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The Textbook of Health and Social Care

• Darren Edwards
• Stephanie Best
• Description

See what’s new to this edition by selecting the Features tab on this page. Should you need additional information or have questions regarding the HEOA information provided for this title, including what is new to this edition, please email [email protected] . Please include your name, contact information, and the name of the title for which you would like more information. For information on the HEOA, please go to http://ed.gov/policy/highered/leg/hea08/index.html .

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Offers complete coverage of all the elements of a Health and Social Care programme and more. It is a comprehensive guide that is both informative and interesting; recommended for students and practitioners in the ever-changing field of Health and Social Care.

This is a comprehensive, insightful and timely textbook that offers health and social care students and professionals an accessible approach to theory, legislation, and practice.   

Combining a multi-disciplinary approach to health and social care, this text book will help students link theory with practice in a highly effective way. Providing insights into the diversity of health and social care, alongside broader social influences upon health and wellbeing.

This book gives a great introduction to the many aspects of health and social care that students will want to be aware of and up to date with.

Whilst studying for my nursing degree, this book has provided me with a wealth of knowledge. In particular, around the different socio-economic impacts and determinants of health in relation to patient wellbeing. This information has proved vital in helping me structure my field-specific nursing assignments relating to public health, as well as also providing me with a plan of how to structure any research-based assignments/arguments. I particularly enjoyed the activities throughout the book as they made me question things that I don’t usually think about, such as theories in psychology. The activities also provided me with some much-needed time to think about more generic subjects, such as the ‘world we live in’. It provided me with the opportunity to think outside the box.  Overall, a very enjoyable read.

As a student who has dyslexia, I found this book to be particularly helpful in developing my academic skills. As a result of reading the textbook, the overall structure and clarity of my assignments improved. The book is comprehensive and covers many aspects of health and social care that students will find beneficial for their studies. The interactive text and case studies enabled me to link theory to practice and the activities throughout made for an enjoyable and valuable read. I would highly recommend this textbook to students, at any stage of their studies, to support them throughout their degree. I wish I had this book sooner!

What a fabulous publication! Very comprehensive and informative. The authors efficiently combined the most recent findings with a historical perspective highlighting the healthcare system's changeable nature, its origins and consequences for all stakeholders. Each chapter, written by an expert in a field, covers important for nurses and healthcare delivery issues ending with extending the topic reading list relevant for furthering the knowledge. As a third-year nursing student, I have found this book very helpful. It provided interesting discourse for all my assignments and enhanced my understanding of the healthcare system's multifaceted nature. It is written in a sophisticated but accessible manner, even for a reader whose English is not a dominant language - a pleasure to read. 

I have really enjoyed reading this book and found it to include lots of helpful information for my learners

A great all rounder text covers some fantastic subject specific content. Very readable, engaging text. Have adopted this as a core text for degree in health and social care.

A great book, clearly set out and written. students, like the format and content of the book. I recommend as good overall text for the course

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Health and Social Coursework: Your Gateway to Impactful Education

• by [email protected]
• 22 December 2023 22 December 2023

Information

Get ready to gain valuable insights and a roadmap to excel in social care education.

Benefits of Health and Social Coursework

Health and social coursework offers a multitude of benefits, from in-depth knowledge acquisition to practical skills development. Explore the advantages that this coursework brings to your educational journey and how it equips you for a fulfilling career in social care. Uncover the transformative power of quality education in the health and social sector.

Ready to reap the rewards? Discover the compelling benefits of engaging in health and social coursework.

Navigating the Curriculum

Understanding the curriculum is crucial for success. In this section, we guide you through the key components of health and social coursework. From core subjects to specialized topics, learn how the curriculum is designed to provide a comprehensive understanding of the health and social care landscape. Gain insights into the subjects that will shape your expertise and knowledge.

Ready to navigate the educational landscape? Uncover the secrets of a well-structured health and social coursework curriculum.

Real-World Applications

Health and social coursework isn’t just theoretical; it’s about real-world impact. Explore how the knowledge and skills acquired during coursework directly translate into practical applications in social care settings. From case studies to hands-on experiences, understand the relevance of your education to the challenges and opportunities in the field.

Ready to make a real difference? Explore the practical applications of health and social coursework.

Success Stories

Behind every successful professional is a story of determination and education. In this section, we share inspiring success stories of individuals who have excelled in their social care careers after completing health and social coursework. Learn from their journeys, challenges, and triumphs as they navigate the world of health and social care.

Ready to be inspired? Dive into the success stories of those who have paved the way through health and social coursework.

Health and Social Coursework: Your Path to Success

As we conclude our exploration of health and social coursework, you’ve gained insights into its benefits, curriculum, real-world applications, and success stories. The journey to success in social care education starts here. Ready to embark on this transformative path? Visit Healthcarediploma.org to take the first step toward a rewarding career.

Embark on Your Educational Journey with Health and Social Coursework

Discover the keys to success in social care education. Visit Healthcarediploma.org now and unlock your potential in health and social coursework.

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Bachelor of Science

Health and Human Services

An online health services degree that sets you up for success .

Professionals with skills in health and human services are some of the most  in-demand workers around —prepared with a B.S. in Health and Human Services degree from WGU, you can be too. This degree is your step forward to a career where you can help people  live better and healthier lives and   drive optimal community outcomes. 

The Bachelor of Science in Health and Human Services degree will prepare you to drive  change in the field of healthcare as well as facilitate changes in your community.  You'll be equipped to advocate for patients and clients in a variety of settings. You'll also be armed with the  latest theories on:

• Value based care systems
• Community and public health  strategies
• Communication of health plan information  to patients
• Promotion of  client centered holistic care
• Strategies on how to be a  change agent for integrated care management

Compare this degree:  The B.S. Health and Human Services program is one of many undergraduate degrees at WGU. Not sure this is the right program for you? You may also be interested in our  B.S. Business – Healthcare Management degree program ,  or our   B.S. in Health Information Management degree program .

63% of graduates finish program in

WGU lets you move more quickly through material you already know and advance when you're ready. The result: You may finish faster.

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Tuition charged per term—rather than per credit—helps students reduce the ultimate cost of their degrees. Finish faster, pay less!

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The vast majority of alumni say WGU delivered on its promises. In fact, over 50% of students found WGU thanks to a friend's recommendation.

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Health and Human Services Courses

Program consists of 35 courses

At WGU, we design our curriculum to be timely, relevant, and practical—all to help you show that you know your stuff. This program features scaffolded learning throughout the standard path, requiring the standard path order to be followed for optimal student success outcomes. 

WGU’s Bachelor of Science in Health and Human Services curriculum was designed, and is regularly updated, with input from the professionals on our Health Professions Program Council, ensuring that you learn important healthcare best practices and keep up with the latest trends in the industry—the kind of expertise you need for a successful career in health services. 

Courses in this program provide you with realistic experiences as a health services professional via virtual simulation. You’ll gain field experience in a variety of contexts, depending on your professional career goals in the health services industry. 

The health and human services program prepares students for responsibilities in patient-focused health care, leadership, communication, cultural awareness, person-centered care coordination, and more. 

The B.S. in Health and Human Services program is an all-online program that you'll complete by studying and working independently with instruction and support from WGU faculty. 

Introduction to Health and Human Services explores representative roles and responsibilities of health and human service professionals and key governmental entities involved in Health and Human Services delivery. The course also examines the importance of understanding clients’ illnesses and disabilities, building trust with clients, and engagement models that promote client outcomes. There are no prerequisites for this course.

History of Healthcare in America will examine individuals such as Henrietta Lacks, Ryan White, Clara Barton, and Katie Beckett, who influenced healthcare in the United States, from its inception to the present day. This course examines how specific individuals and their contributions influenced healthcare delivery and the continued evolution of healthcare, teaching from a system or a value-based care perspective. The course also focuses on the way healthcare interacted with culture, politics, and society throughout U.S. history and evaluates current challenges we face in the U.S. healthcare system today. There are no prerequisites for this course.

Cultural Awareness is a course for the healthcare professional providing learners with the understanding of what it means to have personal, explicit and implicit cultural biases and how they can affect client outcomes in the health and human services industry. The course also will explore strategies for responding to personal biases and for promoting cultural awareness in health and human services. Through critical readings, videos, and activities, the learner will gain knowledge in this essential subject. There are no prerequisites for this course.

Evidence-Based Practice for Health and Human Services prepares the learner to apply evidence-based practice (EBP) to inform healthcare recommendations in out-patient, organizational, and other public health settings. Learners will be introduced to an EBP framework to guide them through the steps of EBP using real world scenarios. There are no prerequisites for this course.

Health Equity and Social Determinants of Health examines the social determinants of health (SDOH) as underlying causes of health inequity in populations and communities and their effect on health outcomes. This course will help students understand the evidence-based strategies that address the negative impact of inequities caused by the SDOH and analyze approaches to promote health equity. There are no prerequisites for this course.

Introduction to Gerontology will introduce learners to health issues that are typically associated with the older adult population so they can become familiar with health challenges this population may face. The learners will gain an understanding of the effects that policy and legislation have on the older adult population. Emphasis is placed on the importance of maintaining the dignity of older adults by focusing on cultural and communication needs, and by collaborating on care with older adults, families, and caregivers. There are no prerequisites for this course.

End-of-Life Care focuses on the Connected Care model as it applies to the final stage of life. This course will explore ethnic and cultural factors that affect an individual’s response to death and dying. This course will cover planning and implementing ideal interventions to help individuals, families, and groups cope and agree on a common care goal. This course will also discuss empathy and compassion in healthcare. There are no prerequisites for this course.

Introduction to Epidemiology provides an overview of the determinants of communicable, viral, and chronic diseases. Students also will study various other conditions and the impact to public health. Using problem-based inquiry, students will analyze real-world public health problems by examining the distribution and patterns of data, selecting the methods to gather evidence, interpreting the information, and analyzing the trends to support decision making. There are no prerequisites to this course, but students are highly encouraged to adhere to the standard path, whose content is scaffolded to enhance the learning experience of this course.

Community and Public Health provides learners with an understanding of the benefits community health offers individuals and families. The course also will identify barriers that will impact health and healthcare access, leading to improved community health. There are no prerequisites for this course.

Understanding Substance Abuse and Addiction provides an overview of the causes, signs and symptoms of substance abuse and addiction, and the impact on individuals, groups, and the community. Learners will evaluate educational prevention programs for a variety of target audiences and settings and evaluate evidence-based assessments and interventions for successful outcomes. There are no prerequisites for this course.

Introduction to Pharmacology will introduce learners to medication and supplement regulations and safety protocols. It provides an overview of the use, benefits, effects, and contraindications of commonly used drugs to treat conditions of the cardiovascular, respiratory, endocrine, nervous, and renal body systems. It also explores the types of anti-infective, antineoplastic, psychotropic drugs, and dietary supplements and their effects on the body.

Pathophysiology is an overview of the pathology and treatment of diseases in the human body and its systems. This course will explain the processes in the body that result in the signs and symptoms of disease, as well as therapeutic procedures in managing or curing the disease. The content draws on a knowledge of anatomy and physiology to understand how diseases manifest themselves and how they affect the body.

