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: neuroscience; human mental abilities; learning and motivation; 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/

What will it mean to be human in 2100? How will we be able to control our complex bodily mechanisms to maintain health and fight disease? Advances in the human biology suggest we will age more slowly and new technologies will enhance many bodily structures and functions. This unit of study will explore maintenance of health through nutritional balance, aerobic health, defence mechanisms and human diversity. You will learn key structural features from the subcellular level to the whole organ and body, and learn about essential functional pathways that determine how the body regulates its internal environment and responds to external stimuli and disease. Together we will investigate nutrition, digestion and absorption, cardiovascular and lung function, reproduction, development, epigenetics, and regulation of function through various interventions. You will receive lectures from experts in the field of human biology and medical sciences, supported by practical classes, workshops and on-line resources that leverage off state-of-the-art technologies to develop your practical, critical thinking, communication, collaboration, digital literacy, problem solving, and enquiry-based skills in human biology. This unit of study will provide you with the breadth and depth of knowledge and skills for further studies in majors in medical sciences.

What will it mean to be human in 2100? How will we be able to control our complex bodily mechanisms to maintain health and fight disease? Advances in the human biology suggest we will age more slowly and new technologies will enhance many bodily structures and functions. This unit of study will explore maintenance of health through nutritional balance, aerobic health, defence mechanisms and human diversity. You will learn key structural features from the subcellular level to the whole organ and body, and learn about essential functional pathways that determine how the body regulates its internal environment and responds to external stimuli and disease. Together we will investigate nutrition, digestion and absorption, cardiovascular and lung function, reproduction, development, epigenetics, and regulation of function through various interventions. You will receive lectures from experts in the field of human biology and medical sciences, supported by practical classes, workshops and on-line resources that leverage off state-of-the-art technologies to develop your practical, critical thinking, communication, collaboration, digital literacy, problem solving, and enquiry-based skills in human biology. This unit of study will provide you with the breadth and depth of knowledge and skills for further studies in majors in medical sciences. The advanced unit has the same overall concepts as the mainstream unit but material is discussed in a manner that offers a greater level of challenge and academic rigour. Students enrolled in the advanced stream will participate in alternative components which may for example include guest lecturers from medical science industries. The nature of these components may vary from year to year.

What will it mean to be human in 2100? How will we be able to control our complex bodily mechanisms to maintain health and fight disease? Advances in the human biology suggest we will age more slowly and new technologies will enhance many bodily structures and functions. This unit of study will explore maintenance of health through nutritional balance, aerobic health, defence mechanisms and human diversity. You will learn key structural features from the subcellular level to the whole organ and body, and learn about essential functional pathways that determine how the body regulates its internal environment and responds to external stimuli and disease. Together we will investigate nutrition, digestion and absorption, cardiovascular and lung function, reproduction, development, epigenetics, and regulation of function through various interventions. You will receive lectures from experts in the field of human biology and medical sciences, supported by practical classes, workshops and on-line resources that leverage off state-of-the-art technologies to develop your practical, critical thinking, communication, collaboration, digital literacy, problem solving, and enquiry-based skills in human biology. This unit of study will provide you with the breadth and depth of knowledge and skills for further studies in majors in medical sciences.

Biology is an immensely diverse science. Biologists study life at all levels, from the fundamental building blocks (genes, proteins) to whole ecosystems in which myriads of species interact. Evolution is the unifying concept that runs through the life sciences, from the origin and diversification of life to understanding behaviour, to dealing with disease. Evolution through natural selection is the framework in biology in which specific details make sense. This unit explores how new species continue to arise while others go extinct and discusses the role of mutations as the raw material on which selection acts. It explains how information is transferred between generations through DNA, RNA and proteins, transformations which affect all aspects of biological form and function. Science builds and organises knowledge of life and evolution in the form of testable hypotheses. You will participate in inquiry-led practical classes investigating single-celled organisms and the diversity of form and function in plants and animals. By doing this unit of study, you will develop the ability to examine novel biological systems and understand the complex processes that have shaped those systems.

