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 Intensive January session. For more information consult the web site: https://sydney.edu.au/students/summer-winter-study.html

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 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 practical work syllabus consists of a special project-based laboratory.

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 an authentic urban biodiversity management 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 a synthetic biology project investigating genetically engineered organisms. 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 this unit, students will examine the main social determinants of health and the meaning of health for different populations. Students will also consider how health is delivered and by whom. This includes the breadth of the health workforce (both paid and unpaid) and health consumers. Embedded in this unit will be considerations of ethics and legal concerns for health professionals, cultural awareness and interdisciplinarity.

The unit of study introduces students to key research paradigms in health, and to the major approaches to designing and evaluating research in health. Students will be introduced to key concepts of qualitative and quantitative methodology including research ethics, research design and research methods.

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 students to evidence-based health care by developing an understanding of knowledge and evidence, and critical appraisal skills to inform decision-making in health care policy and practice.

This unit will deepen your knowledge about design of observational and experimental studies in health, current issues in health research and statistical procedures for data analysis. We will discuss published studies and analyse our own data using correlation, linear regression, t-test, ANOVA, odds ratio, relative risk, etc., with understanding of fundamentals of statistical theory. You will develop the ability to draw a sound conclusion about the research question taking into account both statistical result and study design. You will learn to use Statistical Package for Social Sciences (SPSS), and how to write concise research reports. The unit will prepare you to be a critical reader of health research and to engage in further research training should you wish to do so.

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 engages students in interdisciplinary experiences that provide an introduction to ethics and law in relation to the Australian health system. The unit explores fundamental ethical principles in relation to health and health services. It also provides a basic introduction to medico-legal aspects of health and healthcare. Topics 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 disciplines and health professions, including policy. Learning is interactive and scenarios are used to develop ethical thinking. Students will develop a written or multimedia research project based 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. It provides students with opportunities to apply their disciplinary expertise in the interdisciplinary, international health setting. The unit takes interdisciplinary approach to introduce 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 crises (emerging infectious disease, chronic disease and disability) facing both developed and developing countries and their impact; and, c) international health practices, including key actors and initiatives, as well as challenges and strategies for working in 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, foreign aid and development assistance, globalisation, technology and health. The unit also provides an introductory overview of contemporary international health challenges such as food security, humanitarian crises and climate change. Students will undertake individual and group work to study global health from multiple disciplinary perspectives; they will investigate 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.

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. 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 aims to prepare students to work with Aboriginal people, families and community. It provides theoretical and practical knowledge about relevant models of community development in Aboriginal communities. The unit will expand understanding on Aboriginal cultures and equip students with foundation skills to work with Aboriginal communities on localised projects. The course begins by introducing students to philosophies and practices of cultural competence in an Aboriginal community health service environment, and completion of 6 online modules on cultural competence. Students will be introduced to key concepts of Aboriginal health service delivery and apply these to local Aboriginal communities. Historical and political contexts (determinants) of Aboriginal and Torres Strait Islander health will be explored. Students will build on these skills and knowledge by working with an Aboriginal community on a 4 week community development project.
Students will gain experience in working with Aboriginal communities through their placement in a health service organisation or similar. The placement options include Aboriginal Community Controlled organisations, and the Unit of Study endeavours to match the location of the project placement with that required by student, however this may not always be feasible. The FHS provides no financial support for attendance at the project placement and you are expected to cover the costs for travel, accommodation and incidentals.

This unit is designed for students who are concurrently enrolled in at least one 3000-level Science Table A unit of study to undertake a project that allows them to work with one of the University's industry and community partners. Students will work in teams on a real-world problem provided by the partner. This experience will allow students to apply their academic skills and disciplinary knowledge to a real-world issue in an authentic and meaningful way. Participation in this unit will require students to submit an application to the Faculty of Science.

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 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.