Healthcare Ecosystems examines how the aims and elements of the healthcare ecosystem can affect client and patient outcomes. The course explores the main aims of healthcare access, affordability, and quality and how regulators, providers, producers, and funders (such as payors or purchasers) support those aims. The course also examines insurance regulations and reimbursement procedures that affect healthcare access and affordability and decision-making processes that support affordable, quality care for clients and communities. There are no prerequisites for this course.

Care for Individuals and Families focuses on the holistic care of individuals, families, and populations with multifaceted healthcare needs. This course improves critical thinking and interdisciplinary communication skills to provide information to individuals or groups in a variety of settings. The focus of the course is on managing the transition of an individual, family, or group through a variety of healthcare settings, which can include acute care hospitals, extended stay facilities, ambulatory care clinics, home care, outreach, or wellness. This course helps students develop effective professional communication skills and appropriate behaviors to ensure an individual, family, or group is successful in meeting its healthcare goals. There are no prerequisites for this course.

Medical Terminology focuses on the basic components of medical terminology and how terminology is used when discussing various body structures and systems. Proper use of medical terminology is critical for accurate and clear communication among medical staff, health professionals, and patients. In addition to the systems of the body, this course will discuss immunity, infections, mental health, and cancer.

Healthcare Values and Ethics requires students to synthesize an interdisciplinary approach to decision-making as it applies to health and human services. This course explores the contemporary issues facing health professionals, which include ethics, regulations and compliance, and handling protected healthcare information. In this course, learners will develop their ability to make ethical decisions in collaborative care environments and working within a team. There are no prerequisites for this course.

Financial Resource Management and Healthcare Reimbursement examines financial practices and reimbursement types within the healthcare industry. This course covers the analysis of regulations required for health reimbursements. This course also covers the evaluation of effective revenue cycle management, focusing on the organization’s financial stability. There are no prerequisites for this course.

Health Literacy for the Client and Family helps students recognize the importance of health literacy in overcoming healthcare barriers and creating patient-focused changes through family and patient empowerment. This course demonstrates how education, research, and technology all integrate and serve as a foundation for students as they create effective resources to improve health literacy for patients and families. This course helps students become advocates for their patients and their patients’ families. There are no prerequisites for this course.

Interdisciplinary Team Dynamics explores interpersonal communication strategies, collaborative team interactions methods, and problem-solving techniques to promote effective communication and improve quality client outcomes in a team environment. There are no prerequisites for this course.

Models of Care and Healthcare Trends is a course for health professionals in a variety of roles in the health and human services industry, which examines the unique characteristics of healthcare models in the United States and emerging trends created by social and political drivers. The course explores the evolution of healthcare models from fragmented systems to cohesive, quality-centric, and client-focused systems. The course also focuses on innovative trends, such as access to care, telemedicine, and subsequent shifts in the continuum of care as it relates to patient or client outcomes. There are no prerequisites for this course.

Community Relations and Leadership focuses on analyzing community health and human services’ needs to create change. As emerging leaders, students will learn to engage in collaborative approaches with various stakeholders to achieve positive outcomes. This course helps students develop their abilities to interpret community health needs assessments, make decisions, and bring stakeholders together to advance access to health and human services. This course has no prerequisites.

The Health and Human Services Professional Field Experience course provides students with real-world experiences as a health services professional via the virtual world of simulation. The course allows students to conduct their field experience in a variety of different contexts they will find themselves, depending on their professional career choices in the health services’ industry. All program coursework leads to this course. This course is eligible for an In Progress grade. Please see the Grading Scale Policy for more information.

Introduction to Medical Coding provides students with the foundation for translating medical terminology into correct diagnosis and procedure codes. The course focuses on how diagnosis and procedure codes are used to accurately document medical records and inform accurate medical billing. This course introduces the Current Procedural Terminology (CPT), International Classification of Diseases (ICD-10-CM), ICD-10-PCS, and Healthcare Common Procedure Coding System (HCPCS) code sets as well as ethical considerations throughout processes in medical coding. There are no prerequisites for this course.

Learning Strategies in Higher Education provides students with a toolbox of skills that will support student academic growth as they advance in their academic journey. Students will be introduced to the WGU Library; how to use it and best practices for research strategies. Students will learn how to be professional in written communication and how to correctly use current APA format. In this course, students also will learn about setting goals, time-management, study strategies, making and keeping appointments, professional decorum, and test-taking skills. Learning these skills, strategies, and methods will establish an academic foundation for students to be successful in higher education. There are no prerequisites for this course.

Welcome to Composition: Writing with a Strategy! In this course, you will focus on three main topics: understanding purpose, context, and audience, writing strategies and techniques, and editing and revising. In addition, the first section, will offer review on core elements of the writing process, cross-cultural communication, as well as working with words and common standards and practices. Each section includes learning opportunities through readings, videos, audio, and other relevant resources. Assessment activities with feedback also provide opportunities to check your learning, practice, and show how well you understand course content. Because the course is self-paced, you may move through the material as quickly or as slowly as you need to gain proficiency in the seven competencies that will be covered in the final assessment. If you have no prior knowledge or experience, you can expect to spend 30-40 hours on the course content.

Welcome to Introduction to Communication: Connecting with Others! It may seem like common knowledge that communication skills are important, and that communicating with others is inescapable in our everyday lives. While this may appear simplistic, the study of communication is actually complex, dynamic, and multifaceted. Strong communication skills are invaluable to strengthening a multitude of aspects of life. Specifically, this course will focus on communication in the professional setting, and present material from multiple vantage points, including communicating with others in a variety of contexts, across situations, and with diverse populations. Upon completion, you will have a deeper understanding of both your own and others’ communication behaviors, and a toolbox of effective behaviors to enhance your experience in the workplace.

Health, Fitness, and Wellness focuses on the importance and foundations of good health and physical fitness—particularly for children and adolescents—addressing health, nutrition, fitness, and substance use and abuse.

In this course you will learn key critical thinking concepts and how to apply them in the analysis and evaluation of reasons and evidence. The course examines the basic components of an argument, the credibility of evidence sources, the impact of bias, and how to construct an argument that provides good support for a claim. The course consists of an introduction and four major sections. Each section includes learning opportunities through readings, videos, audio, and other relevant resources. Assessment activities with feedback also provide opportunities to check your learning, practice, and show how well you understand course content. Because the course is self-paced, you may move through the material as quickly or as slowly as you need to gain proficiency in the four competencies that will be covered in the final assessment. If you have no prior knowledge or experience, you can expect to spend 30-40 hours on the course content.

This is Human Growth and Development, a three-module course that examines the entire human lifetime, from conception to death. Presented chronologically, the course focuses on three key areas: physical, cognitive, and psychosocial growth, along with other important issues such as cultural influences, emotions, and resilience. Because the course is self-paced, you may move through the material as quickly or as slowly as you need to, with the goal of demonstrating proficiency in the four competencies covered in the final assessment. If you have no prior knowledge of this material, you can expect to spend 30-40 hours on the course content.

Introduction to Systems Thinking for Health Professionals provides learners with the skills required to engage in a holistic systems-based approach to analyzing complex problems and solutions. This course introduces the foundational concepts and principles of systems thinking and provides opportunities to use a systems thinking approach to analyze and evaluate real-world case studies. The course will culminate with using systems thinking to develop a solution to an authentic complex problem. This course has no prerequisites, but general education math (C955 or C957) is preferred. Because the course is self-paced, learners may move through the material as quickly or as slowly as needed, with the goal of demonstrating proficiency in the five competencies covered in the final assessment. If learners have no prior knowledge of this material, they can expect to spend 30 to 40 hours on the course content.

In this course, students will develop an understanding of psychology and how it helps them better understand others and themselves. Students will learn general theories about psychological development, the structure of the brain, and how psychologists study behavior. They will gain an understanding of both normal and disordered psychological behaviors, as well as general applications of the science of psychology in society (such as personality typing and counseling).

Applied Healthcare Probability and Statistics is designed to help develop competence in the fundamental concepts of basic mathematics, introductory algebra, and statistics and probability. These concepts include basic arithmetic with fractions and signed numbers; introductory algebra and graphing; descriptive statistics; regression and correlation; and probability. Statistical data and probability are now commonplace in the healthcare field. This course will help candidates make informed decisions about which studies and results are valid, which are not, and how those results affect your decisions. This course will give candidates background in what constitutes sound research design and how to appropriately model phenomena using statistical data. Additionally, this course guides candidates in calculating simple probabilities based on events which occur in the healthcare profession. This course will prepare candidates for studies at WGU, as well as in the healthcare profession.

Fundamentals of Anatomy and Physiology provides an overview of the structures and functions of organs and systems of the human body. This course will explore how the parts of the body systems work together to produce movement, transport nutrients, eliminate wastes, protect vital tissues and organs, regulate bodily functions, and support reproduction and growth, through videos, readings, exploratory learning, and practice activities.

This course is a foundational introduction to the biological sciences. The overarching theories of life from biological research are explored as well as the fundamental concepts and principles of the study of living organisms and their interaction with the environment. Key concepts include how living organisms use and produce energy; how life grows, develops, and reproduces; how life responds to the environment to maintain internal stability; and how life evolves and adapts to the environment.

Health Services Professional Capstone will provide learners the opportunity to demonstrate their ability to communicate in a professional manner that supports high quality, safe client services. Learners will also engage in career and professional development within the health and human services industry. All program coursework leads to this course.

At WGU, we design our curriculum to be timely, relevant, and practical—all to help you show that you know your stuff.

Capstone Project

Special requirements for this program

At the end of your program, you will complete a  capstone project  that represents the culmination of all your hard work—a field experience project applicable to the field of health services that aims to expand the body of knowledge in the profession. Most of your courses can be accelerated based on your prior knowledge and hard work. 

“The completion of my WGU BS degree has motivated both my children to go back to school and finish their degrees. They're saying 'well if Mom can do it.' I am happy at this point in my life to be able to still influence my children in a positive way."

—Jayne Harrower B.S. Health Services Coordination

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Flat rate per 6-month term

Schedule and wait days or even weeks to meet with one of many counselors

Simply email or call to connect with your designated Program Mentor who supports you from day one

Scheduled time

Whenever you feel ready

Professor led lectures at a certain time and place

Courses available anytime, from anywhere

TIME TO FINISH

Approximately 4 years, minimal acceleration options

As quickly as you can master the material, typically less than 3 years

TRANSFER CREDITS

Few accepted, based on certain schools and specific courses

A generous transfer policy that is based on your specific situation

You Aren't On Your Own

WGU has Program Mentors who work with you from the day you start, all the way through graduation. They help you chart your courses, answer your questions, and ensure you can go through your program. You're not alone when you choose an online degree at WGU.

Flexibility You Need

Students choose WGU for their online degree program because of its flexibility. Whether you already have a full-time job, have responsibilities as a parent, or just have a busy schedule, WGU can work for you.

Strong Alumni Network

When you enroll in this healthcare program at WGU, you join an impressive network of healthcare professionals.

Accredited, Respected, Recognized™

One important measure of a degree’s value is the reputation of the university where it was earned. When employers, industry leaders, and academic experts hold your alma mater in high esteem, you reap the benefits of that respect. WGU is a pioneer in reinventing higher education for the 21st century, and our quality has been recognized.