Biology is an immensely diverse science. Biologists study life at all levels, from the fundamental building blocks (genes, proteins) to whole ecosystems in which myriads of species interact. Evolution is the unifying concept that runs through the life sciences, from the origin and diversification of life to understanding behaviour, to dealing with disease. Evolution through natural selection is the framework in biology in which specific details make sense. This unit explores how new species continue to arise while others go extinct and discusses the role of mutations as the raw material on which selection acts. It explains how information is transferred between generations through DNA, RNA and proteins, transformations which affect all aspects of biological form and function. Science builds and organises knowledge of life and evolution in the form of testable hypotheses. You will participate in inquiry-led practical classes investigating single-celled organisms and the diversity of form and function in plants and animals.
Life and Evolution (Advanced) has the same overall structure as BIOL1006 but material is discussed in greater detail and at a more advanced level. Students enrolled in BIOL1906 participate in a research project with a focus on developing skills in critical evaluation, experimental design, data analysis and communication.

Biology is an immensely diverse science. Biologists study life at all levels, from the fundamental building blocks (genes, and proteins) to whole ecosystems in which myriad species interact. Evolution is the unifying concept that runs through the life sciences, from the origin and diversification of life to understanding behaviour, to dealing with disease. Evolution through natural selection is the framework in biology in which specific details make sense. Science builds and organises knowledge of life and evolution in the form of testable hypotheses. The practical work syllabus for BIOL1996 is different from that of BIOL1906 (Advanced) and consists of a special project-based laboratory.

Paradigm shifts in biology have changed the emphasis from single biomolecule studies to complex systems of biomolecules, cells and their interrelationships in ecosystems of life. Such an integrated understanding of cells, biomolecules and ecosystems is key to innovations in biology. Life relies on organisation, communication, responsiveness and regulation at every level. Understanding biological mechanisms, improving human health and addressing the impact of human activity are the great challenges of the 21st century. This unit will investigate life at levels ranging from cells, and biomolecule ecosystems, through to complex natural and human ecosystems. You will explore the importance of homeostasis in health and the triggers that lead to disease and death. You will learn the methods of cellular, biomolecular, microbial and ecological investigation that allow us to understand life and discover how expanding tools have improved our capacity to manage and intervene in ecosystems for our own health and organisms in the environment that surround and support us . You will participate in inquiry-led practicals that reinforce the concepts in the unit. By doing this unit you will develop knowledge and skills that will enable you to play a role in finding global solutions that will impact our lives.

Paradigm shifts in biology have changed the emphasis from single biomolecule studies to complex systems of biomolecules, cells and their interrelationships in ecosystems of life. Such an integrated understanding of cells, biomolecules and ecosystems is key to innovations in biology. Life relies on organisation, communication, responsiveness and regulation at every level. Understanding biological mechanisms, improving human health and addressing the impact of human activity are the great challenges of the 21st century. This unit will investigate life at levels ranging from cells, and biomolecule ecosystems, through to complex natural and human ecosystems. You will explore the importance of homeostasis in health and the triggers that lead to disease and death. You will learn the methods of cellular, biomolecular, microbial and ecological investigation that allow us to understand life and discover how expanding tools have improved our capacity to manage and intervene in ecosystems for our own health and organisms in the environment that surround and support us . This unit of study has the same overall structure as BIOL1007 but material is discussed in greater detail and at a more advanced level. The content and nature of these components may vary from year to year.

Paradigm shifts in biology have changed the emphasis from single biomolecule studies to complex systems of biomolecules, cells and their interrelationships in ecosystems of life. Such an integrated understanding of cells, biomolecules and ecosystems is key to innovations in biology. Life relies on organisation, communication, responsiveness and regulation at every level. Understanding biological mechanisms, improving human health and addressing the impact of human activity are the great challenges of the 21st century. This unit will investigate life at levels ranging from cells, and biomolecule ecosystems, through to complex natural and human ecosystems. You will explore the importance of homeostasis in health and the triggers that lead to disease and death. You will learn the methods of cellular, biomolecular, microbial and ecological investigation that allow us to understand life and intervene in ecosystems to improve health. The same theory will be covered as in the advanced stream but in this Special Studies Unit, the practical component is a research project. The research will be either a synthetic biology project investigating genetically engineered organisms or organismal/ecosystems biology. Students will have the opportunity to develop higher level generic skills in computing, communication, critical analysis, problem solving, data analysis and experimental design.

