This unit introduces students to the skills needed for successful tertiary study, particularly related to health science courses. Topics covered include time management, research skills, exam preparation skills and writing skills.

This unit commences two weeks prior to the start of the academic year. It begins by introducing students to the principles of studying anatomy and orienting them to the anatomy laboratories. The unit continues to be offered concurrently with the anatomy component of the student's course and provides the opportunity for students to revise and consolidate concepts covered in that component of their course.

The unit runs concurrently with the anatomy component of the student's course and provides the opportunity for students to revise and consolidate concepts covered in that component of their course.

The material covered in this unit depends on the course being undertaken by the student. The pre-course option is offered only in Semester 2 and aims to provide students with an understanding of the fundamental concepts of chemistry and physiology needed for successful participation in the human biology component of their course in the following year.

Biological Sciences Support (A) and (B) provide students with an opportunity to revise and consolidate content covered in human biology/physiology units. Both group and individual tuition is provided.

The Biological Sciences Support units provide students with an opportunity to revise and consolidate content covered in human biology/physiology units. Both group and individual tuition is provided.

The unit is designed for students enrolled in Medical Radiation Sciences who may not have a strong background in physics. It aims at both preparing students for study in physics-related units, and the opportunity to revise and consolidate concepts covered in the physics component of their course. It also covers the mathematical concepts required.

This unit aims to provide students with the opportunity to further understand and use experimental and descriptive research methods.

This unit supports one or more of the professional units a student may be having difficulty with. It is based on individual student need.

This unit supports one or more of the professional units a student may be having difficulty with. It is based on individual student need.

This unit aims to provide an introduction to the fundamental principles of biomechanics as well as provide students in the first year of their degree course with the opportunity to consolidate and revise material covered in the biomechanics component of their course.

This unit aims to introduce students to the fundamental concepts of neurobiology and to provide students with an opportunity to revise and consolidate content covered in the neurobiology component of their course.

The Behavioural Sciences Support units aim to introduce students to the fundamental concepts of behavioural sciences and to provide them with an opportunity to revise and consolidate content covered in the behavioural sciences component of their course.

The Behavioural Sciences Support units aim to introduce students to the fundamental concepts of behavioural sciences and to provide them with an opportunity to revise and consolidate content covered in the behavioural sciences component of their course.

This unit is conducted concurrently with Biological Sciences units and enables the students to revise unit material and identify and develop the academic skills required to successfully complete the Biological Sciences units.

This unit aims to provide students in the second year of their degree course with the opportunity to consolidate and revise material covered in the biomechanics component of their course.

This unit supports one or more of the professional units a student may be having difficulty with. It is based on individual student need.

This unit aim to provide students with the opportunity to further understand and use experimental and descriptive research methods.

This unit provides an introduction to areas of psychology and sociology relevant to health and wellbeing. The unit provides the sociological tools (covering both theory and method) that are required to achieve social literacy in the domains of health and wellbeing as well as an introduction to the principles and applications of psychology as they pertain to these areas. The unit aims to develop a 'sociological imagination', a quality of mind that will be used to prompt students to question commonsense assumptions regarding health and wellbeing. Students will also gain familiarity with the major paradigms and methodological approaches of contemporary psychology and will develop a facility in evaluating the application of psychological theory to specific health issues in their major area of study.

This unit provides an introduction to developmental psychology and introduces students to an information processing approach to cognitive functions including attention, learning, memory, knowledge acquisition reasoning and decision making.

Health science graduates are expected to be informed consumers of health research with an evidence-based practice perspective. The aim of this unit is to provide a foundation for critical appraisal of the main approaches and techniques used in health research. The unit introduces students to key elements common to research paradigms, such as problem formulation, research ethics, design, measurement, sampling, data collection and data analysis, and describes their application of a range of fundamental research designs. Research designs commonly used in health settings will be the focus of this unit. Thus, the fundamental principles of experimental and quasi-experimental group and single case research designs, epidemiological research, survey-based approaches, ethnography, phenomenology and grounded theory will be considered, along with methods of data collection including the use of standardised instruments, structured and naturalistic observation and interviewing. The unit will also introduce students to major quantitative and qualitative techniques appropriate for analysing research data.

Student acquire knowledge of normal cognition, neuropsychological approach to brain-behaviour relationships and cognitive processes; the cognitive and behavioural consequences of brain damage and models of cognitive rehabilitation.

Students will acquire knowledge of basic and advanced counselling, psychotherapeutic and behaviour management skills as they are used by students and professionals in health sciences working with individuals with communication disorders.

This unit is designed to provide students with a critical understanding of science as a specific form of knowledge. It introduces students to the major philosophies of science including empiricism, positivism, hypothetico-deductionism and the work of philosopher Thomas Kuhn. The unit will focus also on scientific method; the qualitative/quantitative methodological distinction with particular attention to the hermeneutic/interpretive research tradition.

The focus of the unit of study is to understand the meaning of globalisation and the impact of globalisation on health. The unit examines the changing trade processes and social and cultural shifts and their impact on populations' health. The unit also aims to provide understanding of both direct and indirect impact of globalisation on health. The direct impact of globalisation on health includes shifting disease patterns; shifting behaviour patterns (diet and smoking) and indirect impact includes changes in trade laws affecting workers' health, the existence of internet 'globalisation' on the health and utilisation of health care services.

Cyberpsychology and e-health aims to educate those seeking careers in allied health on how societal and individual health is both affected and resourced by the internet and other technologies. The course will be based on current research and policy guidelines set by the Australian and American Medical Associations, the American Psychological Association and Australian Psychological Society for the use of information technology in the following areas: informing allied health professionals of online resources for their profession; how types of ICT functions may affect the behaviour of youth and the elderly; ethics and viability of delivering general health and mental health resources online; the evolution of telemedicine practices; the rise of serious games for health; social media in health; provision of therapy over the internet for general health and mental health; quality control and assessment of general and specific online health resources; and future directions of information technology and its application to health.

This unit of study provides a critical introduction to health at work in the Australian and international context. It examines the nature, prevalence, origins, and management of disease and injury in the workplace. Topics covered include the nature and distribution of occupational injury, ill health and disease in Australia; theories of occupational injury and disease causation; and the roles of professionals, management and workers in prevention and management.

In this unit, students will learn about qualitative research techniques such as in-depth interviewing and participant observation which focus on the investigation of people's experiences and their interpretation of events. This unit examines the types of research questions for which these methods are best suited and provides training in data collection methods and analysis. The unit is conducted as a seminar in which students actively participate. In addition, students work on a research project of their choice throughout the semester.

This unit of study aims to describe how cells work at the molecular level, with special emphasis on human biochemistry. The chemical reactions that occur inside cells are described in the first series of lectures, Cellular Metabolism. Aspects of the molecular architecture of cells that enable them to transduce messages and communicate are described in the second half of the unit of study. At every stage there is emphasis on the 'whole body' consequences of reactions, pathways and processes. Cellular Metabolism describes how cells extract energy from fuel molecules like fatty acids and carbohydrates, how the body controls the rate of fuel utilisation and how the mix of fuels is regulated (especially under different physiological circumstances such as starvation and exercise). The metabolic inter-relationships of the muscle, brain, adipose tissue and liver and the role of hormones in coordinating tissue metabolic relationships is discussed. The unit also discusses how the body lays down and stores vital fuel reserves such as fat and glycogen, how hormones modulate fuel partitioning between tissues and the strategies involved in digestion and absorption and transport of nutrients. Signal Transduction covers how communication across membranes occurs (i.e. via surface receptors and signaling cascades). This allows detailed molecular discussion of the mechanism of hormone action and intracellular process targeting. The practical component complements the lectures by exposing students to experiments that investigate the measurement of glucose utilisation using radioactive tracers and the design of biochemical assay systems. During the unit of study, generic skills are nurtured by frequent use of analytical and problem solving activities. However student exposure to generic skills will be extended by the introduction of exercises designed to teach oral communication, instruction writing and feedback articulation skills.

This unit of study will explore the responses of cells to changes in their environment in both health and disease. The lecture course consists of four integrated modules. The first will provide an overview of the role of signalling mechanisms in the control of human cell biology and then focus on cell surface receptors and the downstream signal transduction events that they initiate. The second will examine how cells detect and respond to pathogenic molecular patterns displayed by infectious agents and injured cells by discussing the roles of relevant cell surface receptors, cytokines and signal transduction pathways. The third and fourth will focus on the life, death and differentiation of human cells in response to intra-cellular and extra-cellular signals by discussing the eukaryotic cell cycle under normal and pathological circumstances and programmed cell death in response to abnormal extra-cellular and intra-cellular signals. In all modules emphasis will be placed on the molecular processes involved in human cell biology, how modern molecular and cell biology methods have led to our current understanding of them and the implications of them for pathologies such as cancer. The practical component is designed to complement the lecture course, providing students with experience in a wide range of techniques used in modern molecular cell biology.

This unit of study will explore the biochemical processes involved in the operation of cells and how they are integrated in tissues and in the whole human body in normal and diseased states. These concepts will be illustrated by considering whole-body aspects of energy utilisation, fat and glycogen storage and their regulation under normal conditions compared to obesity and diabetes. Key concepts that will be discussed include energy balance, regulation of metabolic rate, control of food intake, tissue interactions in fuel selection, the role of adipose tissue and transport of fuel molecules from storage organs and into cells. Particular emphasis will be placed on how the modern concepts of metabolomics, coupled with molecular biology methods and studies of the structure and function of enzymes, have led to our current understanding of how metabolic processes are normally integrated and how they become deranged in disease states. The practical component is designed to complement the lecture course and will provide students with experience in a wide range of techniques used in modern medical and metabolic biochemistry.

This unit is designed to assist honours student with the development of their individual research project for completion in Year 4. At the completion of this unit of study the student will have prepared a written proposal for a research project and a student grant application and ethics application, if appropriate. The development of the proposal and applications are undertaken in collaboration with an academic supervisor. This unit is compulsory for students who have been accepted into the honours program.

Honours students undertake a supervised research project in a health discipline area within the Faculty. Each student will contribute to designing and/or implementing an approved research project and submit a thesis describing the project and its implications. In completing the research thesis, the student will work closely with academic staff who will supervise their research activities. Students will meet regularly with their supervisors; attend seminars and workshops that contribute to the research process and their thesis.

Honours students complete a supervised research project in a health discipline area within the Faculty. Each student will implement an approved research project and submit a thesis describing the project and its implications. In completing the research thesis, the student will work closely with academic staff who will supervise their research activities. Students will meet regularly with their supervisors; attend seminars and workshops that contribute to the research process and their thesis.

This Unit of Study has four main components: lectures, practicals, workshops and HBOnline activities. The unit of study provides an introduction to human anatomy and physiology. It includes an overview of cell and tissue structures, the skeletal system, nutrition, digestion and excretion. Human Biology will also look at how our bodies respond to environmental stimuli with respect to the endocrine, nervous and immune systems. After discussion of reproduction and development, it concludes with modern studies and research prospects in biotechnology and human genetics. This unit of study, together with BIOL (1001 or 1911 or 1002 or 1902), or MBLG (1001 or 1901), provides entry to Intermediate units of study in Biology, but the contents of BIOL (1002 or 1902) is assumed knowledge for BIOL (2011 or 2012) and PLNT 2003, and students entering these units with BIOL (1003 or 1903) will need to do some preparatory reading.

This unit of study introduces the study of anatomy, physiology and pathophysiology. A detailed study of the normal function of the musculoskeletal, cardiovascular and respiratory systems is undertaken. This leads to a focus on the important diseases related to these systems and their effects on the body. The basic concepts of pharmacology will also be introduced to enable students to understand the action of drugs on each of the body systems as they are covered in this unit and in BIOS1158 Structure, Function and Disease B. Students are expected to complete self-directed learning packages prior to some practical sessions. Material will be presented in lectures and practical sessions. This unit includes laboratory classes in which human cadavers are studied; attendance at such classes is strongly encouraged.

This unit of study examines the essential principles of infection control in health care practice and the immune system, highlighting its role in disease prevention and response to trauma and neoplasia. The part played by the immune system in producing disease is also covered. The normal structure and function of the digestive, urinary, reproductive, endocrine and nervous systems is described along with the pathophysiology of diseases associated with these systems. Specific diseases are studied because they are common and thus frequently encountered in practice, or because they provide significant insight into the reaction pattern of an injured organ. The bases for the management of these diseases will be examined. Material will be presented in lectures, tutorials and practical sessions. This unit includes laboratory classes in which human cadavers are studied; attendance at such classes is strongly encouraged.

This unit aims to provide an understanding of the anatomy, physiology and physics of speech. This unit includes laboratory classes in which human cadavers are studied; attendance at such classes is required.

This unit of study aims to provide an understanding of the physics, anatomy and physiology of the hearing mechanism. Students will also learn about pathologies of the ear, nose and throat and development of the human embryo. The unit also includes an introduction to deafness, basic audiological tests and evaluation of hearing.

This unit of study includes fundamental concepts of nervous system functioning and muscle tissue. Anatomy of the brain and spinal cord is studied using models and human cadavers. Basic mechanisms of spinal reflexes and the function of the somatosensory sensory comprise the physiological component of the unit. Students are also introduced to the anatomy and physiology of the autonomic nervous system and motor pathways. Cases studies aimed at identifying simple neural problems associated with sensory and motor systems are specifically designed for students doing professional preparation degrees. This unit includes laboratory classes in which human cadavers are studied; attendance at such classes is required.

This unit of study introduces students to the biological and biochemical processes that are fundamental to life. The material covered in this unit forms the basis of subsequent biomedical and professional units of study. Knowledge gained in this unit will help students to understand principles of health and disease and the scientific basis for many of the professional practices they will undertake in their careers. The following topics are studied: structure and function of cells, homeostasis, basic chemical processes of life, biochemistry of human function, energy and function (including metabolic processes and diseases), genetic code in health and disease (including cell division, basic genetics, protein synthesis and genetic diseases). The relevance of these fundamental principles to practices of health care is examined.

