

Delivery & attendance

Delivery mode:


Workload items:
  • Directed Online Activity: x12 (Total hours: 60) - Remote workshop via Collaborate - incorporates topic content, activities and discussion
  • Personal Study Hours: x6 (Total hours: 60) - Self-directed reading and preparation for class activities
Attendance and learning activities: Student must attend all sessions (including remote classes). 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 (including remote classes). 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. This subject includes Compulsory Learning Activities. Students must attend and participate in all Compulsory Learning Activities and attend 80% of classes (including remote classes) to pass the subject. The following Dietitians Association of Australia National Competency Standards are mapped to this subject – 1.1.2, 1.1.4, 1.2.3, 1.3.2, 1.3.3, 1.3.5, 1.4.1, 1.4.2, 1.4.5, 1.5.1, 1.5.2, 1.5.3, 2.1.1, 2.1.2, 2.1.3, 2.1.4, 2.2.1, 2.2.2, 2.2.3, 2.2.4, 2.2.5, 2.3.1, 3.1.1, 3.1.2, 3.1.3, 3.2.1, 3.2.3, 3.2.4, 4.1.1, 4.2.1, 4.3.2, 4.3.4. The following ACEND core knowledge and competencies are mapped to this subject – KRDN1.1, KRDN1.2, KRDN1.3, CRDN1.1, CRDN1.2, CRDN1.3, CRDN1.4, CRDN1.6, KRDN2.1, KRDN2.2, KRDN2.3, KRDN2.4, KRDN2.5, KRDN2.6, KRDN2.7, CRDN2.1, CRDN2.3, CRDN2.10, CRDN2.11, CRDN2.12, KRDN3.2, KRDN4.5, KRDN4.6, CRDN4.2.


Prescribed resources:
  • Mark Lawrence,Tony Worsley (2007). Public Health Nutrition: From Principles to Practice. Allen & Unwin
  • Beauman, C et al (2005). The Giessen Declaration. 783-786. Available at: DOI: 10.1079/PHN2005768
  • Lang, T (2005). Food control or food democracy? Re-engaging nutrition with society and the environment. 730-737. Available at: DOI: 10.1079/PHN2005772
  • Hendrie, GA et al (2018). Compliance with Dietary Guidelines Varies by Weight Status: A Cross-Sectional Study of Australian Adults. 197. Available at: doi:10.3390/nu10020197
  • The American College of Obstetricians and Gynecologists (2013). Weight gain during pregnancy. 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. 2050-2054. Available at: doi:10.3945/jn.113.182527.
  • Drake AJ & Reynolds RM (2010). Impact of maternal obesity on offspring obesity and cardiometabolic disease risk. 387-398. Available at: DOI: 10.1530/REP-10-0077
  • Gribble KD & Hausman BL (2012). Milk sharing and formula feeding: Infant feeding risks in comparative perspective?. 275-283.
  • Cooke, L (2007). The importance of exposure for healthy eating in childhood: a review. 294-301.
  • Pettigrew, S et al (2012). The effects of television and Internet food advertising on parents and children. 2205-2212. Available at: doi:10.1017/S1368980013001067
  • Rogol, A.D. et al (2002). Growth at Puberty. 192-200.
  • Roberto CA et al (2015). Patchy progress on obesity prevention: emerging examples, entrenched barriers, and new thinking. 2400-2409. Available at: S0140-6736(14)61744-X
  • Lehnert T et al (2012). The long-term cost-effectiveness of obesity prevention interventions: systematic literature review. 537-553. Available at: doi: 10.1111/j.1467-789X.2011.00980.x
  • Kleinert S & Horton R (2015). Rethinking and reframing obesity. Available at: 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. 27. Available at: doi:10.1186/1743-8462-5-27
  • Gostin LO and Powers M (2006). What Does Social Justice Require For The Public's Health? Public Health Ethics And Policy Imperatives. 1053-1060. Available at: doi: 10.1377/hlthaff.25.4.1053
  • Ward PR et al (2013). Food Stress in Adelaide: The Relationship between Low Income and the Affordability of Healthy Food.
  • Brimblecombe, J et al (2014). Factors Influencing Food Choice in an Australian Aboriginal Community. 387. Available at: DOI: 10.1177/1049732314521901
  • Cargo, M et al (2011). Integrating an ecological approach into an Aboriginal community-based chronic disease prevention program: a longitudinal process evaluation. 299.
  • Keller, HH (2007). Promoting food intake in older adults living in the community: a review. 991-1000. Available at: doi:10.1139/H07-067
  • Drewnowski A & Evans WJ (2001). Nutrition, Physical Activity, and Quality of Life in Older Adults: Summary. 89-94.
  • 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. 2251-2265. Available at: doi:10.3390/nu6062251
  • AIHW (2017). Impact of overweight and obesity as a risk factor for chronic conditions. [Report] Australian Institute of Health and Welfare.
  • Ministry of Health of Brazil (2014). Dietary Guidelines for the Brazilian Population. [Report] Ministry of Health of Brazil.
  • NHMRC, Department of Health and Ageing (2006). Nutrient Reference Values for Australia and New Zealand. [Report] NHMRC.
  • Cancer Council NSW (2011). Evaluation of the Eat It To Beat It Program. [Report] Cancer Council NSW.
  • NHMRC and Department of Health (2011). A review of the evidence to address targeted questions to inform the revision of the Australian Dietary Guidelines. [Report] National Health and Medical Research Council.
  • Cancer Council NSW Eat It To Beat It program components. [Website] Cancer Council NSW.
  • Rosier, Kate (2011). Food insecurity in Australia What is it, who experiences it and how can child and family services support families experiencing it?. [Online resource] Australian Institute of Family Studies.
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

Enrolment requirements

Requisites: ?


Restrictions: ? This subject is not available to
  • Study Abroad Students

Must be admitted into CC-63039 - Graduate Certificate of Nutrition OR CC-63040 - Graduate Diploma of Nutrition OR CC-63041 - Master of Nutrition and Dietetic Practice

This subject is not available as a general elective. To be eligible for enrolment, the subject must be specified in the students’ program structure.

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.


Assessment details

TypeTask%Timing*Outcomes assessed
*Online Quiz ilearn quizzes - progressive 20% Progressive 1, 2, 3, 5.
Written Report Problem and Determinants Analysis Report 40% Week 3 4, 5, 6, 7.
Written Report Intervention Research Report 40% Week 5 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

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.

Study information

Submission procedures

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

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.

Subject curriculum

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

Overview of Australia's food history and food systems

Reference values for nutrient intakes, dietary goals, dietary guidelines

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

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

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

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

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

Breastfeeding promotion, introduction to solid foods

Areas for action to support obesity prevention

Determinants of fruit and vegetable consumption, areas for action

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

Approved on: Apr 29, 2020. Edition: 1.6
Last updated: Aug 21, 2020.