This unit aims to develop a critical and comparative understanding of the history, theory and practice of health policy as well as provide students with an understanding of the main concepts and analytical methods of health economics and political economy. It gives an overview of the political choices and frameworks that shape decision making in health. By the end of this unit students will be able to: Define the boundaries and key features of health policy; Identify policy instruments and how they function; Understand the main frameworks used for analysing health policy, and different approaches and perspectives regarding setting priorities in health policy; Apply methods and principles of health economics e.g. resource scarcity, opportunity cost, efficiency and equity to practical real-life examples; Critically analyse the role of economic evidence in informing policy decisions in health decision-making in Australia.

This unit aims to equip students with operational knowledge of the structures and financing of health systems. The focus will be on Australia and comparable countries. However, we will also look at the particular issues around lower income and aid dependent health systems. Topics covered include funding priorities and mechanisms, the debates over the public-private mix, governance and accountability. The unit addresses questions such as: Who makes decisions about funding priorities? To whom should decision makers be held accountable and for what aspects of their work? How does health financing shape universal health coverage? By the end of this unit students will be able to: Apply a critical understanding of the basic history and features of the Australian and comparable health systems; Debate the main models and principles of health system funding, including principles of insurance, risk-pooling, equity, delivery and governance; Undertake a cross-country comparative analysis of health system features and outcomes, including low and middle income countries; Critically analyse national health budgets and funding programs; Locate finance policy in the wider context of health systems and economies.

This unit aims to develop skills for undertaking policy research and analysis from a systems thinking perspective. A multidisciplinary approach familiarises students with fundamental frameworks and methodologies that can be applied to analyse policy by drawing on multiple disciplines including public health, social and political sciences, behavioural sciences, public policy and history. By the end of the unit students will be able to: Define policy and formulate research questions that can be used to analyse policy and policy processes; Take a systems thinking approach to policy analsys and research; Understand and explain the different methodological approaches and research paradigms that can be applied in policy analysis and research; Apply a critical analysis to a case study of policy success or failure; Identify appropriate study designs, research methodologies, data collection methods and analysis frameworks for specific policy research questions; Design a systems thinking-informed analysis of a current policy issue.

The aim of this unit is to equip students with the knowledge and skills to identify and articulate political and policy processes at the global level, become familiar with institutions and actors involved in global health policy, and utilize strategies for influencing policy making at the global level. We analyse the influence and power of institutions and actors in the development and implementation of global health policy, and investigate the governance of global health policy responses. Teaching makes extensive use of current case studies from recognised experts in the field. By the end of this unit students will be able to: Explain the effects of globalization on health of populations; Demonstrate how events and trends in health and non-health areas affect global health policy; Identify and classify the different types of actors/institutions that influence health policy; Undertake a policy stakeholder analysis with reference to power, influence and interests; Develop strategies to influence global health policy development and implementation; Define global health governance and its role in structuring and regulating global health policy.

The aim of this unit is to increase students' understanding about the links between evidence and policy and practice and to build skills for making an evidence based case for change and implementing evidence based policy. The teaching of this course will include: lectures, guest presentations from leading policy makers and researchers on current health policy issues and student presentations of how evidence from research can assist them to address real world issues in their jobs. By the end of this unit student will be able to: Use evidence to identify areas that require policy change; Search for and critically appraise evidence for policy design and implementation; Understand key theories of the use of evidence in policy and practice; Critically analyse the role of evidence in policy and political processes; Identify facilitators and barriers to the use of evidence in policy; Use evidence effectively in a case for policy change.

In this unit students undertake an independent research project and develop a complete policy for implementation in the real world. This unit is a capstone project that builds on the skills developed in HPOL5008. Students will choose a policy project, which can be drawn from their work experience or identified with the assistance of their academic mentor, and must be approved by the Unit Coordinator. By the conclusion of the project, students will have developed a policy document including: a critical literature review; an appraisal of relevant evidence and possible options; an analysis of the environment in which the policy will be introduced; a communication strategy, and; implementation, evaluation and accountability mechanisms. The project will be presented at the final student workshop or online via recorded video. By the end of this unit students will be able to: Identify factors and stakeholders supporting and resisting policy change, and strategies required to facilitate adoption of policy change; Identify policy options and advocate for a policy solutions; Develop a clear plan for policy implementation, evaluation and funding; Effectively research, write and communicate a new policy.