This unit will develop students' broad understanding of the different approaches to health (e.g. biomedical, psychological, sociological). This would include understanding the different factors which impact health; how different approaches may lead to different strategies for developing and evaluating health solutions; and different ways of measuring health. Students are then enabled to consider how these different approaches to health are reflected in health systems both locally and internationally. Students would explore the different healthcare systems and engage with current and future challenges for health systems and health policy in Australia and abroad.

In considering how health is delivered, students will explore people involved in health. This includes the breadth of the health workforce (both paid and unpaid) and health consumers. Students will examine the social determinants of health and the meaning of health for different populations. Embedded in this unit will be considerations of ethics and legal concerns, cultural awareness and interdisciplinarity.

The unit of study introduces students to the design and evaluation of research questions relating to health. Drawing on both qualitative and quantitative research methods, students will be introduced to key concepts relating to methodology; research design and research method.

Digital technologies are changing the health landscape from consumers having access to Dr Google to clinicians using virtual reality as part of treatment. This unit of study explores the impact of digital technologies on our health and wellbeing and includes consideration of how these devices and software interact with the healthcare system, affect attitudes towards health and healthcare providers, and change the discussions about health ethics, and health equity. Students will engage in practical, hands-on learning experience and complete authentic assessments such as designing innovations, creating an ePortfolio, and applying for a job.

Evidence-based health care is the conscientious use of current best evidence in making decisions about the care of individuals or the delivery of health services. This unit will introduce you to evidence based health care by developing your understanding of knowledge and evidence, and critical appraisal skills to inform your decision making in health care policy and practice.

This unit teaches about the research process from development of a research question to study design, quantitative data analysis, and interpretation of outcomes in the context of theory and practical applications. You will learn about concepts and logic that apply to quantitative research in general, with an emphasis on issues and types of studies most relevant in health research. As either an individual or group exercise, you will perform most aspects of the research process using examples given to you or created by you, and will receive comprehensive feedback along the way. The unit will prepare you to critically evaluate research findings in your future career, and to engage in further research training should you wish to do so. Skills you are expected to develop include succinct academic writing, simple data analysis using SPSS, and developing ideas in the context of teamwork.

This unit of study has three aims: to build on core units of study offered in First Year and Second Year to provide critical appraisal skills in reading and utilising qualitative research related to health behaviour and health care; to understand the theoretical orientation of contemporary qualitative health research methods; and to develop skills in undertaking qualitative research methods. With a focus on applying critical and theoretical knowledge, the unit has a practical orientation and students will gain experience in techniques of observation, document analysis, in-depth interviewing and focus group interviews.

This unit is designed to assist students understand the principles of writing a research proposal, applicable for either project planning or evaluation within health or for further research (e.g., Honours). Students will be introduced to the key components of preparing and writing up a proposal: purpose of the research and question(s) to be addressed; reviewing existing literature on the topic; deciding on a research methodology and methods used to collect data; proposing an approach for data analysis; identifying ethical issues and working through the process of applying for ethics approval; providing a clear plan and timeline for each stage of the research. At the completion of this unit, students will have undertaken an ethics application, planned, orally presented and written up a research proposal. This unit of study is recommended for students who wish to undertake Honours after completion of the pass degree.

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 and strategies for increasing the cost-effectiveness of delivering health services will be covered. 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 focuses on ethics and law in relation to the Australian health system. Fundamental ethical principles applied to ethical issues in health and health research are covered. Medico-legal aspects of health and health services will be explored. Particular areas of focus include mental health, health complaints, reproductive technologies, the start and end of life, disability, public health and genetic technology. Students will develop their own ethical thinking and an understanding of professionally acceptable behaviours appropriate to practice in a wide range of health professions. Learning is interactive and scenarios are used to develop ethical thinking. Students get to write a research report on an ethical and legal issue of their choosing.

This unit introduces students to a range of practice and research issues in rural health care. Topics covered include: the nature and variety of rural settings; special populations and cultural safety; rural health needs and access to health services; relevant models of health service delivery; and the rural health workforce and inter-professional 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 gain international experience in a health services setting in a developing country. Students will participate in a 4-6 week health or care placement with a community-based organisation in South or Southeast Asia. Countries where students can be placed include Vietnam, Cambodia, India and the Philippines. As part of the unit, you will be expected to participate in local development programs, live within the community that you are visiting, and document and reflect on key health and development issues facing local populations. The unit will require you to demonstrate cultural sensitivity and an ability to adapt to new environments, a capacity for critical reflection and awareness of complex global health and development issues.

