NUTR3000 Nutrition Sociology and Education Semester 1, 2016ctl.curtin.edu.au/teaching_learning_services/unit_outline_builder/pdf... · on food and nutrient intakes for a range of

Unit study package code: NUTR3000

Mode of study: Internal

Tuition pattern summary: Note: For any specific variations to this tuition pattern and for precise information refer to the Learning Activities section.

Lecture: 1 x 2 Hours Weekly Tutorial: 1 x 3 Hours Weekly Practical: 1 x 3 Hours Once-only

This unit contains a fieldwork component. Find out more about fieldwork on the work integrated learning (WIL) website at http://ctl.curtin.edu.au/wil/fieldwork/index.cfm, which also contains a link to the Fieldwork Policy and Fieldwork Manual.

Credit Value: 25.0

Pre-requisite units:8338 (v.0) Nutrition 284 or any previous version OR NUTR2001 (v.0) Nutrient Principles or any previous version

AND

312649 (v.0) Indigenous Cultures and Health 130 or any previous version OR 311438 (v.0) Global and Indigenous Public Health 180 or any previous version OR INDH1000 (v.0) Indigenous Cultures and Health or any previous version

AND

7378 (v.0) Fundamentals of Public Health Nutrition 282 or any previous version OR NUTR2000 (v.0) Fundamentals of Public Health Nutrition or any previous version

Co-requisite units: Nil

Anti-requisite units: Nil

Result type: Grade/Mark

Approved incidental fees: Information about approved incidental fees can be obtained from our website. Visit fees.curtin.edu.au/incidental_fees.cfm for details.

Unit coordinator:

Title: Mrs

Unit Outline

NUTR3000 Nutrition Sociology and Education Semester 1, 2016

Faculty of Health SciencesSchool of Public Health

NUTR3000 Nutrition Sociology and Education Bentley Campus 19 Feb 2016 School of Public Health, Faculty of Health Sciences

Page: 1 of 13CRICOS Provider Code 00301J

The only authoritative version of this Unit Outline is to be found online in OASIS

http://ctl.curtin.edu.au/wil/fieldwork/index.cfm

http://policies.curtin.edu.au/findapolicy/#F

http://ctl.curtin.edu.au/wil/local/docs/Fieldwork_Manual.pdf

http://fees.curtin.edu.au/incidental_fees.cfm

Name: Gemma DevenishPhone: +618 9266 1083Email: [email protected]: Building: 400 - Room: 348Consultation times: By appointment, Mondays and Wednesday mornings

Teaching Staff:

Name: Gemma DevenishPhone: +618 9266 1083Email: [email protected]: Building: 400 - Room: 348

Administrative contact: Name: School Student Support OfficePhone: +618 9266 7927Email: [email protected]: Building: 400 - Room: 310 (receiption)

Learning Management System: Blackboard (lms.curtin.edu.au)

Faculty of Health Sciences School of Public Health




http://lms.curtin.edu.au/

Acknowledgement of Country We respectfully acknowledge the Indigenous Elders, custodians, their descendants and kin of this land past and present.

Syllabus Analyse the interactions between the sociological (social, cultural, economic and political) and biomedical influences on food and nutrient intakes for a range of lifecycle and other groups in society. Design and perform facilitated adult nutrition education presentation.

Introduction

Congratulations on reaching the 3rd year units for the BSc(Nutrition) or 4th year units for BSc(HP)/BSc(Nut). Many of you will have enrolled in either of these degrees because you want to seek employment in positions where you will advise or educate the general public about the exciting, but often confusing area of nutrition.

Nutrition Sociology and Education is designed to start building your skills in critical reading, designing and delivering nutrition education presentations and using reflective practice to explore why people eat the foods they do and the barriers to healthy eating. The aim of this unit is to introduce students to the study of sociology as applied to food and nutrition, how nature of society and other factors such as cultural and/or economics affect nutrition in sub-groups in our population.

