This unit of study offers a critical review of the field of bioethics. The course canvasses different ways that bioethics is 'made-up' in discourse, thought and practice, and the meaning of 'bioethics' historically and in contemporary society. Mapping some of the key literature on current on-going debates and contentions, the seminars explore different perspectives that people have of bioethics from points within and outside of the discipline and why bioethics and bioethical dilemmas have become important objects of popular and professional concern. Topics include the moral and ethical dimensions of advances in biomedical science and biotechnology, patient privacy and its limits, the virtuous bioethicist, narrative in bioethics, going public in bioethics, bioethics across cultures, feminist bioethics, bioethics and non-human animals, and, environmental bioethics in the clinic and public. Learning activities will include seminars and small group discussion.
All assessments must be completed to pass this Unit.

In this unit of study students gain the background in ethical philosophy necessary to engage in advanced analyses of issues in bioethics. Introduction to Ethical Reasoning familiarises students with classical theoretical frameworks such as virtue ethics, Kantian deontology, and utilitarianism that have been influential in the history of Western philosophy. The unit also examines more contemporary approaches to ethics, such as the capabilities approach, feminist ethics, human rights doctrines, and poststructuralist approaches. Across these different theoretical frameworks, discussions will focus on topics such as cultural relativism, universalism in ethics, difference and power.
All assessments must be completed to pass this Unit.

This unit of study introduces some key philosophical questions and debates concerning medicine and the biomedical sciences. It is divided into three sections. The first explores key concepts and distinctions such as health, disease, mental illness and disability. The second section deals with topics that lie at the heart of a scientific approach to medicine, namely, causation, experimentation, evidence and clinical reasoning. The final section of the course invites students to reflect critically on the preceding section by exploring the rationality claims of non-orthodox approaches, by inquiring closely into the meaning of medical terms, and by taking a broad view of the notion of risk.
All assessments must be completed to pass this Unit.

How does biomedicine both influence and reflect the broader society of which it is a part? This unit of study addresses this general question by examining a set of issues relating to sex and drugs. A key theme in the course is the "medicalisation" of human experience in the domains of gender, reproduction and sexual behaviour. The course aims to widen the scope of bioethical inquiry through readings that explore the issues from a range of different perspectives including history, sociology, politics, health policy, philosophy, religion, feminism, public health, and personal experience. Each topic introduces specific concepts which students are encouraged to apply. Students are also encouraged to draw on their own disciplinary and/or professional background. Seminars, online discussions and coursework will provide opportunities to learn from other students, and apply learning from other units of study in bioethics.
All assessments must be completed to pass this Unit.

This unit of study begins by introducing students to intersections amongst health care, ethics, and the law. In particular students will explore the moral basis of law and the means by which law influences moral norms, clinical practice, and health policy. Students learn how to critically read and analyse primary sources of law relevant to bioethics. Students will then examine a number of areas of law that have particular significance for bioethics and society including consent, tort law, competence, advance directives, maternal-foetal conflicts, abortion, reproduction, end-of-life-decision-making, genetics and infectious disease.
All assessments must be completed to pass this Unit.

This unit of study introduces students to the ethical, social and legal issues that underlie a wide range of biotechnologies, including: genetics, genomics, human reproduction, stem cell research, nanotechnology and emerging biotechnologies., Key concepts influencing debates in this area are covered, such as 'procreative beneficence', personhood, risk, consent, public engagement, and property in the body (including gene patenting). Topical case studies are included to keep up with recent developments in the field. Students will explore the ethical limits to research and knowledge.
All assessments must be completed to pass this Unit.

This unit of study introduces students to research ethics in its social context. It explores the philosophical underpinnings of the research endeavour including the justifications for engaging in research, research priorities and research integrity. The unit also reviews the history of research and the impact of research abuse on subjects, both human and animal. International and national guidelines for ethical human and animal research will be covered and participants are encouraged to develop practical skills in relation to their own research. The second part of the unit investigates current areas of controversy and public interest in research.
All assessments must be completed to pass this Unit.

This unit of study provides students with an overview of the broader philosophical, ethical, socio-political and cultural issues that underlie public health and public health research. Students will first review the history of public health and examine the values that underpin health promotion and disease prevention. The second part of the unit examines the place of facts and values in public health and the construction and use of information, with particular reference to evidence-based-medicine. The third part of the unit examines the cultural, moral and social context of public health including the social determinants of health, the construction of health services, the determination of research priorities and issues relating to human rights and global health.
All assessments must be completed to pass this Unit.