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, participating in an approximately 4 week placement in a local Aboriginal community. Students participate in a community identified development project and will document and report on their experiences in working with the local Aboriginal community. 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 offers students an insight into the challenges and opportunities associated with population ageing and what is required to meet the needs of the increasing numbers of older people and those who will interact with them. It addresses the social and individual dimensions of ageing, health and well-being and the transitions that occur in later life. There will be an emphasis on the policy and practice implications of an ageing society and the role of various public and private providers (government, health care practitioners, family, voluntary) in providing services and care to older people. Students will be expected to develop a critical understanding of the issues related to ageing and the life course and gain an understanding of initiatives and policy debates relating to population ageing and quality of life of older people, their families and carers.

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.

The aim of this unit of study is to provide students with the necessary tools to work with Aboriginal and Torres Strait Islander people and communities for equitable health service delivery. It explores the post-colonial impact and the policies that have contibuted to the adverse health outcomes that we see in the Aboriginal and Torres Strait Islander population of contemporary Australia today. The unit of study will also provide students with avenues of Best Practice in closing the gap between Indigenous and non-Indigenous people, for effective health service delivery.

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 and strategies for increasing the cost-effectiveness of delivering health services will be covered. 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 focuses on ethics and law in relation to the Australian health system. Fundamental ethical principles applied to ethical issues in health and health research are covered. Medico-legal aspects of health and health services will be explored. Particular areas of focus include mental health, health complaints, reproductive technologies, the start and end of life, disability, public health and genetic technology. Students will develop their own ethical thinking and an understanding of professionally acceptable behaviours appropriate to practice in a wide range of health professions. Learning is interactive and scenarios are used to develop ethical thinking. Students get to write a research report on an ethical and legal issue of their choosing.

This unit examines theoretical and practical issues confronting global health professionals and practitioners, especially in low resource settings. The unit introduces students to: a) historical, political and economic forces that influence the health of populations around the world and contribute to international health inequities; b) global health crisis (emerging infectious disease; chronic disease and disability) facing both developed and developing countries and its impact; and, c) international health practices, including key actors and initiatives, as well as challenges and strategies for working in post-colonial and cross-cultural contexts. The unit provides students with an understanding of health determinants and interventions in international contexts, with a particular emphasis on low-resource settings. Examples of topics covered include health, poverty and inequality, globalisation and trade, foreign aid and development assistance. The unit also provides an introductory overview of contemporary international health challenges such as food security, humanitarian crises and climate change. Students will undertake an in-depth study of a global health issue, exploring the context in which it emerged and the forces that propel it, and advocate for actions to improve the issue in a specific local context and population group.

This unit introduces students to a range of practice and research issues in rural health care. Topics covered include: the nature and variety of rural settings; special populations and cultural safety; rural health needs and access to health services; relevant models of health service delivery; and the rural health workforce and inter-professional 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 gain international experience in a health services setting in a developing country. Students will participate in a 4-6 week health or care placement with a community-based organisation in South or Southeast Asia. Countries where students can be placed include Vietnam, Cambodia, India and the Philippines. As part of the unit, you will be expected to participate in local development programs, live within the community that you are visiting, and document and reflect on key health and development issues facing local populations. The unit will require you to demonstrate cultural sensitivity and an ability to adapt to new environments, a capacity for critical reflection and awareness of complex global health and development issues.

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, participating in an approximately 4 week placement in a local Aboriginal community. Students participate in a community identified development project and will document and report on their experiences in working with the local Aboriginal community. 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.

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.

This unit offers students an insight into the challenges and opportunities associated with population ageing and what is required to meet the needs of the increasing numbers of older people and those who will interact with them. It addresses the social and individual dimensions of ageing, health and well-being and the transitions that occur in later life. There will be an emphasis on the policy and practice implications of an ageing society and the role of various public and private providers (government, health care practitioners, family, voluntary) in providing services and care to older people. Students will be expected to develop a critical understanding of the issues related to ageing and the life course and gain an understanding of initiatives and policy debates relating to population ageing and quality of life of older people, their families and carers.