Past eVALUate student comments reflect that this unit challenges you to step outside the lecture room. However students also report the rewards from these experiences in this unit towards developing graduate attributes/professional competencies. Welcome the opportunity to develop your professional competencies this year. The more you are willing to experience about the sociological influences on food choices, the more effective you will become as a practitioner and the greater your satisfaction in your personal development as a nutritionist.

Unit Learning Outcomes All graduates of Curtin University achieve a set of nine graduate attributes during their course of study. These tell an employer that, through your studies, you have acquired discipline knowledge and a range of other skills and attributes which employers say would be useful in a professional setting. Each unit in your course addresses the graduate attributes through a clearly identified set of learning outcomes. They form a vital part in the process referred to as assurance of learning. The learning outcomes tell you what you are expected to know, understand or be able to do in order to be successful in this unit. Each assessment for this unit is carefully designed to test your achievement of one or more of the unit learning outcomes. On successfully completing all of the assessments you will have achieved all of these learning outcomes.

Your course has been designed so that on graduating we can say you will have achieved all of Curtin's Graduate Attributes through the assurance of learning process in each unit.

On successful completion of this unit students can: Graduate Attributes addressed

1 Critically analyse the effects of food system structures and operation on past and current dietary consumption

2 Apply social theory and nutrient requirements to eating practices within different communities and stages of the lifecycle

3 Construct effective nutrition education for adults using appropriate theoretical perspectives and biomedical data

4 Reflect on the personal development of nutrition educator competencies





Curtin's Graduate Attributes

Learning Activities This unit will consist of lectures covering the theoretical concepts that will encourage student reflection and discussion. It is expected that students attend lecture and other learning activities having completed required reading/background and be prepared to contribute to discussion.

LECTURES: A PDF outline of each weeks PowerPoint slides will be provided as pre-reading/background for lecture topics in Blackboard (Bb). It is expected the students will have accessed these slides before attending the lecture. Lectures will emphasis practical situations and involve facilitated discussion. This discussion will provide students with informal feedback on their learning. Supporting materials will be provided in lectures such as practical nutrition education resources. Where possible this additional teaching material will also be placed in Bb after the associated lecture/tutorial. The lectures will be ilectured but these are intended as supplemental resources, and not as core or required resources. An ilecture is not the same as actually being in the class. ilectures will be made available in the following week for students who would like to revise concepts or were absent due to illness.

TUTORIALS: Standard tutorials, guest speaker workshops and field trips will be used to demonstrate the practical aspects of nutrition education and to expose students to a variety of sociological issues, potential workplaces and other nutrition and health professionals. Each student will be expected to contribute to group and class discussion during tutorials. Any notes or worksheets will be provided at the start of each tutorial session.

ASSESSMENTS: The assignments have been designed to encourage deeper learning expected at a graduating student level and give students an opportunity to be self-directed in their learning experiences and competency development.

QUESTIONS: Answers to student questions about unit lectures/tutorials and assessments will be placed on the discussion boards in Bb. Please check this first to see if your question has been answered before emailing the unit coordinator.

Apply discipline knowledge Thinking skills (use analytical skills to solve problems)

Information skills (confidence to investigate new ideas)

Communication skills Technology skillsLearning how to learn (apply principles learnt to new situations) (confidence to tackle unfamiliar problems)

International perspective (value the perspectives of others)

Cultural understanding (value the perspectives of others)

Professional Skills (work independently and as a team) (plan own work)

Find out more about Curtin's Graduate attributes at the Office of Teaching & Learning website: ctl.curtin.edu.au





http://ctl.curtin.edu.au/

Learning Resources Library Reserve

There are resources for this unit in the library Reserve collection. To access these resources, please click on the following link:

http://link.library.curtin.edu.au/primo/course?NUTR3000

Essential texts

The required textbook(s) for this unit are:

l Germov, J., & Williams, L. (eds.). (2008). A sociology of food and nutrition. The social appetite, 3rd ed. Melbourne, Vic.: Oxford University Press.

