Science General Elective (SCGE)

Basic overview of the following physiological principles, organs and systems: Homeostasis, organic molecules, the cell, tissue, special senses, nervous, endocrine, immune and reproductive systems

The purpose of this module is to introduce the field of food science and technology to those not in the major. This module will touch very lightly on various aspect of the field including chemistry, nutrition, biochemistry, processing and regulation. Students are required to complete 2 projects which will help them appreciate the knowledge they have learnt in the lectures. Course facilitator: DR Leong Lai Peng- CHEMISTRY SENIOR LECTURER

This unit examines management strategies that can be adopted to protect endangered and vulnerable animals and control feral animals and pests. Students examine the commercial exploitation of native animal populations and broad-scale management actions that may affect many animal species, such as fire and predator control. There is an emphasis on management of small and fragmented populations as this is a major issue for many species in Australia. Students are involved in lectures, workshops and case studies with government and community conservation agencies. They are also involved in one of the research projects and this requires them to spend a minimum of two days in the field. Scientific and technical skills - students gain experience in assessing and synthesising scientific literature by writing assignments on specific topics and on practical work. This includes assessment of experimental approaches to management. Assessment of reports contains written commentary on students' performance and advice on how to improve.

This course provides an introductory exploration of Physical Geography. Topics covered include: the four spheres of Physical Geography and their interaction, namely the atmosphere, the hydrosphere, the lithosphere and the biosphere; how the global atmospheric and climatic variations relate to the formation of earth surface; the hydrological cycle and water distribution in the form of surface and ground water; and an introduction into the physical and structural geological composition of Earth. An investigation is made of the landforms of Australia and Western Australia in relation to their physiographic processes and evolutionary history. In addition, students will develop analytical skills through practical and field-based learning.

This course provides an in-depth analysis of the global affects of climate change on agriculture. Additionally, it dives into how these affects uniquely impact Irish agriculture.

Environmental Systems Weather

This 1-credit course is designed to complement a student’s attendance at the 1.5 day teaching conference, ‘What is an Organ?’ co-sponsored by the College of Science and the Science and Religion Initiative of the McGrath Institute for Church Life. Students will learn of key concepts in anatomy related to the biological nature and purpose of organs - both as a structure in their own right and as part of an integrated system, will become familiar with key theological ideas related to our creation imago Dei, the concept of purpose both with respect to its physical and eschatalogical components, and will develop a holistic understanding of the relationship between faith/reason, science/religion, generally, and the relationship between our scientific concept of the human body (i.e. organs, organ system)/theological understanding of purpose, specifically.

This Catholicism and Disciplines (CAD) course will be an intersection of Catholic theology and various disciplines in the sciences (primarily biology and chemistry, some physics). According to the Catholic Church, our ultimate goal is life in heaven and to be in union with God. This pursuit requires a desire to be a saint. A key ingredient of sainthood is sanctifying grace and the seven Sacraments are major channels of sanctifying grace. The Sacraments, some of which draw upon natural elements, reveal the goodness of God’s creation. As St. Paul writes (Rom 1:20): “Ever since the creation of the world, his invisible attributes of eternal power and divinity have been able to be understood and perceived in what he has made.” In this CAD course, students will have the opportunity to encounter God and his creation through (i) scripture and Catholic teaching and (ii) scientific observations, albeit limited and incomplete, of nature as-is (e.g. water molecules), contemporary miracles (i.e. nature, healing and Eucharistic miracles) or biomedical tools (e.g. CRISPR-Cas9 to edit genome). This CAD course is organized into four modules: Foundational Concepts, Creation, Redemption and Sanctification. For the latter three modules representing salvation history, Catholic theology and teaching (Bible, Catechism, etc) will be presented first followed by the related science content.

Transfer for Introductory SLP courses at SMC. Good quality courses without a home department at ND.