This unit of study introduces the basic concepts in musculoskeletal anatomy prior to a more detailed study of the gross anatomical structure of the upper limb as it relates to functional activities. Students will also study the histological structure of musculoskeletal tissues and surface anatomy of the upper limb. Material will be presented in lectures, practical sessions and online. Students will also be expected to undertake some independent learning activities. This unit includes laboratory classes in which human cadavers are studied; attendance at such classes is strongly encouraged.

This unit of study examines the detailed gross anatomical structure and surface anatomy of the lower limb, trunk and head and neck. Included are the anatomical analyses of functional activities which involve the lower limb, back and neck. Students will also look at the anatomical basis of chewing, swallowing and communication. Material will be presented in lectures, practical sessions and online. Students will also be expected to undertake some independent learning activities. This unit includes laboratory classes in which human cadavers are studied; attendance at such classes is strongly encouraged.

This unit will present the gross anatomy, functional histology, physiology and pathophysiology of the cardiovascular, respiratory and renal systems. Specific diseases of these systems that are commonly encountered in health care practice will be described. The unit will also cover the characteristics of the body's fluids and the concept of acid-base balance within the body. This unit includes laboratory classes at which human cadaveric material is studied; attendance at such classes is strongly encouraged.

This unit of study includes fundamental concepts of nervous system organization and function. Anatomy of the brain and spinal cord is studied using models to understand the cortical and subcortical pathways as well as integrating centres that control movement and posture. The physiology component introduces students to mechanisms of signal generation and transmission, basic mechanisms of spinal reflexes, the function of the somatosensory and autonomic nervous system and motor pathways. Case studies aimed at identifying simple neural problems associated with sensory and motor systems are specifically designed for students following professional preparation degrees.

This unit of study examines the physiological changes associated with the normal processes of ageing and the decrease in functional capacity which occurs as a result. It will include a physiological explanation of ageing in relation to the cardiovascular, respiratory, immune, nervous, musculoskeletal, renal and endocrine systems and the skin. An understanding of the normal processes of ageing will help health professionals to interpret the ageing experience from the point of view of the client, understand the functional limitations which result from ageing, and differentiate 'normal' from 'abnormal' ageing.

This unit of study examines the disease processes and other physical health issues, which are important as people age. Students will study the factors which are responsible for the increased incidence of disease in the aged, the role of environmental factors in the development of disease, the relationships between disease and functional limitation, and the measures which can be taken to minimise the development and biological impact of disease. Students will also examine the relationships between the biomedical effects of ageing and sexuality. There will be in-depth consideration of one common disease of the aged, and its management in terms of prevention, treatment and residual disability.

This unit of study considers the development and anatomy of the brainstem and cranial nerves. The anatomy and physiology of special sensory systems and the control and integration of somatic motor activity with special reference to communication are explored comprehensively. Higher functions of the nervous system and adaptive properties including plasticity and recovery of the nervous system after injury are also examined. Considerable emphasis is placed on the anatomical and physiological basis of neurological problems relating to communication disorders throughout the unit of study. This unit of study includes laboratory classes where tissues from human cadavers are examined in detail; attendance at such classes is required for the unit of study.

This unit of study will introduce students to the general principles of toxicology. Topics will include a study of chemical principles related to toxicology, dose-response, absorption, metabolism and elimination of environmental and industrial chemicals. The student will be introduced to the principles of hazard identification and risk assessment. An underpinning of basic chemical principles will be included.

In this unit of study students will learn currently- used basic techniques of microbiology, immunosassays and molecular biology. Advances in biotechnology will also be explored. Emphasis is placed on learning practical skills that are universally used in research and clinical laboratories. Material will be presented in lectures and laboratory practical classes. Practical classes focus on techniques that enable analyses of microbes in food, diagnosis of disease and crime scene investigations.

This unit of study aims to develop an understanding of the embryological processes occurring in to form the human body from fertilisation to birth. Topics also to be discussed are: infertility, abnormal development, artificial reproductive technologies and fetal surgery.

This unit of study examines the principles and factors involved in the design and management of services, programs, and projects. Students will develop skills in planning, developing, implementing and evaluating projects as well as be given an introduction to financial management.

This unit of study will extend the student's knowledge of functional musculoskeletal anatomy by applying functional anatomy principles to the analysis of exercises. Relevant research and advanced knowledge of functional musculoskeletal anatomical concepts will be used to explore exercises designed to: strengthen and lengthen specific muscles; improve muscle coordination; develop dynamic stability; and prevent the development of muscle imbalances that may contribute to musculoskeletal injury. The application of musculoskeletal anatomy principles to increase exercise difficulty and variety will also be explored. This unit will include laboratory classes in which human cadavers are studied; attendance at such classes is strongly encouraged.

This unit introduces students to selected developments that are impacting, or are likely to impact, on the practice and management of the health care in Australia. Because health care is driven by a multitude of forces, the scope of the developments studied is broad. Topics to be covered will be drawn from the basic sciences applicable to health care, and health management. Examples of the topics under consideration include complementary and alternative medicine, assisted reproductive technologies, emerging diseases and infections, and psychoneuroimmunology. Material will be presented in lectures, with use of self-directed learning and individual or group projects. The unit integrates units of study completed earlier in the program, thus enabling students to apply their knowledge while developing the skills needed to analyse, understand and anticipate future directions in health care.

The aim of the unit of study is to provide those students whose chemical background is weak (or non-existent) with a good grounding in fundamental chemical principles together with an overview of the relevance of chemistry. There is no prerequisite or assumed knowledge for entry to this unit of study. Lectures: A series of 39 lectures, three per week throughout the semester.

CHEM1002 builds on CHEM1001 to provide a sound coverage of inorganic and organic chemistry. Lectures: A series of 39 lectures, three per week throughout the semester.

Chemistry 1A is built on a satisfactory prior knowledge of the HSC Chemistry course. Chemistry 1A covers chemical theory and physical chemistry. Lectures: A series of 39 lectures, three per week throughout the semester.

Chemistry 1B is built on a satisfactory prior knowledge of Chemistry 1A and covers inorganic and organic chemistry. Successful completion of Chemistry 1B is an acceptable prerequisite for entry into Intermediate Chemistry units of study. Lectures: A series of 39 lectures, three per week throughout the semester.

Participants will acquire knowledge about typical communication development in English across the lifespan and in cultures relevant to the Australian context. Participants will learn about the sequence of normal communication development from prelinguistic communication development through adult language; the significance of context and function in the development of language; the universality of communication development, and the effect of gender in communication development. This unit of study prepares students to undertake observation of communication and to demonstrate understanding of the theories and facts in the normal acquisition of communication skills and apply this knowledge to people of different ages. Students will also begin accumulating knowledge about professional communication skills needed by health professionals to work with clients, carers and colleagues.

Students will explore the nature of the human communication system: introduction to phonology, orthography, morphology, semantics and grammar/syntax, drawing mainly from psycholinguistic and clinical approaches. Particular emphasis on grammar, phonetics and articulation assessment and intervention. Analysis of language for clinical purposes (especially grammar transcription and phonetic transcription skills). This unit of study prepares students with the necessary background knowledge to undertake phonology, language and clinical units later in the course.

This unit introduces students to spoken language impairments from birth to the school-aged child. The nature of child language impairments together with principles and practices for assessment, diagnosis, management planning and treatment are covered for the following paediatric clinical populations: pre-linguistic infants, toddlers, preschoolers and school-aged children.

Participants will acquire the knowledge and skills to undertake the clinical management of children and adults who stutter. Participants will learn about clinically relevant theories and research findings pertaining to the management of stuttering, how to select, justify and implement clinical interventions, and demonstrate skills in researching and applying evidence-based practice to stuttering management. Students will acquire skills in identifying and counting stuttering and producing the prolonged speech pattern. This unit of study prepares students to: evaluate research evidence for different assessment and intervention programs in stuttering; consider ethical and service issues related to delivering speech pathology services to culturally diverse populations.

Students will acquire the knowledge and skills to conduct clinical assessment and management for clients with speech motor and motor programming disorders such as dysarthria and apraxia, as well as assessment and management of feeding and swallowing impairments in children and adults. Students will learn to describe, evaluate and conduct and justify interventions for these populations. A focus on case-based problem solving will be emphasised to achieve integration of theory and practical skills. This unit of study prepares students to conduct appropriate and evidence-based clinical assessment and management for these populations.

Students work with an advanced student and participate in clinical service delivery in the on-campus clinic. Students must demonstrate competence in the context of direct supervision (novice level), in observing, seeking information about, accurately describing and participating in provision of clinical services to their client. They are to seek information relevant to their professional development and client care, and show awareness of their impact on the client. To support your clinical learning this unit will consider issues directly related to clinical practice in the areas of professional relationships with families and other professionals, problem solving strategies for identifying and managing ethical issues involved in being a student, working with children and working with families. Students will develop strategies for facilitating client`s learning. Also, this unit will cover indigenous issues in health service delivery, basic report writing and case presentation skills. Students will gain knowledge of the on-campus clinic policies and procedures and government legislation.

Students are paired to conduct observations and prescribed activities in a preschool, long day-care centre or kindergarten with children between 1 and 6 years as well as engage in professional interactions with staff. Students will acquire knowledge of the functions and routines in an early educational setting, develop professional communication skills and confidence in working with other professionals. They will understand how language is used and targeted as a part of the curriculum in preschool settings, develop skills in carrying out language stimulation activities with preschool children, and relate observations to relevant theory and research. To support your clinical learning this unit will consider issues directly related to clinical practice in the areas of professional relationships with families and other professionals, problem solving strategies for identifying and managing ethical issues involved in being a student, working with children and working with families. Students will develop strategies for facilitating client`s learning. Also, this unit will cover indigenous issues in health service delivery, basic report writing and case presentation skills. Students will gain knowledge of the on-campus clinic policies and procedures and government legislation.

Students work with an advanced student and participate in clinical service delivery in the on-campus clinic. Students must demonstrate competence in the context of direct supervision (novice level), in observing, seeking information about, accurately describing and participating in provision of clinical services to their client. They are to seek information relevant to their professional development and client care, and show awareness of their impact on the client. To support their clinical learning, this unit will consider communication and counselling skills involved with working with caregivers and adult clients, and problem solving strategies for identifying and managing ethical issues involved in working with adults and their families. This unit will also explore the role of speech pathologists in the health system and their participation in teams.

Students are paired to conduct observations and prescribed activities in a preschool, long day-care centre or kindergarten with children between 1 and 6 years as well as engage in professional interactions with staff. Students will acquire knowledge of the functions and routines in an early educational setting, develop professional communication skills and confidence in working with other professionals. They will understand how language is used and targeted as a part of the curriculum in preschool settings, develop skills in carrying out language stimulation activities with preschool children, and relate observations to relevant theory and research. To support their clinical learning, this unit will consider communication and counselling skills involved with working with caregivers and adult clients, and problem solving strategies for identifying and managing ethical issues involved in working with adults and their families. This unit will also explore the role of speech pathologists in the health system and their participation in teams.

In this unit, students will learn about the different varieties of hearing loss and craniofacial abnormalities. Students will understand the impact of these disorders on communication and learn how to investigate and manage these types of communication impairments. The impact of culturally and linguistically diverse backgrounds for speech pathologists and their clients will be explored.

Students will acquire knowledge about neurologically based language disorders in adults. Students will learn about the characteristics of acquired aphasia, non-dominant hemisphere lesions, closed head injury and memory impairments in adults, and critically evaluate assessment and intervention strategies for these populations. This unit of study prepares students to undertake clinical placements with adult neurogenic populations.

Students will acquire knowledge of theoretical and practical issues related to working with individuals with complex communication needs across the lifespan and in a variety of residential, educational, employment, and community settings. Students will learn about common developmental disabilities including cerebral palsy, intellectual disability, and pervasive developmental disorders including autism, their impact on communication and the use of augmentative and alternative communication systems. This unit prepares students to work in a collaborative team and apply a client-focused functional approach to assessment and intervention for people with complex communication needs.

Students will be responsible for the management of paediatric clients and engage in supervisory conferences each week, during semester. Students may be placed in either on or off-campus clinics. Students will be expected at the end of this unit of study to demonstrate skills within the intermediate zone of COMPASS Competency Assessment in Speech Pathology for all 11 competencies with child clients across the range indicators (CBOS, 2001) of speech, language, voice and fluency disorders, unless the complexity of the disorder or specialist clinical setting indicates otherwise.

Students will be responsible for planning and conducting an assessment of a paediatric client and related activities. Students will be responsible for the management of adult clients in on and/or off campus clinical settings. Students will be expected at the end of this unit of study to demonstrate skills within the intermediate zone of COMPASS Competency Assessment in Speech Pathology for all 11 competencies with child and adult clients across the range indicators (CBOS, 2001) of speech, language, voice and fluency disorders, unless the complexity of the disorder or specialist clinical setting indicates otherwise.

Students will acquire in-depth knowledge in the study of phonology, language and literacy as they relate to children and adolescents with communication disorders, in diverse social situations and cultures. This unit will cover the interactions between phonology, language and literacy in both acquisition and impairment. Students will learn how spoken language and expressive phonology both influence literacy acquisition. Students will examine theoretical models of reading and phonological processing, and how these models can be used to understand and manage spoken and written communication impairments in school aged children.

Students will be responsible for planning and conducting an assessment of a paediatric client and related activities. Students will also be responsible for the management of adult clients in on and/or off-campus clinical settings in a weekly placement followed by a block placement. Students will be expected at the end of this unit of study to demonstrate skills within the intermediate zone of COMPASS Competency Assessment in Speech Pathology for all 11 competencies with adult clients across the range indicators (CBOS, 2001) of speech, language, voice and fluency disorders, unless the complexity of the disorder or specialist clinical setting indicates otherwise.

