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The Intersection of Health Sciences and Geography
The Intersection of Health Sciences and Geography
A
While many diseases that affect humans have been eradicated due to improvements in vaccinations and
the availability of healthcare, there are still areas around the world where certain health issues are more
prevalent. In a world that is far more globalised than ever before, people come into contact with one
another through travel and living closer and closer to each other. As a result, super-viruses and other
infections resistant to antibiotics are becoming more and more common.
B
Geography can often play a very large role in the health concerns of certain populations. For instance,
depending on where you live, you will not have the same health concerns as someone who lives in a
different geographical region. Perhaps one of the most obvious examples of this idea is malaria-prone
areas, which are usually tropical regions that foster a warm and damp environment in which the mosquitos
that can give people this disease can grew. Malaria is much less of a problem in high-altitude deserts, for
instance.
C
In some countries, geographical factors influence the health and well-being of the population in very
obvious ways. In many large cities, the wind is not strong enough to clear the air of the massive amounts of
smog and pollution that cause asthma, lung problems, eyesight issues and more in the people who live
there. Part of the problem is, of course, the massive number of cars being driven, in addition to factories
that run on coal power. The rapid industrialisation of some countries in recent years has also led to the
cutting down of forests to allow for the expansion of big cities, which makes it even harder to fight the
pollution with the fresh air that is produced by plants.
D
It is in situations like these that the field of health geography comes into its own. It is an increasingly
important area of study in a world where diseases like polio are re-emerging, respiratory diseases continue
to spread, and malaria-prone areas are still fighting to find a better cure. Health geography is the
combination of, on the one hand, knowledge regarding geography and methods used to analyse and
interpret geographical information, and on the other, the study of health, diseases and healthcare practices
around the world. The aim of this hybrid science is to create solutions for common geography-based health
problems. While people will always be prone to illness, the study of how geography affects our health could
lead to the eradication of certain illnesses, and the prevention of others in the future. By understanding why
and how we get sick, we can change the way we treat illness and disease specific to certain geographical
locations.
E
The geography of disease and ill health analyses the frequency with which certain diseases appear in
different parts of the world, and overlays the data with the geography of the region, to see if there could be
a correlation between the two. Health geographers also study factors that could make certain individuals or
a population more likely to be taken ill with a specific health concern or disease, as compared with the
population of another area. Health geographers in this field are usually trained as healthcare workers, and
have an understanding of basic epidemiology as it relates to the spread of diseases among the population.
F
Researchers study the interactions between humans and their environment that could lead to illness (such
as asthma in places with high levels of pollution) and work to create a clear way of categorising illnesses,
diseases and epidemics into local and global scales. Health geographers can map the spread of illnesses
and attempt to identify the reasons behind an increase or decrease in illnesses, as they work to find a way
to halt the further spread or re-emergence of diseases in vulnerable populations.
G
The second subcategory of health geography is the geography of healthcare provision. This group studies
the availability (of lack thereof) of healthcare resources to individuals and populations around the world. In
both developed and developing nations there is often a very large discrepancy between the options
available to people in different social classes, income brackets, and levels of education. Individuals working
in the area of the geography of healthcare provision attempt to assess the levels of healthcare in the area
(for instance, it may be very difficult for people to get medical attention because there is a mountain
1
between their village and the nearest hospital). These researchers are on the frontline of making
recommendations regarding policy to international organisations, local government bodies and others.
H
The field of health geography is often overlooked, but it constitutes a huge area of need in the fields of
geography and healthcare. If we can understand how geography affects our health no matter where in the
world we are located, we can better treat disease, prevent illness, and keep people safe and well.
Questions 1-6
Reading Passage has eight sections, A-H.
Which paragraph contains the following information?
Write the correct letter, A-H, in boxes 1-6 on your answer sheet
NB You may use any letter more than once.
Questions 7-13
Complete the sentences below.
Choose ONE WORD ONLY from the passage for each answer.
One of these, a plantain (Plantago major), was named “Englishman’s Foot” by the Amerindians of New
England and Virginia who believed that it would grow only where the English “have trodden, and was never
known before the English came into this country”. Thus, as they intentionally sowed Old World crop seeds,
the European settlers were unintentionally contaminating American fields with weed seeds. More
importantly, they were stripping and burning forests, exposing the native minor flora to direct sunlight, and
the hooves and teeth of Old World livestock. The native flora could not tolerate the stress. The imported
weeds could, because they had lived with large numbers of grazing animals for thousands of years.