(ISBN/ISSN: 9.7801955515E+012)

l Australian Government Department of Health & NHMRC. (2013). Australian Guide to Health Eating. Canberra, ACT.: Author.

Recommended texts

You do not have to purchase the following textbooks but you may like to refer to them.

l Grellier, J., & Goerke, V. (2010). Communication skills toolkit: Unlocking the secrets of tertiary success, 2nd ed. Sydney, NSW.: Thomson, Social Science Press.

(ISBN/ISSN: 9.78017018476E+012)

Online resources

l National Health and Medical Research Council. 2006. Nutrient Reference Values for Australia and New Zealand including Recommended Dietary Intakes. Canberra, ACT.: NHMRC.

(https://www.nrv.gov.au/)

l Department of Health. (2012). Western Australian Health Promotion Strategic Framework 2012-2016. Perth, WA.: Chronic Disease Directoriate, Government of WA.

(http://www.public.health.wa.gov.au/2/1588/2/the_wa_health_promotion_strategic_framework_.pm)

l Australian Government Department of Health & NHMRC. (2013). Australian Guide to Health Eating. Canberra, ACT.: Author.

(http://www.eatforhealth.gov.au/)

Other resources

l Contento, I.R. (2011). Nutrition education. Linking Research, Theory and practice, 2nd ed. Sudbury: Jones & Bartlett.

l Department of Health (WA). (2007). Child and antenatal nutrition manual. Perth, WA: Child and Community Services.

l Germov, J. (Ed). (2005). Second opinion: An introduction to health sociology, 3rd ed. Melbourne, Vic.: Oxford University Press.

l Holli, B.B., & Beto, J.A. (2012). Communication and education skills for dietetic professionals, 6thth ed. Maryland: Lippincott, Williams & Wilkins.

l Mahan, K.L., Escott-Stump, S., & Raymond, J.L. (2012). Krause’s food, nutrition & diet therapy, 13th ed. USA.: Elsevier.

l Mann, J., & Truswell, A.S. (2012). Essentials of human nutrition, 4rd ed. Oxford: Oxford University Press. l Nutbeam, D., Harris, E., & Wise, M. (2011). Theory in a nutshell: A practical guide to health promotion theories,

3rd ed. NSW.: McGraw-Hill Australia.





http://link.library.curtin.edu.au/primo/course?NUTR3000

https://www.nrv.gov.au/

http://www.public.health.wa.gov.au/2/1588/2/the_wa_health_promotion_strategic_framework_.pm

http://www.eatforhealth.gov.au/

Assessment Assessment schedule

Detailed information on assessment tasks

1. Reflection

The reflection portfolio will enable students to use critical thinking and information skills to document their progress in achieving competencies in a series of areas (graduate attributes), particularly tutorials and fieldtrips off campus. The portfolio is compiled by individuals using developmental and representative discussion and evidence and reflective practice. Samples of good reflective writing will be discussed and the assignment has been designed to be submitted in two parts so that feedback from part 1 can be used to improve part 2 if necessary.

2. Report

Students will work in pairs to plan, implement and evaluate a nutrition education presentation to a community adult group on a range of general nutrition topics based on a needs assessment. This assignment will build and expand on your previous experiences in Fundamentals of Public Health Nutrition. Students will prepare a report outlining the planning and evaluation in addition to reflections on nutrition educator competency development. Opportunities for presentations for community agencies will be advertised in the first half of semester and these are likely to be opportunities for healthy cooking and budgeting sessions, parent’s sessions on healthy eating for children/lunchboxes etc. The assessment criteria will be available with a further description of the assignment in Week 1 tutorial.

3. Examination

The final exam will cover the learning outcomes from lectures, tutorials and the practical and include a mixture of short answer and discussion questions. Sample questions will be provided for each topic in BB and discussed at the end of semester.

Pass requirements

Students must attempt all assessments and achieve a final mark of 50% or greater to pass the unit.

