GEO3151 : Geographies of Health (Inactive)
- Inactive for Year: 2024/25
- Module Leader(s): Dr Alison Copeland
- Owning School: Geography, Politics & Sociology
- Teaching Location: Newcastle City Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
Semester 2 Credit Value: | 20 |
ECTS Credits: | 10.0 |
European Credit Transfer System |
Aims
This module introduces Stage 3 students to different ways of understanding geographies of health and care through exploration of key concepts and theoretical approaches. The course introduces foundational concepts and key geographic perspectives on health geographies then develops a number of conceptually rich and empirically detailed accounts of particular issues that have been the focus of geographical enquiry. The course will be of immediate relevance to students considering post graduate studies and / or careers that concern health and socioeconomic interactions.
Outline Of Syllabus
The module is organized into two substantive units, preceded by an introduction and followed by a revision and wrap-up phase. The first unit introduces key ideas and conceptual frameworks while the second unit addresses specific areas of research and policy focus.
Contact time on the module consists of eleven two hour lectures, four seminars as well as surgeries.
1. Introductory lecture – what is health and health geographies
2. ‘Mind the Gap’ – Inequalities in health in the UK
3. ‘The end is nigh?’ Healthcare policy and provision in the UK
4. ‘Too fat to work’ – the influence of lifestyle on health
5. Austerity kills – the effects of recessions and austerity measures on health
6. Visit to Centre for Health and Bioinformatics, Newcastle
7. Ring a ring o’roses - the geography of infectious diseases and the re-emergence of diseases
8. It’s a mad, mad world – the geographies of mental health
9. Dr Brighton - healing places, therapeutic landscapes and mindfullness
10. Global Health Problems
11. Global Health solutions
12. Presentations
Practicals
There will be 5, 2 hour practical sessions to teach skills related to film making and editing
The module will be led and for the most part taught by Dr Alison Copeland but has been designed to create opportunities for guest speakers to contribute by offering lectures. Opportunities for other
colleagues to contribute include:
1. Connection with other health researchers across the university and beyond.
a. Institute for Social Renewal
b. Institute for health and society
c. Institute for ageing
d. Local Health Care providers
e. As such, the content and order of lectures may change
Teaching Methods
Teaching Activities
Category | Activity | Number | Length | Student Hours | Comment |
---|---|---|---|---|---|
Guided Independent Study | Assessment preparation and completion | 162 | 1:00 | 162:00 | Course reading, exam preparation |
Scheduled Learning And Teaching Activities | Lecture | 12 | 2:00 | 24:00 | N/A |
Scheduled Learning And Teaching Activities | Practical | 5 | 2:00 | 10:00 | Film making and editing |
Scheduled Learning And Teaching Activities | Drop-in/surgery | 2 | 2:00 | 4:00 | Drop in surgery for student-led discussion of course issues/assignments |
Total | 200:00 |
Teaching Rationale And Relationship
Lectures introduce, develop and illustrate theories and case studies of aspects of health geographies, health inequalities and public health.
Seminars and workshops provide opportunities for student-led critical analysis, discussion and presentation of case study material that illustrates health geographies and how the problems of health inequalities can be addressed.
Drop-in surgery sessions allow students to ask questions and/or engage in academic discussion about the assessed coursework. The seminars are opportunities to discuss the issues introduced on the module in more depth with members of staff and peers. Students are organized into groups in the second seminar and will remain with the same groups throughout. The collective work will lead to a group poster and oral presentation (formatively assessed).
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
Description | Semester | When Set | Percentage | Comment |
---|---|---|---|---|
Report | 2 | M | 75 | 3,000 word individual report on your group public health initiative or a subject of your choice |
Prof skill assessmnt | 2 | M | 25 | A group video presentation introducing a public health initiative and group presentation. |
Formative Assessments
Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.
Description | Semester | When Set | Comment |
---|---|---|---|
Performance | 2 | M | Performance in practical and surgeries - TAs and module leader will gauge student learning in seminar and surgeries |
Assessment Rationale And Relationship
The assessments assess the intended learning outcomes of this module. The written report on the themes and topics derived from the health geography module assess students; ability in engaging with the literature and applying key concepts critically learned from the lectures and seminars in a report format – a key skill for job seeking.
The group video and presentation will enable students to see the challenges faced by public health experts, exploring how to get information over to the public clearly and succinctly. Successful campaigns will be rolled out to local health providers.
Performance in practical and surgeries - TAs and module leader will gauge student learning in seminar and surgeries and give formative oral feedback on the ongoing process of producing videos and their contents.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- GEO3151's Timetable