D
Cattle and horses were brought ashore in the early 1600s and found hospitable climate and terrain in North
America. Horses arrived in Virginia as early as 1620 and in Massachusetts in 1629. Many wandered free
with little more evidence of their connection to humanity than collars with a hook at the bottom to catch on
fences as they tried to leap over them to get at crops. Fences were not for keeping livestock in, but for
keeping livestock out.
E
Native American resistance to the Europeans was ineffective. Indigenous peoples suffered from white
brutality, alcoholism, the killing and driving off of game, and the expropriation of farmland, but all these
together are insufficient to explain the degree of their defeat. The crucial factor was not people, plants, or
animals, but germs. Smallpox was the worst and the most spectacular of the infectious diseases mowing
down the Native Americans. The first recorded pandemic of that disease in British North America detonated
among the Algonquin of Massachusetts in the early 1630s. William Bradford of Plymouth Plantation wrote
that the victims “fell down so generally of this disease as they were in the end not able to help one another,
no, not to make a fire nor fetch a little water to drink, nor any to bury the dead”. The missionaries and the
traders who ventured into the American interior told the same appalling story about smallpox and the
indigenes. In 1738 alone, the epidemic destroyed half the Cherokee; in 1759 nearly half the Catawbas; in
the first years of the next century, two thirds of the Omahas and perhaps half the entire population between
the Missouri River and New Mexico; in 1837-38 nearly every last one of the Mandans and perhaps half the
people of the high plains.
F
The export of America’s native animals has not revolutionised Old World agriculture or ecosystems as the
introduction of European animals to the New World did. America’s grey squirrels and muskrats and a few
others have established themselves east of the Atlantic and west of the Pacific, but that has not made
much of a difference. Some of America’s domesticated animals are raised in the Old World, but turkeys
have not displaced chickens and geese, and guinea pigs have proved useful in laboratories, but have not
usurped rabbits in the butcher shops.
G
The New World’s great contribution to the Old is in crop plants. Maize, white potatoes, sweet potatoes,
various squashes, chiles, and manioc have become essentials in the diets of hundreds of millions of
Europeans, Africans, and Asians. Their influence on Old World peoples, like that of wheat and rice on New
World peoples, goes far to explain the global population explosion of the past three centuries. The
Columbian Exchange has been an indispensable factor in that demographic explosion.
H
All this had nothing to do with superiority or inferiority of biosystems in any absolute sense. It has to do with
environmental contrasts. Amerindians were accustomed to living in one particular kind of environment,
Europeans and Africans in another. When the Old World peoples came to America, they brought with them
all their plants, animals, and germs, creating a kind of environment to which they were already adapted,
and so they increased in number. Amerindians had not adapted to European germs, and so initially their
numbers plunged. That decline has reversed in our time as Amerindian populations have adapted to the
Old World’s environmental influence, but the demographic triumph of the invaders, which was the most
spectacular feature of the Old World’s invasion of the New, still stands.
3
Questions 1-8
Reading Passage has eight paragraphs A-H.
Which paragraph contains the following information?
Write the correct letter A-H in boxes 1-8 on your answer sheet.
Questions 9-12
Do the following statements agree with the claims of the writer in Reading Passage?
In boxes 9-12 on your answer sheet write
9 European settlers built fences to keep their cattle and horses inside.
10 The indigenous people had been brutally killed by the European colonists.
11 America's domesticated animals, such as turkey, became popular in the Old World.
12 Crop exchange between the two worlds played a major role in world p
Questions 13-14
Answer the questions below using NO MORE THAN THREE WORDS from the passage for each answer.
13 Who reported the same story of European diseases among the indigenes from the American
interior?
14 What is the still existing feature of the Old World's invasion of the New?
"Tandem running is an example of teaching, to our knowledge the first in a non-human animal, that involves
bidirectional feedback between teacher and pupil," remarks Nigel Franks, professor of animal behavior and
ecology, whose paper on the ant educators was published last week in the journal Nature.
4
No sooner was the paper published, of course, than another educator questioned it. Marc Hauser, a
psychologist and biologist and one of the scientists who came up with the definition of teaching, said it was
unclear whether the ants had learned a new skill or merely acquired new information.
Later, Franks took a further study and found that there were even races between leaders. With the
guidance of leaders, ants could find food faster. But the help comes at a cost for the leader, who normally
would have reached the food about four times faster if not hampered by a follower. This means the
hypothesis that the leaders deliberately slowed down in order to pass the skills on to the followers seems
potentially valid. His ideas were advocated by the students who carried out the video project with him.