Fair assessment through moderation

Moderation describes a quality assurance process to ensure that assessments are appropriate to the learning outcomes, and that student work is evaluated consistently by assessors. Minimum standards for the moderation of assessment are described in the Assessment and Student Progression Manual, available from policies.curtin.edu.au/policies/teachingandlearning.cfm

Late assessment policy

Task Value % Date DueUnit Learning Outcome(s)

Assessed

1

Reflection 35 percent Week: 6 & 14 Day: 8th April 2016 & 3rd June 2016 Time: 11.59pm (WST)

1,2,4

2

Report 25 percent Week: 11 Day: Friday 13th May 2016 Time: 11.59pm (WST)

2,3

3Examination 40 percent Week: Exam weeks

Day: TBC Time: TBC

1,2





http://policies.curtin.edu.au/policies/teachingandlearning.cfm

This ensures that the requirements for submission of assignments and other work to be assessed are fair, transparent, equitable, and that penalties are consistently applied.

1. All assessments students are required to submit will have a due date and time specified on this Unit Outline. 2. Students will be penalised by a deduction of ten percent per calendar day for a late assessment submission

(eg a mark equivalent to 10% of the total allocated for the assessment will be deducted from the marked value for every day that the assessment is late). This means that an assessment worth 20 marks will have two marks deducted per calendar day late. Hence if it was handed in three calendar days late and given a mark of 16/20, the student would receive 10/20. An assessment more than seven calendar days overdue will not be marked and will receive a mark of 0.

Assessment extension

A student unable to complete an assessment task by/on the original published date/time (eg examinations, tests) or due date/time (eg assignments) must apply for an assessment extension using the Assessment Extension form (available from the Forms page at students.curtin.edu.au/administration/) as prescribed by the Academic Registrar. It is the responsibility of the student to demonstrate and provide evidence for exceptional circumstances beyond the student's control that prevent them from completing/submitting the assessment task.

The student will be expected to lodge the form and supporting documentation with the unit coordinator before the assessment date/time or due date/time. An application may be accepted up to five working days after the date or due date of the assessment task where the student is able to provide an acceptable explanation as to why he or she was not able to submit the application prior to the assessment date. An application for an assessment extension will not be accepted after the date of the Board of Examiners' meeting.

The Application for Assessment Extension form can be found at the following link:

http://students.curtin.edu.au/administration/documents/Application_forAssessmentExtension.pdf

NO Application for Assessment Extension will be considered without supporting documentation (as per instructions on the form).

Applications for Assessment Extensions can be sent to:

Directly to the Unit Coordinator (for requests for up to 5 days extension)

School of Public Health Teaching Support Office ([email protected]) – where the extension is for MORE THAN 5 DAYS.

The outcome of your Application for Assessment Extension will be notified to you by the Official Communication Channel (OCC) as per the Assessment and Student Progression Manual (refer to Section 13). http://policies.curtin.edu.au/findapolicy/docs/Assessment_and_Student_Progression_Manual.pdf

Deferred assessments

If your results show that you have been granted a deferred assessment you should immediately check your OASIS email for details.

Deferred examinations/tests will be held from 20/07/2016 to 22/07/2016 . Notification to students will be made after the Board of Examiners’ meeting via the Official Communications Channel (OCC) in OASIS.

Supplementary assessments

Supplementary assessments, if granted by the Board of Examiners, will have a due date or be held between 20/07/2016 and 22/07/2016 . Notification to students will be made after the Board of Examiners’ meeting via the Official Communications Channel (OCC) in OASIS.

It is the responsibility of students to be available to complete the requirements of a supplementary assessment. If your results show that you have been granted a supplementary assessment you should immediately check your OASIS email for details.

Referencing style





http://students.curtin.edu.au/administration/

http://students.curtin.edu.au/administration/documents/Application_forAssessmentExtension.pdf

mailto:[email protected]

http://policies.curtin.edu.au/findapolicy/docs/Assessment_and_Student_Progression_Manual.pdf

The referencing style for this unit is APA 6th Ed.