COST & TIME

An Affordable Healthcare Degree

By charging per term rather than per credit—and empowering students to accelerate through material they know well or learn quickly—WGU helps students control the ultimate cost of their degrees. The faster you complete your program, the less you pay for your degree.

A Health and Human Services Bachelor's Degree Is Within Reach

There is help available to make paying for school possible for you:

The average student loan debt of WGU graduates in 2022 (among those who borrowed) was less than half* the national average.

Most WGU students qualify for financial aid, and WGU is approved for federal financial aid and U.S. veterans benefits. 

Many scholarship opportunities are available. Find out what you might be eligible for.

FLEXIBLE SCHEDULE

A Bachelor’s Degree in Health and Human Services  Designed to Fit Your Life

Online. Flexible. Student-obsessed. There are lots of things that make our programs a great fit for today’s working students—and that make WGU a different kind of university.    Our degree programs allow you to speed up your progress— no waiting for other class members to catch up or for a new semester to start . Taking a course covering concepts you’ve been applying for years? Review the online course material, take the online assessment, and move on. Taking a course in a subject you’ve never tried? Maximize all available resources to ensure you’re comfortable with the material by the time you take the assessment.

" I had a great educational experience at WGU, and the course instructors had a positive impact on the study curriculum. Each course was very organized, easy to follow and learn, and the educators are very attentive. I gained a greater understanding of research that is aimed at establishing facts and quality improvement.”

—Nasiba Ruziyeva B.S. Nursing RN-BSN

CAREER OUTLOOK

Choose a Profession Where Patient Care and Health Management Go Hand in Hand

There are many roles in the healthcare field that involve helping patients, without directly caring for their medical needs.  With a health and human services degree, you can work with exciting and diverse teams, bringing support to many and making an impact on lives and communities.    This program prepares you for responsibilities in:

• Patient-focused health care
• Leadership, communication
• Cultural awareness
• Person-centered care coordination

After earning your degree, you’ll be able to work directly with patients and families to provide support,  address early intervention  issues, develop a process to  intervene with high-risk patients,  identify and  close patient care gaps,  provide outreach to patients,  coordinate care transitions,  develop a process for medication reconciliation and adherence, and  coordinate referrals and test results.

Return on Your Investment

On average, wgu graduates see an increase in income post-graduation.

Average income increase from all degrees in annual salary vs. pre-enrollment salary. Source:  2022 Harris Poll Survey  of 1,542 WGU graduates.

Survey was sent to a representative sample of WGU graduates from all colleges. Respondents received at least one WGU degree since 2017.

The number of positions for health educators and community health workers is expected to grow 12% from 2021 to 2031.

—U.S. Bureau of Labor Statistics

Gain an Advantage in Today’s Fast-Growing Patient Care and Coordination Professions

WGU’s Bachelor of Science in Health and Human Services is designed to give you a competitive edge in today’s fast-growing patient care and coordination job market. This program incorporates several career-boosting competencies, including courses in the areas of substance abuse, epidemiology, cultural awareness and diversity, equity and inclusion, pediatrics, care of aging adults, and more.  The B.S. in Health and Human Services degree prepares you to stand out in the job market by utilizing a cutting-edge technology platform that simulates in-person field experience. The result? You get hands-on experience, without the time commitment of an internship. If you choose to advance your career even further, this degree program lays the perfect foundation for a future MBA in Healthcare Management, a Master of Health Leadership, or a Master of Health Administration degree. And with additional preparation, the B.S. in Health and Human Services can help you sit to become a Board Certified Patient Advocate.

Possible Jobs

• Health Care Coordinator
• Patient Advocate
• Health Services Manager
• Patient Educator
• Community Health Worker
• Mental Health Aid
• Family and Human Development Worker
• Social and Community Services Manager

Possible Work Settings

• Acute Care Hospital
• Nursing Home
• Extended Stay Facilities
• Wellness and Outreach

WGU Grads Hold Positions With Top Employers

Hospitals and clinics around the country know the benefit of a degree from WGU, so your healthcare degree is valuable.

Bachelor of Health and Human Services Admission Requirements

Applicants must possess a high school diploma or its equivalent AND demonstrate program readiness through one of the following:

• Option 1:  Submit transcripts documenting completion of college-level coursework with a cumulative GPA of 2.0 or higher. 
• Option 2:  Possess a bachelors or associates degree (A.A or A.S. acceptable) from an accredited post-secondary institution.
• Option 3:  Submit high school transcripts for review with a GPA of 2.5 or higher.

Previous misdemeanor or felony convictions may affect eligibility for healthcare employment.

Safety Notice: WGU and the Leavitt School of Health are committed to the health, safety, and well-being of all patients, community members, and key stakeholders that interact with WGU students at various clinical/host sites. Interactions might include direct patient interaction, observation experiences, laboratory experiences, project development, or conducting research.  

Get Your Enrollment Checklist

Download your step-by-step guide to enrollment.

Get Your Questions Answered

Talk to an WGU Enrollment Counselor.

Transfer Credits

Get added support and flexibility as you start your degree  take a course or two at your pace before committing to a full degree program. strengthen your study habits, gain essential learning skills and, best of all, each completed course counts toward your degree requirements. .

Learn More about Pathways to Starting

Learn more about the B.S. Health and Human Services admission progress and program.

More About the Health and Human Services Program

• General Program Questions
• Expert Panel
• Dr. Richard Merkin Scholar

What is health and human services?

The goal of health and human services is to support people's health and basic needs. As a health and human services professional, you’ll work with community members and business leaders to provide critical services to your community. This can include health education, substance abuse counseling, mental health services, nutrition services, and more.

What jobs can I get with a Bachelor of Science in Health and Human services?

Job opportunities for health and human service majors include:

• Case Manager
• Patient Advocate  
• Community Treatment Specialist  
• Family and Human Development Worker  
• Health Educator  
• Human Services Manager
• Public Health Educator

If you want to pursue more advanced roles in health services, you have the option of earning a master’s degree in health leadership and relevant certifications.

What degree do you need for a career in human services?

To work in health services, most employers will want you to have a bachelor’s degree in health and human services or a related healthcare degree. After you gain experience working in your field, you can advance your career with a master’s degree in health leadership .  

What is a health and human service degree?

A health and human service degree prepares students to work in the healthcare field as a coordinator, manager, patient-advocate and more. These careers involve working with patients to help them understand and get the care with providers that they need.

Is health and human services management a good career?

Many find working in the field of health and human services management very fulfilling. Working to ensure healthcare facilities run smoothly, people in this field make a difference in the lives of doctors, nurses, and patients.

The degree was developed with financial support from the Merkin Family Foundation and is possible thanks to the following expert panel members:

• Nancy A. Myers, PhD – Vice President, Leadership and System Innovation Health Research & Educational Trust, American Hospital Association   
• Cassie J. Alexander – Program Director, Public Health Technology, Itawamba Community College
• David Wagner, MHCM – Chief Compliance Officer, Genuine Health Group
• Colleen Swedberg, MSN, RN, CNL – Vice President of Strategy, St. Vincent’s Health Partners
• Denise Patriaco, RN, APN-C – Administrative Director, Accountable Care Organization, Hackensack University Medical Center
• Johnpaul King RN, MSN – Nursing Director, Affinity Living Group    
• Cindy Tack, LCSW, MS – Senior Director, Clinical Initiatives, MaineHealth Accountable Care Organization
• Charisse N. Hunter, MHA, RN – Vice President, Population Health, Somatus, Inc

Completion of this program awards the honor of “Dr. Richard Merkin Scholar."

This honor appears on the academic transcript or the certificate of completion depending on the program and acknowledges the achievement of specific skills related to key contemporary concepts for the transformation of healthcare. Graduates of such programs may use the email tagline “Dr. Richard Merkin Scholar” in addition to including it in resumes, CVs, bios, and social media professional profiles.

Dr. Richard Merkin has been a pioneer in healthcare innovation and transformation. Richard Merkin, M.D. is the CEO and founder of the Heritage Provider Network. He has focused on the efficient delivery of high quality patient outcomes while emphasizing early and preventative interventions. Under his stewardship, the Heritage Provider Network has become the largest physician-owned and operated integrated healthcare delivery system in the United States with over 50 related healthcare companies.

Dr. Richard Merkin scholars demonstrate competency in many cutting edge areas including: • Decision-Making with Evidence-Based Practice • Helping Individuals and Families Meet Healthcare Goals • Transition of Care • Care Planning and Service Delivery

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Health and Social Care courses

If you’re interested in health and social care, you’ve come to the right place. Whether you want to move up the career ladder or simply have a personal interest in caring for others, our health and social care courses can help you make a difference. Explore the degree, diploma and certificate courses we have to offer.

Health and Social Care Degrees  Degrees Also known as an undergraduate or bachelors degree. Internationally respected, universally understood. An essential requirement for many high-level jobs. Gain a thorough understanding of your subject – and the tools to investigate, think critically, form reasoned arguments, solve problems and communicate effectively in new contexts. Progress to higher level study, such as a postgraduate diploma or masters degree.

• Credits measure the student workload required for the successful completion of a module or qualification.
• One credit represents about 10 hours of study over the duration of the course.
• You are awarded credits after you have successfully completed a module.
• For example, if you study a 60-credit module and successfully pass it, you will be awarded 60 credits.

How long will it take?

Health and Social Care Diplomas  Diplomas Widely recognised qualification. Equivalent to the first two thirds of an honours degree. Enhance your professional and technical skills or extend your knowledge and understanding of a subject. Study for interest or career development. Top up to a full honours degree in just two years.

Health and social care certificates  certificates widely recognised qualification. equivalent to the first third of an honours degree. study for interest or career development. shows that you can study successfully at university level. count it towards further qualifications such as a diphe or honours degree., why study health and social care with the open university.

You’ll be studying with one of the largest and most innovative providers of educational opportunities and learning solutions in the health and social care sector. For over 30 years, we have been delivering supported and open distance learning in this field, creating highly-respected materials for use across this fast-changing industry.

The benefits of studying health and social care with us are:

• Earn while you learn – our flexible study is designed to fit around your work and home life.
• We work with employers, including the NHS, social services and the voluntary sector, providing qualifications that meet their changing needs.
• You’ll gain a broad understanding of the diverse practices, settings and influential factors that make up and effect this sector.
• We offer a wide-range of courses, whatever your level of experience or interest. Just choose what is right for you.

Careers in Health and Social care

Health and social care services are changing – care is increasingly complex with new challenges including management of continuity of care, long term conditions, rehabilitation, dementia and end-of-life care. Studying for a qualification with The Open University can open up career opportunities for you in this growing sector.

Our range of courses in health and social care can help you start or progress your career as a:

• Healthcare practitioner
• Youth worker
• Registered Care Manager
• Charity Officer

If you'd like to become a Registered Nurse or Social Worker, you'll need to study our Nursing or Social Work degrees. These courses provide you with an accredited route to qualify to work in these fields.

Take advantage of part-time study while you gain on-the-job experience in the sector. Studying health and social care with the OU has a flexible, step-on/step-off model that allows progression and development when it’s most convenient for you.

Looking for something other than a qualification?