Students will be responsible for the management of paediatric client/s and engage in supervisory conferences each week, during semester. Students may be placed in either on or off-campus clinics. Students will also be responsible for the management of adult clients in off campus clinical settings in a block placement. Students will be expected at the end of this unit of study to demonstrate skills within the intermediate zone of COMPASS Competency Assessment in Speech Pathology for all 11 competencies with child clients across the range indicators (CBOS, 2001) of speech, language, voice and fluency disorders, unless the complexity of the disorder or specialist clinical setting indicates otherwise.

In this unit students will learn the basic principles of designing, undertaking and analysing research in speech pathology. This will enable students to be more careful consumers (and, perhaps, producers) of research when they become clinicians and to appreciate the fundamental link between research skills and evidence-based practice. This unit will also lay the groundwork for students who might be considering a research higher degree. A variety of topics will be explored including correlational techniques, hypothesis testing and qualitative methods. Exercises and examples will relate specifically to the basic science and applied aspects of speech pathology. Students will gain experience using SPSS statistical analysis software.

This unit of study will enable students to describe, analyse and apply: i) the anatomical, physiological, aerodynamic, biomechanical, acoustic, physical and perceptual principles of vocal function; ii) principles and skills in the assessment and analysis of vocal function including basic principles of acoustic speech recording and analysis; iii) the nature of voice disorders; evaluation and management of individuals with a variety of phonatory disorders; iv) different voice techniques and facilitating vocal change in the non-disordered and disordered population.

Students will be responsible for planning and conducting an assessment of a paediatric client and related activities. Students will be responsible for the management of adult clients in on and/or off-campus clinical settings. Students will be expected at the end of this unit of study to demonstrate skills within the intermediate zone of COMPASS Competency Assessment in Speech Pathology for all 11 competencies with child and adult clients across the range indicators (CBOS, 2001) of speech, language, voice and fluency disorders, unless the complexity of the disorder or specialist clinical setting indicates otherwise.

Students will be responsible for the management of paediatric client/s and engage in supervisory conferences each week, during semester. Students may be placed in either on or off-campus clinics. Students will also be responsible for the management of adult clients in off campus clinical settings in a block placement. Students will be expected at the end of this unit of study to demonstrate skills within the intermediate zone of COMPASS Competency Assessment in Speech Pathology for all 11 competencies with adult clients across the range indicators (CBOS, 2001) of speech, language, voice and fluency disorders, unless the complexity of the disorder or specialist clinical setting indicates otherwise.

Introduction to complex audiological assessment and intervention techniques for hearing impaired adults and children. This unit of study may be undertaken as an elective unit with the permission of the program coordinator.

Students do observations and prescribed activities in a preschool, long day care centre or kindergarten with children between 1 and 6 years as well as professional interactions with staff. Students will acquire knowledge of the functions and routines in an early educational setting, develop professional communication skills and confidence in working with other professionals, understand how language is used and targeted as a part of the curriculum in preschool settings, develop skills in carrying out language stimulation activities with preschool age children, and relate observations to relevant theory and research.

In this unit students will learn the basic principles of designing, undertaking and analysing research in speech pathology. This will enable students to be more careful consumers (and, perhaps, producers) of research when they become clinicians and to appreciate the fundamental link between research skills and evidence-based practice. This unit will also lay the groundwork for students who might be considering a research higher degree. A variety of topics will be explored including correlational techniques, hypothesis testing and qualitative methods. Exercises and examples will relate specifically to the basic science and applied aspects of speech pathology. Students will gain experience using SPSS statistical analysis software. Students spend an hour per week focusing on research methods as they relate to their Honours topic.

Students will acquire the knowledge and skills to conduct critical evaluation of the literature pertinent to speech pathology practice and apply principles of evidence-based practice. Students will focus on specific areas of specialised practice. These areas will be chosen to strengthen the student's professional portfolio demonstrating competencies across all areas.

Students enrolled in this unit will participate in learning experiences that integrate theoretical knowledge with clinical experience in order to prepare for the professional workplace. Students will cover issues in professional relationships, ethics, caseload management, legal requirements and professional self regulation. Students complete a group quality improvement project (generally at an external site).

Students manage a client caseload and participate in a variety of clinical management and service activities within the on-campus clinic. Students also participate in a clinical mentoring experience with novice/intermediate students. Students are responsible for supporting and facilitating the learning of the novice/intermediate students. They participate in supervisory conferences with their clinical educators and peers. Students are expected to demonstrate competency in professional communication skills, team work and effective time management, as well as overall client management.

Students provide an assessment and/or intervention service to clients within the community. They manage a varied client caseload, as well as participate in a variety of clinical management and clinical service activities. Students participate in the Diagnostics Clinic and service provision within a community setting. Students take part in regular supervisory conferences with their clinical educators and other students.

Students are placed in one off-campus clinic, hospital, or other setting for four days per week for one, 6 week (or equivalent) block. Over the semester they manage a varied child caseload, participate in a variety of clinical management, clinical service, and multidisciplinary team activities, and participate in supervisory conferences on a regular basis.

Students are placed in one off-campus clinic, hospital, or other setting for four days per week for one, 6 week (or equivalent) block. Over the semester they manage a varied adult caseload, participate in a variety of clinical management, clinical service, and multidisciplinary team activities, and participate in supervisory conferences on a regular basis.

Students are placed in one off-campus clinic, hospital, or other setting for four days per week for one, 6 week (or equivalent) block. Over the semester they manage a varied child caseload, participate in a variety of clinical management, clinical service, and multidisciplinary team activities, and participate in supervisory conferences on a regular basis.

Students are placed in one off-campus clinic, hospital, or other setting for four days per week for one, 6 week (or equivalent) block. Over the semester they manage a varied adult caseload, participate in a variety of clinical management, clinical service, and multidisciplinary team activities, and participate in supervisory conferences on a regular basis.

Students manage a client caseload and participate in a variety of clinical management and service activities within the on-campus clinic. Students also participate in a clinical mentoring experience with novice/intermediate students. Students are responsible for supporting and facilitating the learning of the novice/intermediate students. They participate in supervisory conferences with their clinical educators and peers. Students are expected to demonstrate competency in professional communication skills, team work and effective time management, as well as overall client management. To be eligible to receive a pass in this unit of study, students must have satisfactorily completed their portfolios for demonstrating competency for professional association membership upon graduation and participated in a required one-day debriefing activity on-campus at the end of the semester or in other debriefing activities as agreed upon in advance by the Clinical Coordinator.

Students provide an assessment and/or intervention service to clients within the community. They manage a varied client caseload, as well as participate in a variety of clinical management and clinical service activities. Students participate in the Diagnostics Clinic and service provision within a community setting. Students take part in regular supervisory conferences with their clinical educators and other students. To be eligible to receive a pass in this unit of study, students must have satisfactorily completed their portfolios for demonstrating competency for professional association membership upon graduation and participated in a required one-day debriefing activity on-campus at the end of the semester or in other debriefing activities as agreed upon in advance by the Director of Clinical Education.

Students manage a client caseload and participate in a variety of clinical management and service activities within the on-campus clinic. Students also participate in a clinical mentoring experience with novice/intermediate students. Students are responsible for supporting and facilitating the learning of the novice/intermediate students. They participate in supervisory conferences with their clinical educators and peers. Students are expected to demonstrate competency in professional communication skills, team work and effective time management, as well as overall client management.

Students provide an assessment and/or intervention service to clients within the community. They manage a varied client caseload, as well as participate in a variety of clinical management and clinical service activities. Students participate in the Diagnostics Clinic and service provision within a community setting. Students take part in regular supervisory conferences with their clinical educators and other students. Students enrolled in this unit of study will also attend lectures regarding topics related to professional practice as a speech pathologist.

Students are placed in one off-campus clinic, hospital, or other setting for four days per week for one, 6 week (or equivalent) block. Over the semester they manage a varied child caseload, participate in a variety of clinical management, clinical service, and multidisciplinary team activities, and participate in supervisory conferences on a regular basis.

Students are placed in one off-campus clinic, hospital, or other setting for four days per week for one, 6 week (or equivalent) block. Over the semester they manage a varied adult caseload, participate in a variety of clinical management, clinical service, and multidisciplinary team activities, and participate in supervisory conferences on a regular basis.

Students undertake a supervised clinical research project in an area of human communication sciences or disorders. The student designs and implements an approved research project and submits a thesis describing the project and its implications. In completing the research and thesis, each student works closely with an academic staff member who serves as the supervisor.

This unit aims to develop an appreciation of how mechanical principles can be applied to understand the underlying causes of human movement. Topics include: kinematics, vectors, Newton`s laws of motion, work, energy, power, and momentum; for both translational and rotational motion; and the influence of fluids on motion. Emphasis is placed on developing mathematical skills and analytical problem solving techniques. The laboratory classes complement the lectures; providing opportunities to validate mechanical principles in a quantitative manner.

This unit focuses on the sarcomere, and its molecular components, as the basis of skeletal muscle function and adaptability. Starting with the cross bridge cycle, students progress to explore the functional implications of altered assemblies of sarcomeres in series or in parallel. Topics of excitation-contraction coupling, fiber types and motor unit function are also addressed. These fundamentals are used to examine the process of muscle hypertrophy and atrophy. Specifically the molecular and functional responses of muscle to high resistance training, branched chain amino acid supplementation and various types of disuse are explored. Lecture material presents dose-response relations for high resistance training in terms of both minimal effective and optimal values for load, sets and frequency of training. The determinants of the passive length-tension properties of muscle are discussed, as well the relatively small adaptation of these properties that occur during short term stretching interventions. Practical classes emphasise the acquisition of professional skills through participation in both a progressive high-resistance weight training program and muscle stretching intervention.

The aim of this unit is to provide students with an understanding of the fundamental principles of exercise science and an introduction to their application to physical activity, sport, fitness and health. A focus of Fundamentals of Exercise Science is the practical application of testing procedures to the measurement of physiological function. In this unit issues related to work (and its measurement), energy supply, physiological capacity and muscular fitness are covered, with emphasis on the integration of these concepts, the use of scientific rigour and evidence-based practice. Practical classes will cover various fundamental skills for exercise scientists including standard health screening procedures and the principles and practice aerobic and muscular fitness testing. The exercise prescription component of the unit introduces students to the concepts of programming for cardio-respiratory/aerobic and muscular fitness for healthy individuals. A major emphasis of the unit is the acquisition of laboratory based testing/assessment skills.

The main emphasis of this unit is in developing practical expertise in techniques for the biomechanical analysis of human movement. Students will learn how to conduct kinematic and kinetic analyses, using video, force platforms and electromyography. Other components of this unit are aimed at further development of mathematical and problem-solving skills for the analysis of movement. Topics include static and dynamic equilibrium, calculation of centre of mass, determination of joint torques using inverse dynamics, tissue mechanics and ergonomic task analysis.

This unit provides students with an understanding of the principles of nutrition to optimise physical performance in sport, recreation and occupation. This unit defines the importance of macro and micro nutrients in the maintenance of health, and the specific roles of carbohydrate, protein and lipids in energy metabolism during exercise. In addition, the interaction between dietary intake and physical activity and its effects on energy-balance, cardiovascular health and other lifestyle diseases are considered.

This unit is concerned with the physiological adaptations associated with training. This unit will focus on cardiorespiratory and metabolic adaptations to endurance, high resistance and interval/sprint training. The implications of training will be discussed with respect to improved fatigue resistance, resulting from changes in the structural and functional capacities of organ systems under normal conditions as well as altered environmental conditions such as altitude and temperature. The mechanisms behind muscle damage and fatigue, including acidosis and excitation-coupling failure, will be examined in the untrained individual and the elite athlete with respect to their specific stimulus and appropriate recovery. This unit will build on fundamental topics of EXSS2028 Exercise Physiology and Biochemistry, and will apply theory to practice with a hands-on approach through the conduct of both sprint and endurance training programs.

The aim of this unit is to provide students with a broad understanding of the physiological responses and adaptations to physical activity and inactivity. The unit has a primary focus on the application of exercise as both a treatment modality and a tool in rehabilitation. The unit describes the basic metabolic, cardiovascular, respiratory, endocrine responses and adaptations to exercise training in healthy, asymptomatic individuals (children, adults and the elderly). The normal exercise response is compared with that in health disorders such as diabetes, arthritis, and heart and lung disease. Particular attention is given to exercise testing and the application of exercise training in clinical practice.

This unit of study provides students with a broad overview of motor control and learning with the aim of stimulating them to think about the mechanisms of normal human movement. Both a behavioural and a neurophysiological approach are taken to the acquisition and execution of skilled motor actions. The behavioural approach is directed at the structures and processes underlying movement without considering their physical basis, while the neurophysiological approach is directed at the neuromuscular machinery and the functional neural connections that govern movement. The unit consists of 3 modules. The first module examines the information processing and energetic capacities of the learner that underpin motor performance; that is, characteristics of the perceptual-motor system such as memory, attention, reaction time, speed-accuracy trade-off, force control, economy of energy, coordination, automaticity, lateralisation, arousal and stress, talent and expertise. The second module examines features of the learning environment that can be manipulated to promote motor learning such as goals, motivation, instruction, practice conditions and feedback. The third module examines applications to teaching motor skills, coaching and rehabilitation and includes a group project in which a motor skill is trained, thereby enabling students to apply the principles of motor control and learning that they have learned.

This unit of study aims to provide the student with an appreciation of growth, development and ageing of the human across the lifespan. Physiologic changes, motor skill development and physical performance will be examined and related to morphology and stages of childhood and adolescent growth and ageing. The relationships between growth, development, gender and physical activity will be explored. The biological changes and consequences of ageing on physiologic and psychological health, disease and exercise capacity will be investigated. The student will also be able to gain an understanding of exercise prescription for pregnant women, children, adolescents and older adults.