More information can be found on this style from the Library web site: http://libguides.library.curtin.edu.au/referencing.

Copyright © Curtin University. The course material for this unit is provided to you for your own research and study only. It is subject to copyright. It is a copyright infringement to make this material available on third party websites.

Academic Integrity (including plagiarism and cheating) Any conduct by a student that is dishonest or unfair in connection with any academic work is considered to be academic misconduct. Plagiarism and cheating are serious offences that will be investigated and may result in penalties such as reduced or zero grades, annulled units or even termination from the course.

Plagiarism occurs when work or property of another person is presented as one's own, without appropriate acknowledgement or referencing. Submitting work which has been produced by someone else (e.g. allowing or contracting another person to do the work for which you claim authorship) is also plagiarism. Submitted work is subjected to a plagiarism detection process, which may include the use of text matching systems or interviews with students to determine authorship.

Cheating includes (but is not limited to) asking or paying someone to complete an assessment task for you or any use of unauthorised materials or assistance during an examination or test.

From Semester 1, 2016, all incoming coursework students are required to complete Curtin’s Academic Integrity Program (AIP). If a student does not pass the program by the end of their first study period of enrolment at Curtin, their marks will be withheld until they pass. More information about the AIP can be found at: https://academicintegrity.curtin.edu.au/students/AIP.cfm

Refer to the Academic Integrity tab in Blackboard or academicintegrity.curtin.edu.au for more information, including student guidelines for avoiding plagiarism.

Information and Communications Technology (ICT) Expectations Curtin students are expected to have reliable internet access in order to connect to OASIS email and learning systems such as Blackboard and Library Services.

You may also require a computer or mobile device for preparing and submitting your work.

For general ICT assistance, in the first instance please contact OASIS Student Support: oasisapps.curtin.edu.au/help/general/support.cfm

For specific assistance with any of the items listed below, please contact The Learning Centre: life.curtin.edu.au/learning-support/learning_centre.htm

l Using Blackboard, the I Drive and Back-Up files l Introduction to PowerPoint, Word and Excel





http://libguides.library.curtin.edu.au/referencing

https://academicintegrity.curtin.edu.au/students/AIP.cfm

http://academicintegrity.curtin.edu.au/

https://oasisapps.curtin.edu.au/help/general/support.cfm

http://life.curtin.edu.au/learning-support/learning_centre.htm

Additional information Field Trips

In this unit students will need to arrange their own transport for the following fieldtrips:

l Foodbank WA l Field trip venues as chosen for Assessment 1. l Adult nutrition education presentation venue (Assessment 2).

A Working with Children Check (WWC) (from second year) and National Police Clearance and/or Department of Health Criminal Record Screening Clearance may be required depending on the field trips selected.

Food Laboratory A food laboratory has been scheduled for week 8. To participate in this laboratory (in 400.111) students will need a clean lab coat, wear closed in shoes and have long hair tied back.

DAA Competency Standards

Nutrition Sociology and Education contributes to your skills in achieving the Dietitians Association of Australia (DAA) National Competency Standards for entry level Dietitians and Accredited Nutritionists released May 2009. (www.daa.asn.au)

The competency standards specific to this unit are;

Unit 1 Underlying Knowledge

1.2 Describes, personal, social, cultural, psychological, environmental, economic and political factors influencing food use, food habits, diet and lifestyle.

1.3 Demonstrates knowledge of foods and food preparation methods used in the practice community.

1.6 Describes food systems, food use and food and nutrition policy

1.7 Applies the basic principles of education theory as it applies to nutrition and dietetics practice.

1.13 Applies principles of learning theory.

Unit 2 Nutrition Communication

2.1 Translates technical nutrition information into practice advice on food and eating.

2.2 Identifies and develops education resource material

2.2.1 Sources appropriate existing material to support the development of education resources

2.2.3 Develops engaging nutrition education material using a mode that meets the needs of the target group.

2.3 Communicates with individuals, groups, organizations and communities from various cultural, socio-economic, organizational and professional backgrounds to enable them to take actions to improve nutrition and health outcomes applying the principles of learning theory.