The majority of our modules can be studied by themselves, on a stand-alone basis. If you later choose to work towards a qualification, you may be able to count your study towards it.

See our full list of Health and Social Care modules

All Health and Social Care courses

Browse all the Health and Social Care courses we offer – certificates, diplomas and degrees.

See our full list of Health and Social Care courses

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Health and Social Care (Distinction) ALL Coursework

Last updated

20 June 2022

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Resources included (10)

Health and Social Care Unit 6: Work Experience Log (Distinction)

Health and Social Care Unit 8:Public Health Assignment A + B (Distinction)

Health and Social Care Unit 7: Principles of Safe Practice (Distinction)

Health and Social Care Unit 5: Meeting Individual Care and Support Needs (Distinction)

Health and Social Care Unit 4 Research Methods In Health and Social Care

Health and Social Care Unit 17: Dementia (Distinction)

Health and Social Care Unit 20: Understanding Mental Wellbeing (Distinction)

Health and Social Care Unit 14 Physiological Disorders (Distinction)

Health and Social Care Unit 12: Supporting Individuals With Additional Needs (Distinction)

Health and Social Care Unit 10: Sociological Perspectives (Distinction)

ALL coursework modules for BTEC Pearson Health and Social Care

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Social Justice in Modern Health Care

How personal experience inspired u.s. health care leaders, published march 25, 2024, courses mentioned in this post: reducing racial disparities in health care series mentioned in this post: health care leadership.

Understanding health care disparities is personal for Aswita Tan-McGrory , Director of the Disparities Solutions Center and Director of Equity and Care Implementation at Massachusetts General Hospital (MGH). Inspired by her work at MGH and her own life experiences, Tan-McGrory co-leads our Harvard Online course Reducing Racial Disparities in Health Care to educate other industry leaders on inequalities in health care and how to address social justice issues.

To dive deeper into these complex topics, Tan-McGrory gathered with health care leaders from across the U.S. on a 45-minute webinar . Featured panelists included Dr. Lenny Lopez , Chief of Hospital Medicine and Associate Professor of Medicine at the University of California, San Francisco; Andrea Madu , Consultant at The Bridgespan Group; and Dr. Esteban Barreto , Director of Evaluation of Equity and Community Health at Massachusetts General Hospital.

The panelists shared how their personal experiences have led them to research and address health care disparities. Andrea Madu shared the story of her family emigrating from Nigeria and how she remembers “going to the hospital as a child and seeing how doctors treated my non-English-speaking grandmother very differently from me and my siblings… I've seen how this poor treatment can translate to poor outcomes for patients.”

Dr. Esteban Barreto shared his similar experiences as an immigrant to the U.S., often watching family members with language barriers try to deal with different systems. Dr. Barreto noted, “It's a combination of both lived experience and also early professional experience, I was able to explore barriers in a more tailored way and hear from those voices who may otherwise be excluded from different assessments.”

To summarize in Tan-McGrory’s words, “This is personal to us. Very personal. Not only are we motivated because, as many people say, it's the right thing to do, but it also resonates with many of us. It's the people that we love that we see as patients.”

Helping people get the care they need is the essence of health care. Unfortunately, too often, modern health care systems are selective about both the people and type of care based on racial bias. How can health care leaders address these inequitable practices in health care, regardless of whether they have relevant, lived experiences like our webinar panelists mentioned?

In her course , Tan-McGrory aims to answer this question and provide tools for industry leaders to tackle health care equality. And it truly does take a village—not just those new to the industry. Dr. Lopez shared, “Even after 20 years of working in the field of equity and health care disparities, I’m constantly learning. I'm constantly being pushed. I’m constantly needing to reflect on my own implicit biases… it’s key to realize that you don’t know everything.”

While the panelists highlighted the value of taking a course to learn about social justice in health care, they also provided some immediate solutions for health care workers to take towards addressing disparities:

• Have an honest and open dialogue about historical missteps that could damage the community’s trust in medical providers. Madu noted, “Understand the medical mistrust that has happened over decades or centuries, and why some people might not want to come to the doctor or adhere to treatments. There are reasons behind it, and it’s important to come to it with humility and empathy for patients.”
• Establish networks of passionate health care providers that reflect the community's varied backgrounds. Madu added, “What’s needed is a pipeline of doctors who look like the communities they’re serving and have that lived experience to understand the cultural context of what patients are saying.”
• Practice listening to patients and inviting them into the solution process. From Madu, “Treat patients as the subject matter experts of their lives. Build trust within the community to recognize where the core issues and root causes are before going into treatment planning.”
• Focus intentionally on specific areas to make forward progress. Dr. Lopez shared, “That’s where the change happens. We oftentimes have grandiose ideas about how the world is going to change, and often, it’s much smaller victories that add up over time. Those small things are what give you strength, courage, and energy to keep doing the work.”

As Andrea Madu puts it, the key to all of this vital work is this: “Equity is not something that we’re going to solve in our lifetime. But there are pieces of it that we can move along—a journey we’re working toward.”

To hear the full conversation between our panelists and Aswita Tan-McGrory, view the full webinar here .

To learn more about these solutions and other tools for addressing racial disparities in our health care system, check out our Reducing Racial Disparities in Health Care course here.

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Harvard University faculty guide you through topics with a focus on the current state of the US health care system and how you can apply innovative approaches to make improvements within your organization.

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While quality and access to health care in the U.S. has been improving in recent years, there’s still significant work to do. Aswita Tan-McGrory is one of the leaders at the helm of this transformative work.

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Access to Higher Education Diploma (Health and Social Care)

Register Your Interest

To find out more, simply submit your details below.

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Your Course at a Glance

• Go to university without A Levels
• Learn skills to care for others in the community
• Understand the challenges facing at-risk individuals
• Earn a nationally recognised Level 3 qualification
• 100% online learning
• Obtain your diploma in 9-12 months

About Your Diploma

Health and social care play a significant role in making up the fabric of our society. Essentially, professionals in this sector are in place to provide support and assistance to the people who require it most. If you believe that you could make a difference by working in health and social care, then kick-start your career by studying for the qualifications you need.

Health and social care workers support individuals who are at risk, unwell or have specific medical needs. They support families, young people, the elderly and the seriously ill in several ways, including maintaining good physical, mental health, and independent living.

To study a related degree at university, our Access to Higher Education Diploma (Health and Social Care) course will help you get there. This is because the Level 3 diploma is the equivalent of 3 A Levels, and most universities accept them as part of their entry requirements. However, we advise that you check with your chosen establishment before applying.

With the knowledge you gain through this course, you could pursue many important roles that relate to health and social care. Support work, community development, health promotion and nursing are just a few of the options that would be available to you.

This becomes possible by learning about human health in topics that explore cell biology, nutrition, and illness. You will also delve into how human health can be adversely affected by poverty, drugs, mental health disorders and other issues.

Getting Started

learndirect  is the UK’s largest online learning provider, helping more than 4 million learners gain the qualifications they need. This Access to Higher Education Diploma (Health and Social Care) is regulated by the Quality Assurance Agency for Higher Education (QAA).

This course is studied online and can be completed from the comfort of your own home at a time that suits you. There is no need to re-organise work or family commitments to fit in your studies.

You’ll be provided with an Individual Learning Plan that will detail your submission deadlines to help keep you on track. On average, learners take 9 months to complete their Access to Higher Education Diploma, often resulting in students completing their studies and being on the way to university within a year.

Keep in mind, though, that you have two years to finish the course. What’s more, you’ll receive support and feedback from our team of dedicated tutors, so you stay focused on your progress.

Unit 1: Perspectives on Psychological Disorders

On completion of this unit you will:

• Understand the challenges in defining normal human thoughts and behaviour
• Understand a range of explanations for a chosen psychological disorder
• Understand a range of psychological treatment methods for a chosen psychological disorder

Unit 2: Human Digestive System and Dietary Needs

• Understand the structure and functions of the human digestive system
• Understand how to achieve a balanced diet in humans
• Understand the importance of a balanced diet and dietary needs at different stages of the human lifespan

Unit 3: The Classification, Use and Misuse of Drugs and Medicines

• Understand the reasons for using recreational drugs
• Understand how medicines and controlled drugs are legally classified
• Understand the individual and societal implications of drug use

Unit 4: Promoting Equality, Diversity and Rights of individuals in Healthcare Settings

• Understand the methods of promotion of equality and diversity within healthcare and give an example of why this is important
• Understand the importance of respecting the rights of the individual in a healthcare setting
• Understand equality and diversity legislation related to the healthcare sector

Unit 5: The Creation and Development of the National Health Service

• Understand the creation and evolving nature of National Health Service in the UK
• Understand how funding reforms have impacted on the National Health Service in recent years

Unit 6: Working as a Healthcare Professional

• Understand the impact of change on the roles and responsibilities of a chosen health care professional
• Understand the role of professional/regulatory bodies in the health care sector
• Understand the multidisciplinary approach in the health care sector

Unit 7: Social Work Interventions and Assessments

• Understand the impact of planned intervention
• Understand how social work assessments and tools work and relate to theory
• Understand the effectiveness of social work assessments
• Understand different social work interventions

Unit 8: The Impact of Dementia

• Understand dementia’s impact on the brain and the challenges of diagnosis
• Understand risks, signs, symptoms, and prevalence of different types of dementia
• Understand the medical model and the social model of dementia
• Understand the impact of dementia on people

Unit 9: The European Convention on Human Rights and the Human Rights Act 1998

• Understand the general scope and application of the European Convention on Human Rights (ECHR)
• Understand the impact of ECHR
• Understand the impact of the Human Rights Act 1998 (HRA)

Unit 10: Introduction to Psychological Research and Approaches

• Understand scientific research methods in the field of psychology
• Understand different psychological approaches to explaining behaviour
• Understand ethical issues connected with psychological research

Unit 11: Modern Social Policy in Context

• Understand the current issues in social policy today
• Understand how legislation can affect social policy
• Be able to analyse social policy in the context of economics

Unit 13: The Evolution and Structure of the Social Work Sector

• Understand the history and evolution of social work
• Understand social workers role in the current day
• Understand the different structures of social work and social services in a range of sectors
• Understand the intent and values of the modern social work sector

Unit 14: Morality and Ethical Challenges in Social Work Practice

• Understand the ethical principles of social work practice
• Be able to find solutions to moral challenges arising in social work practice

Unit 15: Social Care Provisions

• Understand the adult and child social work provisions in the UK
• Understand the contributions of the voluntary and private sector in the provision of care
• Understand the differing welfare needs of groups of people

Unit 16: The Approach of Social Science to Poverty and Health

• Understand the work of social science in the area of poverty and health
• Understand the social scientist’s approach to explaining health chances

Unit 17: Exploring Cellular Structure and Activity

• Understand cellular structure
• Understand the processes and products of cellular metabolism
• Understand cellular growth, division and the impact of cancer at a cellular level

Unit 18: Planning and Writing an Assignment

• Be able to select and assess appropriate source information in response to a task
• Be able to reference sources used in a recognised style
• Understand different reading strategies
• Be able to take effective notes
• Be able to plan, draft and produce a written assignment

Unit 19: Learning and Study Skills

• Know how to plan and organise study activity
• Understand the application of learning theories relating to personal learning
• Be able to create a range of strategies to address the factors which may impact upon study
• Understand the value of assessment feedback

Unit 20: Writing and Studying Academic Texts

• Be able to write academically and with relevance
• Be able to interpret and express ideas in a piece of academic work
• Be able to analyse and summarise text, and appreciate the problems caused by plagiarism
• Requirements

Entry Requirements

You must hold Level 2 qualifications in both English and Maths, or be working towards them alongside studying your Access to Higher Education Diploma. You also need to have a UK address to enrol.