This unit will provide students with an overview of the broader ethical, social and cultural issues that underlie the delivery of healthcare. Students will explore major conceptual models for ethical reasoning in the clinical context; the design and delivery of clinical ethics consultation; and issues relating to the role of the professions. The unit will also examine the foundations of clinical practice, including consent, competence, confidentiality, and decision-making. The unit will consider specific issues and populations within clinical practice, such as the care of vulnerable populations, mental health, and chronic illness. Learning activities will include lectures (in an intensive format), facilitated discussion, case study presentations, and readings.
All assessments must be completed to pass this Unit.

Mental health and mental illness are unique in the field of health care and bioethics. The very nature of psychiatric disorder and its relationship with prevailing social and cultural factors, in addition to the unique status of the mental health patient, necessitate a specific discourse in biomedical ethics in the area of mental health. This course will provide participants with a broad perspective of issues in bioethics applied to mental health and mental illness. Students will examine the history of the psychiatric profession and consider the adequacy of current safeguards against the abuses of power seen in the history of the profession of psychiatry. Other areas considered in the course include the current ethical dilemmas in mental health care, the implications of technological advances in the neurosciences, the philosophical basis of the concept of mental disorder, the relationship between power and the psychiatric profession and the complex relationship between morality, mental health and the law. The course aspires to inform future decision makers in health, public policy, clinical settings and academia in the unique aspects of biomedical ethics in the field of mental health.
All assessments must be completed to pass this Unit.

This unit explores various approaches to embodiment in the wake of contemporary theories of biopolitics, or the politics of life. The body is approached as an object of knowledge and power, as always implicated with technologies, as an organisation of affects and a medium of experimentation. Beginning with Foucault's work on sexuality, we consider various approaches that address the changing natures and cultures of bodies. We also develop ways of accounting for the action of nonhuman actors in forms of activity in which humans participate. The unit combines theoretical reflection with case studies of bodily practices, cultures, subcultures and technologies.

To develop a critical and comparative understanding of the history, theory and practice of health policy. To give an overview of the political choices and frameworks - national and global - that shape policymaking.
Learning objectives:
- acquire a critical understanding of the basic history and features of the Australian health system
- understand the main frameworks used to analyse and make policy
- understand the main issues in the translation of policy into practice
- demonstrate the capacity to apply these understandings in particular settings through case studies.
Content:
This unit explores the main structures and institutions that make health policy. The unit examines debates over policy frameworks, and the evidence and advocacy in setting priorities. Conflicts over health policy will be placed in broader contexts - comparing different health systems and assessing global influences. Case studies will be used to examine the relationships between policy and practice.

This unit develops skills for the effective critical appraisal of health policy. It familiarizes students with the principles, and limitations, of evidence-based health policy and how this is shaped by the health and political systems.
Learning objectives:
- to develop critical appraisal skills to critique the research that underpins policy
- to identify and analyse the main influences on policy development
- to evaluate existing policy frameworks and processes in relation to evidence, political context and broader community values
Content:
This unit builds policy analysis and analytical skills by exploring policy design, implementation and evaluation. It looks at the methods and limitations of evidence-based health policy and the problems of integrating equity concerns when developing and applying health policy. The workshops focus on the critical use of epidemiological and public policy analysis to build the evidence base for policy, taking into account political and social contexts.

This unit explores major episodes in the history of science from the 18th century until the present as well as introducing students to historiographic methods. Special attention is paid to developing practical skills in the history and philosophy of science.

A work of history may range in scope from a single life to the forces of internationalism, from a single moment to the span of human history, from a single locality to the globe. Why, and how, do historians tell such different stories? In this unit we explore the ideologies and social perspectives that underpin the historian's craft. Examining trends in historical scholarship, we consider how engagement with different methodologies has contributed to the social, cultural, intellectual and political 'turns'.

Language is a symbolic currency: mastery of the standard language can buy institutional power, mastery of urban teenage slang can buy street cred. This course introduces students to key issues in sociolinguistics and language sociology such as the political economy of language, language variation and change, and critical discourse analysis. Members of the class will undertake empirical research.

This unit of study introduces students to current research in the theory of genre and register with a focus on English. It will explore how choices in grammar and discourse (e.g. speech function, conjunction, cohesive devices, methods of development and argumentation, schematic structure) impact on the ways in which people engage with different types (genres, registers) of texts. The framework for the unit derives from a variety of linguistic approaches, including corpus linguistics and functional linguistics.