This course is intended for Notre Dame and Saint Mary’s pre-dental students and will focus on developing manual dexterity, observational skills, indirect vision and fine motor skills needed for their profession through an artistic lens. Utilizing visual imagery, students will learn and create additive and subtractive tooth morphology drawings, carving, mold-making and slip casting to develop their skills, support and reinforce their prehealth studies as well as develop their aesthetic in considering the human smile through the intersection of art and biological systems.

This course will introduce students to scientific illustration and visual documentation through basic drawing skills and techniques utilizing traditional and contemporary art approaches, media and tools. Students will learn to create representational renderings through close and careful observation of natural subjects including botanical, animal, insect and/or aquatic life based on field observations, study at the Museum of Biodiversity and other sites as available. Emphasis will be on accuracy, form and structure as well as integrating personal vision through developmental, conceptual and compositional sketches and exercises leading to several completed drawings and include a field journal and sketchbook. Students do not need any prior drawing experience and can be pursuing any major!

Epidemiology is a flexible and powerful field of study for anyone with an interest in understanding, preventing, and treating the causes of human disease. This course will facilitate students' understanding of fundamental epidemiological concepts (e.g. terminology, calculations, etc.); methods (e.g. study designs, risk communication, etc.); and applications (e.g. screening, diseases surveillance, and outbreak investigations). Students will also learn the application of epidemiological methods to nutritional, infectious disease, and chronic disease epidemiology.

Students are placed to work as interns in various organizations ranging from commercial businesses to charitable foundations. Specifics of the internship expectations and assignments depend on the international location.

Independent Research Project with Dr. Mirna Perez-Moreno of the Cell Biology and Physiology Laboratory at the University of Copenhagen. Project on the relationships between endothelial skin cells and immune cells with skin cancer stem cells and how these relationships contribute to maintenance and growth of tumors.

Since the origin of agriculture ten thousand years ago, innovations in genetics and agricultural (plant & livestock) biosciences have continued to play a critical role in ensuring future food security and sustainable development on our planet. This module provides cutting-edge training in agricultural biosciences (plants, animals), using case studies of major scientific advances and bio-challenges.

This course introduces the fundamental concepts in Chinese medicine to students who are interested in a general understanding of the basic theories, working principles, methods for health preservation and disease healing in Chinese medicine. The course comprises an introduction to the five key areas in Chinese medicine including the basic theories, methods of diagnosis and treatment, acupuncture & moxibustion, Chinese medicinal materials, and Chinese herbal formulary. This general education module will also include some practical tutorials to demonstrate diagnostic methods, and classic treatments, which include tongue observation, pulse taking, acupuncture and cupping.

This module explores contemporary technological, ethical, political and cultural debates in health, healing, and wellbeing. We will use a multidisciplinary approach to examine the different understandings of health in society, via thinking critically about real world health issues and their management.

This unit introduces students to a population view of health and provides a framework for understanding public health issues. Using this framework, discussions are based on how we know what the major health issues are, who is at risk of ill-health, what are the determinants or influences on human health and disease, and what is the potential for prevention. A number of case studies are used to illustrate the public health approach to describing and addressing patterns of health and disease in populations. In parallel, students work in groups on their own case study.

CU - HKU Hong Kong: This course is unique as it is co-organized by three faculties: Engineering, Medicine, and Science. This interdisciplinary collaboration highlights the importance of biomimicry and nature-inspired technologies that go beyond traditional disciplinary boundaries. Students in this course benefit from a comprehensive and diverse range of knowledge, merging insights from engineering, medicine, and science. By exploring how nature inspires technological advancements, students gain interdisciplinary skills and a broader perspective. Insufficient technical content Please submit a syllabus with designated student learning outcomes. Theme 1: Biomedical technology Theme 2: Environmental Technology Theme 3: Industrial Technology Nature inspired technologies and tools such as buildings, bridges, materials, and medicine have long been an integral part of human society Biomimicry. You will inspect various natural systems in Hong Kong with guidance in order to develop new/innovative ideas.

This course aims to develop students' productive and receptive communication skills both in speech and writing, as well as to equip learners with the vocabulary and grammar basis necessary for these goals. The course also includes field trips to familiarize students with Budapest, Hungarian culture, and history.