University Entry Criteria

It must be reiterated that each university will set its own admission criteria. So, you must check with your desired institution if your Access to HE Diploma and other qualifications will be accepted. In many cases, to get started at university you will need: - A certain number of credits passed with a merit or a distinction grade - A face-to-face interview at the university - Literacy and numeracy assessments provided by the university - Course-related work placements or work experience - GCSE Grade C/4 or above in Maths and English (or equivalent Level 2 such as Functional Skills/Key Skills, etc.) It is your responsibility to check that your Access to HE Diploma will be accepted as part of these entry requirements for your chosen degree. learndirect will not be held accountable if completing this Access to Higher Education Diploma doesn’t secure you a position with a higher education institution.

Minimum age restriction

Access to HE Diplomas are designed to support students to progress to university who have substantial experience of life outside of formal education which they have gained since completing compulsory schooling.

Average completion timeframe

The average time it takes our learners to complete the course is 9-12 months.

Assessment requirements

A range of assessment methodologies are used, including: academic report, essay, case study analysis, academic poster, illustrated report, journal article, portfolio, presentation (video and audio recording), academic writing skills tasks

Exams required

There are no exams included in the assessment of the course.

Is Membership Required?

No membership is required to enrol on this course.

Additional requirements

Learners must be actively studying for a minimum of six months before results can be ratified and certificates ordered. The six month period does not start until you have passed unit 2 of your course and you must be submitting assignments regularly (in line with the deadlines in your Individual Learning Plan) to meet this six month requirement. Certificates can only be issued once your course is paid for in full.

Certification Timeframe

You can expect to receive your certificate 12-16 weeks from your final assignment being marked and graded, depending on the time of year. You will be provided with regular updates throughout the certification process so that you are fully informed of your individual timeframes.

Course Fees

All course fees, inclusive of all payment plans including our Premium Credit Limited option, must be settled before certification can be ordered.

*You will have access to the course for 24 months.

A range of units make up this qualification, with an assignment at the end of each. You will submit your work to your tutor for marking and tailored feedback. You must acquire 60 credits in total in order to achieve the Access to Higher Education Diploma (Health and Social Care). Of these credits, 45 will be taken from graded units which focus on the academic subject areas included in the course. The remaining 15 come from ungraded units included to help you to improve your academic writing and study skills.

As part of your programme, you will also receive help as well as guidance on your university application and the research you need to do to get the most out of your diploma.

Qualifications

Skills & education group access.

On successful completion of the Access to Higher Education Diploma (Health and Social Care), (QAA ref = 4001468X), you will receive a Skills & Education Group Access, QAA recognised, Access to Higher Education Diploma at Level 3. As part of your programme, you will also receive help as well as guidance on your university application and the research you need to do to get the most out of your diploma.

An access validating agency with a strong social purpose to recognise achievement, particularly for those who have benefited least from their previous educational experiences, Skills and Education Group Access supports the needs of learners, providers, businesses and communities by enabling progression into higher education.

Developing Your Career

Developing your career.

By studying this Access to Higher Education Diploma , you will be able to progress on to degree-level study. If you opt to enrol on a degree course that is in health and social care or related, you could go on to work in a role that is rewarding and fulfilling.

There are a range of degrees that you can study to help you towards your career goal. With the knowledge you gain from your Access to Higher Education Diploma, you will be able to use it as a foundation for further learning. With your Level 3 qualification, you could potentially apply to enrol on the following degree subjects:

• Health Studies
• Health and Social Care
• Social Work

With a degree, you could pursue a range of job roles within the health and social care sector, including the following:

• Social Worker
• Community Development Worker
• Health Promotion Specialist
• Health Service Manager
• Medical Sales Representative

Further Qualifications and Prospects

It is important to note that some roles will require further study and training. For example, if you want to become an Occupational Therapist, you will need a specialist degree or postgraduate qualification. You will also need to be registered with the Health & Care Professions Council (HCPC).Some individuals who study health and social care-related degrees go on to become a Counsellor. If you are interested in this route, then you will need to undergo specialist training, preferably through a course that is accredited by a counselling professional body.

Frequently Asked Questions

What is the access to he diploma in health and social care, what can i do with a health and social care degree, can i study this level 3 health and social care diploma online, what do i need to enrol, will i receive help with my ucas application.

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Health and Social Justice

Health education.

Explore the role of social injustices as root causes of the uneven distribution of health and disease according to class, race and gender. Examination of current issues, the process for influencing change, and the role of social movements in creating more healthy and equitable communities. Students will also build their skills to effectively advocate for health and social justice.

HLTH 221 - Sec 931 has no scheduled meetings and requires the use of Canvas. All coursework is completed on Canvas using an internet enabled device. This class is part of CityOnline . For course details, students must check the instructor's website .

Recommended Preparation, Readiness for college-level English or ESL 188

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Description Important Dates General Information Course Objectives Individual (Non-Registered) Lecture Option Texbook Contact --> Welcome

The Introduction to the Principles and Practice of Clinical Research (IPPCR) course trains registrants on how to effectively and safely conduct clinical research. The course focuses on the spectrum of clinical research and the research process by highlighting biostatistical and epidemiologic methods, study design, protocol preparation, patient monitoring, quality assurance, ethical and legal issues, and much more.

Course Objectives

Provide an overview of basic biostatistical and epidemiologic methods involved in conducting clinical research.

Describe the principles involved in the ethical, legal, and regulatory issues in clinical human subjects research, including the role of Institutional Review Boards (IRBs).

Describe principles and issues involved in monitoring patient-oriented research.

Describe the infrastructure required in performing clinical research and the steps involved in developing and funding research studies.

Intended Audience

This course will be of interest to physicians, scientists, medical and dental students, nurses, public health professionals, and others conducting or planning a career in clinical research.

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Occupational Therapy

Admission requirements.

This program has a competitive admissions process. Please review the minimum requirements listed below prior to applying. Candidates who do not meet the minimum requirements and do not request special consideration will not be considered for admission.

*Starting with the 2022-2023 application cycle, there is no GRE requirement for this program.

Applicants must have completed a Bachelor's degree (in any degree area) prior to starting the program.

Science & Math

• 200 level or above
• UWL courses:  BIO 312 & 313

The two courses must each contain a lab component and curriculum must cover the majority of the following: c omprehensive physiological principles, membrane physiology, b ody fluid compartments, f luid & electrolyte balance, s ystems of the human body (skeletal, muscular, nervous, cardiovascular, respiratory, digestive, endocrine, reproductive, & urinary).

• Examination of concepts using algebra & trigonometry, or calculus
• Matter, motion, energy, thermodynamics, waves, light, & electricity
• Biomechanics coursework is not an acceptable substitute
• UWL courses:  PHY 103 or 104
• Descriptive statistics, binomial and normal distributions, estimation, hypothesis testing, and introduction to Z, T, F, chi-square test statistics, computer use, and statistics software
• UWL courses: STAT 145

Social Science

• Emphasis on historical, theoretical, & methodological approaches to human development across the lifespan
• Psychological principles, concepts, and historical/recent research in various areas (i.e., prenatal, cognitive, language, social/emotional, and physical development)
• UWL courses: PSY 210 or PSY 212  
• Clinical descriptions, bio-psychosocial causes and associated treatments of psychological disorders with special emphasis on mood & anxiety disorders, schizophrenia, and assessment/diagnosis
• UWL course: PSY 204 or PSY 304
• Role of socio-cultural, socioeconomic, & diversity factors and lifestyle choices in contemporary society
• UWL course: any SOC or ANT course
• UWL courses:  HP 250, CHE 460, or RTH 355

The following tables list equivalent courses offered by many Midwest institutions:

• OT Course Equivalencies - Univ. of Wisconsin System
• OT Course Equivalencies - Wisconsin Private Colleges
• OT Course Equivalencies - UW Colleges (2 Year Campuses)
• OT Course Equivalencies - Univ. of Minnesota System
• OT Course Equivalencies - Minnesota State Colleges & Universities (MnSCU)
• OT Course Equivalencies - Minnesota Private Colleges
• OT Course Equivalencies - Minnesota Community & Technical Colleges

Prerequisite course completion timeline

You may apply to the program while completing prerequisite work. However, all prerequisite courses must be completed prior to beginning the program . 

Prerequisite science & math courses (Anatomy & Physiology, Physics, & Stats) must be completed within 7 years of application to program. All other prerequisite courses must be completed within 10 years of application.

Advanced Placement (AP) credit

The program accepts AP credit with an official undergraduate transcript listing  the specific credits/courses for which AP credit was granted, an AP exam score alone is insufficient for satisfaction of prerequisite requirements.

Graduate level transfer credits & advanced program placement

• Due to the tight sequencing and integration of the curriculum we do not accept didactic or clinical credits from other institutions
• Students must complete the entire OT curriculum at UWL
• Students must complete the entire OT curriculum at UWL, regardless of background, education and experience

Questions regarding prerequisite coursework?

Application Review Specialist 4033 Health Science Center [email protected]

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• 3.00 minimum cumulative GPA required
• No more than two "C" grades in prerequisite coursework will be accepted

GPA is calculated on a 4 point scale by OTCAS. Applicants not meeting GPA requirement are ineligible for admission and will be removed from consideration.

A felony charge may affect your ability to obtain fieldwork placements and/or sit for the board examination.  

Save the Date

18th Annual Distinguished Lecturer

Speaker: Carol Chiang OTR/L, founder of Evolving Homes Topic: Use of technology to promote aging in place Date: Friday, April 5, 2024 from 8:00 am to 12:00 pm

2024 Distinguished Lecturer Registration Packet

Interested in learning more about the UWL OT Program?  We will host an Open House on Friday, February 9 from 1:00 to 4:00 pm .  A virtual option will also be provided for those unable to make it to La Crosse on that date.  Please RSVP by completing a brief online survey.

Meet Dr. Wags

Program welcomes Rossi, Canine Companions Facility Dog.

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Hamas Took Her, and Still Has Her Husband

The story of one family at the center of the war in gaza..

This transcript was created using speech recognition software. While it has been reviewed by human transcribers, it may contain errors. Please review the episode audio before quoting from this transcript and email [email protected] with any questions.

I can’t remember the word, but do you know the kind of fungi connection between trees in the forest? How do you call it?

Mycelium. We are just — I just somehow feel that we are connected by this kind of infinite web of mycelium. We are so bound together. And I don’t think we really realized that until all this happened.

[MUSIC PLAYING]

It’s quite hard to explain, to me in a sense, because some people would say, oh, I’m so hoping your father will come, and then everything will be OK. And it’s very hard to explain that really this group of people decided to bring us up together, shared all their resources over 75 years, grow into each other, fight endlessly with each other, love and hate each other but somehow stay together. And their children will then meet and marry and make grandchildren.