The aim of this unit is to provide students with a broad understanding of the physiological responses and adaptations to physical activity and inactivity. The unit has a primary focus on the application of exercise as both a treatment modality and a tool in rehabilitation. The unit describes the basic metabolic, cardiovascular, respiratory, thermoregulatory and endocrine responses and adaptations to exercise training in healthy, asymptomatic individuals (children, adults and the elderly). The normal exercise response is compared with that in health disorders such as diabetes, arthritis, and heart and lung disease. Particular attention is given to exercise testing in clinical practice.

This unit discusses the acute responses to exercise with a specific emphasis on the roles of the respiratory and cardiovascular systems in oxygen transport and the significance of sub-maximal and maximal oxygen consumption in the limitations to performance. Furthermore, this unit develops an understanding of the specific metabolic response to exercise at the peripheral cellular level and the biochemical strategies that maintain energy balance during exercise and a return to homeostasis in recovery. Students will put theory into practice with laboratory tasks that encourage skill acquisition in the collection of real-time physiological data of the respiratory and cardiovascular response to exercise and subsequent metabolic calculations for the discussion of fuel mobilisation during exercise.

This unit is designed to provide a comprehensive and critical examination of exercise testing and programming in low-risk populations. The scientific evidence for exercise dosages for aerobic exercise and resistance training required for health and fitness outcomes will be critically reviewed. Other aspects of exercise programming such as flexibility, warm up and instructional technique will also be covered in this unit. Through the use of lectures and case studies, students will learn how to integrate both the physiological components and logistical aspects of exercise performance, to devise individualised exercise test batteries and prescriptions. Although not a co-requisite, students will benefit from undertaking EXSS3024 Exercise, Health and Disease in parallel with Exercise Testing and Prescription.

The aim of this unit is to investigate the application of exercise science to the promotion and maintenance of health via the prevention of chronic disease and the management of people suffering from chronic disease. Students will explore a range of topics including pathophysiology, risk assessment, clinical exerThe aim of this unit is to investigate the application of exercise science to the promotion and maintenance of health via the prevention of chronic disease and the management of people suffering from chronic disease. Students will explore a range of topics including pathophysiology, risk assessment, clinical exercise testing, the role of exercise and client monitoring. Emphasis will be placed on the scientific evidence underpinning the use of exercise and effective doses in those chronic diseases which are responsive to an exercise intervention. The chronic disease conditions covered include metabolic syndrome, diabetes and cardiovascular disease. cise testing, the role of exercise and client monitoring. Emphasis will be placed on the scientific evidence underpinning the use of exercise and effective doses in those chronic diseases which are responsive to an exercise intervention. The chronic disease conditions covered include metabolic syndrome, diabetes and cardiovascular disease.

The aim of this unit is to investigate the pathophysiological basis of a range of musculoskeletal injuries including the lower back, shoulder, knee, groin, hip and thigh, and the application of exercise to rehabilitate functional capacity for patients who suffer from them. A major emphasis of this unit is the strategic application of the principles of exercise prescription to return an injured patient to full activity as quickly and safely as possible. This includes examing scientific evidence for the safety and efficacy of numerous exercise modalities to help establish core stability; re-establishing neuromuscular control; restore full range of motion; restore or increase muscular strength, endurance, and power; and maintain cardio-respiratory fitness.

This unit of study will introduce the student to the principles of pharmacology and immunology as well as the effect and influence of exercise on the respective fields. Students will gain an understanding of the pharmacokinetic and pharmacodynamic action of drugs in the body. Students will be able to describe the site and mechanism of action of selected drug groups, to identify the therapeutic use of the drug and its adverse effects, to examine the effect of the exercise and disease on drug action, and the effect of the drug on the exercise response. Special emphasis will be given to drugs used for therapeutic medication, for recreational purposes and for performance enhancement in sport. The nature of immunity, the immune response, pathological disorders of the immune system and its response to exercise and ageing will be examined.

This unit of study provides students with both theoretical knowledge and practical skills (laboratory and field-based) for the physiological assessment and training of elite athletes. The application of current tests and measurements in sports science together with training theory and practice will be critically reviewed. Special attention will be given to the role of speed, strength and endurance in sports performance. Fundamental questions concerning the nature of the training stimulus, training thresholds, plasticity of muscle, dose-response relationships, detraining and overtraining will be investigated. Teaching and learning strategies include lectures, case studies, practical test and measurement skills. On completion of this unit of study students will demonstrate competency within the sports testing environment and a capacity to provide well researched consultancy advice on sports training theory and practice.

This unit presents an overview of starting a small business, adapting current marketing principles and being aware of the many pitfalls that will be encountered along the way. Attention is given to the fundamentals of business planning, staff structuring, and understanding of current occupancy costs together with an insight into the basics of budgetary controls. Media buying, advertising and franchising are also reviewed. Proficiency in the area of legal obligations for leasing, insurance, consumer protection, third party liability and associated legislative obligations such as Occupational Health and Safety is developed. Negotiation skills and business obligations are introduced to augment the level of expertise when leaving university to work within an established firm or commence your own practice, partnership or solely owned company.

The prime focus of this unit is the application of biomechanical principles to the analysis, understanding, assessment, feedback and improvement of techniques to enhance sport performance. Students will be introduced to the biomechanical analysis of various popular sports such as cricket, golf, soccer, weight lifting, tennis, throwing, etc. Many of the case studies involve the development of practical assessment competency. Skills include the development of a qualitative analysis framework in which to use biomechanical principles to analyse all sporting techniques. On completion of this unit, students will have the specialised knowledge to work with athletes in sports testing environment, and develop a career in which they can work with elite coaches and athletes.

The aim of this unit is to engage students in practical experiences relevant to exercise science. These experiences should reinforce theoretical knowledge and practical skills acquired through university studies. Students complete at least 140 hours of supervised practicum in relevant areas such as design, delivery and evaluation of exercise interventions as well as exercise science projects in a community health area. Opportunities for appropriate placements will be advertised to students, however students may also seek their own opportunities (subject to approval). Although this unit runs for only one semester, students may wish to (and are encouraged) to acquire supervised practicum hours throughout their degree, selecting placements which are consistent with their knowledge and skills at various stages of the degree.

This unit provides students with background knowledge in nutrition as applied to public health and exercise performance. Emphasis is given to the major, nutrition-related public health issues faced by western countries including the impact of diet on obesity, diabetes mellitus, cardiovascular disease and cancer. Students will study how diets and individuals can be assessed for nutritional adequacy and how diet can be manipulated to treat the above mentioned lifestyle diseases. In addition, students wil learn about the way diet can optimise exercise performance through provision of adequate energy and ideal distribution of macronutirents. Use of dietary supplements and nutritional ergogenic aids and the benefit of sports nutrition strategies such as 'carbohydrate loading' will also be a focus. This unit of study has a strong practical emphasis so that in addition to provision of a theoretical rationale for diet manipulation, students will be introduced to practical diet strategies used to improve nutritional status and exercise performace. An opportunity to attain a Level I International Society for Kinanthoprometry accreditation will also be available through the practical anthropometry classes in this unit of study.

This unit provides an introduction to the key psychological factors that influence sport, exercise and motor performance. Consideration is also given to how participation in physical activity influences psychological function and well being. A broad array of topics is covered, including: motivation, goal setting, behavioural modification, addiction, arousal, anxiety, imagery, attention and expert performance. Practical applications are made to teaching, coaching and rehabilitation for all ages and for all levels of skill. Special consideration is given to facilitating exercise adherence, youth sport participant and peak performance.

This unit will examine the rationale, recommendations and practical implementation strategies to engage people in physical activity, exercise and health promoting behaviours across different life stages, from childhood, adolescence, young adulthood, pregnancy, middle age to old-age, and to explore evidence for best practice in the promotion of physical activity across the lifespan, for disease prevention, and treatment of chronic disease and disability.

The aim of this unit is to allow students to integrate knowledge from previous units of study in the exploration of a research question of their own interest. The unit is designed specifically for students who may be interested in enrolling in honours. Topics covered include: critical evaluation of the literature, research design, research ethics, data collection and analysis and presentation of results. Activities and assessments will focus on practical applications in exercise and sport science. Emphasis will be placed on practical research skills and generic skills such as communication, teamwork, independent and critical thinking.

Honours students undertake a research project in an area of exercise and sport science. Each student designs and implements an approved research project, and submits a thesis describing the project and its implications. In completing the research thesis, the student works closely with an academic staff member who serves as the supervisor.

Honours students will complete their research projects and write a thesis describing the project and its implications. Students will continue to work closely with the academic staff member who is their supervisor.

This unit is designed to provide students with the opportunity to learn and demonstrate the knowledge, skills and abilities of the clinical exercise physiologist. Students will work under supervision in professional settings and will assist in managing clients with chronic disease, while demonstrating and being assessed on specific clinical practice skills and professional behaviour which are consistent with their stage of learning.

The aim of this unit is to investigate the pathophysiological basis of exercise limitations in a range of musculoskeletal disorders, and the application of exercise to rehabilitate functional capacity and enhance quality of life in clinical populations. Musculoskeletal disorders including rheumatoid arthritis, osteoarthritis, osteoporosis, fibromyalgia, muscular atrophic disorders, tendonitis, and muscle spasticity will be explored. Through the use of the musculoskeletal rehabilitation process model, exercise prescription will be formulated for patients with the above mentioned musculoskeletal disorders. This involves the use of thorough pre-screening and assessments tools to identify the severity of these disorders. Development of these skills for the assessment tools will be focussed on the ability to modify in the presence of a musculoskeletal disorder, performing these in a clinically-relevant timeframe, and being able to determine an appropriate course of action on the basis of presenting newly emerging patient signs and symptoms.
The designing of a safe and effective exercise management plan will be a key focus of this unit where appropriate prescription of programming variables including intensities, volumes, frequencies and types of exercises is required. This will be based on a case study approach with scientific literature examined to explore the safety and efficacy for various exercise interventions to alleviate the effects of musculoskeletal disorders and enhance functional capacity. Similar attention is paid to the contributions of disuse and deconditioning to exacerbation of exercise impairment imposed by musculoskeletal disorders.

The aim of this unit is to introduce the student to a range of issues related to clinical exercise professional practice and service delivery. Topics covered include working in multidisciplinary teams, professional ethics, communication skills, clinical documentation and report writing. A major focus of this unit will be to develop skills in evidence-based practice and to understand how the scientific evidence can be used in clinical decision making about appropriate interventions for individual clients.

This unit will develop a higher level of knowledge, clinical decision making and problem-solving skills by using complex cases related to clinical exercise physiology practice. The cases will include pathologies from the cardiopulmonary, neuromuscular and metabolic areas. Academic staff and experienced practitioners will use clinical scenarios to guide students through the process of selecting and administering appropriate screening and assessment tools and developing effective, individualized exercise management plans. The clinical scenarios will present more complex cases than previously covered and will require the student to integrate prior knowledge and experiences with new learning.

This unit is designed to provide students with the opportunity to learn and demonstrate the knowledge, skills and abilities of the clinical exercise physiologist. Students will work under supervision in professional settings and will assist in managing clients with chronic disease, while demonstrating and being assessed on specific clinical practice skills and professional behaviour which are consistent with their stage of learning.

This unit is designed to provide students with the opportunity to learn and demonstrate the knowledge, skills and abilities of the clinical exercise physiologist. Students will work under supervision in professional settings and will assist in managing clients with chronic disease, while demonstrating and being assessed on specific clinical practice skills and professional behaviour which are consistent with their stage of learning.

This unit is designed to provide students with the opportunity to learn and demonstrate the knowledge, skills and abilities of the clinical exercise physiologist. Students will work under supervision in professional settings and will assist in managing clients with chronic disease, while demonstrating and being assessed on specific clinical practice skills and professional behaviour which are consistent with their stage of learning.

This unit will develop a higher level of knowledge, clinical decision making and problem-solving skills by using complex cases related to clinical exercise physiology practice. The cases will include pathologies in cardiovascular, musculoskeletal, cancers, neoplastic conditions and neurological/intellectual clinical conditions. Academic staff and experienced practitioners will use clinical scenarios to guide students through the process of selecting and administering appropriate screening and assessment tools and developing effective, individualized exercise management plans. The clinical scenarios will present more complex cases than previously covered and will require the student to integrate prior knowledge and experiences with new learning.

This unit aims to cover knowledge related to health informatics foundations and systems necessary for the future health professional. This is an undergraduate unit and will cover the topics at an appropriate undergraduate level. This will include topics to provide students of all health professions an understanding of the foundation health informatics concepts and systems so they are able to better understand and utilize e-Health in their professional field. Areas that may be addressed include clinical use of health informatics systems, work flow, systems integration, evaluation, change management, data integration and other issues related to the successful use and deployment of health information systems by health care professionals.
Specific topics will include health informatics principles for the practicing health professional, current Australian and international e-Health developments and legislation, overview of underlying standards, available software and systems for practitioners and for integrating the health system, Health Level 7 (HL7) messaging, Integrating the Healthcare Enterprise (IHE) and innovative technologies for remote healthcare.

This unit provides an introduction to areas of behavioural and social sciences relevant to health and wellbeing. The unit lays the foundation of theory and method necessary for understanding how broad social and organisational structures as well as individual characteristics and behaviours contribute to health and health inequalities.

This unit of study considers the important psychosocial and functional changes that occur across the lifespan from gestation to old age. Understanding Psychosocial factors of healthy human development is important for addressing our major national health priority areas. Such areas discussed are adolescent risk taking behaviour, mental health, cardiovascular disease, indigenous health, musculoskeletal disease, workplace injury, cancer, and other chronic diseases across the lifespan.