History of wine microbiology, description of micro-organisms associated with the grapevine and wine environments and practical ways to isolate, identify and manage their growth, basic biochemical pathways pertaining to wine fermentation.

Procedures for the establishment of a new business, the business environment, business ethics, competition, idea generation and entrepreneurship, choice of form of business, determining break-even levels, resources and people involved in the business, management and managerial resources.

Over the last century, scientific knowledge has been increasing at an exponential rate. Curiously, our ignorance as a whole does not similarly decrease. Scientists use facts to produce new questions - to speculate about what we do not know. As a result, we can say that scientific facts serve to access ignorance. Science traffics in ignorance, cultivates it, and is driven by it. Ignorance is the critical driver of science. This course, in contrast with a more typical science class, has a focus on what we do not know. Students will gain an understanding of the scientific process by analyzing how scientists' approach what we do not know.

Cross list number for GH 30700

Objectives Epidemic disease has been a basic human condition over the last 5,000 years. The frequency and the impact of epidemics have varied considerably over time, however. In Europe two periods stand out as particularly disease-ridden: the early Middle Ages (sixth to eighth centuries) and the Renaissance and Early Modern period (mid- fourteenth to late seventeenth centuries). In both cases the increased morbidity sprang from the introduction of new diseases, primarily plague (the precise nature of which remains unknown). Then, beginning in the eighteenth century, Europe experienced an unprecedented demographic transition. Overall mortality declined and though fertility rated also began to decline, sustained population growth began. Reasons are debated but it is beyond doubt that the disappearance of plague and generally increased disease control played a crucial role in the process. First, the course aims at providing students with a chronological outline of shifting disease patterns and a basic knowledge of the concepts and theories of historical epidemiology. This will involve analysis of original source materials to demonstrate the difficulties involved in retrospective diagnosis. Also, considering that today epidemiology is for all practical purposes a statistical discipline, it remains important for students to realize how limited is representative quantitative information from pre- modern times. Third, the course will provide an analysis of how European society responded to epidemics. In broad historical perspective the ebb and flow of epidemic disease was a key factor in the demographic development in Europe. Until recently, recurring mortality crises would regularly cause dramatic population decline. Obviously, epidemic disease - and plague in particular - was a key factor in demographic growth and decline. But epidemics also worked to shape social relations, cultural norms and values and political institutions and practices, the rise of public health being the obvious and most important example.

The clinical approach of the course implies studying symptoms, signs, diagnostic methods and treatment of the most important human diseases, writing patient case reviews based upon medical records, and patient interviews, visiting various clinical and diagnostic hospital departments, and performing physical examinations on phantoms or other students. The course, however, does not provide regular medical training corresponding to that of medical students and does not include shadowing of doctors or physical examination of patients. Patient demonstrations are included in some, but not all, lectures.

The clinical approach of the course implies studying symptoms, signs, diagnostic methods and treatment of the most important human diseases, writing patient case reviews based upon medical records, and patient interviews, visiting various clinical and diagnostic hospital departments, and performing physical examinations on phantoms or other students. The course, however, does not provide regular medical training corresponding to that of medical students and does not include shadowing of doctors or physical examination of patients. Patient demonstrations are included in some, but not all, lectures.

The course addresses the core questions of public health science: What lies behind preventing people from becoming ill, and how are policy makers working to promote good health? Through background information on how major public health challenges are described, students will familiarize themselves with a number of theories and methods for health promotion and disease prevention. The course will have a particular emphasis on the health education and health communication via mass communication, as students will work with theory and methods within health promotion and disease prevention through campaigns.

This hands-on lab course will focus on specific diseases and follow the diagnosis and treatment pathway of a surgical patient from admission to discharge. You will learn relevant anatomy and physiology through virtual reality (VR) alongside traditional approaches. Learn how to perform a basic ultrasound evaluation and how to diagnose common CT pathologies. Furthermore, you will learn basic surgical skills and interventions to perform surgical procedures with the use of laparoscopic simulators.