And there’s so many levels of connection. And I’m sitting here in the room, and I see their faces, some of them. And we are incredibly — it’s hard to explain how much these people are missing from our kind of forest ground. [CHUCKLES SOFTLY]

From “The New York Times,” I’m Sabrina Tavernise, and this is “The Daily.”

It’s been nearly six months since Hamas attacked Israel on October 7 and took more than 200 people into Gaza. One of the hardest hit places was a village called Nir Oz, near the border with Gaza. One quarter of its residents were either killed or taken hostage.

Yocheved Lifshitz was one of those hostages and so was her husband, Oded Lifshitz. Yocheved was eventually released. Oded was not.

Today, the story of one family at the center of the war.

It’s Friday, March 29.

OK, here we go. OK.

Good morning, Yocheved. Good morning, Sharone.

Good morning.

Yocheved, could you identify yourself for me, please? Tell me your name, your age and where you’re from.

[SPEAKING HEBREW]

OK, I’ll translate. My name is Yocheved Lifshitz. I’m 85 years old. I was born in 1938. When I was 18, I arrived at kibbutz Nir Oz. I came alone with a group of people who decided to come and form and build a community on a very sandy territory, which was close to the Gaza Strip.

And my name is Sharone Lifschitz. I am 52 years old. I was raised in kibbutz Nir Oz by my mom and dad. So I lived there until I was 20. And I live for the last 30-something years in London.

And, Sharone, what do you have next to you?

Next to me I have a poster of my dad in both English and Hebrew. And it says, “Oded Lifshitz, 83.” And below that it says, “Bring him home now.” And it’s a photo where I always feel the love because he is looking at me. And there’s a lot of love in it in his eyes.

And why did you want to bring him here today, Sharone?

Because he should be talking himself. He should be here and able to tell his story. And instead, I’m doing it on his behalf. It should have been a story of my mom and dad sitting here and telling their story.

The story of Oded and Yocheved began before they ever met in Poland in the 1930s. Anti-Semitism was surging in Europe, and their families decided to flee to Palestine — Yocheved’s in 1933, the year Hitler came to power, and Oded’s a year later. Yocheved remembers a time near the end of the war, when her father received news from back home in Poland. He was deeply religious, a cantor in a synagogue. And he gathered his family around him to share what he’d learned.

And he said, we don’t have a family anymore. They’ve all been murdered. And he explained to us why there is no God. If there was a God, he would have protected my family. And this means that there is no God.

And suddenly, we stopped going to synagogue. We used to go every Saturday.

So it was a deep crisis for him. The shock and the trauma were very deep.

Abstention.

Abstention. Soviet Union? Yes. Yes. The United Kingdom? Abstained.

Yocheved’s father lived long enough to see a state establish for his children. The UN resolution of 1947 paved the way for a new country for Jews. And the next spring, Israel declared its independence. Yocheved remembers listening to the news on the radio with her parents.

The General Assembly of the United Nations has made its decision on Palestine.

We had a country. So now we’ll have somebody who’s protecting us. It’s a country for the people, to rebuild the people. This was the feeling we had.

In other words, if God could not protect you, this nation maybe could?

Yes. But the next day, it was already sad.

Israel was immediately forced to defend itself when its Arab neighbors attacked. Israel won that war. But its victory came at a great cost to the Palestinian Arabs living there. More than 700,000 either fled or were expelled from their homes. Many became refugees in Gaza in the south.

Suddenly, Yocheved and Oded saw themselves differently from their parents, not as minorities in someone else’s country, but as pioneers in a country of their own, ready to build it and defend it. They moved to the south, near the border line with Gaza. It was there, in a kibbutz, where they met for the first time.

The first time I met him, he was 16, and I was 17. And we didn’t really have this connection happening. But when we arrived at Nir Oz, that’s where some sort of a connection started to happen. And he was younger than I am by a year and a half. So at first I thought, he’s a kid. But for some reason, he insisted. Oded really insisted. And later, turned out he was right.

What was it about him that made you fall in love with him?

He was cute.

He was a cute kid. He was a cute boy.

What’s so funny?

He was a philosopher. He wrote a lot. He worked in agriculture. He was this cute boy. He was only 20, think about it.

And then I married him. And he brought two things with him. He brought a dog and he brought a cactus. And since then we’ve been growing a huge field of cacti for over 64 years.

What did it feel like to be starting a new life together in this new country? What was the feeling of that?

We were euphoric.

And what did you think you were building together?

We thought we were building a kibbutz. We were building a family. We were having babies. That was the vision. And we were thinking that we were building a socialist state, an equal state. And at first, it was a very isolated place. There were only two houses and shacks and a lot of sand. And little by little, we turned that place into a heaven.

Building the new state meant cultivating the land. Oded plowed the fields, planting potatoes and carrots, wheat and cotton. Yocheved was in charge of the turkeys and worked in the kitchen cooking meals for the kibbutz. They believed that the best way to live was communally. So they shared everything — money, food, even child-rearing.

After long days in the fields, Oded would venture outside the kibbutz to the boundary line with Gaza and drink beer with Brazilian peacekeepers from the UN and talk with Palestinians from the villages nearby. They talked about politics and life in Arabic, a language Oded spoke fluently. These were not just idle conversations. Oded knew that for Israel to succeed, it would have to figure out how to live side by side with its Arab neighbors.

He really did not believe in black and white, that somebody is the bad guy and somebody is the good guy, but there is a humanistic values that you can live in.

Sharone, what was your father like?

My father was a tall man and a skinny man. And he was —

he is — first of all, he is — he is a man who had very strong opinion and very well formed opinion. He read extensively. He thought deeply about matters. And he studied the piano. But as he said, was never that great or fast enough for classical. But he always played the piano.

[PIANO MUSIC]

He would play a lot of Israeli songs. He wound play Russian songs. He would play French chansons.

And he had this way of just moving from one song to the next, making it into a kind of pattern. And it was — it’s really the soundtrack of our life, my father playing the piano.

[PLAYING PIANO]:

[CONVERSATION IN HEBREW]:

[PLAYING PIANO]

So one side of him was the piano. Another side was he was a peace activist. He was not somebody who just had ideals about building bridges between nations. He was always on the left side of the political map, and he actioned it.

[NON-ENGLISH CHANTING]:

I remember growing up and going very regularly, almost weekly, to demonstrations. I will go regularly with my father on Saturday night to demonstrations in Tel Aviv. I will sit on his shoulders. He will be talking to all his activist friends. The smoke will rise from the cigarettes, and I will sit up there.

But somehow, we really grew up in that fight for peace.

Yocheved and Oded’s formal fight for peace began after the Arab-Israeli war of 1967. Israel had captured new territory, including the West Bank, the Sinai Peninsula, and the Gaza Strip. That brought more than a million Palestinians under Israeli occupation.

Oded immediately began to speak against it. Israel already had its land inside borders that much of the world had agreed to. In his view, taking more was wrong. It was no longer about Jewish survival. So when Israeli authorities began quietly pushing Bedouin Arabs off their land in the Sinai Peninsula, Oded took up the cause.

He helped file a case in the Israeli courts to try to stop it. And he and Yocheved worked together to draw attention to what was going on. Yocheved was a photographer, so she took pictures showing destroyed buildings and bulldozed land. Oded then put her photographs on cardboard and drove around the country showing them to people everywhere.

They became part of a growing peace movement that was becoming a force helping shape Israeli politics. Israel eventually returned the Sinai Peninsula to Egypt in 1982.

[NON-ENGLISH SPEECH]

Whenever there is a movement towards reconciliation with our neighbors, it’s almost like your ability to live here, your life force, gets stronger. And in a way, you can think of the art of their activism as being a response to that.

And why did he and your mother take up that fight, the cause of the land? Why do you think that was what he fought for?

My father, he had a very developed sense of justice. And he always felt that had we returned those lands at that point, we could have reached long-term agreement at that point. Then we would have been in a very different space now. I know that in 2019, for example, he wrote a column, where he said that when the Palestinians of Gaza have nothing to lose, we lose big time. He believed that the way of living in this part of the world is to share the place, to reach agreement, to work with the other side towards agreements.

He was not somebody who just had ideals about building bridges between nations. Two weeks before he was taken hostage, he still drove Palestinians that are ill to reach hospital in Israel and in East Jerusalem. That was something that meant a lot to him. I think he really believed in shared humanity and in doing what you can.

Do you remember the last conversation you had with your father?

I don’t have a clear memory which one it was. It’s funny. A lot of things I forgot since. A lot of things have gone so blurred.

We actually didn’t have a last conversation. The last thing he said was, Yoche, there is a war. And he was shot in the hand, and he was taken out. And I was taken out. I couldn’t say goodbye to him. And what was done to us was done.

We’ll be right back.

Yocheved, the last thing Oded said was there’s a war. Tell me about what happened that day from the beginning.

That morning, there was very heavy shelling on Nir Oz. We could hear gunfire. And we looked outside, and Oded told me, there are a lot of terrorists outside. We didn’t even have time to get dressed. I was still wearing my nightgown. He was wearing very few clothes. I remember him trying to close the door to the safe room, but it didn’t work. He wasn’t successful in closing it.

And then five terrorists walked in. They shot him through the safe room door. He was bleeding from his arm. He said to me, Yoche, I’m injured. And then he fainted. He was dragged out on the floor. And I didn’t know if he was alive. I thought he was dead. After that, I was taken in my nightgown. I was led outside. I was placed on a small moped, and I was taken to Gaza.

And we were driving over a bumpy terrain that had been plowed. And it didn’t break my ribs, but it was very painful.

And I could see that the gate that surrounds the Gaza Strip was broken, and we were driving right through it.

And as we were heading in, I could see so many people they were yelling, “Yitbach al Yahud,” kill the Jews, slaughter the Jews. And people were hitting me with sticks. And though the drivers on the moped tried to protect me, it didn’t help.

What were you thinking at the time? What was in your mind?

I was thinking, I’m being taken; I’m being kidnapped. I didn’t know where to, but this decision I had in my head was that I’m going to take photographs in my mind and capture everything I’m seeing so that when I — or if and when I am released, I’ll have what to tell.

And when I came to a stop, we were in a village that’s near Nir Oz. It’s called Khirbet Khuza. We came in on the moped, but I was transferred into a private car from there. And I was threatened that my hand would be cut off unless I hand over my watch and my ring. And I didn’t have a choice, so I took my watch off, and I took my ring off, and I handed it to them.

Was it your wedding ring?

Yes, it was my wedding ring.

After that, they led me to a big hangar where the entrance to the tunnel was, and I started walking. And the entrance was at ground level, but as you walk, you’re walking down a slope. And you’re walking and walking about 40 meters deep underground, and the walls are damp, and the soil is damp. And at first, I was alone. I didn’t know that other people had been taken too. But then more hostages came, and we were walking together through the tunnels.

Many of whom were from kibbutz Nir Oz. These were our people. They were abducted but still alive. And we spoke quietly, and we spoke very little. But as we were walking, everybody started telling a story of what had happened to him. And that created a very painful picture.