BETH5104 Bioethics, Law and Society introduces students to some of the interrelationships between health care, ethics, and the law. Students will explore the moral basis of law and the means by which law in turn, influences and directs clinical practice and health policy. We also look at the limits of law in solving ethical dilemmas, and consider what happens when the law falls out of step with the moral institutions of health care providers, patients, and the general public. Over the course of the semester, students will learn 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 the law of consent, medical negligence, advance directives, maternal-foetal conflicts, abortion, reproduction, end-of-life decision-making, tissue regulation and infectious disease. Learning activities in BETH5104 include lectures, case discussions (during lectures), problem-based learning, online learning activities and written assessments.

This unit provides students with an overview of the ethical and political issues that underlie public health and public health research. The unit begins with some fundamentals: the nature of ethics, of public health (and how it might be different to clinical medicine) and of public health ethics. It introduces key concepts in public health ethics including liberty, utility, justice, solidarity and reciprocity, and introduces students to different ways of reasoning about the ethics of public health. A range of practical public health problems and issues will be considered, including ethical dimensions of communicable and non-communicable diseases in populations, and the ethical challenges of public health research. Throughout, the emphasis is on learning to make sound arguments about the ethical aspects of public health policy, practice and research. Most learning occurs in the context of five teaching intensives, which are highly interactive and focus on the development and application of reasoning skills.

This unit assesses the political and security significance of disease-related events and developments. Whether one contemplates historical experiences with smallpox, the contemporary challenges posed by diseases such as HIV/AIDS and SARS, or the risks arising from new scientific developments such as synthetic biology, it is clear that diseases exercise a powerful influence over civilised humankind. The unit concentrates on areas in which human health and security concerns intersect most closely, including: biological weapons; fast-moving disease outbreaks of natural origin; safety and security in microbiology laboratories; and the relationships between infectious disease patterns, public health capacity, state functioning and violent conflict. The overall aim of the unit is to provide students with a stronger understanding of the scientific and political nature of these problems, why and how they might threaten security, and the conceptual and empirical connections between them.

Healthcare is now one of the largest employers and sectors in the Australian economy. Approximately two thirds of its funding comes from government, while two thirds of services are provided by the private sector. This unit explores this complex mix, building an understanding of the inter-relationships among the players in the industry, public and private. The course will explore the financial and regulatory environment in which providers operate and identify the main business models used by different players in the industry, including service providers, private insurers, employers, and government regulators. The unit draws on expert lecturers, international comparisons and case studies to give an understanding of the incentives and constraints that shape strategies to create value in health care. By the end of the unit students will: Have an understanding of the 'eco-system' of health care; Be able to navigate the regulatory and technological aspects of business in the health sector; Be able to identify and evaluate public and private business strategies in the main health care sectors.

This unit gives candidates essential knowledge of prevention and control of communicable diseases in low- and middle-income countries using country-specific examples. After successfully completing this unit of study, candidates will understand the key issues in communicable diseases and their control in developing countries, as well as gain the knowledge and insight on how prevention and control mechanisms and programs are developed for these diseases in resource-poor settings. The unit covers disease emergence, respiratory tract infections (including TB), vector-borne infections, food- and water-borne infections, neurological infections, neglected tropical diseases, bloodborne and sexually transmitted infections (including HIV) and drug-resistant infections.

This unit gives an introduction to the health status of women and children in low and middle income countries and highlights the interconnectedness of women's and children's health, and why it is important to understand women and children's health. It presents some of the major causes of mortality and morbidity and interventions and approaches to improving outcomes from a public health perspective. We discuss case studies, and how public health can address these problems. Each week an expert describes a different topic and discusses their field experiences

This unit gives students an overview of global health aspects of forced migration and humanitarian emergencies. This includes considering problems faced by government and non-government organisations in humanitarian emergency relief efforts as well as the increasing pressures of forced migration resulting from these. Topics covered in the unit include international and human rights law, the role of donor agencies, refugee health, nutritional emergencies, site planning for refugee camps, water and sanitation, sexual violence, protection of vulnerable groups, and communicable disease surveillance and control.

