最新糖心Vlog

Human Biology Test

A series of short answer questions will assess material covered during the course. There will be opportunities to practice test questions during tutorials. The test is designed to take one hour but students will have up to two hours to complete the test paper and hand it in at the end of the tutorial.

Research Poster 

Groups of 3-4 people will create a poster on the biology and public health implications of a common disease or public health issue. To prepare for and provide additional supporting material for their poster, each group will also participate in a group discussion board. You will need to provide references for the information that you prepare in your group discussion board and include a list of references on your poster. Ideally, the disease that you choose may be a condition or disease that you or a relative have experienced, or something you would like to work on in your career as a health professional. Some of the health issues you might like to select from include:

-Coronary Heart Disease
-Dementia/Alzheimer's Disease
-Stroke (may choose to discuss ischaemic, haemorrhagic, or both)
-Depression
-Diabetes (Type I or II)
-Lung Cancer
-Bowel Cancer
-Breast Cancer of Prostate Cancer
-Arthritis
-Infectious Diseases (please discuss choice of topic with your tutors)

If you would like to explore a health issue that does not appear in this list, please liaise with your lecturer.

You will need to research both the biology and the public health background of your chosen health issue with the major focus on public health. For this assignment you may use some references from textbooks or lecture material from within the course, but you must also use scholarly journal articles sourced from Library databases. It is also essential that you use the Gapminder online software (freely available at ) to explore the prevalence of the disease and its relationship to socioeconomic conditions in 最新糖心Vlog and elsewhere. It is recommended that you divide tasks among the group according to group members' interest, experience and skills (i.e. one person covers the biology, one person searches for scholarly articles, one person uses Gapminder etc.).

Each group will submit their poster Friday of week 10, and present their poster to the class during the week 11 tutorial. The group needs to be prepared to answer questions from the Tutors and the rest of the class. Each group member is expected to be able to answer any question relating to any section of the poster, despite whether they worked on that section or not. The poster will be assessed from the perspective of the biology and public health aspects of the disease. The assessment will cover:

• Introduction (10%)
• Biology of the disease (20%)
• Public Health (20%)
• Current and Future Strategies (10%)
• Conclusion (5%)
• References, writing and layout (10%)
• Oral Presentation (15%)
• Group Discussion Board (10%)

Please see poster guidelines in MyUni for more information.

Drug Calculations Test

This test will assess how well you have learned to perform the drug calculations functions you have learned in class. You will be required to demonstrate a minimum level of competency in performing these calculations, and will be given several opportunities to do so to a satisfactory standard.

Reflective Journals

Your reflective journals in this course are designed to allow you to demonstrate how you can learn from past experiences and build on both your strengths and weaknesses in academic study. Note that the weighting of the second journal is much higher than that of the first, because we expect you to receive and take on feedback when completing the second reflective journal. The assessment of the second journal will explicitly assess how well you have taken account of the feedback from the first journal. Remember, the purpose of a reflective journal is to demonstrate that you are a self-regulated learner. Self-regulated learning is largely about setting goals, implementing strategies to achieve these goals, evaluating the success of those strategies, and then developing these strategies to address any weaknesses or areas for improvement. Essential aspects of self-regulated learning that you can demonstrate in
your reflective journal include:

-self-observation (monitoring one's activities);
-self-judgment (self-evaluation of one's performance) and
-self-reactions (reactions to performance outcomes and setting goals for the future).

Each journal does not need to be longer than 300 words

For the reflective journal 1, you may choose to write a reflection on any of the sub-sections of this course, and some of the questions you might like to consider include:
-What are your expectations of the course? Describe your feelings during the first few weeks of the course.
-How do you expect you will find the course, and what do you expect to gain from this course?
-Why are you participating in the course?
-What was your level of knowledge of Biology and Human Biology prior to this semester, and how have these classes built on that so far?
-What are some of the most important aspects of Human Biology you have learned this semester so far?
-What was your prior understanding of Public Health as a discipline before you undertook this course?
-How does your learning relate to a news story you have seen or read? Do you have a different understanding of any given health education program based on this course? (Examples might include diet, sexual health, or anti-smoking campaigns.)
 
For the reflective journal 2, you should build on your responses from reflective journal 1. Be sure to demonstrate your ability to incorporate feedback. You should also try to include the following:
-What did you learn from your research project?
-How has any of this learning emerged as relevant for your own life?
For example, do you now have a better understanding of your own body and health based on what you have learned? Are you able to apply any of this learning to the health situation of any of your friends and/or relatives?
-What have you learned about the specifics of Indigenous Health that you didn’t know previously?
-How does this course compare to your initial expectations? How do you feel now that the course is nearing the end, as compared to your feelings at the beginning?

Bachelor of Nursing First-Year Clinical Skills Sessions

Clinical Skills Sessions are held for Bachelor of Nursing students on Tuesday and Wednesday from 3pm to 5pm, and UPP students have been welcomed to join this learning experience to get a taste of what studying a Bachelor of Nursing is like. They are held in the Robin Warren Clinical Skills Laboratory on the first floor of the Medical School South Building, and will cover practical skills such as Blood Glucose Levels, IVT and Drug Calculations, Oxygen Therapy/Respiratory Management, Asepsis/Sterile Techniques, and Medication Management. This is an excellent opportunity to engage in “real life” Nursing courses, especially if you plan on studying Nursing or any other Health field, and we strongly recommend you make the effort to attend if your timetable allows it. It will also give you excellent material for your Reflective Journal; you will have a much better chance of scoring a higher grade for your Journals if you give yourselves the enriching experience of attending these classes.

If you attend these classes, some of the questions you might like to consider for your journal include:
• What was the experience of sitting in on a Nursing tutorial like? How did it differ from a “normal” UPP class?
• Did your experience relate to anything you have ever done before, or was it completely new?
• Why do you think these Nursing classes were set up the way they were? What kinds of learning seem to be encouraged?
• If you were an enrolled student in one of these classes, what would you need to do to get the most out of it?