There were appalling stories about murder. People had left behind a partner.

A friend arrived, who, about an hour or two hours before, had her husband murdered and he died in her hands.

It was a collection of broken up people brought together.

So you were piecing together the story of your community and what had happened from these snapshots of tragedies that you were looking at all around you as you were walking. What’s the photograph you’ll remember most from that day?

It would be a girl, a four-year-old girl. People kept telling her — walk, walk, walk. And we tried to calm her down. And her mom tried to carry her on her arms. It was the most difficult sight to see a child inside those tunnels.

What were you feeling at that moment, Yocheved?

Very difficult.

Where did they lead you — you and your community — from Nir Oz.

They led us to this chamber, a room, that they had prepared in advance. There were mattresses there. And that’s where we were told to sit.

I saw people sitting on the mattresses, bent down, their heads down between their hands. They were broken. But we hardly spoke. Everybody was inside their own world with themselves, closed inside his own personal shock.

Yocheved was without her glasses, her hearing aids, or even her shoes. She said she spent most days lying down on one of the mattresses that had been put out for the hostages. Sometimes her captors would let her and others walk up and down the tunnels to stretch their legs.

She said she was given a cucumber, spreading cheese, and a piece of pita bread every day to eat. They had a little bit of coffee in the morning and water all day long.

One day, a Hamas leader came to the room where she and others were being held. She said she believes it was Yahya Sinwar, the leader of Hamas, who is believed to be the architect of the October 7 attack. Two other hostages who were held with Yocheved also identified the man as Sinwar, and an Israeli military spokesman said he found the accounts reliable.

He came accompanied with a group of other men. He just made rounds between the hostages, I suppose. And he spoke in Hebrew, and he told us not to worry, and soon there’s going to be a deal and we’ll be out. And others told me, don’t speak. And I said, what is there for me to be afraid of? The worst already happened. Worst thing, I’ll be killed.

I want to say something, and I spoke my mind. I told Sinwar, why have you done what you just did to all of the same people who have always helped you? He didn’t answer me. He just turned around and they walked off.

Were you afraid to ask him why Hamas did what it did, to challenge him?

I wasn’t afraid.

I was angry about the whole situation. It was against every thought and thinking we ever had. It was against our desire to reach peace, to be attentive and help our neighbors the way we always wanted to help our neighbors. I was very angry. But he ignored what I said, and he just turned his back and walked away.

In this entire time, you had no answers about Oded?

What was the hardest day for you, the hardest moment in captivity?

It’s when I got sick. I got sick with diarrhea and vomiting for about four days. And I had no idea how this will end. It was a few very rough days. And probably because of that, they decided to free me.

They didn’t tell me they were going to release me. They just told me and another girl, come follow us. They gave us galabiya gowns to wear and scarves to wear over our heads, so maybe they’ll think that we are Arab women. And only as we were walking, and we started going through corridors and ladders and climbing up we were told that we’re going home.

I was very happy to be going out. But my heart ached so hard for those who were staying behind. I was hoping that many others would follow me.

It’s OK. Let’s go. It’s OK. Let’s go.

You go with this one.

Shalom. Shalom.

There was a video that was made of the moment you left your captors. And it seemed to show that you were shaking a hand, saying shalom to them. Do you remember doing that?

I said goodbye to him. It was a friendly man. He was a medic. So when we said goodbye, I shook his hand for peace, shalom, to goodbye.

What did you mean when you said that?

I meant for peace.

Shalom in the sense of peace.

An extraordinary moment as a freed Israeli hostage shakes hands with a Hamas terrorist who held her captive.

I literally saw my mom on CNN on my phone on the way to the airport. And it was the day before I was talking to my aunt, and she said, I just want to go to Gaza and pull them out of the earth. I just want to pull them out of the earth and take them. And it really felt like that, that she came out of the earth. And when she shook the hand of the Hamas person, it just made me smile because it was so her to see the human in that person and to acknowledge him as a human being.

I arrived in the hospital at about 5:30 AM. My mom was asleep in the bed. And she was just — my mom sleeps really peacefully. She has a really quiet way of sleeping. And I just sat there, and it was just like a miracle to have her back with us. It was just incredible because not only was she back, but it was her.

I don’t know how to explain it. But while they were away, we knew so little. We were pretty sure she didn’t survive it. The whole house burned down totally. So other homes we could see if there was blood on the walls or blood on the floor. But in my parents’ home, everything was gone — everything. And we just didn’t know anything. And out of that nothingness, came my mom back.

It was only when she got to the hospital that Yocheved learned the full story of what happened on October 7. Nir Oz had been mostly destroyed. Many of her friends had been murdered. No one knew what had happened to Oded. Yocheved believed he was dead. But there wasn’t time to grieve.

The photograph she had taken in her mind needed to be shared. Yocheved knew who was still alive in the tunnels. So she and her son called as many families as they could — the family of the kibbutz’s history teacher, of one of its nurses, of the person who ran its art gallery — to tell them that they were still alive, captive in Gaza.

And then in November came a hostage release. More than 100 people came out. The family was certain that Oded was gone. But Sharone decided to make some calls anyway. She spoke to one former neighbor then another. And finally, almost by chance, she found someone who’d seen her father. They shared a room together in Gaza before he’d gotten ill and was taken away. Sharone and her brothers went to where Yocheved was staying to tell her the news.

She just couldn’t believe it, actually. It was as if, in this great telenovela of our life, at one season, he was left unconscious on the floor. And the second season open, and he is in a little room in Gaza with another woman that we know. She couldn’t believe it.

She was very, very, very excited, also really worried. My father was a very active and strong man. And if it happened 10 years ago, I would say of course he would survive it. He would talk to them in Arabic. He will manage the situation. He would have agency. But we know he was injured. And it makes us very, very worried about the condition in which he was — he’s surviving there. And I think that the fear of how much suffering the hostages are going through really makes you unable to function at moment.

Yocheved, the government has been doing a military operation since October in Gaza. You have been fighting very hard since October to free the hostages, including Oded. I wonder how you see the government’s military operation. Is it something that harms your cause or potentially helps it?

The only thing that will bring them back are agreements. And what is happening is that there are many soldiers who have been killed, and there is an ongoing war, and the hostages are still in captivity. So it’s only by reaching an agreement that all of the hostages will be released.

Do you believe that Israel is close to reaching an agreement?

I don’t know.

You told us that after the Holocaust, your father gathered your family together to tell you that God did not save you. It was a crisis for him. I’m wondering if this experience, October 7, your captivity, challenged your faith in a similar way.

No, I don’t think it changed me. I’m still the same person with the same beliefs and opinions. But how should I say it? What the Hamas did was to ruin a certain belief in human beings. I didn’t think that one could reach that level that isn’t that much higher than a beast. But my opinion and my view of there still being peace and reaching an arrangement stayed the same.

You still believe in peace?

Why do you believe that?

Because I’m hoping that a new generation of leaders will rise, people who act in transparency, who speak the truth, people who are honest, the way Israel used to be and that we’ll return to be like we once were.

I go to many rallies and demonstrations, and I meet many people in many places. And a large part of those people still believe in reaching an arrangement in peace and for there to be no war. And I still hope that this is what we’re going to be able to have here.

Bring them home now! Bring them home now! Bring them home now! Bring them home now! Bring them home! Now! Bring them home! Now! Bring them home! Now! Bring them home!

Yocheved is now living in a retirement home in the suburbs of Tel Aviv. Five other people around her age from Nir Oz live there too. One is also a released hostage. She hasn’t been able to bring herself to go back to the kibbutz. The life she built there with Oded is gone — her photographs, his records, the piano. And the kibbutz has become something else now, a symbol instead of a home. It is now buzzing with journalists and politicians. For now, Yocheved doesn’t know if she’ll ever go back. And when Sharone asked her, she said, let’s wait for Dad.

So I’m today sitting in this assisted living, surrounded by the same company, just expecting Oded, waiting for Oded to come back. And then each and every one of us will be rebuilding his own life together and renewing it.

What are you doing to make it a home for Oded?

We have a piano. We were given a piano, a very old one with a beautiful sound. And it’s good. Oded is very sensitive to the sound. He has absolute hearing. And I’m just hoping for him to come home and start playing the piano.

Do you believe that Oded will come home?

I’d like to believe. But there’s a difference between believing and wanting. I want to believe that he’ll be back and playing music. I don’t think his opinions are going to change. He’s going to be disappointed by what happened. But I hope he’s going to hold on to the same beliefs. His music is missing from our home.

[SPEAKING HEBEW]:

[SPEAKING HEBREW] [PLAYING PIANO]

I know that my father always felt that we haven’t given peace a chance. That was his opinion. And I think it’s very hard to speak for my father because maybe he has changed. Like my mom said, she said, I hope he hasn’t changed. I haven’t changed. But the truth is we don’t know. And we don’t the story. We don’t know how the story — my father is ending or just beginning.

But I think you have to hold on to humanistic values at this point. You have to know what you don’t want. I don’t want more of this. This is hell. This is hell for everybody. So this is no, you know? And then I believe that peace is also gray, and it’s not glorious, and it’s not simple. It’s kind of a lot of hard work. You have to reconcile and give up a lot. And it’s only worth doing that for peace.

[PIANO PLAYING CONTINUES]

After weeks of negotiations, talks over another hostage release and ceasefire have reached an impasse. The sticking points include the length of the ceasefire and the identity and number of Palestinian prisoners to be exchanged for the hostages.

[BACKGROUND CONVERSATION IN HEBREW]:

Here’s what else you should know today. Sam Bankman-Fried was sentenced to 25 years in prison on Thursday, capping an extraordinary saga that upended the multi-trillion-dollar crypto industry. Bankman-Fried, the founder of the cryptocurrency exchange, FTX, was convicted of wire fraud, conspiracy, and money laundering last November.

Prosecutors accused him of stealing more than $10 billion from customers to finance political contributions, venture capital investments, and other extravagant purchases. At the sentencing, the judge pointed to testimony from Bankman-Fried’s trial, saying that his appetite for extreme risk and failure to take responsibility for his crimes amount to a quote, “risk that this man will be in a position to do something very bad in the future.”

Today’s episode was produced by Lynsea Garrison and Mooj Zaidie with help from Rikki Novetsky and Shannon Lin. It was edited by Michael Benoist, fact checked by Susan Lee, contains original music by Marion Lozano, Dan Powell, Diane Wong, Elisheba Ittoop, and Oded Lifshitz. It was engineered by Alyssa Moxley. The translation was by Gabby Sobelman. Special thanks to Menachem Rosenberg, Gershom Gorenberg, Gabby Sobelman, Yotam Shabtie, and Patrick Kingsley. Our theme music is by Jim Brunberg and Ben Landsverk of Wonderly.

That’s it for “The Daily.” I’m Sabrina Tavernise. See you on Monday.

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Hosted by Sabrina Tavernise

Produced by Lynsea Garrison and Mooj Zadie

With Rikki Novetsky and Shannon Lin

Edited by Michael Benoist

Original music by Marion Lozano ,  Dan Powell ,  Diane Wong and Elisheba Ittoop

Engineered by Alyssa Moxley

Listen and follow The Daily Apple Podcasts | Spotify | Amazon Music

Warning: this episode contains descriptions of violence.