This unit aims to provide students with insights into the major nutrition-related public health problems in low- and middle-income countries; knowledge and practical skills about nutritional assessment; and the design and evaluation of nutritional interventions. The content areas include an overview of nutrition as a major determinant of health and disease; methods to assess community nutritional status; the impact of maternal and child under-nutrition on mortality and overall disease burden; design and evaluation of effective interventions; issues surrounding food security; agriculture and nutrition; and nutrition policies and resources. The unit has two major segments with the first focusing on nutritional assessment and major nutrition-related public health problems in low- and middle-income countries, and the second focusing on design and evaluation of interventions. On completion, students should be able to recognise key nutritional problems facing low- and middle-income countries; have acquired knowledge and practical skills as to how to assess these problems, and have gained insights into different multi-sectoral approaches to address these problems.

This unit of study introduces you to qualitative research in a global health setting, providing you with core concepts and skills. It is designed for beginners and people who want an advanced-level introduction. Over the course of the unit we will address: What is qualitative research? How is it different from quantitative research? What is its history? What research problems can it address? How do I design a qualitative study? What are the different (and best) ways to generate data? 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? What is good quality qualitative research? How can I use qualitative evidence in policy or practice? You will get practical experience and skills through carrying out an observation, participating in a focus group, conducting an interview, analysing data, arguing for qualitative research in health, and appraising the quality of published literature. You will hear from working qualitative researchers about how they use qualitative methods in their work. This unit will give you the skills and confidence to begin conducting and using qualitative research.

Effective health projects design and management contributes to the achievement of health and development in developing countries. The Unit aims to give students a good understanding of the concepts and key elements of project design and evaluation, and to demonstrate tools and techniques used in effective project management at different stages. A detailed step by step application of the Logical Framework Approach (LFA) in project design will be presented, including stakeholder analysis, problem and objective analysis, and the logframe matrix. The Unit also gives students an opportunity for hands-on practice through the design of a project in a global setting and allows them to consider the challenges and practical issues faced by people involved in international health project management. The key topic areas covered include: concepts and principles of global health project management; context and situation analysis; the LFA for project design; project management functions including managing information, resources, risk, quality and change; and project monitoring and evaluation. At the end of the course, students should be able to: apply a systematic approach to project planning and management in international settings, apply the key aspects of the LFA to project design; develop a project proposal; recognise challenges and practical issues faced by people involved in global health project management and incorporate those in the project proposal.

This unit of study introduces students to the fundamental skills that are required for postgraduate research in medicine and health. Students will learn how to conduct research that is scientifically and ethically sound, and be able to critically appraise and review literature. Students will understand the strengths and limitations of common study designs and develop simple but important statistical analysis skills, including how to present and interpret data, basic data management skills, and how to determine the required sample size for a study. Obtaining ethics approval is necessary for any study involving the collection or analysis of data involving humans, animals or their tissues. Hence, this unit will also cover ethics in research and when and how to apply for ethics approval. These fundamental skills promote a scholarly attitude towards knowledge and understanding, and are essential for engagement with the research community.

This unit of study provides a broad overview of the processes involved in translating a new drug, formulation and/or pharmaceutical delivery device from a laboratory setting to a final approved product. It is targeted at people in the pharmaceutical industry, advisors in the regulatory sector and those wishing to enter the industry. Three core areas are covered: (1) the regulatory organisation, (2) requirements during drug discovery, manufacture and clinical trials, and (3) post-registration pharmacovigilance and pharmacoeconomics. Students will gain knowledge of the Therapeutic Goods Administration (TGA) and guidelines for the registration and regulation of medical devices and medicines. Students will also learn the importance of international regulations, harmonisation and application to the Australian market. The unit will also cover R and D; manufacturing and clinical trial requirements; the concepts of good laboratory and manufacturing practices (GMP, GLP) and quality by design (QbD); as well as regulator accepted laboratory methodologies used for submission of product dossiers. The basics of clinical trial design will be analysed, as well as concepts of pharmacokinetics, dynamics, pharmacoeconomics and clinical endpoints for registration of new products using case studies and online tutorials. Special requirements for the registration and testing of generic medicines will also be part of the unit.

This unit of study introduces you to qualitative research in health, providing you with core concepts and skills. It is designed for beginners and people who want an advancedlevel introduction. Over the course of the unit we will address: What is qualitative research? How is it different from quantitative research? What is its history? What research problems can it address? How do I design a qualitative study? What are the different (and best) ways to generate data? 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? What is good quality qualitative research? How can I use qualitative evidence in policy or practice? You will get practical experience and skills through carrying out an observation, participating in a focus group, conducting an interview, analysing data, arguing for qualitative research in health, and appraising the quality of published literature. You will hear from working qualitative researchers about how they use qualitative methods in their work. This unit will give you the skills and confidence to begin conducting and using qualitative research.