In today's globalised and multicultural societies, cross-cultural communication is common enough. Even so, it continues to be a challenge, both for people who engage in cross-cultural communication on a daily basis, and for researchers trying to describe and understand it. In this unit of study we will consider a variety of discourse-analytic approaches to studying cross-cultural communication, including conversation analysis, speech act theory, interactional sociolinguistics, the ethnography of communication, and critical discourse analysis. In our analyses of actual samples of cross-cultural communication we will pay particular attention to the social positioning of participants in an interaction, and the ways how social relationships (particularly of power and intimacy) between participants are reflected in their linguistic practices. The unit will end with exploring applied perspectives, particularly on cross-cultural communication in educational, courtroom and workplace interactions.

"Sexy, healthy and 100% Australian-owned!" This unit examines linguistic approaches to media discourse. The language of news texts and television series will form a special focus of the unit, along with how images are used to construe meaning. We will explore general aspects of media institutions (news and television), the ways in which social identities are constructed in the media, differences between the language of various types of media texts, the rhetoric of persuasion and the discourses of popular culture.

This unit will focus on Halliday's functional grammar, including coverage of transitivity, mood, theme, clause-complexing and nominal group and verbal group structure (including functional structures and introductory accounts of the systems from which they derive). The unit will focus on English but include exemplification from other languages where appropriate. In addition the place of grammar in functional models of language will be considered, and critical aspects of system/structure theory introduced.

This unit aims to provide an overview of common health issues and emerging travel-related diseases, with a general look at prevention and control of these problems for travellers or those intending to work in tropical or resource-poor settings for a significant period of time. Travel/public health regulations associated with outbreaks and disasters are also addressed. During the short course, students will also explore issues such as pre-travel preparations, protection from vector-borne diseases and vaccinations. The teaching method is face-to-face teaching. Attendance is compulsory.

This unit of study aims to provide students with an understanding of the principles, theory and methods that are employed in health promotion and prevention. The unit will give attention to the full spectrum of health promotion and prevention programs, from the development of local level initiatives to global policies to achieve health goals. It will have a strong practical and methodological focus, with the objective of enabling students to develop knowledge and skills for planning, implementing and evaluating health promotion programs. Models and methods that are commonly used in health promotion and disease prevention will be described and discussed by using real life examples. Among the major issues examined are the health impact of social and economic development at the national and global levels, prevention and control of non-communicable and communicable diseases, including cigarette smoking, hygiene practices, capacity building and workforce development for health promotion and prevention.

This unit aims to give students an overview of the health status of women and children in international settings. It also aims to examine causes of major health problems and possible approaches to improving the health of women and children in resource-poor countries. The unit covers a variety of issues in women's and children's health, including approaches to prevention of maternal and fetal, neonatal and child mortality, poverty, mother to child HIV transmission, women and violence, family planning, diarrhoeal disease, pneumonia, and vaccine preventable diseases.

This unit aims to provide an integrated and interpretive approach to an understanding of health-related behaviours of populations in international settings, by synthesizing anthropological knowledge and methodology, and the interactions of culture, biology, psychology and environment. The teaching process is by student-led, lecturer-guided, discussion based review and critical analysis of relevant topics. During the unit, students will explore a range of issues in global and multicultural health from an anthropological perspective. Methodological approaches will encompass ethnography and other anthropological data collection methods. The issues covered will include cultural influences on health, illness and healing, such as indigenous and traditional beliefs and systems, gender and cultural change and the impact of modernization and development on illness and healing. The impact examines disease and illness patterns - their distribution and persistence, mental illness and culture and attitudes towards the use of medications; and the provision of culturally sensitive and appropriate services. The emphasis will be on covering a range of topic areas relevant to the students enrolled, and those of particular importance in contemporary international and multicultural health contexts.

This unit aims to provide candidates with an understanding of the causes and control of non-communicable diseases (NCDs) in developing countries. These diseases are associated with social and economic development and the demographic and health transitions. Topics covered in the unit include cardiovascular diseases, diabetes, cancer, primary health care in relation to NCDs, health promotion for NCDs and approaches to NCD research in developing countries. Lectures are given by health professionals with direct experience of NCD control in developing countries.

This unit offers a detailed and evidence-based assessment of the global HIV situation to equip students with the latest understanding of HIV distribution and trends globally, its social and economic implications, the measures being taken to prevent and treat HIV and AIDS, the gaps that need to be addressed in HIV control, and the politics around global HIV issues. Examples from different parts of the world, particularly less developed settings, are used to illustrate analysis of the key issues influencing the HIV control agenda globally. Emphasis is placed on developing a critical and analytical approach to assessing the HIV situation and developing interventions for its control.