This is an introductory unit for students entering the health sciences. This unit aims to expose students to a range of definitions of health, and key concepts in health and health systems. Students will develop a range of core skills and competencies needed in the study and practice of health sciences and a basis for work practice in the health system or for postgraduate study. Topics include: what is health; how is health status classified; biomedical, psychological and sociological aspects of health and health care; what `should` a health care system do; how do we measure health status in an individual, a community and a nation? An integrated sciences model of health care is explored which covers different domains of health, including biological, behavioural, socio-cultural and environmental.

This unit introduces students to key research paradigms in health, and to the major approaches to designing and evaluating basic and applied research in health. Students are exposed to the types of research which inform our understanding of normal and abnormal functions of the human body and of treatment and preventative health care. Students will be engaged in the generation of new knowledge through evidence-based practice and evidence-based innovation. Current issues in health science research will be identified, with emphasis on the role of technology and e-health.

This unit of study introduces students to: a) the major social determinants of health in a national and global context; and b) public responses to addressing and intervening in them. The subject aims to foster students' knowledge and understanding of the intensively social nature of health, and how our very bodies and experiences of health, illness and health care are shaped by complex social dynamics. In exploring these processes students will be introduced to key sociological ideas such as class, gender, ethnicity, racism, the state and public policy, medicalisation, discourse and cultural representation. In pursuing its principal aims, this unit of study will advance the course objective of understanding some of the principal barriers to and opportunities for enhancing people's health.

This unit explores the organisation and structure of health care delivery systems. National and international frameworks regarding the provision of services to minority and culturally diverse groups, health care policy frameworks, and health care service structure and models of health care funding will be examined. Specifically, students will view the globalisation of health through human, material, financial, research, evaluation, monitoring, surveillance and technology. Issues of communication, advocacy and service delivery in teams will be examined. Safety and quality in health care systems will be highlighted.

This unit of study aims to discuss the complexities of Aboriginal and Torres Straight Islander health, from the various health policies that have influenced the health and well-being of Aboriginal and Torres Strait Islander people to the current trends that continue to impact on their health. It will explore how these issues, pertaining to Australia`s Indigenous people`s health, have become a national agenda as Australia attempts to find the appropriate approach and the right model of care to improve all avenues of Aboriginal and Torres Strait Islander people`s health today.

This unit will explore basic concepts in the e-Health field including data, information and knowledge in relation to the collection, use and storage of health information. The role of e-Health and health information systems from the perspective of how they can support health care practitioners will be covered. In addition, e-Health will be considered from the perspective of health consumers. Topics can include amongst others: web-based health information systems; legacy data in the Australian healthcare system; electronic health records and personal health records; structuring and searching health data and databases; point of care clinical systems. Consideration of informatics principles will be included.

This unit of study offers students an insight into the larger picture of how a nation sets priorities for health services. The importance of evidence-based health policy development in planning health services will be highlighted. Strategies for increasing the cost-effectiveness of health services will be covered. Issues of communication and advocacy in health are portrayed. Students will gain skills in health service needs assessment, measuring cost-effectiveness, macroeconomic evaluation of health services and systems and health equity assessment. It is envisaged that students will develop a capacity to understand the concept of health policy and its relevance to the delivery of health care services and to take a problem-oriented approach to analysing and evaluating current policy provisions and strategies in the Australian context.

This unit of study outlines the legislative role of governments and the role of legislation in health and health services. Fundamental ethical principles applied to ethical issues in health and health research are covered. Medico-legal aspects of health and health services as well as standards and medico-legal privacy principles will be explored. Students will develop an understanding of professionally acceptable behaviours appropriate to practice in the health professions.

This unit will explore theoretical frameworks and practical applications of evidence based health care (EBHC) within the allied health professions and health service. EBHC is an approach to health care practice in which the practitioner is aware of the evidence (based on research) that bears on practice, the strength of that evidence in the context of decision making regarding an individual client. This unit will also introduce students to the social, philosophical and historical underpinnings of EBHC, emphasising the importance of developing a critical understanding of the production, application and translation of `evidence` in a range of healthcare contexts

The aim of this unit is to provide a foundation for critical appraisal of techniques used in health research. The major quantitative and qualitative techniques appropriate for analysing research data in an evidence-based practice environment will be studied. The focus of this unit will be on research methodology that promotes the integration of health-relevant disciplinary perspectives.

This unit examines health, illness and health care issues from international perspectives. The unit focuses on global burden of disease, global governance, structural adjustment program and ITRIP and their implications at national and international levels. It integrates organisational dimensions, changing patterns of global economy, restructuring of health care and socio-cultural approaches to international health. The unit uses both theoretical and practical approaches. The project will be selected from the WHO priority areas of health and global burden of disease. The project will focus on the following: global health problems and local solutions; burden of diseases, health care system and policy implementation from a global perspective; and the role of international organisations in health promotion.

This unit of study will explore the roles and responsibilities of health professionals who work with children, adolescents and adults with lifelong physical and intellectual disabilities, and their families. Using an inter-professional case-based curriculum, students will examine the nature of lifelong disability; factors which affect the participation of persons with lifelong disability in everyday life activities including education, leisure, and employment; and strategies for increasing their participation in these activities. Students will be supported to critique research literature, to examine the roles and responsibilities of allied health professionals in the context of working with persons with lifelong disability, and to develop practical strategies for interacting and working collaboratively and successfully with children, adolescents, and adults with lifelong disabilities, their families and fellow professionals. It is expected that through a combination of face-to-face teaching and online learning activities, this unit will assist students in preparing to work with individuals with lifelong disabilities in a range of workplace settings.

This unit introduces students to issues in rural health care. Topics covered include the nature and varieties of rural lifestyles, impact of lifestyle on health status, population health perspectives, common health conditions in rural Australia, rural health promotion, injury prevention and education, settlement and health care for refugees, indigenous health services, community-based health service delivery in rural settings, rural health workforce, eHealth, eLearning and eResearch for rural health practice, and innovation in health service delivery, for example, cross-sector service coordination and interprofessional practice.

Cultural practices, disease patterns and healthcare systems are vastly different in different countries around the globe. This unit provides students with the opportunity to work with non-government organisations in a developing country for up to six weeks. Regions where students can be placed include South and South East Asia. As part of the unit students will be expected to participate in local development programs, live within the community that they are visiting, and document key health and development issues facing local populations. The Unit will require that students illustrate project management skills; develop an awareness of cultural issues facing individuals and organisations in their host country; and, illustrate their capacity to document and report on local health issues. Students are required to attend briefing and debriefing activities and complete online learning activities in addition to their field experience.

This unit provides theoretical and practical knowledge about relevant models of community development in Aboriginal communities in New South Wales. Students will gain experience in working with Aboriginal communities in a health services setting. Students participate in a 4-6 week placement in a local Aboriginal community. The placement is preceded by cultural awareness training by the FHS partner organisation. Students participate in a community identified development project. Students will document and report on their experiences in working with the local Aboriginal community. Students will also provide a 10-15 minute presentation of their experiences. Students will be required to demonstrate project management skills including time management and reporting abilities. Students are required to attend briefing and debriefing activities and complete on-line learning activities in addition to their field experience.

This unit provides a framework for exploring the role of health professionals in the field of workplace rehabilitation and occupational health and safety, with a focus on work injury prevention and early injury assessment and management. This unit will develop student's knowledge and skills in assessing the physical, cognitive and psychosocial demands of work and explore workplace modifications and functional restorative strategies to assist people with injuries and disability return to meaningful and productive employment. An evidence-based, approach will be used to explore the patterns, causation and management of workplace injury and illness, and associated legislation in NSW. Students will gain an understanding of the principles and practice of ergonomics, workplace assessments and functional evaluations and how these can be applied to the prevention and management of work injuries. To this effect, the role of the health professional as a consultant in the workplace will be discussed.

Poor mental health poses a major challenge to our society, and health care professionals, among others, are charged with 'making a difference'. To do so, they need to be equipped with the most up-to-date knowledge of effective mental health approaches and interventions. This unit will overview major mental health conditions and significant social, philosophical, and historical influences on health care service delivery and reform to provide a context for contemporary rehabilitation practice. Students will be introduced to the goals, values and guiding principles of psychiatric rehabilitation and to practices that aim to address the culture of stigma and low expectations by society of people with mental health conditions. Rehabilitation interventions that have demonstrated efficacy in promoting recovery by reducing obstacles to participation for people with mental health conditions will be examined. Local and international research underpinning best practice in rehabilitation management and service delivery will be reviewed and consumer perspectives and experiences explored.

The unit provides students with an overview of sexology as a science and a profession in a global context. Students will work in a multi professional, multicultural environment and develop an awareness of sexology and sexual health as an integral part of life and wellbeing that transcends discipline and professional groups as well as geographic and cultural boundaries. Students will be sensitised to the range of sex attitudes and values in the community. The initial learning modules in the unit will introduce the students to the multidisciplinary nature of the study of sex. The students will then apply this multidisciplinary framework to a series of scenarios that explore issues of sexology at personal, family, community, country and global levels. These scenarios will include: sexual dysfunction and management through the lifecycle; issues of gender concerns including transgender and homosexuality; women's health including gender inequalities; HIV, AIDS and other sexually transmissible infections; adolescent sex education and sexual risk taking behaviour; sex in illness, people with a disability and the aged. Students will evaluate the most recent literature in the area and demonstrate the ability to discuss relevant issues in keeping with the definitions of sexual rights provided by the World Health Organisation (WHO) and the World Association of Sexology (WAS). All students will work in groups on two scenarios (the specific scenarios for the group work will vary depending on current national and global issues). Individual students will select two other scenarios to investigate independently. These individual assignments will have an experiential community based component. Sexuality and sexology is intrinsic to the wellbeing and quality of life of all people, and this unit of study would benefit students in all disciplines of the university.

The lectures in this unit of study introduce the "Central Dogma" of molecular biology and genetics -i.e., the molecular basis of life. The course begins with the information macromolecules in living cells: DNA, RNA and protein, and explores how their structures allow them to fulfill their various biological roles. This is followed by a review of how DNA is organised into genes leading to discussion of replication and gene expression (transcription and translation). The unit concludes with an introduction to the techniques of molecular biology and, in particular, how these techniques have led to an explosion of interest and research in Molecular Biology. The practical component complements the lectures by exposing students to experiments which explore the measurement of enzyme activity, the isolation of DNA and the 'cutting' of DNA using restriction enzymes. However, a key aim of the practicals is to give students higher level generic skills in computing, communication, criticism, data analysis/evaluation and experimental design.

This unit of study extends the basic concepts introduced in MBLG1001/1901 and provides a firm foundation for students wishing to continue in the molecular biosciences as well as for those students who intend to apply molecular techniques to other biological or medical questions. The unit explores the regulation of the flow of genetic information in both eukaryotes and prokaryotes. The central focus is on the control of replication, transcription and translation and how these processes can be studied and manipulated in the laboratory. The processes of DNA mutation and repair are also discussed. Experiments in model organisms are presented to illustrate current advancements in the field, together with discussion of work carried out in human systems and the relevance to human genetic diseases. Tools of molecular biology are taught within the context of recombinant DNA cloning - with an emphasis on essential knowledge required to use plasmid vectors. The methods of gene introduction (examples of transgenic plants and animals) are also discussed along with recent developments in stem cell biology. Other techniques include the separation and analysis of macromolecules, like DNA, RNA and proteins, by gel electrophoresis and Southern, Northern & Western blotting. Analysis of gene expression by microarrays is also discussed. In the genomics section, topics include structure, packaging and complexity of the genome: assigning genes to specific chromosomes, physical mapping of genomes as well as DNA and genome sequencing methods and international projects in genome mapping. The practical course complements the theory and builds on the skills learnt in MBLG1001. Specifically students will: use spectrophotometry for the identification and quantification of nucleic acids, explore the lac operon system for the investigation of gene expression control, perform plasmid isolation, and complete a PCR analysis for detection of polymorphisms. As with MBLG1001, strong emphasis is placed on the acquisition of generic and fundamental technical skills.

MRTY1031 is a Junior level unit designed specifically for students enrolled in the Bachelor of Applied Science (MRS) Diagnostic Radiography. It provides a basic knowledge and understanding of concepts in physics relevant to the use of ionising radiation in medicine - specifically X-rays. It presents an examination of the structure of matter, types of ionising radiation and their interactions with matter, all within the context of medical imaging and therapy.

This unit of study introduces the student to the key generic components of professional practice, patient care, communication skills and ethical behaviour. Students will also be introduced to diagnostic radiography practice.

This unit of study continues to build upon the role of the diagnostic radiographer and the use of ionising radiation in a medical imaging department. It aims to develop the knowledge and skills necessary to perform a range of X-ray examinations, particularly related to the appendicular skeleton. It also provides the fundamental skills necessary to critique images for interpretation and diagnose common pathologies and conditions.

MRTY1036 is a Junior level unit designed specifically for students enrolled in the Bachelor of Applied Science (MRS) Diagnostics Radiography. It provides a basic knowledge and understanding of concepts in radioactivity and ultrasound, laying the foundation for understanding ultrasonic transducers, cyclotrons and radiation detectors. It also explores the effects of ionising and non-ionising radiation on biological systems, including implications for radiological protection.

In this unit of study the student will investigate radiographic techniques and study the roles of additional imaging modalities in the diagnosis of trauma, injury and disease, in particular, of the musculoskeletal system. The unit of study is divided into modules focusing on designated regions. Aspects covered within each module will include patient preparation, contrast media administration, technical considerations, radiographic pathology, with the routine protocols being supported by evidence drawn from reference articles. Practical: practical classes will provide students with experience in patient care, practitioner patient communication, radiographic positioning and appropriate anatomy and pathology recognition. The tutorial classes will focus on the development of a image critiquing skills through the use of a library of images and clinical scenarios.

This unit of study requires students to attend six (6) weeks of clinical practice in the workplace. During this unit of study, students will practice the radiographic skills basic to anatomical areas such as the chest and extremities. Students are required to reflect upon their professional role and acquire competencies in general skeletal and chest radiography.