This advanced unit of study extends students' practical and theoretical knowledge of qualitative research to provide advanced concepts and skills in qualitative data analysis and writing. You should have a basic understanding of qualitative research. We will explore the principles of qualitative analysis, and learn about different analytic strategies and key analytic tools. You will learn how to develop codes and themes, use memos and analytic maps, and interpret data through the process of writing. You will learn about starting writing, structuring articles, making analytic arguments, and editing your own work. Most importantly, we will consider what it means to think and write 'qualitatively'. You will analyse a portfolio of qualitative data, and produce a results and discussion section for a journal article. After completing this unit you will have increased your experience, skills and confidence in qualitative data analysis and writing.

This unit introduces students to the concepts, methods and applications underpinning cancer prevention and control at population level. It is designed to a offer a broad-based perspective on public health approaches to cancer control across the continuum from prevention through diagnosis, screening, treatment, survivorship and palliative and supportive care. We will critically appraise policies and interventions that have potential to reduce cancer incidence and mortality, prolong survival and improve quality of life. Although each topic will be presented in the context of specific cancers and the Australian health care system, the principles and frameworks will be relevant for regional and global cancer control efforts. At the completion of the unit, students will be equipped with the basic tools to design, plan, implement and evaluate cancer control strategies and programs.

This course offers a public health approach to examining the global issue of chronic diseases (e.g. cardiovascular disease, type 2 diabetes, cancer, chronic lung disease) and their prevention. The course examines why chronic disease is a global problem, and describes WHO frameworks for chronic disease prevention. It also reviews the epidemiology of specific chronic diseases including trends in and surveillance of these conditions, and the global (and country level) burden of disease. Teaching will focus on clinical prevention, in particular, the role of primary care, other clinicians and allied health professionals in providing lifestyle advice for people with chronic disease (tertiary prevention) and for people without chronic disease (primary prevention). Students will be involved in evaluating the effectiveness of different prevention strategies and will examine the role of health policy and strategic planning in developing effective and sustainable chronic disease management programs and health services in different settings (in Australia and the region).

Comprehensive evaluation of public health and disease prevention programs is critical to developing an evidence base for public health practice as well as for accountability to stakeholders. Evaluations demonstrate the efficacy, effectiveness and/or efficiency of the program and provide models of good practice. This course builds skills in planning, conducting and using formative, process, impact and outcome evaluations of public health programs, with an emphasis on those which address public health approaches to chronic disease prevention. Using three face-to-face workshops supplemented by online resources and four weeks of online discussions, students will participate in readings, group work, lectures and discussions, to develop skills in defining the purpose of an evaluation, defining the evaluation questions, selecting evaluation designs and measures for evaluation (and understand the process of measurement development). A specific focus will be on skills to critically appraise evaluations and to use results in practice. Additional sessions will be devoted to methods for scaling up interventions to the population level, and to the design and evaluation of multi-faceted complex public health programs.

This core unit of study introduces students to evidence-based health promotion as a fundamental approach to promoting and improving health and well being, preventing disease and reducing health inequalities in populations. The unit is divided into three modules: (i) the building blocks of disease prevention and health promotion, (ii) using evidence to develop disease prevention and health promotion interventions, and (iii) evaluating disease prevention and health promotion programs to inform policy and practice. This unit will give students an understanding of disease prevention and health promotion and their relationship to public health, introduce design, implementation, and evaluation of disease prevention and health promotion interventions, and develop and refine students' research, critical appraisal, and communication skills.

This unit introduces you to the theoretical and practical underpinnings of public health via a diverse range of case studies. Together we will critically analyse what public health is and what it seeks to achieve. We will explore key concepts that will be taken up in more detail in other core and elective units, challenge current orthodoxies, and seek to develop a reflective and analytical approach to public health practice and research. We will have a particular focus on exploring the health and well-being challenges experienced by indigenous peoples, migrants and other disadvantaged groups, in Australia and globally. We will do this through considering the meaning of evidence and the historical and contemporary public health context, with the aim of working together to identify ethical, innovative and effective solutions. Throughout this unit you will be encouraged to interact with your unit coordinators, tutors and fellow students, ask questions, and respectfully debate answers to questions such as: What is public health? What does it mean to think beyond the social determinants? What is equity and why does it matter?