This unit of study introduces students to the key theories, principles and frameworks underpinning health promotion in the context of a disciplinary group project. Across the unit of study, students engage with their peers in the development and application of critical insight into 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 at strengthening community action and to create living and working environments that support health. Students will develop knowledge in the application of health promotion programs through their disciplinary group project taking account of diverse populations and settings, including Indigenous, culturally and linguistically diverse groups and rural groups. Through their project work, 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.

The increasing need to address the health of Indigenous populations is not a new phenomenon. This Unit of Study teaches students, from an Indigenous Australian lens, about delivering services to Indigenous populations to address health and wellness. The semester journey takes into account the strength of Indigenous ways of doing, knowing and being that have enabled Indigenous people to address the social, political and cultural determinants of health. Students will be engaged in understanding the complexities surrounding the collection and recording of accurate Indigenous population health data that has led to Indigenous disadvantage and the gap in life expectancy that Australia still struggles to close. Students will be engaged in strategies for effective cultural communication with Aboriginal and Torres Strait Islander health professionals and patients/ clients. Ethical approaches required for researching Indigenous peoples and communities will also be explored.

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 engages students in interdisciplinary experiences that provide an introduction to ethics and law in relation to the Australian health system. The unit explores fundamental ethical principles in relation to health and health services. It also provides a basic introduction to medico-legal aspects of health and healthcare. Topics 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 disciplines and health professions, including policy. Learning is interactive and scenarios are used to develop ethical thinking. Students will develop a written or multimedia research project based 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 students to evidence-based health care by developing an understanding of knowledge and evidence, and critical appraisal skills to inform 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. It provides students with opportunities to apply their disciplinary expertise in the interdisciplinary, international health setting. The unit takes interdisciplinary approach to introduce 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 crises (emerging infectious disease, chronic disease and disability) facing both developed and developing countries and their impact; and, c) international health practices, including key actors and initiatives, as well as challenges and strategies for working in 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, foreign aid and development assistance, globalisation, technology and health. The unit also provides an introductory overview of contemporary international health challenges such as food security, humanitarian crises and climate change. Students will undertake individual and group work to study global health from multiple disciplinary perspectives; they will investigate 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. 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 aims to prepare students to work with Aboriginal people, families and community. It provides theoretical and practical knowledge about relevant models of community development in Aboriginal communities. The unit will expand understanding on Aboriginal cultures and equip students with foundation skills to work with Aboriginal communities on localised projects. The course begins by introducing students to philosophies and practices of cultural competence in an Aboriginal community health service environment, and completion of 6 online modules on cultural competence. Students will be introduced to key concepts of Aboriginal health service delivery and apply these to local Aboriginal communities. Historical and political contexts (determinants) of Aboriginal and Torres Strait Islander health will be explored. Students will build on these skills and knowledge by working with an Aboriginal community on a 4 week community development project.
Students will gain experience in working with Aboriginal communities through their placement in a health service organisation or similar. The placement options include Aboriginal Community Controlled organisations, and the Unit of Study endeavours to match the location of the project placement with that required by student, however this may not always be feasible. The FHS provides no financial support for attendance at the project placement and you are expected to cover the costs for travel, accommodation and incidentals.

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 will deepen your knowledge about design of observational and experimental studies in health, current issues in health research and statistical procedures for data analysis. We will discuss published studies and analyse our own data using correlation, linear regression, t-test, ANOVA, odds ratio, relative risk, etc., with understanding of fundamentals of statistical theory. You will develop the ability to draw a sound conclusion about the research question taking into account both statistical result and study design. You will learn to use Statistical Package for Social Sciences (SPSS), and how to write concise research reports. The unit will prepare you to be a critical reader of health research and to engage in further research training should you wish to do so.

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 in the context of a disciplinary group project. Across the unit of study, students engage with their peers in the development and application of critical insight into 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 at strengthening community action and to create living and working environments that support health. Students will develop knowledge in the application of health promotion programs through their disciplinary group project taking account of diverse populations and settings, including Indigenous, culturally and linguistically diverse groups and rural groups. Through their project work, 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.