Health systems are complex and multi-faceted. Successful health systems require attention to political economy, governance, institutions, and local context. This unit will cover health systems in developing countries to equip students with a conceptual understanding and a set of tools to address major public health challenges from a health systems perspective. With a focus on evidence-based decision making, the unit will provide an understanding of health systems including specific topics such as health workforce, financing, service delivery, information systems and policy, and how these impact health interventions and health status in less developed countries. A multi-sectoral, integrated model will be used to understand the varied aspects of development challenges related to health systems. A case study approach will then provide students with concrete examples of health systems challenges and will strengthen students' ability to view health problems in a holistic, multi-faceted manner. The unit will provide students with the tools needed to make a practical difference in health systems in less developed countries with emphasis on implementation of health projects and bringing interventions to scale.

This unit of study explores the connections between narrative, literature, ethics and health and medicine. Students will be introduced to the fundamental importance of narrative competence for health professionals and to tools for developing narrative competence. We will consider a range of ethical issues arising from narrative and literature in health and medicine, including differences between how patients/ the public and health professionals/ clinicians understand and value health and illness, and how to incorporate issues around identity, existence and values into public health and medicine. Students will also be given new analytic tools from the humanities for use in health-related settings. It will introduce students to influential theories of narrative and modes of cultural, literary and linguistic analysis that can further enrich our understandings of these texts. Students will encounter and analyse a wide range of literary and non-literary narratives concerned with illness, embodiment and healing. Topics or themes covered during the course include: narrative theory (narratology); narrative competence; literary/cultural representations of health practitioners; rhetoric (semiotics) of health; literary/cultural constructions of disability and femininity; narrative ethics; language and embodiment; medico-literary 'genres; narrating death and dying; and the limits of narrative.
All assessments must be completed to pass this Unit.

In this unit of study students will consider health communication in the context of the health professional-patient relationship and in the public sphere. This unit of study seeks to develop a critical awareness of the determinants of effective communication, particularly in relation to health risks to the individual and society. The unit of study will investigate: theories of health communication, including patient centred care and shared decision making; evidence regarding the impact of good and poor communication on patient and health professional outcomes; research paradigms in this area including interaction analysis; cross-cultural communication issues in health care; risk communication in the context of informed consent to clinical trials, discussing prognosis and responding to public health risk events; and theories of risk perception and communication. The aim of this unit of study is to provide students with a comprehensive understanding of the key issues related to communication in health care and health policy settings.

The unit will explore the major categories of environmental health hazards including air quality, water quality, food safety, chemical hazards (eg contaminated sites), physical hazards (eg noise and radiation), and microbiological hazards (eg Legionnaires' disease). Regional and global issues of sustainability, climate change and land use planning will also be covered. The unit aims to develop an understanding of environmental health hazard identification and risk assessment, as well as the principles of hazard regulation and control. The disciplines of epidemiology, toxicology and ecology will be used to characterise risks associated with environmental hazards and determine risk management options and risk communication strategies. Students completing this unit will appreciate the multi-disciplinary nature of environmental health issues and the need to work closely with commonwealth and state health and environment agencies as well as other government agencies including local government.

This unit aims to assist students in developing an evidence-based understanding of the epidemiology of alcohol and drug use and its impact on health, and the effectiveness of methods for prevention and management of related problems. This fuller drug and alcohol elective covers all the content of PUBH5115 and goes on to assist the student to develop more advanced skills in research and in management of clinical services in relation to alcohol and drug use disorders, and to examine the needs of special populations.

This unit aims to assist students in developing an evidence-based understanding of the epidemiology of alcohol and drug use and its impact on health, and the effectiveness of methods for the prevention and management of related problems.

Despite the many positive political, social and legal advances that have taken place in Australian society, it is impossible to ignore the fact after more than 200 years of colonisation, the gap between Indigenous and non-Indigenous health outcome continues to be unacceptably wide. Using a health promotion framework, the unit will provide students with an opportunity to increase their understanding of the history and culture of Aboriginal and Torres Strait Islander people. It is hoped that students will utilise this understanding to develop more congenial and productive relations with Aboriginal and Torres Strait Islander people in the community, and within the spheres of their chosen professions. During the unit students are encouraged to examine factors that determine health, to analyse the major factors that influence Aboriginal and Torres Strait Islander health outcomes, and the relationship between these factors. The course will provide opportunities to discuss and identify strategies to address the health disparities between Aboriginal and Torres Strait Islander people and other Australians.

