1. 2014 Unit 4 SAC Revision
GlobalHealth

2. Question 1
a. Students must identify three aspects of human development for three marks. Note that reference to physical, social, emotional and intellectual development is a part of Unit 1 and 2 not Unit 4 and should not be awarded marks. Examples include:
Human development is about creating environments in which people:
can develop to their full potential and lead productive, creative lives in accord with their needs and interests
have their choices expanded and capabilities enhanced
have access to education
can lead long healthy lives
have access to a decent standard of living
participate in the life of the community
participate in the decisions that affect their lives.

3. Question 1b Living Standards -
Students receive one mark for identifying each indicator and a further mark for briefly explaining it for a total of four marks. Possible answers are:
Living Standards -
Gross National Income per capita (or per person): this relates to the income generated by a country in one year divided by the population.
Education –
Mean years of schooling: The average number of years of schooling received by those aged 25 and over in a population.
Expected years of schooling: the number of years of schooling expected to be achieved by those about to enter the education system

4. Question 2
a. Students should make some reference to both child and adult mortality for full marks. Marks should not be awarded for simply stating that child and adult mortality are ‘higher’ in Pakistan compared to Australia. An example could be:
Australia has very low child and very low (or low) adult mortality whereas Pakistan has high child mortality and high adult mortality.

5. Question 2b
b. Students receive two marks for each characteristic they compare for Strata A and Strata D countries. There are many possibilities for this answer. Students should not receive marks if their answer relates to health outcomes. Examples include:
Strata A countries generally have lower levels of international debt than strata D countries.
Strata D countries generally have lower levels of education compared to those in strata A countries.
Average incomes are lower in strata D countries compared to strata A countries.
Those in strata A countries generally have greater access to food than those in strata D countries.
Birth rates are often higher in strata D countries compared to strata A countries.
Those in strata D countries often have poorer access to clean water and sanitation compared to strata A countries.

6. Question 3
Students should use data in their answer for full marks. One mark is awarded for identifying a similarity and one mark for identifying a difference. Examples include:
Similarity –
Injuries account for around 15% of YLLs in both countries.
Difference –
6% of Australia’s YLLs are attributed to communicable diseases compared to 63% in Namibia.
Non-communicable diseases account for 79% of YLLs in Australia compared to 22% in Namibia.

7. Question 3b
b. Students receive two marks for linking each factor to the differences in mortality between Australia and Namibia as shown in the table for a total of four marks. Examples include:
Income –
Incomes are probably higher in Australia compared to Namibia, which means that people are more able to afford food and alcohol which can lead to obesity and related conditions such as cardiovascular disease. This can contribute to higher proportions of deaths from non-communicable diseases in Australia.
Lower incomes in Namibia may mean that people cannot afford to access clean water which can lead to higher proportions of deaths from communicable diseases compared to Australia.
Access to health care –
Better access to health care in Australia can mean that communicable diseases can be treated and even cured. This results in fewer deaths due to these diseases compared to in Namibia.
Poorer access to health care in Namibia may mean that children do not get vaccinated to the same degree as in Australia. This can lead to more deaths from communicable diseases in Namibia.

8. Question 3c
There are many options here, but answers should not relate directly to mortality (including U5MR and maternal mortality). Differences in life expectancy, although related to mortality, are acceptable answers. One mark is awarded for each different outlined for a total of two marks. No marks should be awarded if students refer to information from the table (as this relates to mortality). Both countries should be referred to in each answer. Examples include:
Australia has higher rates of obesity than many developing countries like Namibia.
Australia often has higher rates of dementia than those in developing countries like Namibia.
Developing countries like Namibia often have higher rates of HIV than Australia.
Life expectancy is often higher in Australia than in developing countries like Namibia.
Conditions like measles and tuberculosis are often more common in developing countries like Namibia compared to Australia.

9. Question 4a
a. Students receive two marks for outlining two reasons why global tobacco companies often target developing countries. Examples include:
Sales have decreased in developed countries, so developing countries are targeted to increase sales.
Those in developing countries often lack the knowledge surrounding the dangers of smoking so are more likely to take it up.
There are often fewer restrictions in developing countries such as advertising bans so marketing in developing countries can be more effective.
Increasing incomes in many developing countries mean that people have more money for items such as tobacco.
Governments in many developing countries welcome new industries so tobacco is not regulated as much as it is in developed countries.
The ability to sell single cigarettes in developing countries increases the ability to reach children which can lead to a lifetime of smoking.