This class, offered in the ND equivalent of the premed program, looks at the basics of clinical pathology and clinical laboratory science. The course discusses the common physiological pathways encountered in clinical pathology as well as common diagnostic tests, their significance, and their interpretation.

This course centers around the knowledge, analysis, and management of communication and marketing in the healthcare setting in Spain, and how it is applied to different audiences--from specialized groups, such as healthcare professionals, to more general audiences, such as the society at large---to communicate the importance of healthcare policies in an increasingly global atmosphere that requires patient-centered care, incorporation of innovation and efficiency, as well as a goal of sustainability.

The Human Nutrition module covers a) Basic principles of healthy eating, historical aspects of the Irish Diet, aspects of food safety, food technology, food labelling. b)The relationship between diet and disease - heart disease, diabetes, obesity, eating disorders. c)Specific nutritional needs of different population subgroups - infants, children,teenagers, older people, ethnic groups, and sports people. d) Clinical nutrition includes enteral and parenteral nutrition e) Food Policy.

This course will provide students the opportunity to acquire knowledge of medical nutrition therapy for various disease states, including gastrointestinal tract disorders, hepatobiliary and pancreatic disorders, obesity, cardiovascular disease, cancer, pulmonary disease, anemia, and genetic metabolic disorders.

From the global increase in obesity to SARS, a range of health issues and solutions will be explored in differing contexts throughout the world. Working in small groups, students debate and evaluate paths to addressing global health issues in a variety of cultural contexts. For example, lessons learned about tuberculosis in Russia may be applied to the Singaporean context, or students may examine efforts to prevent newborn deaths in developing nations. Students will develop an appreciation of how the health of an entire population impacts individuals and how complex problems can be prevented or addressed using culturally appropriate solutions. By the end of the module students will be able to: Use the public health approach (problem-cause-intervention-implementation-monitoring) and the socio-ecological (SE) model as frameworks to understand and solve public health problems. Define the epidemiological, biological and socio-economic features of a disease that provide opportunities for successful interventions or present barriers to success. Describe the multi-disciplinary character of public health and the contributions of the students' own disciplines to improving health.

This module aims to nurture and develop the necessary knowledge, skills and attitudes in students as leaders and future professionals to manage HIV preventionand care in the workplace, both locally and abroad. This module will aim to develop a global understanding of HIV and AIDS through a health and social justiceperspective View page 12 in the GEP Final document attached.

The aim of this course is to awaken in students an entrepreneurial spirit in relation to biology. The course has two themes, the first deals with plant and fungal biology and their application in biotechnology. Topics covered will include: plant-symbiotic fungi and their application in sustainable agriculture, genetic engineering of plants and pharmaceutical production in plants and fungi. The second theme involves an introduction to business studies. The structure and development of a small business enterprise is examined and production of a business plan to capitalise and exploit a business venture is developed. Students will be placed in groups of 3-6 and will propose a business venture (which does not have to be plant oriented) that they must then research. Students will benefit from workshops to help them with the marketing and finance aspects of the plan.

This course is intended to provide students with the skills for understanding biological and medical themes including molecular biology, biological structures, and anamnesis. The course also provides context for learning specific medical terms in the German healthcare system. Each lecture focuses on a different biological theme, and the course is accompanied by group work, written papers, and an exam covering the themes learned from each class. This course is taught in German, but the main focus of the course is to become more well versed in biological and medical terminology and processes.

Engagement with natural environments in Australia forms a significant part of growing up for many Australians whether in formal educational settings, organised leisure activities or through informal recreational experiences. It is also of interest for a growing number of overseas visitors wishing to experience Australia's unique natural environments. Learning in Outdoor Education examines the nature and significance of the learning that takes place through these experiences. While the unit aims to build knowledge and develop understanding of specific areas of natural significance, its principal focus is the theory and practice surrounding Experiential Education. It does this by examining two different, yet interrelated, modes of learning in and about natural environments through lectures about these places and by experiences in these places. During the course of the unit students will come to know the places they visit through distinctly different learning experiences provided by two field trips.