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.

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.

Have you ever wondered how to respond to people who hold antivaccination views, or to misinformation spreading online, or to create better institutional engagement with environmental policies? All of these situations are determined by how good our communication is. This unit aims to will 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; and there will be special emphasis on learning how online environments and social media tools are contributing to public health advocacy debates and campaigns. Students will learn the latest research revealing which factors most influence how people perceive and make judgments about health risks, at individual and institutional levels, and how to tailor communication to most effectively achieve your goals. Topics covered include responding to health risk events; antivaccination, anti immunisation, climate change and other 'post truth' social issues; how to best manage controversies; and what chronic disease prevention might learn from risk communication principles. . 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.

This unit introduces students to the concepts, methods and applications underpinning cancer prevention and control at the population level. It is designed to offer a broad-based perspective on public health approaches to cancer across the continuum from prevention through to screening, diagnosis, treatment, survivorship and palliative and supportive care. We will critically appraise policies and interventions that have the 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 provides a systems-informed and high-level 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 their antecedent risk factors and conditions, and discusses the global (and country level) burden of disease. The unit will include some discussion of 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). This unit is complementary to PUBH5555 Lifestyle and Chronic Disease Prevention, which focuses on addressing each of the major individual behavioural risk factors.

The unit provides students with a deeper understanding of key public health nutrition practices and principles which will enable them to better understand and address population nutrition issues. There will be a strong focus on understanding dietary intake assessment and the use of data generated from nutrition surveys to improve the understanding of nutrition epidemiological studies and the relationship between diet and chronic disease. The concept of nutrition environments will be central to the exploration of community nutrition status and how dietary interventions are planned and evaluated. Global and local food and nutrition policy issues will be addressed and related to sustainability and environmental health concerns. The teaching approach involves class interaction and provides opportunities for self-reflection.

This course aims to describe the interrelation between our environment and human populations, local communities and individuals and the health risks 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. Students completing this unit will appreciate: the multi-disciplinary nature of environmental health; the application of a risk assessment framework to characterise health risks due to environmental hazards, determine risk management options, and inform risk communication strategies; 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 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 developing countrues, minority groups and 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 wellbeing.

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 highly interactive workshops (Workshops 1 and 2 on a consecutive Friday and Saturday) 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. Workshop 3 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, including presentations by currently practicing public program managers.

The aim of this unit is to provide students with an understanding of immunisation principles, the impact of vaccination on the epidemiology of vaccine preventable diseases (VPDs), how to assess the need for new vaccines and how to implement and monitor a new vaccination program. This unit covers the history and impact of vaccination; basic immunological principles of immunisation; surveillance of diseases; vaccination coverage; vaccine effectiveness; vaccine safety; vaccine scares; risk communication; program evaluation; immunisation in the developing country context; health security; assessing disease burden and new vaccines. Learning activities include online learning modules introducing topics and concepts, followed by weekly online interactive lectures and case study tutorials throughout the semester. Students will have access to online learning resources, included reading lists, and will be required to complete compulsory online quizzes, assignments and a group assessment.

This unit comprises a series of online lectures and discussions followed by a 2 day facetoface workshop The unit aims to teach students about the demography epidemiology and economics of population ageing in Australia and globally and about common health conditions that impact on healthy ageing including dementia frailty and falls and the evidence regarding prevention and management of these health conditions This unit will also include teaching about the structure and role of health and aged care services The 2 day workshop will focus on fall prevention from the epidemiology and economic cost of falls to fall risk factors and evidencebased strategies for the prevention of falls and physical activity strategies for healthy ageing areas of particular expertise in the School of Public Health

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 principles of primordial and primary prevention and control of NCD risk factors, specifically tobacco use, harmful use of alcohol, physical inactivity, unhealthy diets, salt reduction, and obesity prevention. 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 primary prevention approaches to reducing lifestyle risks that are precursors to NCDs.

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 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 three major segments with the first focusing on nutritional assessment, the second on prioritizing nutrition-related public health problems in low- and middle-income countries, and the third 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.

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 and business plans in the main health care sectors.

This unit of study will develop students' understanding of how to effectively manage overweight, obesity and pre-diabetes. It will facilitate increased confidence in the prevention and practical medical management of these conditions. Current data and concepts in epidemiology and classification and pathogenesis of overweight and obesity and pre-diabetes and related public health issues are addressed. An intensive focus on state of the art patient-centred management of obesity and pre-diabetes follows, including patient engagement with behavioural and psychological approaches, lifestyle interventions in nutrition and exercise, bariatric surgery, medication options and regimens, new technology and sustainability of outcomes. New technology to enhance health is a focus. Overweight and obesity, as well as pre-diabetes is examined with a personalised, case-based approach. Differing health care delivery methods, commercial options and team based approaches to care are explored.

This unit of study introduces students to nutrition in health promotion to communities. In contrast to NTDT5307 (Medical Nutrition) which explores individual nutrition behaviour changes. This includes an understanding of the needs of populations across the lifespan and from Aboriginal and Torres Strait Islander backgrounds and culturally and linguistically diverse groups. Students will learn how to plan, implement, and evaluate nutrition promotion and behaviour change programs in different contexts. Building from nutritional and food science in semester 1, current nutrition guidelines and policies to support healthy lifestyles will be explored, as well as health promotion in other lifestyle areas such as physical activity, alcohol, smoking and sleep. The scope and distribution of chronic diseases and the role of nutrition in the etiology of diseases such as cancer, heart disease, diabetes and obesity are examined. Learning is facilitated by interactive lectures, tutorials and workshops.