10. Question 4b
. Any differences that occur in health status that occur as a result of tobacco smoking can be used for this answer. Each difference is awarded one mark for a total of two marks overall. Examples include:
Life expectancy may be lower in developing countries as a result of global marketing of tobacco compared to Australia.
Mortality rates due to conditions such as lung cancer may increase in developing countries compared to Australia where they are generally decreasing.
More smoking in developing countries may mean that pregnant women smoke which can lead to higher rates of low birth weight babies than in Australia.
Marketing tobacco in developing countries can lead to higher rates of smoking and therefore higher rates of respiratory diseases than in Australia.

11. Extra Revision Define Human Development Index.
 Define sustainability according to the United Nations.
Outline two aspects of the element ‘appropriateness’ in relation to sustainability.
Explain how peace and / or political stability may contribute to the difference in under 5 mortality rates between Australia and a developing country.

12. Extra Questions that will be helpful
Explain how education may contribute to the difference in infant mortality rates between Australia and one developing country.
Besides education and peace /political stability, discuss two characteristics often associated with countries with high under 5 morality rates.

13. Sustainability
Meeting the needs of the present without compromising the ability of future generations to meet their own needs.

14. Appropriateness and Sustanability
Students receive two marks for outlining two aspects of ‘appropriateness’. For example:
The local people should be included in planning and implementation of any program.
Women should be a focus of the program.
Programs should include education.
Programs should consider the local culture to ensure they are accepted.
The focus of programs should be towards the most pressing needs of the community (target the most vulnerable).

15. Peace and Political Stability
Peace in Australia means that resources can be put into health care which can contribute to the low U5MR of 5 per 1000 live births. If Angola is experiencing conflict, there may be few resources for health care which can lead to their U5MR of 164 per 1000 live births.
If Mali is not experiencing peace, children may get caught in the conflict which may lead to death and the U5MR of 128 per 1000 live births. Peace in Australia reduces the risk of these deaths among children and contributes to the U5MR of 5 per 100 live births.

16. Education
Education rates are high in Australia so mothers may be more aware of issues like maternal nutrition and the importance of immunisation. If education rates are low in Pakistan, mothers may not be aware of these factors which could lead to the difference in infant mortality rates between the two countries (4 per 1000 live births in Australia and 69 in Pakistan).
Low levels of education in Mali may lead to low incomes. This can mean that parents cannot afford health care. This can lead to treatable conditions causing death among infants compared to Australia where these conditions are likely to be treated due to higher education and income levels. This could lead to the difference in infant mortality rates (4 per 1000 live births in Australia compared to 80 in Mali).

17. . Students can make reference to the characteristics of developing countries or the factors that influence health status in developing countries. Students do not necessarily have to link the characteristics to high U5MR, but must provide some discussion of the characteristic for full marks. Students receive two marks for each characteristic they discuss for a total of four marks. Examples include:
Countries with high U5MR often have low incomes. Low incomes can create a cycle of poverty as parents cannot afford to educate their children which can lead to low incomes in the future.
Countries with high U5MR often lack access to safe water and sanitation. Dirty water can lead to infectious diseases which can increase levels of illness and death.
High birth rates are often associated with countries with high U5MR. This can mean that the mother’s body does not have time to recover after each birth and places the mother and her children at risk of ill health.
Many countries with high U5MR lack gender equality. Women may be forced into marriage and pregnancy at young ages which can impact on mothers and their children.
Health systems are often lacking in countries with high U5MR. This means that mothers do not receive adequate health care during pregnancy and childbirth which increases health risks of mother and baby.
Access to food may be poor in countries with high U5MR. This can mean that children do not receive the nourishment they require to fight off infections.

18. HDI
A tool developed by the United Nations to measure and rank countries’ levels of social and economic development. It provides a single statistic based on three dimensions and four indicators.
A tool developed by the United Nations to measure and rank countries’ levels of social and economic development. It provides a single statistic based on three dimensions – health, education and living standards, and four indicators – life expectancy at birth, mean years of schooling, expected years of schooling and gross national income per capita.

19. b. Students must make reference to two other indicators in their answer for a total of four marks, and link each to the difference in HDI between Australia and ………….:
Expected years of schooling may be higher in Australia than …………….which can contribute to the higher HDI experienced in Australia.
Mean years of schooling may be lower in …………. than Australia which can contribute to a lower …………..If life expectancy at birth is higher in Australia than …………..this could contribute to a higher HDI in Australia.