This unit of study introduces the student to the construction, design and operation of general radiographic equipment. Sections on conventional tomography, computerised tomography, computed radiography, digital radiography and MRI are included.

Students will develop an appreciation of the applications of diagnostic imaging to different disease states. The relationship of appropriate therapy will be incorporated together with relevant ethical and radiation implications for the patient and health professional.

This unit of study requires students to attend six (6) weeks of clinical practice in the workplace. During this unit of study, students will practice the radiographic skills basic to anatomical areas such as the pelvic girdle, spine and skull/face, whilst consolidating their general skeletal radiography. Students are required to reflect upon their professional role and acquire competencies in skeletal, spinal and skull radiography.

This unit of study requires students to attend six (6) weeks of clinical practice in the workplace. During this unit of study, students will practice the radiographic skills basic to anatomical areas such as the renal and GIT systems whilst consolidating their skills in pelvic girdle, spine, skull/face and skeletal radiography. Students are required to reflect upon their professional role and acquire competencies in GIT, renal, skeletal, spinal and skull radiography.

This unit of study integrates knowledge from both basic and applied clinical sciences and focuses on the radiographer and the patient. Professional practice and personal development issues are considered at the same time as designated techniques. In this unit of study the student will investigate radiographic techniques and study the roles of additional imaging modalities in the diagnosis of trauma, injury and disease, in particular, of the axial skeleton and the internal body systems. The unit of study is divided into modules focusing on adults, neonates, infants and the aged and will be delivered using inquiry-based learning. Aspects covered within each module will include patient preparation, contrast media administration, technical considerations, radiographic pathology, with the routine protocols being supported by evidence drawn from reference articles.

This unit introduces the students to the role of research within the medical radiation sciences. Students will be able to select a research topic and develop hypotheses and aims. The development of a research plan is central to the unit, with emphasis on constructing an appropriate methodology for the topic and aims of the project. Skills will be developed in identifying and critical evaluation of current research articles resulting in a literature review appropriate for ethics application and introducing the research topic. Students will complete an application for human ethics approval and work in groups to foster a team approach to research.

Medical imaging and radiology will soon be entirely digital. This unit of study aims to develop a practical understanding of imaging theory and digital image processing as they apply to medical imaging.

This unit consolidates and extends students learning of ethical, legal and professional practice in the medical radiation sciences. Theoretical aspects of ethics and law relating to the health sciences will be integrated with applied cases. Students will be required to identify and reflect on professional aspects of MRS practice and be aware of what it takes to work at a high professional standard. Students will become familiar with documents relating to their professional practice such as codes of conduct and licensing, and be able to use these documents in their ethical decision making.

This unit of study integrates knowledge from both basic and applied clinical sciences and focuses on the radiographer and the patient. Professional practice and personal development issues are considered at the same time as designated techniques. In this unit, the student will investigate specialised radiographic techniques and study the roles of additional imaging modalities in the diagnosis and management of trauma, injury and disease. Neuro and cardiac imaging imaging, CT, MRI, angiography, image interpretation and mammography will form the basis of lectures and tutorials for this semester. Aspects covered will include patient preparation, contrast media administration, technical considerations, radiographic anatomy and pathology and routine protocols for the specialised modalities discussed.

This unit of study requires students to attend six (6) weeks of clinical practice in the workplace. During this unit, students will practice the radiographic skills basic to anatomical areas such as the renal and GIT systems whilst consolidating their skills in pelvic girdle, spine, skull/face and skeletal radiography. Students are required to reflect upon their professional role and acquire competencies in GIT, renal, skeletal, spinal and skull radiography.

This unit of study covers quality assurance, dose control and image quality optimisation for various imaging modalities. These include advanced CT, DSA and MRI. This unit will also look at how image display and observation affect the diagnostic outcome.

This unit of study provides an introduction to the physical principles of ultrasound and the clinical applications and practice of diagnostic ultrasound in the abdomen, obstetrics and gynaecology, musculoskeletal and vascular systems.

This unit of study addresses the applications of MRI in the imaging of MSK and CNS diseases on patients. The areas addressed will be image contrast, factors affecting image formation and pulse sequences used from spin echo (SE) to echo planar imaging (EPI).The applications of MRI in medical imaging will be addressed with the effects of signal-to-noise ratio (SNR), fat saturation, artefacts and flow effects being discussed. The biological effects and aspects of patient safety will be addressed in the unit of study.

Honours students undertake a supervised research study in an area of medical radiation sciences. Each student will design and implement an approved research study and submit a thesis describing the study and its implications. While completing the research and thesis, each student will work closely with the academic staff member who is their supervisor.

Honours students undertake a supervised research study in an area of medical radiation sciences. Each student will design and implement an approved research study and submit a thesis describing the study and its implications. While completing the research and thesis, each student will work closely with the academic staff member who is their supervisor.

Honours students undertake a supervised research project in an area of medical radiation sciences. Each student will design and implement an approved research project and submit a thesis describing the project and its implications. In completing the research thesis, the student will work closely with the academic staff member who is their supervisor. There are no formal classes but students are required to meet regularly with their supervisor and attend compulsory workshops.

Honours students undertake a supervised research project in an area of medical radiation sciences. Each student will design and implement an approved research project and submit a thesis describing the project and its implications. In completing the research thesis, the student will work closely with the academic staff member who is their supervisor. There are no formal classes but students are required to meet regularly with their supervisor and attend compulsory workshops.

Honours students undertake a supervised research project in an area of medical radiation sciences. Each student will design and implement an approved research project and submit a thesis describing the project and its implications. In completing the research thesis, the student will work closely with the academic staff member who is their supervisor. There are no formal classes but students are required to meet regularly with their supervisor and attend compulsory workshops.

Honours students undertake a supervised research project in an area of medical radiation sciences. Each student will design and implement an approved research project and submit a thesis describing the project and its implications. In completing the research thesis, the student will work closely with the academic staff member who is their supervisor. There are no formal classes but students are required to meet regularly with their supervisor and attend compulsory workshops.

This unit of study covers Dietary Assessment Methods in the context of individual, group and population dietary data: purposes of dietary assessment; uses of dietary data; four key dietary assessment methods and their use, application, strengths, weaknesses, sources of measurement error; quantification of portion and serve sizes; evaluation and validation of dietary measurement tools; use and application of dietary reference standards; food composition databases; and the appraisal and interpretation of dietary assessment methods in published literature. This unit of study also covers Anthropometry, Body Composition & Nutritional Biochemistry: anthropometric and body composition methods for the assessment of nutritional status; reference standards for assessing body composition; anthropometric measurements; biochemical and haematological indices for nutritional assessment. Tutorials and workshops aim to address the practical aspects of the administration of dietary assessment methods, critical appraisal of such methods, and food composition as well as skills in basic anthropometry.

This unit of study covers topics such as: nutrition through the life cycle from infancy to old age; nutrition in vulnerable groups (with an emphasis on food insecurity, indigenous and refugee health); and theories of food habits. It helps students gain skills and knowledge in planning, implementing and evaluating nutrition health promotion programs for various population groups. Topics covered include: principles of health promotion, defining goals and objectives, developing a needs assessment, effective nutrition promotion strategies, program evaluation and program planning. Students will have opportunities to apply their knowledge of Program Planning and Needs Assessments, and the dietary issues associated with Culturally and Linguistically Diverse (CALD) groups, in a group context. This course also looks at current public health nutrition strategies and case studies for promoting health and preventing diet-related diseases.

This unit of study covers basic concepts in: Survey & Questionnaire Design (data collection methods, designing surveys and research protocols, designing and piloting short questionnaires, focus groups); Nutritional Epidemiology (hypothesis, study designs, epidemiological measures and methods, sources of bias, critical appraisal of published data/literature); and Statistics (statistical methods, statistical packages, statistics terminology).

This unit of study examines the relationship and evidence for the role of nutrition and diet in the etiology of chronic diseases, such as cancer, coronary heart disease, hypertension, obesity, dental caries and osteoporosis, from a public health and epidemiological perspective, in developed and developing countries. It also investigates the current nutrition policies and guidelines that are aimed at preventing these diseases at a population level. Students will also get an opportunity to examine current popular fad diets and their implications, and develop a foundation of knowledge in debating, media, communication and counselling skills in the context of nutrition education and dietetic practice.

Students enrolled in the Honours program study various advanced aspects of clinical nutritional science. The program may include lectures, tutorials, seminars and practicals. Assessment will include projects, examination, assignments, and may include classwork.

All students must achieve competency in the 3 areas of clinical, community and food service dietetics. Students undertake dietetic clinical training at two or more hospitals. Community placements occur at community nutrition centres, public health units and food industry sites. Food service placements are usually part of a hospital food service department or other suitable site. The semester is of 20 weeks duration and placement starts early (usually late June) to accommodate this.

Students enrolled in the Honours program study various advanced aspects of nutrition research. The program may include lectures, tutorials, seminars and practicals. Students will undertake a research project. Assessment will include the project and may include examination and classwork.

See NUTR4101

See NUTR4101

See NUTR4101.

The process of understanding and appreciating people's occupations in context (that is, participation in meaningful and purposeful daily life activities within diverse environments) is a fundamental skill necessary for all areas of occupational therapy practice. Using a client-centred perspective to explore participation in day-to-day activities, students will investigate various theoretical perspectives of human occupation across the lifespan and develop the therapeutic communication skills to discover where, when, how and why people from different backgrounds occupy their time. In doing so, students will learn: How do I explore how people (with or without health conditions) participate in daily life activities? How do I find out about the activities and routines in which persons of different ages and cultures participate? What processes do I use to comprehend the association between what people do in day-to-day life and their health and quality of life?

The ability to analyse occupations, roles, activities, tasks and the environment is a core occupational therapy competency. Categories of activity which occupational therapists may observe and analyse include: self-care, mobility, domestic, social, educational, play, leisure, economic, and community. Using various methods of analysis, students will develop the skills to observe and analyse activities performed by children, youth and adults. In doing so, students will learn: How do I determine what enables (and hinders) people's participation in and performance of activities? How do I measure and summarise a person's time use? How do I identify environmental factors that influence people's performance in activities? How might I structure and adapt activities to enable performance, regardless of a person's health condition?

Whether working in partnership with one person or a group of people, teaching and learning is a fundamental, collaborative process applicable to all areas of occupational therapy practice when provided direct or consultative services. Anchored in specific principles of teaching and learning relevant to the provision of occupational therapy, students will develop proficiency using a range of processes to facilitate people's understanding of activities and routines in everyday life and their performance of day-to-day activities. In doing so, students will learn : How do I help people learn to perform activities and develop new routines where they live, work and play? What specific methods do I use to foster learning within different contexts? How do I best consider the learning process for persons with or without health conditions?

Many adults experience difficulty performing daily activities and require interdisciplinary team services in a hospital setting. Occupational therapy services can help enhance, restore, or maintain performance in self-care, mobility, and other primary activities necessary to return to and live in the community. Mindful of a client-centred approach, students will acquire basic assessment, intervention, and evaluation skills relevant for adults within physical healthcare contexts such as an acute hospital, and begin assuming the role occupational therapists perform within healthcare teams. In doing so, students will learn: What occupational therapy processes do I use when a person's performance of self-care and mobility activities is significantly challenged? Within physical health care settings, how do I help enhance, restore, or maintain performance in daily life activities of concern? How do I incorporate a client-centre approach within healthcare systems?

Establishing a professional identity and integrating practice with theory is essential to provide quality services. Focusing on professionalism in preparation for practice in all areas, during the semester students will acquire supervisory relationship and elemental teamwork skills, cultivate a professional approach to work and enhance communication (written and verbal) skills. Within semester breaks, students will participate in a supervised one-week, full-time experience within a professional service setting.

For adults who experience significant challenges to perform daily life activities and need interdisciplinary team services within psychosocial health (and related) settings, occupational therapy is essential to enhance, restore, or maintain performance and participation in a routine of daily life activities to return to and live in the community. Mindful of a client-centred approach, students will acquire basic assessment, intervention, and evaluation skills relevant for adults within psychosocial health contexts and begin assuming the role occupational therapists perform within healthcare teams. In doing so, students will learn: What occupational therapy assessment, intervention and evaluation processes do and use when the participation of a person in a routine of daily activities and performance of day-to-day activities is significantly challenged. Within psychosocial health settings, how do I help enhance, restore, or maintain performance in daily life activities of concern? How do I incorporate a client-centred approach within healthcare systems?

Many adults who experience challenges performing day-to-day activities could benefit from services in order to continue living in the community. Occupational therapy is useful to enhance, restore, or maintain performance of and participation in self-care, mobility, domestic, social, and leisure activities within the home. Paying particular attention to the typical social context (family) within which people live, students will further develop assessment, intervention, and evaluation skills relevant to the performance of daily life activities within the home. In doing so, students will learn: Within a home context, how do I best provide occupational therapy services from a client-centred perspective? How do I involve families when focusing on the performance of day-to-day activities within the home? How might home environments be modified to enhance safety and performance of everyday activities?

Using evidence to creatively solve problems and support professional decisions and working effectively as a collaborative team member is essential to provide quality services. This unit continues the focus on professional development in preparation for practice in all areas. During the semester students will consolidate skills for evaluating and supporting their critical reasoning and consolidate their collaborative teamwork skills. At the end of the semester, students will participate in a supervised two-week, full-time experience within a professional service setting.

For adults experiencing challenges participating in community, social and civic activities and who could benefit from occupational therapy services, occupational therapy is useful to enhance, restore, or maintain participation within environments outside the home. Considering a broader community context, students will further develop assessment, intervention, and evaluation skills relevant to the participation of activities within the community such as transportation, shopping and similar activities. In doing so, students will learn: How can I advocate for and promote people's participation in activities within their local communities? Students will examine the occupational therapy role in community development where populations face occupational injustice.