This course aims to describe the interrelation between our environment and human populations, local communities and individuals and the potential impact on health of environmental hazards. The unit will explore the major categories of environmental health hazards including air quality, water quality, chemical hazards (eg soils and contaminated sites), physical hazards (eg noise and radiation), microbiological hazards (eg Legionnaires' disease) and food safety. Regional and global issues of sustainability, climate change and land use planning will also be covered. The disciplines of epidemiology, toxicology and ecology will be applied within a risk assessment framework to characterise health risks associated with environmental hazards and determine risk management options and inform risk communication strategies. Students completing this unit will appreciate the multi-disciplinary nature of environmental health, the application of a risk assessment framework to characterise environmental health risks and inform risk management and risk communication, and the need to work closely with a broad range of stakeholders including commonwealth and state health, environment and planning agencies, local government, industry, researchers and the community.

This unit caters for practitioners, policy and decision-makers, students and researchers in public health, public policy, journalism, law, epidemiology, medicine, science, industry, ethics, philosophy, communication and advocacy. It gives a basic introduction to genetics and genetic epidemiology and covers issues like genetic determinants of disease, genetic testing and screening, psychosocial, legal and ethical aspects of genetics and genetic testing, genetic education and genetics and public policy.

This unit will significantly advance your philosophical, theoretical and practical understanding of Aboriginal and Torres Strait Islander histories, cultures and societies within the context of public health. We will use case studies grounded in diverse urban, regional and remote communities and the life experiences of Aboriginal and Torres Strait Islander people to explore key constructs. These include transgenerational psychic trauma, racism, political structures and systems, cultural determinants, ethics, and global indigenous epistemologies. Together we will investigate the reasons why Australia has so far been unable to close the gap across almost all indicators of health and wellbeing, and explore innovative, ethical and effective solutions. Throughout this unit you will be encouraged to interact with Aboriginal and Torres Strait Islander academics, health professionals and community members, and your unit coordinator, tutors and fellow students, and feel confident to ask difficult questions and debate the responses. Our aim is to give you the practical and conceptual knowledge and skills necessary to work respectfully and effectively with Aboriginal and Torres Strait Islander peoples from across the nation.

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. Research methods in relation to substance use disorders, and the needs of special populations are also considered.

The course will provide an evidence-based introduction to public health approaches designed to promote mental health and well-being and prevent mental illness. The aim is to assist students to develop an evidence-based understanding of population mental health including epidemiology, determinants of mental health, the effectiveness of prevention and early intervention programs, mental health services and policies and mental health human rights. The emphasis is on primary prevention strategies rather than the management of those already with mental illness. Evidence-based case studies will be presented including a focus on mental health challenges for the future in specific modules such as: suicide prevention, comorbidity, mental health in minority groups and mental health in the workplace. By the end of this unit, students will understand the relationship between the determinants of mental health and public health strategies to prevent mental illness and enhance well being.

The overall aim of the course is to develop students' knowledge and skills of economic evaluation as an aid to priority setting in health care. Students will be introduced to the principles of economic evaluation and develop skills in the application of those principles to resource allocation choices. Emphasis will be placed on learning by case study analysis and problem solving in small groups. This unit covers: principles and different types of economic evaluation; critical appraisal guidelines; measuring and valuing benefits; methods of costing; modeling in economic evaluation, the role of the PBAC, introduction to advanced methods including use of patient-level data and data linkage. The workshops consist of interactive lectures, class exercises and quizzes.

This unit combines decision theory and more advanced health economic concepts to provide students with hands-on skills in specialised analysis methods, and modelling techniques, for evaluating healthcare options and reaching recommendations in the face of uncertainty. Students will calculate and analyse data from clinical studies, extrapolate clinical study results to other settings, and construct models that synthesise evidence (and expert opinion) from multiple sources. Specific topics of study include: decision trees; expected utility theory; sensitivity and threshold analysis; the value of information (including screening and diagnostic tests); the calculation and analysis of costs and quality-adjusted survival using individual patient data (including bootstrapping techniques); Markov processes and micro-simulation; and presenting and interpreting the results of (health economic) evaluations. Lectures are accompanied by practical exercises and readings. Students gain experience applying the methods presented in lectures via computer practicals using Excel and decision analysis software (TreeAge).

