AGRIBUS 7057 - Trends & Issues in the World Food System
North Terrace Campus - Trimester 1 - 2019
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General Course Information
Course Details
Course Code AGRIBUS 7057 Course Trends & Issues in the World Food System Coordinating Unit Centre for Global Food & Resources Term Trimester 1 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Contact Up to 36 hours Available for Study Abroad and Exchange Y Assessment Assignments, Oral Presentation Course Staff
No information currently available.
Course Timetable
The full timetable of all activities for this course can be accessed from .
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Learning Outcomes
Course Learning Outcomes
On successful completion of this course, students will be able to:
- analyse how local and national policies impact food security, nutrition and health outcomes, land and water resources, vulnerable populations and sustainable agriculture systems;
- apply a global perspective to evaluating how businesses, governments and international organisations adapt to evolving agricultural and food systems;
- formulate policy positions in concise opinion articles targeted to wide audiences; and
- communicate results of analytical thinking that persuasively articulates options for resolving social, ethical, economic and environmental food related issues.
最新糖心Vlog Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
最新糖心Vlog Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1,2 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
2,3 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
1.2,4 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
3,4 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
2,3,4 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
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Learning Resources
Required Resources
All required readings are provided on the course website. There is no required textbook for this course.Recommended Resources
This is a wide-ranging course. The reading list includes key literaure and epirical studies that support and/or challenge what you hear in the lectures. You are expected to follow up the references to articles or books and read widely agricultural business and agricultural development journals.
For background information on the more industrial countries agricultural sectors visit OECD’s and WTO’s web pages. For developing and emerging economies, visit the World Bank’s and FAO’s web pages.
最新糖心Vlogn government, industry bodies and NGOs present an abundant supply of excellent information and analysis on international developments on their web pages.Online Learning
Power-point slides for each lecture are made available on the course webpage. -
Learning & Teaching Activities
Learning & Teaching Modes
The Seminar Approach
Two teaching methods are used. The first hour or so is a lecture/discussion format covering a specific food related topic. Each topic represents a current international policy question, social issue or business strategy.
The second half of class involves collaborative learning methods. The seminar sessions include group and individual presentations, with interactions, assessments, comments and critical analysis provided by all students. The lectures and seminar sessions guide and inform the group and individual assignments.
The seminars are designed to motivate students to grapple with the same kinds of decisions and dilemmas community leaders, NGOs, international organisations, multinational corporations and policymakers confront. The Seminars aim to create a classroom where students absorb information, discuss strategies and concepts and practice teamwork skills to resolve real world problems.
Learning and teaching for this course includes self-directed learning exercises and tasks. Students are expected to take an independent approach to learning by doing all prescribed readings associated with course material.
I want you to learn, enjoy and succeed in this course. This means I need you to ask questions when confused, to read and prepare for class, to be present, on time and to participate.
I expect you to be an active learner. I can guide, motivate and teach, but learning is up to you.
I expect you to be actively involved in the discussion during each seminar session; to be prepared to accept and explore alternative viewpoints; to go beyond the suggested readings; to use initiative to present other topical material as examples and to work cooperatively and productively in small groups.Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Contact time consists of 9 seminars = 36 hours
First oped article = 8 hours
Second oped article = 8 hours
Position paper = 18 hours
Presentations = 12 hours
Background Reading = 74 hours
Total 156 hoursLearning Activities Summary
The course will be taught over an intensive three week period, with nine classes of four hours.
The topics for each class are:
1. Course Overview: Key Issues in the Global Food System
2. Forces of Change: Feeding 9 Billion People
3. Water, Soil and Climate: Managing and Adapting to the Food Retail Revolution
4. The Greening of Agricultural Food Chains
5. Small holders and modern food chains
6. Health, Diets and Nutrition
7. Plants, Genes and People: Investing in Agriculture
8. Certifications and Regulatory Regimes
9. Local Food, Local Growth, Rural ResilienceSmall Group Discovery Experience
Some tutorial questions encourage students to work in small groups. Opportunities for small groups to work on project reports. -
Assessment
The 最新糖心Vlog's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
Assessment Task Task Type Length Weighting Learning Outcome Op-ed assignments Individual 800 words 25% 1, 3, 4 Positition Paper Individual 2,000 words 25% 1, 2, 4 Team Project Group 20% 1, 2, 3 Presentations 20% 2, 4 Participation Individual 10% 1, 2, 4 Total 100% Assessment Related Requirements
The seminar sessions include group and individual presentations, with interactions, assessments, comments and critical analysis provided by all students. Willingness to communicate and interact in the classroom is essential.Assessment Detail
Op-ed assignments
No more than 800 words. 1.5 spacing. 12 pt font. Choose a food or agricultural issue that you care about. Identify at least one keyword from your op-ed article that best represents your theme, intention, or argument. Provide a definition of that word at the end of your op-ed article. Be prepared to discuss your keyword in class. Marking guidance: How well the op-ed article expresses a point. How persuasive is the argument. How well it engages the reader. Is it understandable to a wide audience?
Position Paper
Analyse a policy issue or socio-economic trend affecting the agricultural sector in a country, region or global level. Use Times Roman 12 point font and 1.5 line spacing, presenting a report of no more than 2,000 words. References, tables and charts or supporting appendices are not included in the word count. You must cite references. Due date to be determined Marking guidance: (i) style and presentation are 40%; (ii) content and analysis are 60%.
Team Project
Team projects are individually designed, including assessment guidance appropriate for each project.
Presentations
Presentation guidelines are explained and demonstrated in class.
Submission
Assignments must be submitted in:
1. Softcopy through Turnitin on MyUni
Your assignment MUST include the GF assignment cover sheet which can be downloaded from MyUni under “Assignments”. Each page must be numbered with your student ID and name.
All assignments must be presented professionally with clear headings, appropriate referencing and using one and a half spacing.
Extensions will only be granted if requests are received in writing to the course coordinator at least 24 hours before the final due date unless they are requested on medical or compassionate grounds and are supported by appropriate documents.
Please contact the course coordinator, preferably by email, at any time to make an appointment for assistance or guidance in relation to course work, assignments or any concerns that may arise. Assignments will normally be returned two weeks after they have been submitted.Course Grading
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through .
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Student Feedback
The 最新糖心Vlog places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the 最新糖心Vlog to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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Policies & Guidelines
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- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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