2.4 Develops and delivers education sessions for small groups.

2.4.1 Develops, implements and evaluates nutrition education plans for a variety of target groups

2.4.2 Provides appropriate rationale for educational approach based on evidence

2.4.3 Uses a variety of presentation techniques

2.4.4 Displays innovation in implementing nutrition education plans

2.4.5 Displays group facilitation skills

Unit 5 Community and Public Health Nutrition and Advocacy for Food Supply

5.1 Conducts a needs assessment

5.1.1 Uses qualitative and quantitative methods to collect and analyse data to identify and inform





http://www.daa.asn.au/

program development and nutrition issues.

5.1.2 Identifies individual, socio-economic, cultural and environmental determinants, including equity and social justice issues.

5.1.4 Reviews relevant literature

5.1.6 Clearly articulates and justifies conclusions and recommendations for action

Unit 7 Research and Evaluation

7.1 Adopts a questioning and critical approach in all aspects of practice.

7.2 Evaluates practice on an ongoing basis

Unit 9 Professionalism, Advocacy, Innovation and Leadership.

9.2 Develops and maintains a credible professional role by commitment to excellence of practice

9.2.3 Demonstrates consistent, reflective practice in collaboration with peers and mentors.

9.6 Demonstrates cultural awareness.

9.6.1 Understands what is meant by cultural awareness with respect to the Aboriginal and Torres Straight Islander and Culturally and Linguistically Diverse (CALD) communities and is aware of the skills required for communicating in a culturally appropriate way.

9.6.2 Has a working knowledge of the nutrition issues and diet-related diseases impacting on the health of Aboriginal and Torres Straight Islanders and people from CaLD communities.

9.6.3 Has an awareness of the current policy and implementation frameworks for Aboriginal and Torres Strait Islander and CaLD communities

9.7 Develops sustainable and collaborative relationships and networks

9.7.3 Acknowledges the different ways that different people may contribute to building or enhancing a team

Enrolment

It is your responsibility to ensure that your enrolment is correct - you can check your enrolment through the eStudent option on OASIS, where you can also print an Enrolment Advice.

Student Rights and Responsibilities It is the responsibility of every student to be aware of all relevant legislation, policies and procedures relating to their rights and responsibilities as a student. These include:

l the Student Charter l the University's Guiding Ethical Principles l the University's policy and statements on plagiarism and academic integrity l copyright principles and responsibilities l the University's policies on appropriate use of software and computer facilities

Information on all these things is available through the University's "Student Rights and Responsibilities" website at: students.curtin.edu.au/rights.





http://students.curtin.edu.au/rights/

Student Equity There are a number of factors that might disadvantage some students from participating in their studies or assessments to the best of their ability, under standard conditions. These factors may include a disability or medical condition (e.g. mental illness, chronic illness, physical or sensory disability, learning disability), significant family responsibilities, pregnancy, religious practices, living in a remote location or another reason. If you believe you may be unfairly disadvantaged on these or other grounds please contact Student Equity at [email protected] or go to http://eesj.curtin.edu.au/student_equity/index.cfm for more information

You can also contact Counselling and Disability services: http://www.disability.curtin.edu.au or the Multi-faith services: http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm for further information.

It is important to note that the staff of the university may not be able to meet your needs if they are not informed of your individual circumstances so please get in touch with the appropriate service if you require assistance. For general wellbeing concerns or advice please contact Curtin's Student Wellbeing Advisory Service at: http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm

Recent unit changes Students are encouraged to provide unit feedback through eVALUate, Curtin's online student feedback system. For more information about eVALUate, please refer to evaluate.curtin.edu.au/info/.