This unit aims to familiarise students with the strategies of public health advocacy and to provide skills in content and discourse analysis of media coverage of health and medical issues. This unit covers the role of media advocacy in advancing public health policy; framing public health issues; news gathering, reporting and editing; strategies for media advocacy; political lobbying in public health advocacy. Teaching and learning activities include interactive lectures, case studies and small group work. Students will be expected to prepare for the sessions. Requirements will be distributed prior to the first day.

This unit aims to provide students with a clear understanding of the magnitude of the injury burden, both in higher and lower income countries, and the strategies that are required to address this burden. This unit will cover: injury definitions, measurement and surveillance; risk factor identification; intervention strategies and their evaluation; advocacy; cause-specific injury topics. During the 2 day workshop, guest speakers will outline issues relevant to the general injury prevention field and students will participate in interactive small group work which will focus on issues relevant to cause-specific injuries, in collaboration with guest contributors.

The unit consists of learning topics, each of which is supported by extensive Web based resources, and 4 moderated online discussion forums, each focusing on a problem related to tobacco use and control. Lecture topics include: history of tobacco use and control; the burden of illness from tobacco use; secondhand smoke: the research evidence; measuring tobacco use, uptake and cessation in communities; international trends in tobacco consumption; the tobacco industry; the WHO's Framework Convention on Tobacco Control and new forms of tobacco advertising and promotion. Problem focused discussion forums include: Harm reduction and tobacco control, regulation of tobacco, improving and implementing pack warnings; promoting smoking cessation, prevention of uptake (youth programs); denormalisation of the tobacco industry; controlling advertising; and controlling exposure to tobacco smoke, making news on tobacco and influencing political policy on tobacco.

This fully online unit aims to teach students about the principles of falls prevention in the older person with an emphasis on the application of these principles in the field. This unit will focus on risk factors for falls and the development, implementation and evaluation of fall prevention programs. Students will learn about and discuss research methods for the understanding of, prediction of, and prevention of falls, critically evaluate journal articles, and discuss the development of fall prevention programs using case studies.

This unit builds on content from Public Health Advocacy PUBH5414. Students will have the opportunity to critique and analyse case studies from a variety of both successful and unsuccessful public health advocacy examples. There will be an emphasis on how online environments and social media tools are contributing to public health advocacy debates and campaigns. Recent examples of how online media have influenced health policy and programming will be presented. Students will examine and prepare writing for online media such as news, blogs, and social media. The lectures will include guest speakers from non-government organisations, government and other experienced stakeholders from across the public heath sector.

This unit of study provides a comprehensive introduction to qualitative inquiry in health. It is designed for beginners and people who want an advanced-level introduction. Workshop One will address: What is qualitative research? How is it different from quantitative research? What is its history? What research questions can it answer? How can I search for qualitative literature? How do I design a qualitative study? You will learn about interviewing, focus groups and observation; participate in a focus group; and design and conduct your own interview. Workshop Two addresses: How do you analyse qualitative data? Is methodology different to method? What are ontology and epistemology? What is reflexivity (and aren't qualitative researchers biased)? What are the ethical issues? How are methodologies and theories used in qualitative research? What is good quality qualitative research? Can I generalise qualitative findings? You will analyse your own interview data; and learn how to make arguments for qualitative research in health. In both workshops you will meet working qualitative researchers and hear about their projects. This advanced Unit will show you a new way of thinking critically about research and researching, and give you the skills and confidence to begin evaluating and doing qualitative research for yourself.

Qualitative methodologies are historical traditions and systems for planning and justifying research methods. This intermediate unit assumes a basic understanding of qualitative research and focuses on qualitative methodologies. Qualitative methodologies are informed by theories from sociology, anthropology, philosophy and other disciplines. They shape the research questions, objectives, design and outcome of a qualitative study. This course begins with general principles of qualitative methodology and study design. We examine several qualitative methodologies in detail, including: narrative inquiry, community based participatory research, ethnography, grounded theory, creative, and qualitative synthesis. We consider their historical and theoretical roots, the research practices they encourage, and their current status. The final session considers how we can use methodologies as resources rather than recipes, maintaining both flexibility and coherence in our study designs.

