Module ANTH1041: WELL-BEING, LIVELIHOOD AND SOCIETY

Department: Anthropology

ANTH1041: WELL-BEING, LIVELIHOOD AND SOCIETY

Prerequisites

• None.

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To introduce the concepts and measurements of wellbeing, livelihood and health.
• to promote an interdisciplinary perspective and to consider changes over time and space.

Content

• The symbolism of food.
• Patterns of food consumption and distribution.
• Biological aspects of human nutrition.
• Food production and ecology.
• Sex and age divisions in human societies.
• Notions and causes of poverty.
• Diseases of poverty and affluence.
• Notions of psycho-social well-being and bio-medical disease.
• Methods of curing in modern and traditional societies.
• Practicals will consist of exercises to explore in greater depth the concept of well-being and to devise approaches for investigating and improving well-being.
• The students will work in groups, and feedback (but no mark) will be given on the group presentation.

Learning Outcomes

• Factual Material: Familiarity with the biological, ecological and socio-cultural aspects of wellbeing, livelihood and society, including nutrition and disease.
• Acquaintance with alternative health systems and differences between age/sex/socio-economic groups.
• Appreciate the relationships between population growth, poverty, inequality and health.

• Relate the anthropological focus on local communities to the wider national and international picture of health and ill-health in the past and present-day.
• Apply a basic interdisciplinary approach to key concepts and indicators of wellbeing.
• Debate some pros and cons of some anthropological studies and development initiatives.

• Key Skills: Work in groups to debate issues.
• Write essays under supervised conditions.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Lectures, practicals and classes (these meetings may include revision classes, seminar-type discussions, videos and discussion, and essay surgeries).
• The formal components of the module use a range of teaching modes and methods, within an integrated framework to contribute to the intended learning outcomes.
• The module benefits from a balance between lectures and seminars, geared to the specific needs of the materials.
• The lectures and seminars are carefully integrated.
• Audio-visual aids (videos, slides, summaries and diagrams on overhead projection sheets etc.) are used where appropriate.
• The informal components of the module utilise a variety of methods, including posting course documents and information on DUO, seminar presentations and associated oral discussions.
• Lectures will cover topics relevant for providing students with an understanding of theories currently available for the study of wellbeing, livelihood and society.
• Lectures provide a traditional method of communicating not only fact but clear understandings of process and the relationship between issues.
• They are used for the primary delivery of material in the study of wellbeing, livelihood and society because they allow clear transmission of information in an active learning environment where students can question and seek clarification.
• Lectures introduce students to issues, structure the subject matter and provide a grounding in principal issues so they can progress to further learning and study.
• Lectures provide the framework for analysis and relevant background, theoretical and/or historical information, and are used to assist in the assimilation of technically demanding or conceptually difficult material.
• Practicals provide an opportunity for students to discuss a series of topics and to make oral presentations.
• Difficult, sensitive and unresolved issues can all be approached successfully through discussion in seminars.
• Practicals will cover topics relevant to the content of the module.
• Practicals imply a higher degree of student involvement and teach subject-specific and generic skills.
• For anthropology students this medium cannot simply be replaced by texts or websites, though both are important adjuncts.
• One seen examination consisting of 2 questions (to take place in lecture slots).
• Topics will have been previously covered in lectures and practicals.
• Final written examinations test assimilated knowledge and understanding and the ability to write succinctly and analytically at short notice.
• Formative assessment takes place on a regular basis and may be regarded an integral part of the day-to-day teaching process.
• Formative feedback is given on practicals.
• Practicals will consist of exercises to explore in greater depth the concept of well-being and to devise approaches for investigating and improving well-being.
• The students will work in groups, and feedback (but no mark) will be given on the group presentation.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

One seen examination consisting of 2 questions (to take place in lecture slots). Topics will have been previously covered in lectures and practicals.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University