Recent changes to this unit include:

Nutrition Sociology and Education undergoes change with the aim of improvement each semester it is delivered. Changes are made in response to updated knowledge in the field of public health nutrition and to improve the teaching and learning within the unit. Student feedback, especially from the eVALUate system, are used to inform teaching and learning changes

To view previous student feedback about this unit, search for the Unit Summary Report at https://evaluate.curtin.edu.au/student/unit_search.cfm. See https://evaluate.curtin.edu.au/info/dates.cfm to find out when you can eVALUate this unit.





mailto:[email protected]

http://eesj.curtin.edu.au/student_equity/index.cfm

http://www.disability.curtin.edu.au/

http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm

http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm

http://evaluate.curtin.edu.au/info/index.cfm

https://evaluate.curtin.edu.au/student/unit_search.cfm

https://evaluate.curtin.edu.au/info/dates.cfm

Program calendar

Week Begin Date

Lecture Tutorial Textbook Reading Assessment Due

O 22 Feb As an introduction to the unit, read the following chapters from the textbook: Ch1 Exploring the Social Appetite & Ch8 The Public Health Nutrition Workforce: A sociological review

1. 29 Feb The Food System: Politics & Trust

Nutrition Education 1: Adult Learning Principles

Ch 4 Agribusiness genetic engineering & the corporations of food

Ch 3 Unsustainable food production: Its social origins & alternatives

Ch 5 Operating upstream & downstream; How supermarkets exercise power in the food system

2. 7 Mar The Food System: Hunger & Food Insecurity

Nutrition Education 2: Planning Nutrition Education for Adults Foodbank Fieldtrip 9th March (See Bb)

Ch 2 World Hunger: Its Roots & Remedies

Ch 12 Food Class & Identify

3. 14 Mar Culture & Identity: Food cultures & commensality

Nutrition Education 3: Evaluating Nutrition Education for Adults

Ideka JP Culture, food & nutrition in increasingly culturally diverse societies (e-reserve-previous edition)

Ch 11 Culinary cultures of Europe: Food history health

4. 21 Mar Culture & Identity: Indigenous Australians

Nutrition Education 4: The Art of Presenting with Glenn Cardwell

5. 28 Mar Tuition Free Week

6. 4 Apr Social Construction of Food Habits: Everyday life, time & convenience

Field trip organisation

Ch 6 The politics of government dietary advice

Ch 7 Functional foods & public health nutrition policy

Competency Development Portfolio Part 1 due Friday 8th April

7. 11 Apr Social Construction of Food Habits: Food Literacy

Indigenous Cultural Competency

Ch 13 Humans, food & other animals: the vegetarian option

8. 18 Apr Tuition Free Week

9. 25 Apr Gender & Identity AGHE Food Lab Ch 15 Constructing the Female Body: Dieting, the Thin Ideal & Body Acceptance





10. 2 May Risk Concept: Pregnancy & lactation


Ch 9 Risk, Maternal ideologies & infant feeding

11. 9 May Family Food: Constructing home & good parenting


Ch 10 The Government of the Table: Nutrition Expertise & the Social Organisation of Family Food Habits

Nutrition Education to an Adult Group due Friday 13th May

12. 16 May Family food: autonomy & control


Ch 10 The Government of the Table: Nutrition Expertise & the Social Organisation of Family Food Habits

Ch 15 Constructing the Female Body: Dieting, the Thin Ideal & Body Acceptance

Ch 17 Sociological analysis of the stigmatisation of obesity

13. 23 May Ageing & Ageism ASeTTS (TBC) Ch 14 Food & Ageing

14. 30 May Body Image: the thin ideal & Stigmatisation of Obesity

Final competency reflection

Ch 15 Constructing the Female Body: Dieting, the Thin Ideal & Body Acceptance

Competency Development Portfolio Part 2 due Friday 3rd June

15. 6 June Study Week

16. 13 June Examinations

17 20 June Examinations





Documents

NUTR3000 Nutrition Sociology and Education Semester 1, 2016ctl.curtin.edu.au/teaching_learning_services/unit_outline_builder/pdf... · on food and nutrient intakes for a range of