SUST5002: Semester 2, 2022

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Units SUST5002 Semester 2 2022 [Normal evening]

Unit outline_

SUST5002: Food and Water Security

Semester 2, 2022 [Normal evening] - Camperdown/Darlington, Sydney

Overview

Potentially the greatest challenge facing humanity is how to feed 10 billion people in a hot world. How do we reverse trends which suggest that essential resources are becoming scarce, consumers sicker and traditional systems of food production are breaking down? This is the situation that faces us in the 21 Century. This unit explores the imperatives and challenges of ensuring an adequate supply of safe water and nutritious food in the face of changes in the environment, human population and global markets. Factors influencing trends in supply and demand include environmental degradation, climate change, energy scarcity, technology, changes in population and the patterns of global prosperity, growing urbanisation, and increased consumption. The unit will consider the underlying policy, economic and market-driven forces that play an important role in affecting both supply and demand. The needs of low-, middle- and high-income nations will be compared and the role of international, national and regional mechanisms will be discussed. Placing emphasis on the relevance to Australia, the unit will explore available interdisciplinary and multi-sectoral actions across a range of organisational levels such as communities, governments, NGOs and international agencies.

Unit details and rules

Academic unit	Science Faculty
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Damien Field, damien.field@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Individual written exercise (report style) Written research review	40%	Week 06	2,500 words
Outcomes assessed:
Assignment	Individual written exercise (Popular article) Written	40%	Week 09	1000
Outcomes assessed:
Presentation	Group presentation Oral Presentation	20%	Week 13	6 minute presentation
Outcomes assessed:
= group assignment ?

Assessment summary

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100	When you don’t meet the learning outcomes of the unit to a exceptional standard.
Distinction	75 - 84	When you don’t meet the learning outcomes of the unit to an excellent standard.
Credit	65 - 74	When you don’t meet the learning outcomes of the unit to a good standard.
Pass	50 - 64	When you don’t meet the learning outcomes of the unit to an acceptable standard.
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 01	General introduction to topic; unit timetable and assessment tasks	Lecture (2.5 hr)
Week 02	Food and Soil Security	Lecture (2.5 hr)
Week 03	Food and Water Security	Lecture (2.5 hr)
Week 04	Global Food Safety	Lecture (2.5 hr)
Week 05	Sustainability and ethical food systems	Lecture (2.5 hr)
Week 06	Floods, faeces & fishes: sustainability in the developing small island context	Lecture (2.5 hr)
Week 07	Bio-fortification of staple foods to increase essential nutrients in the diet	Lecture (2.5 hr)
Week 08	The economics of food – from paddock to plate	Lecture (2.5 hr)
Week 09	Climate change, kangaroos and food security	Lecture (2.5 hr)
Week 10	Food and war	Lecture (2.5 hr)
Week 11	Cities should be for people, the periphery for industry and agriculture off in the distance. Right?	Lecture (2.5 hr)
Week 12	Group Presentation	Lecture (2.5 hr)
Week 13	Group Presentations	Lecture (2.5 hr)

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. Describe the challenges impacting on the ability to secure food and water faced with contemporary issues of environmental change, changing demands of populations and the impact of global markets
LO2. Compare and contrast multiple information and data sources to distinguish the impact of contemporary resource, population, economic and social issues impacting on water, food and nutrition security
LO3. Formulate cohesive arguments that demonstrate the challenges faced when securing food, water and nutrition and articulate the connections between the biophysical, economic and social dimensions impacting these contemporary challenges

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

Changes to semester date

Additional information

Work, health and safety

We are governed by the Work Health and Safety Act 2011, Work Health and Safety Regulation 2011 and Codes of Practice. Penalties for non-compliance have increased. Everyone has a responsibility for health and safety at work. The University’s Work Health and Safety policy explains the responsibilities and expectations of workers and others, and the procedures for managing WHS risks associated with University activities.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

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