In this Unit you will analyse and write about qualitative data. This intermediate unit assumes a basic understanding of qualitative research and focuses on qualitative analysis and writing. Workshop one will introduce advanced analytic strategies, including: conversation analysis, content analysis, discourse analysis and Grounded Theory analysis. Between workshops, you will work in pairs to analyse a portfolio of qualitative data. Workshop Two will concentrate on writing; we will practice tricks and tips for starting writing, structuring articles, and editing your own work. Most importantly, we will practice thinking in genres, asking the question: who is going to read this, and how should I write for them? After completing this Unit you will have a wider range of analytic techniques at your disposal, and will have experience in shaping your writing to make it appropriate for its intended audience.

This is the capstone Unit of Study for the Master of Qualitative Health Research, and is available to Grad Cert and Grad Dip Qualitative Research students. It will draw together what you have learned over the course of your studies, and culminate in the production of a research plan, and a Human Research Ethics Committee application. You should come to the first workshop day with a problem that is appropriate to research qualitatively. Ideally the problem you work on will be either an intended PhD project or a project for which you will be seeking grant funding. Day one of the Workshop will be spent learning about the research funding process, developing aims and formal research questions, exploring methods and methodology, and reviewing successful qualitative grant applications. Day two will be spent working through a funding proposal and learning about issues of ethics. Across the semester, you will refine and document your research plans and ethical reasoning and receive support from peers and the unit coordinator through regular meetings. The Unit of Study aims to ensure that as a graduate of the QHR program you are well-prepared to commence a qualitative PhD or to seek support for your future qualitative research projects.

This unit explores a series of issues of controversy and debate in social theory. These include debates over: the information age; new information and communication technologies; the new capitalism and changing work practices; the cultural sphere; new forms of power and surveillance; shifting claims to insight in knowledge societies; the role of education in social inequality; the bases of making knowledge claims; and globalisation. The unit involves both face-to-face seminars and online discussions.

This unit will explore determinants of sexuality from a societal perspective, with particular reference to their potential impacts on public health. It is available in both online and face-to-face modes. Social science theories of sexuality will be considered, and cross-cultural and historical accounts of sexual practices will be reviewed. Particular emphasis will be placed on the impact of diversity, culture, society, environment, life experiences, personal beliefs and health on sexual activity and potential Public Health impacts such as the spread of STIs & HIV. Course content will include diversity; adolescence sexual development; sex education; sexual assault, gender; sexual orientation and sexual behaviour.

This unit aims to provide a public health perspective of the community impact of sexually transmitted infections (STIs). It is available in both online and face to face modes. At the end of this unit, students will be able to understand the underlying principles of the surveillance systems used to monitor STIs; the core risk activity groups involved in the transmission of STIs; how the epidemiologies of STIs vary within and between societies; the public health impacts of STIs; and effective preventative strategies at individual and community levels. Course content will include an introduction to the basic biology of STIs; epidemiology and surveillance methods; STI service delivery considerations; STI/HIV interactions, impact of vulnerable at-risk populations; health promotion for STIs; policy approaches and ethical & legal issues.

This unit aims to provide a public health perspective of the impact of HIV infection. It is available in both online and face to face modes. At the end of this unit, students will be able to understand the underlying principles of the surveillance systems used to monitor HIV infection; the core risk activity groups involved in the transmission of HIV; how the epidemiology of HIV infection varies within and between societies; the public health impacts of HIV infection; and effective prevention strategies. Course content will include an introduction to the basic science of HIV infection; epidemiology and surveillance; sexual blood borne and mother to child transmission; STI/HIV interactions; other methods of transmission; health promotion for HIV; government perspectives and ethical and legal issues.

This unit aims to introduce the constructs of adolescent sexuality, explore the determinants of adolescent sexual health and to discuss the personal and public health implications of adolescent sexuality, with additional emphasis on a deeper exploration of an area of adolescent sexual health that is of particular interest to the student.
At the end of this unit of study, students will be able to describe the biological, developmental and socio-cultural contexts of adolescent sexual health as well as the constructs, challenges and diversities of adolescent sexuality. They will learn techniques used to optimize communication with adolescents and explore legal, ethical and public health implications of adolescent sexuality. They will also understand and describe one area of adolescent sexual health that the student chooses to study in depth from a list of suggestions.
The course is taught fully online using a range of assessments including group discussion, short answer questions and discussions based on case scenarios. It is divided into 6 modules: adolescent sexuality, adolescent sexual health, reproductive health issues in adolescence, diversity, legal and ethical issues and sexual health promotion.