Opposing views still arose, however. Hauser noted that mere communication of information is
commonplace in the animal world. Consider a species, for example, that uses alarm calls to warn fellow
members about the presence of a predator. Sounding the alarm can be costly, because the animal may
draw the attention of the predator to itself. But it allows others to flee to safety. “Would you call this
teaching?” wrote Hauser. “The caller incurs a cost. The naive animals gain a benefit and new knowledge
that better enables them to learn about the predator’s location than if the caller had not called. This
happens throughout the animal kingdom, but we don’t call it teaching, even though it is clearly transfer of
information.”
Tim Caro, a zoologist, presented two cases of animal communication. He found that cheetah mothers that
take their cubs along on hunts gradually allow their cubs to do more of the hunting -going, for example,
from killing a gazelle and allowing young cubs to eat to merely tripping the gazelle and letting the cubs
finish it off. At one level, such behavior might be called teaching -except the mother was not really teaching
the cubs to hunt but merely facilitating various stages of learning. In another instance, birds watching other
birds using a stick to locate food such as insects and so on, are observed to do the same thing themselves
while finding food later.
Psychologists study animal behavior in part to understand the evolutionary roots of human behavior,
Hauser said. The challenge in understanding whether other animals truly teach one another, he added, is
that human teaching involves a “theory of mind” -teachers are aware that students don’t know something.
He questioned whether Franks’s leader ants really knew that the follower ants were ignorant. Could they
simply have been following an instinctive rule to proceed when the followers tapped them on the legs or
abdomen? And did leaders that led the way to food -only to find that it had been removed by the
experimenter -incur the wrath of followers? That, Hauser said, would suggest that the follower ant actually
knew the leader was more knowledgeable and not merely following an instinctive routine itself.
The controversy went on, and for a good reason. The occurrence of teaching in ants, if proven to be true,
indicates that teaching can evolve in animals with tiny brains. It is probably the value of information in social
animals that determines when teaching will evolve rather than the constraints of brain size.
Bennett Galef Jr., a psychologist who studies animal behavior and social learning at McMaster University in
Canada, maintained that ants were unlikely to have a “theory of mind” -meaning that leader and followers
may well have been following instinctive routines that were not based on an understanding of what was
happening in another ant’s brain. He warned that scientists may be barking up the wrong tree when they
look not only for examples of humanlike behavior among other animals but humanlike thinking that
underlies such behavior. Animals may behave in ways similar to humans without a similar cognitive system,
he said, so the behavior is not necessarily a good guide into how humans came to think the way they do.
Questions 1-5
Look at the following statements (Questions 1-5) and the list of people in the box below.
Match each statement with the correct person, A, B, C or D.
Write the correct letter, A, B, C or D, in boxes 1-5 on your answer sheet.
NB You may use any letter more than once.
5
1 Animals could use objects to locate food.
2 Ants show two-way, interactive teaching behaviors.
3 It is risky to say ants can teach other ants like human beings do.
4 Ant leadership makes finding food faster.
5 Communication between ants is not entirely teaching.
List of People
A Nigel Franks
B Marc Hauser
C Tim Caro
D Bennett Galef Jr.
Questions 6-9
Choose FOUR letters, A-H
Write your answers in boxes 6-9 on your answer sheet.
Which FOUR of the following behaviors of animals are mentioned in the passage?
Questions 10-13
Do the following statements agree with the claims of the writer in Reading Passage?
In boxes 10-13 on your answer sheet, write
YES if the statement agrees with the claims of the writer
NO if the statement contradicts the claims of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this
Questions 1-6
Reading Passage has six sections, A-F.
Choose the correct heading for each section from the list of headings below.
Write the correct number, i-viii, in boxes 1-6 on your answer sheet.
1 Section A
2 Section B
3 Section C
4 Section D
5 Section E
6 Section F
List of Headings
i Courses that require a high level of commitment
ii A course title with two meanings
7
iii The equal importance of two key issues
iv Applying a theory in an unexpected context
v The financial benefits of studying
vi A surprising course title
vii Different names for different outcomes
viii The possibility of attracting the wrong kind of student
Questions 7-10
Complete the summary below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
Write your answers in boxes 7-10 on your answer sheet.
Questions 11-14
Do the following statements agree with the claims of the writer in Reading Passage?
In boxes 11-14 on your answer sheet, write
YES if the statement agrees with the claims of the writer
NO if the statement contradicts the claims of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this