This unit will explore determinants of sexuality from a societal perspective, with particular reference to their potential impacts on public health. Social science theories of sexuality will be considered, and cross-cultural and historical accounts of sexual practices will be reviewed. Particular emphasis will be placed on the impact of diversity, culture, society, environment, life experiences, personal beliefs and health on sexual activity and potential public health impacts on sexual and reproductive health including HIV. Course content will include diversity, adolescent sexual development, sex education, sexual assault, gender, sexual orientation and sexual behaviour.

This unit aims to introduce the constructs of adolescent sexuality, explore the determinants of adolescent sexual health and discuss the personal and public health implications of adolescent sexuality from a global perspective. The main areas of learning are: adolescent sexuality, adolescent sexual health, reproductive health issues in adolescence, diversity, legal and ethical issues and sexual health promotion. Students are given the opportunity to complete a deeper exploration of one area of adolescent sexual health that is of particular interest to the student. On completion of this unit of study, students will be able to: (i) Describe the biological, developmental and socio­cultural contexts of adolescent sexual health as well as the constructs, challenges and diversities of adolescent sexuality. They will learn techniques used to optimise communication with adolescents and explore legal, ethical and public health implications of adolescent sexuality; and (ii) Understand and describe one area of adolescent sexual health that the student chooses to study in depth from a list of suggestions.

This unit of study aims to provide students with an understanding of fertility control across the reproductive lifespan. This will include indepth information on the range of hormonal and non-hormonal reversible contraceptive methods, emergency contraception and permanent methods of contraception. The impact of age, culture, tradition, society, personal beliefs, disability and health on contraceptive choices and reproductive health will be explored. The consequences of unintended pregnancy and the importance of access to abortion will be discussed. The unit is designed to equip students with the knowledge and skills in the field of preconception care and will discuss the latest evidence regarding optimisation of health before pregnancy. The focus will be on conditions where preconception care is particularly beneficial such as diabetesand obesity.

This unit will equip students to develop foundational knowledge and skills to work with gender and sexuality issues, including gender and sexual discourses and practices. Students will develop an understanding of sensitive practice skills to work with the sexual and gender diverse communities. The unit will introduce the social construction and attitudes in modern society regarding gendered violence, gendered inequality, and gender performativity. Students will be able to formulate therapeutic applications to respond ethically and empathicaly to the issues which present in sexual and gender diverse groups. On completion of the unit, students will be able to: (i) Demonstrate a foundational knowledge and sensitivity to work with gender and sexual diverse communities; (ii) Evaluate the psychosocial issues surrounding gender and sexual minorities in the community; (iii) Respond to issues related gendered violence; and (iv) Apply therapeutic skills and tools in response to gender and sexuality, including gender and sexual diverse individuals/communities.

This unit will cover the foundational aspects of sexual and reproductive health (SRH), including relevant anatomy and physiology, sexuality, gender, sexual orientation and behaviour. The social, medical, and public health aspects of SRH will be introduced including preconception care, unplanned pregnancy and abortion, fertility, and contraception. Students will develop an awareness of the diversity of values, opinions and behaviours in sexual orientation. The effect of socioeconomic, ethnic and cultural factors and current theories of sexuality and sexual behaviours will be discussed. The basic principles of the prevention and management of common STIs and HIV will be introduced and emphasis will be given to the sexual and reproductive health rights of all individuals as well as the importance of healthy sexuality.

This unit will engage students in learning about evidence-based health promotion as a fundamental component of efforts to address sexual and reproductive health. The unit is divided into three sections: 1. Theories underlying health promotion in public health context; 2. Evidence-based planning and project management in health promotion; and 3. Behaviour change, health communication and health literacy. Theories covered will include those that address individual-level change and group and social level change. Students will learn how to conduct needs assessments, plan programs, and address priority areas in sexual and reproductive health promotion. On completion of this unit, students will be able to: 1. Map population and/or community sexual and/or reproductive health needs; 2. Plan evidence-based sexual and reproductive health promotion initiatives; and 3. Identify evaluation strategies for evidence-based health promotion initiatives.

This unit of study will explore the evidence base, implications and considerations when delivering sexual health and relationships education from a public health perspective. Students will develop skills in the development and facilitation of training and education to different population groups. Students will be able to evaluate knowledge needs and synthesise information related to sexual and relationship education. On completion of the unit, students will be able to, 1. Plan and conduct a session which facilitates learning for a chosen population group/community using appropriate health education and learning frameworks, 2. Develop the skills to enable people within a variety of settings to enhance their sexual health and relationship literacy and, 3. Critically appraise various approaches to sexual health and relationship education development.

This unit of study deals with public health aspects of sexual and reproductive health (SRH) and Sexually Transmitted Infections (STIs) including HIV. It addresses issues related to sexuality, sexual education, HIV/STI, unintended pregnancies, access to SRH services, maternal morbidity and mortality, sexual violence, sexual and reproductive rights, and discrimination/stigmatisation of vulnerable populations. Aspects of HIV/STIs and reproductive health will be discussed in the context of the UN Sustainable Development Goals (SDGs) focusing on SDG 3 (related to health) and SDG 5 (related to gender equality and women's and girls’ empowerment). The unit further explores the epidemiological, societal and population aspects of SRH and HIV/STIs. Surveillance strategies, policy development and legislative responses will be discussed, with regards to the potential public health consequences. Emphasis will be placed on the delivery of effective prevention and management strategies