This unit teaches about the research process from development of a research question to study design, quantitative data analysis, and interpretation of outcomes in the context of theory and practical applications. You will learn about concepts and logic that apply to quantitative research in general, with an emphasis on issues and types of studies most relevant in health research. As either an individual or group exercise, you will perform most aspects of the research process using examples given to you or created by you, and will receive comprehensive feedback along the way. The unit will prepare you to critically evaluate research findings in your future career, and to engage in further research training should you wish to do so. Skills you are expected to develop include succinct academic writing, simple data analysis using SPSS, and developing ideas in the context of teamwork.

This unit of study introduces students to the key theories, principles and frameworks underpinning health promotion. Students will critically examine individual and socio-ecological approaches, models of community participation, and settings approaches. Students will develop an appreciation that effective health promotion involves actions that are aimed, not only at increasing the knowledge and skills of individuals, but also actions to strengthen community action and to create living and working environments that support health. Students will develop knowledge in the application of health promotion programs in diverse populations and settings, including Indigenous, culturally and linguistically diverse (CALD) and rural groups. Students will consider how health promotion fits within the broader health context, and the ways in which health promotion practitioners work collaboratively with communities, work places, schools, government and other health professionals to improve the health of populations. The theoretical and applied skills that students develop will prepare students for careers in health promotion practice and research.

This Work Integrated Learning placement will be offered to high achieving BHthSci students (other than students doing the Hearing and Speech major or the BHS/MNursing dual degree) and will take place in settings aligned with their second major. The placement will be preceded and concluded by briefing and debriefing workshops on campus, with the placement occurring part-time over a maximum of 10 weeks in university approved workplaces. Learning activities and assessment tasks will support the development of graduate attributes, work-readiness and employability skills for students.

This unit is designed to assist students understand the principles of writing a research proposal, applicable for either project planning or evaluation within health or for further research (e.g., Honours). Students will be introduced to the key components of preparing and writing up a proposal: purpose of the research and question(s) to be addressed; reviewing existing literature on the topic; deciding on a research methodology and methods used to collect data; proposing an approach for data analysis; identifying ethical issues and working through the process of applying for ethics approval; providing a clear plan and timeline for each stage of the research. At the completion of this unit, students will have undertaken an ethics application, planned, orally presented and written up a research proposal. This unit of study is recommended for students who wish to undertake Honours after completion of the pass degree.

The aim of this unit of study is to provide students with the necessary tools to work with Aboriginal and Torres Strait Islander people and communities for equitable health service delivery. It explores the post-colonial impact and the policies that have contibuted to the adverse health outcomes that we see in the Aboriginal and Torres Strait Islander population of contemporary Australia today. The unit of study will also provide students with avenues of Best Practice in closing the gap between Indigenous and non-Indigenous people, for effective health service delivery.

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 and strategies for increasing the cost-effectiveness of delivering health services will be covered. 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 focuses on ethics and law in relation to the Australian health system. Fundamental ethical principles applied to ethical issues in health and health research are covered. Medico-legal aspects of health and health services will be explored. Particular areas of focus include mental health, health complaints, reproductive technologies, the start and end of life, disability, public health and genetic technology. Students will develop their own ethical thinking and an understanding of professionally acceptable behaviours appropriate to practice in a wide range of health professions. Learning is interactive and scenarios are used to develop ethical thinking. Students get to write a research report on an ethical and legal issue of their choosing.

Evidence-based health care is the conscientious use of current best evidence in making decisions about the care of individuals or the delivery of health services. This unit will introduce you to evidence based health care by developing your understanding of knowledge and evidence, and critical appraisal skills to inform your decision making in health care policy and practice.

This unit examines theoretical and practical issues confronting global health professionals and practitioners, especially in low resource settings. The unit introduces students to: a) historical, political and economic forces that influence the health of populations around the world and contribute to international health inequities; b) global health crisis (emerging infectious disease; chronic disease and disability) facing both developed and developing countries and its impact; and, c) international health practices, including key actors and initiatives, as well as challenges and strategies for working in post-colonial and cross-cultural contexts. The unit provides students with an understanding of health determinants and interventions in international contexts, with a particular emphasis on low-resource settings. Examples of topics covered include health, poverty and inequality, globalisation and trade, foreign aid and development assistance. The unit also provides an introductory overview of contemporary international health challenges such as food security, humanitarian crises and climate change. Students will undertake an in-depth study of a global health issue, exploring the context in which it emerged and the forces that propel it, and advocate for actions to improve the issue in a specific local context and population group.