For children, youth, and families living in the community and who experience performance challenges, occupational therapy is useful to enhance, restore, or maintain participation in day-to-day activities. Integrating an understanding of childhood development with family-centred practice, students will develop specific assessment, intervention, and evaluation skills to promote participation in day-to-day activities from infancy through adolescence. In doing so, students will learn: How do I provide occupational therapy within a family context? How can I promote quality in life through participation in everyday occupation? How do I consider the complex interaction of a person's capacity (physical, emotional and cognitive functioning) with environmental factors whilst focusing on the performance of activities of concern to families?

Integrating theory and practice in context and becoming skilled in the assessment, intervention and evaluation process is essential when becoming an occupational therapist. Continuing a focus on professional development in context. Within semester one, students will participate in a seven-week, supervised full time experience within a professional service setting.

Integrating theory and practice in context and becoming skilled in the assessment, intervention and evaluation process is essential when becoming an occupational therapist. Continuing a focus on professional development in context, this unit of study follows on from OCCP3061. Students will participate in another seven-week, supervised full time experience in professional practice.

For children and youth who experience challenges engaging in activities associated with educational contexts, occupational therapy is useful to enhance, restore, or maintain participation in activities necessary to attend school and prepare for a transition to adulthood. Integrating an understanding of human development and educational systems, students will develop the assessment, intervention, and evaluation skills to promote the school performance of children and youth. In doing so, students will learn: How do I provide occupational therapy services that are collaborative in nature and consider the concerns of all involved? How do I assist educational systems to provide an inclusive environment that promotes participation for all children and youth?

For youth and adults who wish to engage in productive (work and volunteer) activities but experience challenges in doing so, occupational therapy is useful to enhance, restore, or maintain performance to participate in remunerative employment and related productive activities. Integrating an understanding of organizational systems with client-centred practice, students will develop the assessment, intervention, and evaluation skills to promote participation in economic and civic activities. In doing so, students will learn: How do I provide occupational therapy within employment and related contexts? How do I promote a person's productivity, given the complex demands of work activities in relation to a person's capacities and opportunities available within the environment?

For older adults who experience challenges participating in day-to-day activities during their retirement years, occupational therapy is useful to enhance, restore, or maintain performance of daily life activities, to prevent future challenges from occurring, and to assist older adults to continue ageing in the place within community contexts. Integrating an understanding of human development and ageing with expertise in the performance of day-to-day activities, students will further develop assessment, intervention, and evaluation skills specific to older adults. In doing so, students will learn: How do I provide occupational therapy for older adults from a client-centred perspective? How do I promote quality of life and health through continuing engagement in day-to-day activities? What methods do I use to help older adults live safely in the community and help prevent hospitalizations?

Research within the field of occupational therapy is essential to promote best practice for clients and communities receiving occupational therapy services. Working in collaboration with academic supervisors (and potential research partners), honours students will explore research ideas and prepare a written research proposal for their individual research projects to be completed in year four.

This unit will give opportunities for students to study the impact of learning disabilities on children`s home and school occupational performance. During the semester, students will study: various explanations of learning disorders; common assessment procedures used by occupational therapists to identify problems; interventions. The focus will be on direct intervention as experienced in private practice occupational therapy for children and consultation with schools. Students will be required to test at least one young child (typical child, rather than children with difficulties) aged between 3-4.

Students will develop knowledge and skills required to provide therapy for people whose occupational performance is compromised by impairments in the upper limb and hand. The causes of impairments will include diseases, disorders and conditions that affect the peripheral and central nervous system, bones and joints and connective tissues. Skills developed will include orthotic prescription and fabrication, task-embedded joint mobility and muscle strengthening methods and use of oedema and scar management techniques. Students will learn to clearly articulate the theoretical and evidence-based rationale for interventions selected

Extend students' knowledge of and skill development related to mental health practice in occupational therapy. A large experiential learning component will facilitate confident application of the intervention process. In line with current state and national directions, the unit will focus on wellness and recovery. Intervention principles and strategies will be those used by a range of professionals as well as those specific to occupational therapists: cognitive based interventions, psycho-education, family interventions, early intervention, rehabilitation, relapse prevention and mental health promotion.

This unit of study gives students the opportunity to extend their knowledge and skills of occupational health, safety and rehabilitation developed in OCCP3064 Human Occupations III and other units of study. Students will explore the issues of work-related injuries and disorders and how these impact on the occupational roles of individuals. There is also input from a sociological perspective. Students will learn how to conduct a functional assessment, including writing a report. There will also be content that addresses relevant ergonomic issues in the workplace and consideration of the hierarchy of controls in determining appropriate interventions, including education and training, as well as workplace modifications. Relevant legislation, regulations and competency standards will be used to guide the content and assessment of this unit.

Extend students' knowledge of and skill development related to mental health practice in occupational therapy. A large experiential learning component will facilitate confident application of the intervention process. In line with current state and national directions, the unit will focus on wellness and recovery. Intervention principles and strategies will be those used by a range of professionals as well as those specific to occupational therapists: cognitive based interventions, psycho-education, family interventions, early intervention, rehabilitation, relapse prevention and mental health promotion.

Child and adolescent mental health is an emerging field within occupational therapy. Particularly within the context of Australia, the valuable skills of occupational therapists are greatly under-utilised within child and adolescent mental health settings. Furthermore, for many paediatric occupational therapists, more emphasis is needed in addressing the mental health needs of the children and young people we work with. This unit of study will look at all the mental health conditions commonly found amongst children and adolescents from the perspective of the everyday difficulties commonly encountered by children/adolescents with those conditions and at the unique role of the occupational therapist during the assessment and intervention phase. Lectures, problem solving, video case material and printed handouts will be used to facilitate learning.

This unit aims to develop students' knowledge, skill and attitudes for working with people with intellectual disability, with a focus mainly on adults, their participation and support needs. Students will study: the definition of intellectual disability; the abilities and support needs of people with intellectual disability; the service settings which people with intellectual disability use, their occupational roles in those settings, individual planning, choice and self-determination, guardianship, positive support for challenging behaviour, ageing and dementia, and families. There will be a detailed focus on 'Active Support' as one important approach to supporting people with intellectual disability participate fully (with support) in domestic and community life. Students will learn how to use Active Support techniques when working directly with people with intellectual disability, as well as learning how to train and support carers and direct-care staff in the use of these techniques. Classroom teaching will be supported by a small-group fieldwork project conducted in disability service settings.

This unit of study will present a topic for a professional elective that allows students to explore an area of OT practice in depth.The specific topic will be determined from time to time as teaching staff, visiting scholars and resources are available. The unit will extend the learning students have achieved in the topic in the first three years of the course requiring an increase in the depth of student understanding in the topic area than that required in earlier parts of the course.

The skills to develop, market, and sustain innovative programs that promote the health and quality of life through participation in everyday life activities is a valuable service for communities. Integrating an understanding of administration and management principles with program development skills within organizational contexts, students will develop competence creating health promotion programs within diverse international indigenous, and cultural communities. In doing so, students will learn: How do I develop, market, and sustain health promotion programs within organizational contexts? How do I use collaborative teamwork skills to promote effective partnerships with community organizations? In what ways can I creatively deliver programs within underserved communities?

Integrating theory and practice in context and becoming skills in the assessment, intervention and evaluation process is essential when becoming an occupational therapist. Concluding a focus on professional development in context. Within the semester students will participate in an eight-week, supervised fulltime experience within a professional service setting.

Working as a professional requires a high degree of autonomy, a dedication to life-long learning, a capacity to work in partnership with others, and an ability to reflect on the quality of one's practice and service delivery. Concluding a focus on professional development, students will learn: What skills and attributes do I possess in preparation for a career in occupational therapy? How do I critically evaluate my performance as a practitioner, the performance of colleagues, and the process and outcomes of services.

Continuing the research process in collaboration with their academic supervisors (and other research colleagues), honours students commence writing their theses to be completed the following semester.

Integrating theory and practice in context and becoming skilled in the assessment, intervention and evaluation process is essential when becoming an occupational therapist. Concluding a focus on professional development in context. Within the semester students will participate in an eight-week, supervised fulltime experience within a professional service setting.

Completing the research process in collaboration with their academic supervisors (and other research colleagues), honours students will finish and submit their thesis.

This unit of study examines the observation and measurement of normal movement using methods that are suitable for clinical application. The importance of measurement is emphasised and the validity and reliability of different procedures are studied. There are three broad modules, the first being `impairment` which includes the measurement of a range of common impairments such as weakness, pain and decreased range of movement. The second module is `activity` and it involves observation and description of everyday activities such as standing up, walking and reaching. The mechanics associated with these everyday activities will be covered in lectures to provide a background for structuring observation. The third module is `participation` and this covers types of measures designed to determine the impact of impairments on levels of participation. Each module considers the development and change in impairments and activities over the lifespan. This is supplemented with lectures on assessing normal motor development in children. The principles and practice of manual handling will be covered in the context of each tutorial. A short module on surface anatomy is included in this unit of study. In addition, students will be assigned to clinical sites and will undertake structured learning tasks which apply principles taught in this unit of study.

This unit of study consists of two modules (Professional Practice and Evidence-Based Practice) which explore the art and science of physiotherapy practice. The professional practice module introduces the student to broad and specific issues and practices in healthcare delivery affecting physiotherapists. This includes the roles and responsibilities of physiotherapists and other health professionals in the context of the changing health care environment. Students examine policies related to professional conduct promoted by the Physiotherapy Board of Australia (PBA) (and the pre-existing NSW Physiotherapy Registration Board) , and the Professional Codes of Conduct of the PBA and Australian Physiotherapy Association (APA), and learn to apply these codes in ethical and clinical decision-making. The importance of communication, documentation and respect for cultural differences in professional practice will be addressed. The responsibility associated with being a member of a regulated profession, regulation of physiotherapy practice by the Health Practitioner National Regulation Law Act No 86 2009 and by other health acts and the meaning of professional misconduct and other associated behaviours are examined. The evidence-based practice module develops the skills required to practise evidence-based physiotherapy. The students learn how to ask suitable clinical questions about effects of therapy, patient prognosis or the utility of diagnostic instruments; and to locate and critically evaluate published evidence so as to make a sound clinical decision regarding the applicability of evidence to patients. In addition, students will be assigned to clinical units and will undertake structured learning tasks, which apply principles taught in this unit.

The overall aim of this unit of study is to develop the skills required to perform basic musculoskeletal assessment and treatment techniques, safely and effectively apply a selection of electrophysical agents and assess and prescribe exercise-based rehabilitation at the level of a student commencing musculoskeletal clinical practical placements. This unit will integrate knowledge from assumed foundation science. Students will develop the ability to select and implement interventions based on clinical reasoning, principles of evidence-based practice and safety. This unit of study complements Musculoskeletal Physiotherapy B (MSB) and lays the foundation for MSC, MSD and MSE which will further develop skills in the management of disorders of the spine, upper and lower limbs and more complex musculoskeletal conditions.

The overall aim of this unit of study is to develop the skills required to assess, diagnose and manage common musculoskeletal disorders of the lower extremity incurred by patients of all ages at the level of a student commencing musculoskeletal clinical practical placements. This unit will integrate knowledge from assumed foundation science. Students will develop the ability to select and safely implement interventions based on clinical reasoning and principles of evidence based practice. This unit of study complements Musculoskeletal Physiotherapy A (MSA) and together they lay the foundation for MSC, MSD, MSE and MSF which will further develop skills in the management of disorders of the spine, upper extremity and more complex musculoskeletal conditions.

Neurological physiotherapy aims to develop students` ability to apply relevant theoretical and databased scientific findings to clinical practice in the area of disease and trauma to the nervous system. This unit examines the pathology, impairments (weakness, loss of dexterity, loss of sensation and spasticity as well as adaptations such as contracture), activity limitations (difficulty standing up, sitting and standing, walking, reaching and manipulating objects with the hand, rolling over and getting out of bed) and participation restrictions arising from conditions of acute onset (stroke, traumatic brain injury, cerebral palsy and Guillain-Barre Syndrome). Students will learn to assess, train and measure outcome of everyday activities integrated within the rehabilitation team.

This unit of study will introduce students to the knowledge, skills and clinical decision making processes necessary for effective assessment and treatment of patients across the age spectrum with acute and chronic respiratory and cardiac dysfunction. In particular, students will evaluate the pathophysiological and functional consequences of surgery (abdominal, thoracic and cardiac); infective, inflammatory; restrictive; and obstructive pulmonary disorders, and coronary artery disease. Students will learn the practical skills and develop treatment strategies to effectively manage respiratory problems. Additionally this unit will develop the student's knowledge of exercise and aims to apply the principles of exercise testing, prescription and training to patients who have cardiac and pulmonary limitations to exercise. The unit will provide students with an opportunity to apply, integrate and extend knowledge gained through the foundation sciences and earlier physiotherapy units of study.

This unit of study develops the skills required for primary care management of low back pain at a level to commence a musculoskeletal practicum. Students learn to 'triage' patients to distinguish patients with non-specific pain from those suspected of having underlying disease/pathology. The unit covers the basic epidemiology of spinal pain (risk factors, clinical course, prognostic factors) and the assessment of treatment outcome. The evidence base for management options is explored and students learn to apply a range of treatments such as education and advice, manual therapy, exercise, McKenzie therapy etc. This unit will integrate knowledge from earlier foundation science and physiotherapy subjects. Students will develop the ability to select and implement interventions based on clinical reasoning, principles of evidence-based practice and safety. This unit of study builds on skills and knowledge learned in Musculoskeletal Physiotherapy A (MS A) and MS B, complements that learned in MS D and MS E and lays the foundation for MS F which will further develop skills and reasoning in more complex musculoskeletal conditions.