It’s been nearly six months since the Hamas-led attacks on Israel, when militants took more than 200 hostages into Gaza.

In a village called Nir Oz, near the border, one quarter of residents were either killed or taken hostage. Yocheved Lifshitz and her husband, Oded Lifshitz, were among those taken.

Today, Yocheved and her daughter Sharone tell their story.

On today’s episode

Yocheved Lifshitz, a former hostage.

Sharone Lifschitz, daughter of Yocheved and Oded Lifshitz.

Background reading

Yocheved Lifshitz was beaten and held in tunnels built by Hamas for 17 days.

There are a lot of ways to listen to The Daily. Here’s how.

We aim to make transcripts available the next workday after an episode’s publication. You can find them at the top of the page.

Fact-checking by Susan Lee .

Additional music by Oded Lifshitz.

Translations by Gabby Sobelman .

Special thanks to Menachem Rosenberg, Gershom Gorenberg , Gabby Sobelman , Yotam Shabtie, and Patrick Kingsley .

The Daily is made by Rachel Quester, Lynsea Garrison, Clare Toeniskoetter, Paige Cowett, Michael Simon Johnson, Brad Fisher, Chris Wood, Jessica Cheung, Stella Tan, Alexandra Leigh Young, Lisa Chow, Eric Krupke, Marc Georges, Luke Vander Ploeg, M.J. Davis Lin, Dan Powell, Sydney Harper, Mike Benoist, Liz O. Baylen, Asthaa Chaturvedi, Rachelle Bonja, Diana Nguyen, Marion Lozano, Corey Schreppel, Rob Szypko, Elisheba Ittoop, Mooj Zadie, Patricia Willens, Rowan Niemisto, Jody Becker, Rikki Novetsky, John Ketchum, Nina Feldman, Will Reid, Carlos Prieto, Ben Calhoun, Susan Lee, Lexie Diao, Mary Wilson, Alex Stern, Dan Farrell, Sophia Lanman, Shannon Lin, Diane Wong, Devon Taylor, Alyssa Moxley, Summer Thomad, Olivia Natt, Daniel Ramirez and Brendan Klinkenberg.

Our theme music is by Jim Brunberg and Ben Landsverk of Wonderly. Special thanks to Sam Dolnick, Paula Szuchman, Lisa Tobin, Larissa Anderson, Julia Simon, Sofia Milan, Mahima Chablani, Elizabeth Davis-Moorer, Jeffrey Miranda, Renan Borelli, Maddy Masiello, Isabella Anderson and Nina Lassam.

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40 facts about elektrostal.

Written by Lanette Mayes

Modified & Updated: 02 Mar 2024

Reviewed by Jessica Corbett

Elektrostal is a vibrant city located in the Moscow Oblast region of Russia. With a rich history, stunning architecture, and a thriving community, Elektrostal is a city that has much to offer. Whether you are a history buff, nature enthusiast, or simply curious about different cultures, Elektrostal is sure to captivate you.

This article will provide you with 40 fascinating facts about Elektrostal, giving you a better understanding of why this city is worth exploring. From its origins as an industrial hub to its modern-day charm, we will delve into the various aspects that make Elektrostal a unique and must-visit destination.

So, join us as we uncover the hidden treasures of Elektrostal and discover what makes this city a true gem in the heart of Russia.

Key Takeaways:

• Elektrostal, known as the “Motor City of Russia,” is a vibrant and growing city with a rich industrial history, offering diverse cultural experiences and a strong commitment to environmental sustainability.
• With its convenient location near Moscow, Elektrostal provides a picturesque landscape, vibrant nightlife, and a range of recreational activities, making it an ideal destination for residents and visitors alike.

Known as the “Motor City of Russia.”

Elektrostal, a city located in the Moscow Oblast region of Russia, earned the nickname “Motor City” due to its significant involvement in the automotive industry.

Home to the Elektrostal Metallurgical Plant.

Elektrostal is renowned for its metallurgical plant, which has been producing high-quality steel and alloys since its establishment in 1916.

Boasts a rich industrial heritage.

Elektrostal has a long history of industrial development, contributing to the growth and progress of the region.

Founded in 1916.

The city of Elektrostal was founded in 1916 as a result of the construction of the Elektrostal Metallurgical Plant.

Located approximately 50 kilometers east of Moscow.

Elektrostal is situated in close proximity to the Russian capital, making it easily accessible for both residents and visitors.

Known for its vibrant cultural scene.

Elektrostal is home to several cultural institutions, including museums, theaters, and art galleries that showcase the city’s rich artistic heritage.

A popular destination for nature lovers.

Surrounded by picturesque landscapes and forests, Elektrostal offers ample opportunities for outdoor activities such as hiking, camping, and birdwatching.

Hosts the annual Elektrostal City Day celebrations.

Every year, Elektrostal organizes festive events and activities to celebrate its founding, bringing together residents and visitors in a spirit of unity and joy.

Has a population of approximately 160,000 people.

Elektrostal is home to a diverse and vibrant community of around 160,000 residents, contributing to its dynamic atmosphere.

Boasts excellent education facilities.

The city is known for its well-established educational institutions, providing quality education to students of all ages.

A center for scientific research and innovation.

Elektrostal serves as an important hub for scientific research, particularly in the fields of metallurgy, materials science, and engineering.

Surrounded by picturesque lakes.

The city is blessed with numerous beautiful lakes, offering scenic views and recreational opportunities for locals and visitors alike.

Well-connected transportation system.

Elektrostal benefits from an efficient transportation network, including highways, railways, and public transportation options, ensuring convenient travel within and beyond the city.

Famous for its traditional Russian cuisine.

Food enthusiasts can indulge in authentic Russian dishes at numerous restaurants and cafes scattered throughout Elektrostal.

Home to notable architectural landmarks.

Elektrostal boasts impressive architecture, including the Church of the Transfiguration of the Lord and the Elektrostal Palace of Culture.

Offers a wide range of recreational facilities.

Residents and visitors can enjoy various recreational activities, such as sports complexes, swimming pools, and fitness centers, enhancing the overall quality of life.

Provides a high standard of healthcare.

Elektrostal is equipped with modern medical facilities, ensuring residents have access to quality healthcare services.

Home to the Elektrostal History Museum.

The Elektrostal History Museum showcases the city’s fascinating past through exhibitions and displays.

A hub for sports enthusiasts.

Elektrostal is passionate about sports, with numerous stadiums, arenas, and sports clubs offering opportunities for athletes and spectators.

Celebrates diverse cultural festivals.

Throughout the year, Elektrostal hosts a variety of cultural festivals, celebrating different ethnicities, traditions, and art forms.

Electric power played a significant role in its early development.

Elektrostal owes its name and initial growth to the establishment of electric power stations and the utilization of electricity in the industrial sector.

Boasts a thriving economy.

The city’s strong industrial base, coupled with its strategic location near Moscow, has contributed to Elektrostal’s prosperous economic status.

Houses the Elektrostal Drama Theater.

The Elektrostal Drama Theater is a cultural centerpiece, attracting theater enthusiasts from far and wide.

Popular destination for winter sports.

Elektrostal’s proximity to ski resorts and winter sport facilities makes it a favorite destination for skiing, snowboarding, and other winter activities.

Promotes environmental sustainability.

Elektrostal prioritizes environmental protection and sustainability, implementing initiatives to reduce pollution and preserve natural resources.

Home to renowned educational institutions.

Elektrostal is known for its prestigious schools and universities, offering a wide range of academic programs to students.

Committed to cultural preservation.

The city values its cultural heritage and takes active steps to preserve and promote traditional customs, crafts, and arts.

Hosts an annual International Film Festival.

The Elektrostal International Film Festival attracts filmmakers and cinema enthusiasts from around the world, showcasing a diverse range of films.

Encourages entrepreneurship and innovation.

Elektrostal supports aspiring entrepreneurs and fosters a culture of innovation, providing opportunities for startups and business development.

Offers a range of housing options.

Elektrostal provides diverse housing options, including apartments, houses, and residential complexes, catering to different lifestyles and budgets.

Home to notable sports teams.

Elektrostal is proud of its sports legacy, with several successful sports teams competing at regional and national levels.

Boasts a vibrant nightlife scene.

Residents and visitors can enjoy a lively nightlife in Elektrostal, with numerous bars, clubs, and entertainment venues.

Promotes cultural exchange and international relations.

Elektrostal actively engages in international partnerships, cultural exchanges, and diplomatic collaborations to foster global connections.

Surrounded by beautiful nature reserves.

Nearby nature reserves, such as the Barybino Forest and Luchinskoye Lake, offer opportunities for nature enthusiasts to explore and appreciate the region’s biodiversity.

Commemorates historical events.

The city pays tribute to significant historical events through memorials, monuments, and exhibitions, ensuring the preservation of collective memory.

Promotes sports and youth development.

Elektrostal invests in sports infrastructure and programs to encourage youth participation, health, and physical fitness.

Hosts annual cultural and artistic festivals.

Throughout the year, Elektrostal celebrates its cultural diversity through festivals dedicated to music, dance, art, and theater.

Provides a picturesque landscape for photography enthusiasts.

The city’s scenic beauty, architectural landmarks, and natural surroundings make it a paradise for photographers.

Connects to Moscow via a direct train line.

The convenient train connection between Elektrostal and Moscow makes commuting between the two cities effortless.

A city with a bright future.

Elektrostal continues to grow and develop, aiming to become a model city in terms of infrastructure, sustainability, and quality of life for its residents.

In conclusion, Elektrostal is a fascinating city with a rich history and a vibrant present. From its origins as a center of steel production to its modern-day status as a hub for education and industry, Elektrostal has plenty to offer both residents and visitors. With its beautiful parks, cultural attractions, and proximity to Moscow, there is no shortage of things to see and do in this dynamic city. Whether you’re interested in exploring its historical landmarks, enjoying outdoor activities, or immersing yourself in the local culture, Elektrostal has something for everyone. So, next time you find yourself in the Moscow region, don’t miss the opportunity to discover the hidden gems of Elektrostal.

Q: What is the population of Elektrostal?

A: As of the latest data, the population of Elektrostal is approximately XXXX.

Q: How far is Elektrostal from Moscow?

A: Elektrostal is located approximately XX kilometers away from Moscow.

Q: Are there any famous landmarks in Elektrostal?

A: Yes, Elektrostal is home to several notable landmarks, including XXXX and XXXX.

Q: What industries are prominent in Elektrostal?

A: Elektrostal is known for its steel production industry and is also a center for engineering and manufacturing.

Q: Are there any universities or educational institutions in Elektrostal?

A: Yes, Elektrostal is home to XXXX University and several other educational institutions.

Q: What are some popular outdoor activities in Elektrostal?

A: Elektrostal offers several outdoor activities, such as hiking, cycling, and picnicking in its beautiful parks.

Q: Is Elektrostal well-connected in terms of transportation?

A: Yes, Elektrostal has good transportation links, including trains and buses, making it easily accessible from nearby cities.

Q: Are there any annual events or festivals in Elektrostal?

A: Yes, Elektrostal hosts various events and festivals throughout the year, including XXXX and XXXX.

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