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 unit aims to familiarise students with the strategies of public health advocacy, with a focus on news reporting, online media, and political engagement. This unit covers the role of advocacy in advancing public health policy; framing public health issues; newsgathering, reporting and editing; strategies for media advocacy; political lobbying; and message dissemination. 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 media have influenced health policy and programming will be presented. Students will have the opportunity to critique and analyse case studies from a variety of both successful and unsuccessful public health advocacy efforts. Students will examine, analyse, and prepare writing for both online and news media such as opinion pieces, media releases, blogs, and social media. The lectures will include guest speakers from non-government organisations, government and other experienced stakeholders from across the public health sector.

Attendance, in person, at workshops is strongly recommended, to enable participation in discussions. However, lectures will be recorded and available online after the workshops. Students who are unable to attend some or all of workshop sessions can view them, but generally not the associated discussions, online. Assessments are online.
This unit will provide students with an understanding of the individual and societal risks of healthcare-associated infections (HAI) and the rationale for, and barriers to, their prevention and control (PC). A basic understanding of medical microbiology and communicable disease epidemiology will be assumed. The unit will cover such important concepts as: ethical and economic implications; psychological, behavioural, cultural and professional influences; the varying roles, responsibilities and perspectives of clinicians, health support staff, administrators, patients and the community; potential uses and implications of new technology (such as information and decision support systems, electronic medical records and highly discriminatory microbial strain typing, including whole genome sequencing) in HAI surveillance. The course will also address the rationales and strategies for implementation of HAI-related policies, such as hand hygiene, aseptic technique and antimicrobial stewardship, and some reasons for and consequences of failure to implement them, for individual patients, the health system and the community.

In this unit, students learn how to communicate effectively with respect to health risks, both to individuals with health concerns, and with respect to risks to the public. The first half covers individual health risk communication in clinical settings, including: theories of health communication, patient centred care and shared decision making; evidence-based communication skills; research paradigms including interaction analysis; cross-cultural communication in health care; discussing prognosis; and informed consent. The second half explores risk communication for public health, including: how to effectively manage outbreak or other crisis situations; how to communicate about issues where the risk is low but ublic concern is high (such as with respect to the fluoridation of water); and how to best manage controversies. We teach theories of risk perception and communication with particular application to public health incident responses. We give practical guides to media messages, risk message framing, public engagement, traditional and social media, and the ethical aspects of public communication. The unit offers students the opportunity to learn from outstanding guest lecturers who work in these areas and interactive opportunities for students to try their skills in risk communication and decision making.

The unit presents critical views of climate change and the ways in which it interacts with human behaviour and population health from various disciplines, e. g. planetary health, international environmental governance and law, environmental economics, urban planning and environmental and social injustice. It addresses major public health risks associated with climate change and extremes, e. g. infectious disease, nutrition, cardiovascular disease, mental health, and indigenous health, in a broader concept of sustainability and global change. Scenarios with regards to responses to climate change, including adaptation and mitigation, will be introduced to build community resilience. This unit will provide both Australian and international perspectives on climate change and health, supported by theoretical and empirical research in both developed and developing countries.

The prevention and control of non-communicable diseases (NCDs) or chronic diseases - mainly diabetes, cardiovascular diseases, chronic respiratory diseases, and cancers - involves shared risk factors. This unit introduces students to the prevention and control of NCD risk factors, specifically tobacco use, harmful use of alcohol, physical inactivity, unhealthy diets, high salt intake, and obesity. This unit provides an integrated exploration of the current state-of-the-art in research and practice for addressing these preventable 'lifestyle' risk factors. The emphasis is on primordial and primary prevention strategies, rather than the management of NCDs in those already with chronic disease. This solutions-focused unit comprises specific modules about each of tobacco control, harmful alcohol consumption, physical activity, nutrition and health, salt and health, and obesity prevention. By the end of this unit, students will understand the dynamic relationships between the key risk factors, and the important role of public health prevention approaches to reducing lifestyle risks that are precursors to NCDs.

This is the capstone unit for the Master of Health Security. The unit is designed to bring together the knowledge achieved throughout the degree for students to use critical thinking and leadership skills to solve global health security issues presented to them. The unit will consist of a series of eight lectures and seminars that will present students with complex health security issues. Students will then critically evaluate the human and animal, biosafety and biodefense, and agrosecurity perspectives to understand how they are interconnected and appreciate the difficulty in realistically and appropriately solving these issues.