This unit of study is part of the musculoskeletal curriculum that develops knowledge and skills required by a graduate physiotherapist in the primary care management of musculoskeletal disorders in the general population. This unit focuses on assessment and management of musculoskeletal conditions of the upper limbs. At the completion of this unit, students will have demonstrated theoretical knowledge, clinical reasoning and competency in assessment and treatment of upper limb injuries and conditions at a level sufficient to commence student practicum. This unit of study builds on knowledge and skills learned in Musculoskeletal Physiotherapy A (MS A) and MS B, complements that learned in MS C and MS E and lays the foundation for MS F which will further develop skills and reasoning in more complex musculoskeletal conditions.

This unit of study aims to provide a detailed approach to history taking and performance of the physical examination for a patient with disorders of the cervical and thoracic spine. With the integration of communication and listening skills, application of sound physical testing procedures and clinical reasoning, the aim is to enable students to diagnose/ triage and manage patients with cervical or thoracic musculoskeletal pain who present to primary and secondary care. In addition, students will be able to determine appropriate evidence-based management strategies for patients with cervical or thoracic musculoskeletal problems and design appropriate treatment progression. This unit of study builds on skills and knowledge gained in Musculoskeletal Physiotherapy A (MS A) and MS B, complements MS C and MS D and lays the foundations which will develop further skills in the management of more complex conditions in MS F.

This unit of study builds on and expands the knowledge, skills and attributes developed in Cardiopulmonary Physiotherapy A and Neurological Physiotherapy A Three modules are included: cardiopulmonary physiotherapy in the acute care environment, physiotherapy for neurodegenerative conditions and acute neurological/neurosurgical care. The acute care module focuses on assessment and treatment of patients with acute pulmonary dysfunction. In addition students examine specific clinical and professional issues relating to the intensive care and acute care environment. The emphasis is on appropriate assessment, safe and effective management of intubated and non-intubated patients. The neurodegenerative conditions module examines the pathology, impairments, activity limitations and participation restrictions arising from neurodegenerative conditions which require adaptation (such as Parkinsonism, multiple sclerosis, and motor neuron disease). Students learn to assess and train or prescribe appropriate aids to enable activities such as rolling over, sitting, walking, transferring, wheelchair mobility, and reaching and manipulating objects to be carried out. The acute neurological and cardiopulmonary care module focuses on physiotherapy management of acute neurological and neurosurgical conditions.

This unit of study involves clinical placements in one of the following areas: rehabilitation, acute care, ambulatory/outpatients, community health and an elective unit such as paediatrics, private practice, burns or hand therapy. Students will be required to demonstrate competence in both the specific clinical skills for each area as well as the generic skills and attributes of physiotherapy professionals. During practicum placements there will be opportunities for interprofessional learning. In addition, students will be responsible for individual and group training sessions such as strength and fitness programs. Physiotherapy Practicum A, B, C, D, E are all five week placements which require full attendance (37 hours per week) at clinical facilities. In addition, at least one of the placements will be in a rural or regional setting.

This unit of study involves clinical placements in one of the following areas: rehabilitation, acute care, ambulatory/outpatients, community health and an elective unit such as paediatrics, private practice, burns or hand therapy. Students will be required to demonstrate competence in both the specific clinical skills for each area as well as the generic skills and attributes of physiotherapy professionals. During practicum placements there will be opportunities for interprofessional learning. In addition, students will be responsible for individual and group training sessions such as strength and fitness programs. Physiotherapy Practicum A, B, C, D, E are all five week placements which require full attendance (37 hours per week) at clinical facilities. In addition, at least one of the placements will be in a rural or regional setting.

This unit of study involves clinical placements in one of the following areas: rehabilitation, acute care, ambulatory/outpatients, community health and an elective unit such as paediatrics, private practice, burns or hand therapy. Students will be required to demonstrate competence in both the specific clinical skills for each area as well as the generic skills and attributes of physiotherapy professionals. During practicum placements there will be opportunities for interprofessional learning. In addition, students will be responsible for individual and group training sessions such as strength and fitness programs. Physiotherapy Practicums A, B, C, D, E are all five week placements which require full attendance (37 hours per week) at clinical facilities. In addition, at least one of the placements will be in a rural or regional setting.

This unit of study will explore the role of interprofessional and reflective practice in the delivery of people-centred health care. Using experiences from physiotherapy practicum placements and reactions to written accounts of personal experiences of health care, this unit provides opportunities for students to examine and reflect on interprofessional practice in Australian Healthcare. The unit will also assist students development of generic attributes and capabilities and learn strategies for self management and lifelong development within the physiotherapy profession.

This aim of this unit of study is to develop students' abilities to apply evidence-based practice during the management of selected complex musculoskeletal presentations. The unit of study will adopt a case-study based approach to learning. Using a combination of interactive lectures and practical tutorial sessions, students will study selected cases that can be used as templates for foundational clinical behaviours in a beginning physiotherapy graduate. Students will be guided through the application of the various domains of evidence based practice over the period of management for each representative case. Concurrently, students will practice the application of advanced physiotherapy procedures, including manipulation for selected regions. Content will provide the background for students to apply and evaluate a range of strategies to decrease pain, improve impairments, and improve function in patients with a range of complex conditions. Students will be exposed to the roles of other health professionals in the management of musculoskeletal conditions. Thus, this unit of study will consolidate the theoretical and practical bases for clinical intervention in the area of musculoskeletal physiotherapy to prepare students for a range of complex conditions they will confront upon graduation.

This unit examines the scientific basis for clinical intervention in neurological and cardiopulmonary physiotherapy. The cardiopulmonary module will examine a range of complex clinical issues organised on a case-basis including multi-system dysfunction (physiological, psychological and social). Students will be expected to evaluate the scientific basis and ethical, legal and practical implications of current physiotherapy interventions in relation to the case studies. The neurological module focuses on the physiotherapy management of spinal cord lesions incorporating scientifically-derived and evidence-based practice and integrated patient-centred healthcare.

Physiotherapy Practicum D involves clinical placement in two of the following areas not previously covered in physiotherapy practicum A, B or C: rehabilitation, acute care, ambulatory/outpatients, community health and an elective unit such as paediatrics, private practice, burns or hand therapy. Students will be required to demonstrate competence in both the specific clinical skills for each area as well as the generic skills and attributes of physiotherapy professionals. During practicum placements there will be opportunities for interprofessional learning. Physiotherapy Practicum A, B, C, D, E are all five week placements which require full-time attendance (37 hours per week) at clinical facilities. In addition, at least one of the placements will be in a rural or regional setting.

Physiotherapy Practicum E involves clinical placement in two of the following areas not previously covered in physiotherapy practicum A, B or C: rehabilitation, acute care, ambulatory/outpatients, community health and an elective unit such as paediatrics, private practice, burns or hand therapy. Students will be required to demonstrate competence in both the specific clinical skills for each area as well as the generic skills and attributes of physiotherapy professionals. During practicum placements there will be opportunities for interprofessional learning. Physiotherapy Practicum A, B, C, D, E are all five week placements which require full-time attendance (37 hours per week) at clinical facilities. In addition, at least one of the placements will be in a rural or regional setting.

This unit of study aims to prepare the student as a competent entry-level practitioner in paediatric physiotherapy. Emphasis is given to students developing a clear understanding of typical development and the potential influences upon a child's development. The student will become aware of the changes which occur from infancy to maturity in the neuromotor, musculoskeletal and cardiopulmonary body systems, and the impact of congenital or acquired conditions, or lifestyle diseases causing dysfunction in one or more of these systems. The emphasis of the teaching approach will be on clinical and ethical reasoning within the WHO ICF (International Classification of Function) to promote health and well-being for children within a family-centred practice framework. Paediatric clinical scenarios have been designed to help students self-direct their learning in order to problem-solve assessment and management strategies for children with dysfunction, and/or are at risk of poor health and well-being. The approach will also emphasise the role of physiotherapy within broader health care teams/services so as to prepare students for the variety of health care settings/contexts in which paediatric physiotherapists may work. The unit is designed to facilitate students to integrate prior learning from other units of study with the content of this unit.

This unit of study provides a framework for exploring the role of physiotherapy in the prevention of chronic injury and disease. Preventative health issues specific to women, the elderly, workers and athletes will be addressed. Physiotherapy service delivery in a range of settings will be explored including the community, workplace, sporting arena and the clinic. Students will examine the social determinants of heath and disease and will apply health promotion models to facilitate health-enhancing behaviour change in a range of populations and settings. The evidence basis of physical activity and exercise for the prevention of chronic conditions and injuries will also be explored and evaluated.

This unit of study assists the student to develop exercise-based management strategies which address particular primary health issues and their common comorbid conditions. There will be a strong practical component to the unit, during which students will design and implement evidence-based exercise interventions appropriate for delivery to individuals and groups. Students will develop skills in effective delivery of exercise programs and in integrating a multidisciplinary health care team in patient management. The unit builds on content covered and practical expertise gained through pre-clinical units of study and the clinical practica undertaken earlier in the course.

This unit of study builds on prior learning in musculoskeletal, neurological and cardiopulmonary aspects of physiotherapy and community experience while consolidating knowledge and skills learned on clinical practica. Complex cases requiring inter-professional referral and management will be undertaken. Students will participate in panel discussions, debates and in masterclasses requiring synthesis of information and application of discipline-specific content to scenarios outside of their university/clinical practicum learning environment.

The program consists of a series of formal classes in which a number of topics relevant to practical and theoretical aspects of research will be covered. These sessions will include discussion and instruction in research design and data analysis, database management, research ethics and scientific writing and the processes by which a research idea is translated into a project. In addition, students will have an opportunity to discuss the work of a distinguished scientist with that person in an informal setting.
Opportunities will be provided for students to discuss the progress of their own research areas and to obtain help, from staff and their peers, in dealing with any issues that arise in the course of the semester. Students are required to spend 50 hours in "hands-on" research activity. The nature of this supports the concept of a broad-based experience, including aspects of development and design, data collection, data analysis and interpretation and the presentation of results. Students will work in depth on one particular aspect of a research project.

Psychology 1001 is a general introduction to the main topics and methods of psychology, and is the basis for advanced work as well as being of use to those not proceeding with the subject. Psychology 1001 covers the following areas: science and statistics in psychology; behavioural neuroscience; applied psychology; social psychology; personality theory; human development.
This unit is also offered in the Sydney Summer School. For more information consult the website:
http://sydney.edu.au/summer_school/

Psychology 1002 is a further general introduction to the main topics and methods of psychology, and it is the basis for advanced work as well as being of use to those not proceeding with the subject. Psychology 1002 covers the following areas: human mental abilities; learning, motivation and emotion; visual perception; cognitive processes; abnormal psychology.
This unit is also offered in the Sydney Summer School. For more information consult the web site:
http://sydney.edu.au/summer_school/

This unit introduces students to broad definitions pertinent to both disability/disadvantage and rehabilitation. Using both face-to-face learning experiences combined with community-based experience, the unit provides unique opportunities to learn about the disablement process and both the individual and systemic factors that explain disability and disadvantage. The unit surveys international perspectives on the disablement process and with a disability-human rights perspective. The unit outlines the rehabilitation process. Interventions, physical and psychological, to redress disability and disadvantage problems and issues will also be canvassed. The significance of adopting a multi-disciplinary team approach to successful disability management is highlighted as is the importance of inter-professional learning. The nature of specific services provided and the ways in which clients of rehabilitation are managed through the rehabilitation process will be covered. The unit considers vocational and avocational rehabilitation and community re-entry aspects of disability and disadvantage.

This unit introduces students to issues relating to the rehabilitation of public offenders including adults (males and females) and youth offenders. Students will study the major theories of criminality and community attitudes impacting on government approaches to rehabilitation and incarceration policy. The unit will examine the different approaches and policies to the incarceration of adult males and females and young people and the goals of these approaches. Special attention will be paid to examining the nature of the objectives and desired outcomes of incarceration. Students will analyse the roles and functions of personnel employed within the prison system, including that of custodial personnel and professional workers. In particular the unit will look at the various health issues associated with public offender rehabilitation, including drug addiction, mental illness and HIV/AIDS, the health services available within the prisons and the role played by the various health professionals employed to deal with such problems. Students will also be introduced to the probation and parole system and to the various alternative to full-time incarceration, including community service, day release, work release, and weekend detention. They will examine the aims and objectives of these alternatives and the roles and functions of professional workers (including health workers) employed to administer these programs.

This unit introduces students to issues relating to a major public health problem: the misuse of alcohol and other addictive drugs. The unit introduces students to two major aspects of this area: issues relating to the development of health prevention/health promotion policy, covering the philosophies of harm minimisation and zero tolerance; approaches to rehabilitation and treatment of those overusing both alcohol and other drugs. The unit commences with an analysis of public health policy approaches to the rehabilitation and treatment of people overusing alcohol and other harmful drugs. Students will be required to undertake an exercise involving an analysis of the effectiveness of the two major policy approaches to the problem of drug overuse and abuse: harm reduction and zero tolerance. They will be required to examine the evidence supporting these two approaches to public health policy. In the second part of the unit students will study the major therapeutic approaches to treatment and rehabilitation. This will include familiarisation with Alcoholics Anonymous, clinically based approaches including transactional analysis and other group therapy oriented approaches, the various behavioural therapies, therapeutic communities, methadone maintenance, needle exchange and recent trails in safe injection facilities. They will become familiar with the nature of services offered, the role of the various health professionals in these services and the nature of effective treatment and rehabilitation outcomes.

Exposure to traumatic events such as natural disasters, assaults and road accidents are relatively common in Australia. This unit introduces the clinical entity of post traumatic stress disorder (PTSD). Students will learn about the nature of traumatic stressors and the course of posttraumatic reactions. Evidence-based approaches to treatment and rehabilitation of PTSD are examined with interventions for both acute and persistent forms of the disorder being presented. The impact of a range of barriers to social and economic participation of people with PTSD will be explored and the legal and compensation issues associated with the disorder will be considered.