This unit of study explores the roles and responsibilities of health professionals who work with children, adolescents and adults with lifelong 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 a range of practice and research issues in rural health care. Topics covered include: the nature and variety of rural settings; special populations and cultural safety; rural health needs and access to health services; relevant models of health service delivery; and the rural health workforce and inter-professional 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 gain international experience in a health services setting in a developing country. Students will participate in a 4-6 week health or care placement with a community-based organisation in South or Southeast Asia. Countries where students can be placed include Vietnam, Cambodia, India and the Philippines. As part of the unit, you will be expected to participate in local development programs, live within the community that you are visiting, and document and reflect on key health and development issues facing local populations. The unit will require you to demonstrate cultural sensitivity and an ability to adapt to new environments, a capacity for critical reflection and awareness of complex global health and development issues.

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, participating in an approximately 4 week placement in a local Aboriginal community. Students participate in a community identified development project and will document and report on their experiences in working with the local Aboriginal community. 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.

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.

This unit offers students an insight into the challenges and opportunities associated with population ageing and what is required to meet the needs of the increasing numbers of older people and those who will interact with them. It addresses the social and individual dimensions of ageing, health and well-being and the transitions that occur in later life. There will be an emphasis on the policy and practice implications of an ageing society and the role of various public and private providers (government, health care practitioners, family, voluntary) in providing services and care to older people. Students will be expected to develop a critical understanding of the issues related to ageing and the life course and gain an understanding of initiatives and policy debates relating to population ageing and quality of life of older people, their families and carers.

This unit teaches about the research process from development of a research question to study design, quantitative data analysis, and interpretation of outcomes in the context of theory and practical applications. You will learn about concepts and logic that apply to quantitative research in general, with an emphasis on issues and types of studies most relevant in health research. As either an individual or group exercise, you will perform most aspects of the research process using examples given to you or created by you, and will receive comprehensive feedback along the way. The unit will prepare you to critically evaluate research findings in your future career, and to engage in further research training should you wish to do so. Skills you are expected to develop include succinct academic writing, simple data analysis using SPSS, and developing ideas in the context of teamwork.

This unit of study has three aims: to build on core units of study offered in First Year and Second Year to provide critical appraisal skills in reading and utilising qualitative research related to health behaviour and health care; to understand the theoretical orientation of contemporary qualitative health research methods; and to develop skills in undertaking qualitative research methods. With a focus on applying critical and theoretical knowledge, the unit has a practical orientation and students will gain experience in techniques of observation, document analysis, in-depth interviewing and focus group interviews.

This unit of study introduces students to the key theories, principles and frameworks underpinning health promotion. Students will critically examine individual and socio-ecological approaches, models of community participation, and settings approaches. Students will develop an appreciation that effective health promotion involves actions that are aimed, not only at increasing the knowledge and skills of individuals, but also actions to strengthen community action and to create living and working environments that support health. Students will develop knowledge in the application of health promotion programs in diverse populations and settings, including Indigenous, culturally and linguistically diverse (CALD) and rural groups. Students will consider how health promotion fits within the broader health context, and the ways in which health promotion practitioners work collaboratively with communities, work places, schools, government and other health professionals to improve the health of populations. The theoretical and applied skills that students develop will prepare students for careers in health promotion practice and research.

This Work Integrated Learning placement will be offered to high achieving BHthSci students (other than students doing the Hearing and Speech major or the BHS/MNursing dual degree) and will take place in settings aligned with their second major. The placement will be preceded and concluded by briefing and debriefing workshops on campus, with the placement occurring part-time over a maximum of 10 weeks in university approved workplaces. Learning activities and assessment tasks will support the development of graduate attributes, work-readiness and employability skills for students.

This unit is designed to assist students understand the principles of writing a research proposal, applicable for either project planning or evaluation within health or for further research (e.g., Honours). Students will be introduced to the key components of preparing and writing up a proposal: purpose of the research and question(s) to be addressed; reviewing existing literature on the topic; deciding on a research methodology and methods used to collect data; proposing an approach for data analysis; identifying ethical issues and working through the process of applying for ethics approval; providing a clear plan and timeline for each stage of the research. At the completion of this unit, students will have undertaken an ethics application, planned, orally presented and written up a research proposal. This unit of study is recommended for students who wish to undertake Honours after completion of the pass degree.

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.